2018 school annual report draft€¦ · postal address po box 67 warwick 4370 phone (07) 4666 9222...

Warwick State High School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding

State Schools Strategy Department of Education

2018 Annual Report 1 Warwick State High School

Contact information

Postal address PO Box 67 Warwick 4370

Phone (07) 4666 9222

Fax (07) 4666 9200

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 J Craig (Principal)

Principal Joy Craig with 2018 School Captains


From the Principal

School overview

Warwick State High School has been proudly serving our community since 1912. Our gracious heritage buildings reflect a proud tradition of educational excellence whilst quality teaching, up-to-date resources, modern classrooms and facilities provide the environment that allows us to prepare our students as successful lifelong learners.

Our parent and community involvement in school matters is evidence of the strong community support for our school. In preparing our young people to be active and reflective citizens in a safe, tolerant and disciplined environment, we cater for the unique student mix and their diverse needs through dedicated staff, a skilled welfare team and an excellent special-needs and support faculty.

Our students are offered extensive programs enabling academic and vocational pathways. These include the traditional university focus, SATs, a flexible approach to senior schooling and access to a variety of TAFE courses. Our programs of distinction include the Agricultural courses, Formula Student, Arts program, Instrumental Music, Extension Music, extensive extra-curricular offerings, as well as a comprehensive selection of winter and summer sports. We are a Positive Behaviour for Learning (PBL) school with a strong ethos based on Respect, Responsibility and Relationships.

School progress towards its goals in 2018

This report contains information about the school including: • Progress towards 2018 goals; • Future outlook for 2019; • School profile; • Curriculum offerings; • Social climate; • Satisfaction levels; • Parent involvement; • Environmental footprint; • Staff profile; • Student attendance; • NAPLAN results; • Closing the Gap data; • Year 12 achievement data; • Post school destination and early leaver information.


WSHS AIP 2018 Promoting Excellence in Teaching and Learning – Every Student Succeeding

Improvement Priority

Success Indicators Strategies/Initiatives School Progress in 2018

CURRICULUM IMPLEMENTATION AND ONGOING RENEWAL

A quality curriculum matching the needs of our students.

Review school’s Curriculum Framework. Continue to improve whole school thinking

skills and incorporate cognitive verbs across the school.

Completed – to be reviewed in 2019

Adopt the Aust. Curriculum and adapt C2C resources in The Arts, HPE and Technology.

Ongoing – full implementation by 2020

Assistant Japanese Teacher implemented Active involvement in QCAA, PD and

Faculty implementation.

Completed Ongoing

Investigate and commence expansion of STEAM activities and Regional Priorities through Academy classes.

QCAA Senior preparation for new Senior syllabus-Faculty based

Ongoing – UQ and QUT experiences

Ongoing

QUALITY TEACHING TO ENSURE QUALITY LEARNING

Excellent learning environments with quality assured teaching practice, consistent across the whole school, with high expectations evident – NAPLAN, A to E, OP, QCE. Senior Schooling preparation across the curriculum.

Lead with Explicit Instruction – ensure all teachers use Archer and Hughes as the signature pedagogy.

Ongoing

Empower staff to use a variety of evidence based strategies/pedagogies to deliver an inclusive education and cater for a range of independent learners.

Ongoing – trial and decision on models 2019

Engage staff in relevant/targeted professional learning – enhance knowledge/expertise in best practice and priorities

Principal participation in QCAA Steering Committee

Embed cognitive verbs into curriculum in preparation for new senior syllabus

Ongoing PD program

Ongoing

Ongoing

Support staff to effectively use digital pedagogy.

Ongoing

TEACHERS KNOWING THEIR STUDENTS

All staff have data conversations evident in planning. Students own their learning/outcomes.

Endorsed Data Plan implemented 2018. Data drives teaching and learning decisions.

Plan developed and ongoing

WHOLE SCHOOL LITERACY AND NUMERACY EXCELLENCE

Above state average for relative gain in NAPLAN.

Fully functioning Reading Program into Year 7, 8 and 9.

Completed

Consolidate Numeracy Plan-including LNU classes in Year 7 and 8

Maintain % of students showing positive relative gain in numeracy in Years 7 & 9

Ongoing

Ongoing

Continue to provide intensive monitoring of Senior Secondary (QCE, QCIA, SAT, OP).

Ongoing. QCE 2018

attainment 99.4% Indigenous QCE attainment 100%

Embed Academic Improvement Process – tracking, intervention, mentoring, SET planning.

SET planning completed


Priority Success Indicators Strategies

INCLUSIVITY FOR DIVERSE LEARNERS

Teachers skilled in differentiation, understanding how diverse backgrounds impact on learning.

Implement integrated support model and provide opportunities for diverse learners.

Ongoing

Embed the services of Clontarf and the school’s CEC, Indigenous T/A towards Closing the Gap.

Ongoing

Develop strategies/opportunities to extend high achieving and gifted/talented students.

Coordinate Gifted and Talented Program

Tertiary experiences completed

Ongoing

SCHOOL VALUES PBL DATA

Fewer negative behaviour incidents.

Excellent Attitude and Attendance data.

Continue to embed PBL Tier 1 and refine processes, explicitly teach Matrix roles/responsibilities and behaviour levels. Introduce Tier 2

Ongoing

Consistent implementation of RBPS Ongoing

Re-integrating students from Mt Gordon Alternative Program

Completed

Attendance tracked, data shared, recorded and owned by staff, students and families.

Ongoing

STAFF AND LEADERSHIP CAPABILITIES

and

DEVELOPING A REFLECTIVE CULTURE

PARENT AND COMMUNITY ENGAGEMENT

Increased self-efficacy of staff.

Continue the Beginning Mentor Teacher and Master Teacher Programs.

Ongoing

Staff feel empowered and confident to lead.

Quality assure annual Performance Development Plans, (including Personal Reflection and Professional Learning) to ensure effective feedback processes. Ensure alignment to AITSL Standards. HAT and LEAD Teachers.

Ongoing

Quality assured school feedback processes.

Renew whole school Professional Learning Plan to reflect priorities and staff plans.

Completed

High quality partnerships.

Parents actively involved in student learning and in school community.

Support and engage in ‘high performing’ cluster of schools – Southern Downs Cluster. Develop Professional Learning Communities to progress system/cluster/school priorities.

Ongoing

High quality partnerships.

Parents actively involved in student learning and in school community.

Brand Development – actively promote WSHS as the school of choice in Warwick.

Ongoing

Continue to develop positive parent partnerships (Action Groups, activities, class support).

Ongoing

STAFF WELLBEING

A collegial culture where staff feel valued, supported and proud to contribute to the school. A culture based on high expectations, trust, belonging and a commitment to excellence.

Implement a strengths-based approach Ongoing

Continue Communication/Charter. Ongoing


School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Year 7 - Year 12

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

Total 890 884 828

Girls 433 443 412

Boys 457 441 416

Indigenous 89 101 104

Enrolment continuity (Feb. – Nov.) 88% 88% 91%

Characteristics of the student body

Overview

Students attending Warwick State High School come from Warwick City itself, from small nearby towns or from adjacent farming and agricultural areas in this part of the Southern Downs. Our indigenous student population is just over 10% of the student body. Within our school community less than 10 students identify as having English as a Second Language. In recent years, our total enrolments have been relatively stable. Multiple generations of some families have attended Warwick State High School. Some of these family enrolment histories can be traced back to the early years of the school. Conversely, the mobility of families has resulted in noticeable fluctuations in enrolments throughout the year. In 2018, 79 students with disabilities were enrolled in the school. These disabilities ranged from intellectual, hearing, speech language and physical impairment to autistic spectrum disorder (ASD) and multiple disabilities.

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.

Year 7 – Year 10 22 21 22

Year 11 – Year 12 18 17 15

Curriculum delivery

Our distinctive curriculum offerings

As the only state secondary school in Warwick, we offer a comprehensive curriculum, which prepares our students for a diverse range of pathways beyond school, including higher education, apprenticeships and traineeships and the workforce.


Senior Secondary

In 2018 our Year 11 and 12 students had a choice from 23 Authority subjects as well as 2 Extension subjects, 13 Authority Registered Subjects, 4 Vocational Education and Training (VET) Certificates (delivered at school) and 6 VET Certificates delivered at the Southern Queensland Institute of TAFE. School based apprenticeships and traineeships were also available to students. All Year 11 and 12 students are consistently monitored and supported in the attainment of their Queensland Certificate of Education (QCE). Students in Year 10 studied the compulsory subjects of English, Maths, Science and Social Science and chose 3 electives from a range of 15 options.

Students also participate in an Extra Senior Program (XSP). In Years 10-12, programs aim to deliver units that assist in transitioning students to the next phase of learning or life experience:

Year 12 students focus on a transition to life post- school, be it work or study or a combination of both. This also includes QCS test preparation

Year 11 students focus on transition to the world of senior study (including understanding QCE and SATE) Year 10 students focus on their Student Education and Training Plan (SET Plan) and making the most

appropriate subject selections for Years 11 and 12. All programs also include units that foster personal development in students and understanding the modern

social environment.

A full outline of the curriculum offered to our senior students can be found on our school website.

Junior Secondary

All Year 9 students studied the compulsory subjects of English, Maths, Science, History and Health and Physical Education. In addition, they chose 2 electives per semester from a range of 13 options as well as undertaking additional Literacy and Numeracy subjects. All Year 7 and 8 students studied a curriculum that encompassed the Australian Curriculum. In addition, the students undertook a skills-based program two lessons per week, to further enhance their development of literacy, numeracy and higher-order thinking skills.

A full outline of the curriculum offered to our junior secondary students can be found on our school website.

Students with Disabilities and Diverse Learning Needs

Warwick State High is an inclusive school that caters for all students with diverse learning needs. This includes students with disabilities, learning difficulties and other conditions that require adjustments to curriculum and/or access. Support can be accessed in the form of specialised teaching staff, experienced teacher aides, tailored support programs and consultation with outside agencies both in the mainstream, and Special Education Program settings. The school has a dedicated Special Education Program that offers a wide range of alternative programs which focus on life skills, functional literacy and numeracy, work skills, provision of direct care and therapy as well as social skill programs.

Extra curricula activities

In 2018, the school offered an extensive range of extra and co‐curricular activities across all year levels. These have included:

Debating and public speaking Extension maths and science programs After-hours curriculum tutoring Australian and state academic competitions Sporting – swimming, cross country, athletics as well as summer and winter sports competitions Readers’ Challenge Readers’ Cup Agricultural show teams Talent Quest Instrumental Music program School bands and choirs Senior leadership camp Safe Drive program School socials and formal Buddy Program Student Representative Council including committees The Homework Centre.


How Information and Communication Technologies are used to improve learning

The school continued to invest heavily in ICTs during 2018, continuing to enhance the school’s technology base for student access. Student access to ICTs is provided through a wide range of options, including:

Bring Your Own Device (BYOx) program School device hire for the school year Equity program for student device hire Computer labs for whole class access

The school has timetabled a teacher to act in the role of eLearning Facilitator, who conducted numerous information sessions and professional development opportunities for teachers. The school also employed a full-time computer technician as well as a technical assistant. OnePortal and OneSchool are also extensively used by staff as tools for school planning and management.

In addition, the school offers a Robotics program, an industry standard Computer Aided Design program which includes 3D printing capability, as well as a range of opportunities for students to integrate specialised scientific testing and logging equipment within their classes.

Social climate

Overview

Our social climate is based around our school values of:

Responsibility (for teaching and learning) Respect (for self, others and property), and Relationships (safe and supportive)

Warwick State High School is also a Positive Behaviour for Learning school. We offer a pastoral care program that includes students reporting each morning to an Assembly Group. Where possible, they also retain the same Assembly Group teacher for the duration of their time at high school. The relationships that can develop are very strong and provide a good base for pastoral care programs.

In addition to this, each cohort has a Coordinator who, where possible, has progressed with them through Years 7 to 12. This supportive leadership role ensures students and parents have a good connection and communication with our school. There is a strong bond between Coordinators and their year groups. They support students in terms of proactive and reactive behaviour support programs.

Our Student Wellbeing team operates on a case management model in supporting students, which is overseen by a Student Referral process whereby student concerns are referred and actioned. This team includes behaviour support staff, school nurse, chaplains, Community Education Counsellor, Clontarf Foundation, Indigenous teacher aides, Youth Support Worker and a Guidance Officer. The Head of Department (Student Wellbeing) manages and supports these staff and the programs/services they offer.

A member of the school leadership team also works with specific year levels to provide additional support to students.

Throughout the year, all students have the opportunity to participate in a variety of social and community service events as well as programs that support the development and wellbeing of all students. Activities have included:

o NAIDOC celebrations o Positive Behaviour for Learning (PBL) activities o Belonging Day o Year 9 Belonging Camp o Say No To Bullying Day o Reconciliation Week o RUOK Day o “The Brekkie Club” o Shine o “lovebites” (a program for seniors) o Putting Youth in the Picture o YLead o Bullying (Police) o Bullying No Way o Steps to the Future


o Rage o Managing the Bull o Bella Girls Program o Drumbeat o Rock and Water o Seasons for growth o Solid Pathways o Deadly Ways o Term socials o Senior formal and graduation events o Reward and lunch activities o Organised sports o Production of the school magazine o Student Representative Council o Readers’ Challenge o Maths Challenge

We have structured our support to ensure all students are given the best opportunity to engage in the educational programs and services we offer.

Strategies which deal with bullying include:

1. Positive Behaviour for Learning – whole school focus 2. Year 7, 8 and 9 Anti‐bullying programs – session in Belonging Day Camp and ongoing sessions throughout

the year through year level assemblies. 3. All computers in the school display the cyber safety button, which has links to anti‐bullying websites. 4. “Say No to Bullying” posters displayed around the school. 5. All student diaries have page inserts about inappropriate behaviour ‐ sexual harassment, hands off policy,

what is and what is not bullying, cyber bullying, strategies and consequences. 6. Assembly teachers regularly workshop the diary contents to reinforce appropriate behaviours and

expectations. 7. Small group programs / Tier 2 PBL programs. 8. Peer support program. 9. HOD structure (Student Wellbeing and Senior Schooling portfolios). 10. Mediation (individual, group) by Administration and HODs. 11. Individual behaviour plans and playground contracts. Time out sessions include worksheets around anti‐

bullying. 12. On website – parent toolkit to tackle bullying including links to external agencies (eg Headspace). 13. Individual student counselling (Guidance Officer) 14. Responsible Behaviour Management Plan for Students is on website for students and parents. 15. In Wellbeing Program (Junior Secondary): Brainstorms Productions on cyberbullying with follow up lessons

in class to discuss issues; as well as “Verbal Combat”; “The Hurting Game”; and Cyber Bullying Units. In addition, sessions are conducted by a Police Officer on cybersafety and social media security.

16. Extra Senior Program: which includes Sexual harassment/bullying issues workshopped; ‘Putting Youth in the Picture’; ’Lovebites’, Cybersafety workshops.

17. Blocking of social media websites on school network during school hours (eg. Facebook). 18. Curriculum units (English, Social Science, and HPE) - Social Skilling aspects. 19. Student Wellbeing tea, via the Student Referral Team, providing intervention and support includes:

Guidance Officer, Chaplain, Nurse, behaviour support personnel, Clontarf Foundation, Community Education Counsellor and Youth Support Workers.

20. Year Level Coordinators for each year level also track and support each cohort. 21. Say No To Bullying Day – activities such as: celebration concert, friendship band making, signing of pledge

board, wearing orange ribbons, staff wearing Say No to Bullying T-shirts 22. RUOK? Day – positive activities for student and staff 23. Mental Health week activities 24. Senior XSP program – mental health presentations by Guidance Officer and School Based Youth Health

Nurse 25. Police presentations on Year Level and Whole School Assemblies. 26. Wellbeing team small group programs focussing on a) victim – Managing the Bull and b) perpetrator - Rage 27. Wellbeing curriculum units 7 – 9 in all year levels including Respectful Relationships.


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) 91% 89% 89%

this is a good school (S2035) 93% 84% 84%

their child likes being at this school* (S2001) 96% 92% 83%

their child feels safe at this school* (S2002) 95% 86% 79%

their child's learning needs are being met at this school* (S2003) 95% 91% 84%

their child is making good progress at this school* (S2004) 95% 92% 86%

teachers at this school expect their child to do his or her best* (S2005) 98% 93% 93%

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 89% 88% 84%

teachers at this school motivate their child to learn* (S2007) 85% 86% 82%

teachers at this school treat students fairly* (S2008) 83% 81% 75%

they can talk to their child's teachers about their concerns* (S2009) 91% 91% 88%

this school works with them to support their child's learning* (S2010) 92% 85% 82%

this school takes parents' opinions seriously* (S2011) 78% 78% 75%

student behaviour is well managed at this school* (S2012) 71% 67% 64%

this school looks for ways to improve* (S2013) 92% 85% 80%

this school is well maintained* (S2014) 96% 93% 91%

* 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) 97% 88% 94%

they like being at their school* (S2036) 86% 90% 86%

they feel safe at their school* (S2037) 93% 90% 92%

their teachers motivate them to learn* (S2038) 92% 88% 89%

their teachers expect them to do their best* (S2039) 99% 97% 98%

their teachers provide them with useful feedback about their school work* (S2040) 93% 88% 84%

teachers treat students fairly at their school* (S2041) 81% 80% 70%

they can talk to their teachers about their concerns* (S2042) 84% 77% 75%

their school takes students' opinions seriously* (S2043) 84% 73% 74%

student behaviour is well managed at their school* (S2044) 70% 65% 70%

their school looks for ways to improve* (S2045) 88% 91% 86%

their school is well maintained* (S2046) 83% 82% 81%

their school gives them opportunities to do interesting things* (S2047) 89% 93% 89%


Percentage of students who agree# that: 2016 2017 2018




Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 93% 90% 93%

they feel that their school is a safe place in which to work (S2070) 90% 85% 87%

they receive useful feedback about their work at their school (S2071) 86% 79% 74%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) 87% 86% 88%

students are encouraged to do their best at their school (S2072) 94% 90% 90%

students are treated fairly at their school (S2073) 88% 78% 82%

student behaviour is well managed at their school (S2074) 80% 70% 69%

staff are well supported at their school (S2075) 79% 71% 72%

their school takes staff opinions seriously (S2076) 80% 72% 73%

their school looks for ways to improve (S2077) 87% 85% 80%

their school is well maintained (S2078) 82% 81% 79%

their school gives them opportunities to do interesting things (S2079) 86% 86% 87%




Parent and community engagement

Parents/caregivers are key players in their children’s learning partnership with the school. Our P&C Association is a supportive organisation that not only provides a forum for parents across the school, but also has an effective business arm. The canteen and uniform shop has contributed substantial funds to the school to support programs.

The school encourages involvement of parents in the shaping, delivery and celebration of their children’s education. This is done using a range of activities and strategies including:

An active P&C Parent teacher meetings (formal and informal) Families attending school events (“Meet and Greets”, musicals, expos, sporting events) Parent information evenings Principal’s Awards ceremonies Transition activities for our Year 7 and Year 10 students and parents Parent and teacher interview meetings held twice per year Staff phoning, emailing, and meeting with parents to discuss students’ educational programs

and progress. Virtual classrooms Parent and Community Action Group

The school also actively engages with a wide range of community organisations to meet the diverse needs of our students, including:

Local health support organisations Local post-secondary support organisations


Southern Downs Regional Council Local employers Tertiary institutions Community Service groups And many more….

Respectful relationships education programs

The school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships. Warwick State High’s Extra Senior Program and Junior Wellbeing programs align with the Respectful Relationships Education Program. In implementing these programs, the school is providing students with opportunities for social and emotional learning in self-awareness, self-management, social awareness, relationships, ethics, values, social norms, stereotypes, human rights, risk and responsible decision making.

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 383 328 367

Long suspensions – 11 to 20 days 7 20 17

Exclusions 9 9 3

Cancellations of enrolment 3 4 2

Environmental footprint

Reducing this school’s environmental footprint

The school’s Agricultural Block and Hamilton Oval both have access to the town’s recycled water supply, which is primarily used for irrigation purposes. The school is an active participant in the Solar Schools Program and has HOTTI solar panels installed on the roof of D Block. The generated electricity is fed back into the general grid and the data is used by students as part of their curriculum.

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) 421,697 389,562 380,683

Water (kL) 1,291 972


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.

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.

Our staff profile


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.

Masters 2

Graduate Diploma etc.* 22

Bachelor degree 71

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $50 392 for registration, TRS (Teacher Relief Scheme) and attendance costs.

The major professional development initiatives are as follows:

Curriculum - Faculty Based Literacy (especially Reading) and Numeracy Senior Schooling (including SATE and QCE attainment) Positive Behaviour for Learning Vocational Education and Training Junior Secondary Pedagogy - Digital Pedagogy - Explicit Teaching Coaching, Feedback and Mentoring Student Wellbeing Inclusion and differentiation Students Needing Support System Priorities

The proportion of the teaching staff involved in professional development activities during 2018 was 100%.

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. 95% 95% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 97% 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 Secondary schools was 89%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school


Overall attendance rate* for students at this school 87% 86% 87%

Attendance rate for Indigenous** students at this school 77% 76% 78%

* 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.

Year 7 87% 89% 89%

Year 8 86% 86% 88%

Year 9 86% 84% 86%

Year 10 85% 85% 86%

Year 11 88% 87% 84%

Year 12 89% 86% 85%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

31

32

30

17

17

14

24

24

26

29

27

31

0% 20% 40% 60% 80% 100%

2018

2017

2016

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%


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 school uses an electronic attendance management system called IDAttend. Rolls are marked electronically by teachers five times per day, with students recorded as being absent from classes manually tracked by an Attendance Officer. Students arriving late, or leaving school at any time during the school day must also sign out via the Student Resource Room with these details being recorded on IDAttend. Students are then issued with a thermal pass with their photo on it, which must be displayed to staff or the Police when out of the school grounds. SMS are sent each day to all parents who have students recorded as being absent for the whole day and parents are invited to reply by SMS, phone or send in a note explaining the reason for absence. Several times each term, individual letters are sent home to parents who have still not explained student absences thus far, further requesting reasons for absences.

Students with more than 3 days absence are then tracked by a member of the Administration team. These absences are addressed using a number of strategies which may include: phone calls to parents, student support within the school, modified timetables, referral to external agencies, parent meetings, Police intervention up to and including formal warnings of non‐attendance and non‐participation.

Attendance is promoted in all classes, Assembly groups, Year Level and Whole School Assemblies. Attendance data is actively shared with all stakeholders. Attendance rates are also a key indicator towards Effort and Behaviour ratings used in Reporting and calculation of Principal Award data.

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.

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.


Year 12 Outcomes

Tables 13–15 show for this school:

a summary of Year 12 outcomes

the number of Year 12 students in each OP band

the number of Year 12 students awarded a VET qualification.

Details about the types of outcomes for students who finish Year 12 are available in the annual Year 12 outcomes report.

Additional information about the AQF and the IBD program are available at www.aqf.edu.au and www.ibo.org.

Table 13: Outcomes for our Year 12 cohorts


Number of students who received a Senior Statement 149 156 128

Number of students awarded a QCIA 6 2 3

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12 141 152 124

Percentage of Indigenous students awarded a QCE at the end of Year 12 100% 100% 100%

Number of students who received an OP 59 58 65

Percentage of Indigenous students who received an OP 17% 11% 29%

Number of students awarded one or more VET qualifications (including SAT) 79 103 63

Number of students awarded a VET Certificate II or above 67 94 47

Number of students who were completing/continuing a SAT 14 13 19

Number of students awarded an IBD 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD 85% 81% 62%

Percentage of Year 12 students who were completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification 96% 98% 99%

Percentage of QTAC applicants who received a tertiary offer. 94% 96% 92%

Notes:

• The values above:

− are as at 11 February 2019

− exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

• Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 14: Overall Position (OP)

OP band 2016 2017 2018

Note:

The values in table 14:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

1-5 10 6 9

6-10 18 18 12

11-15 22 23 19

16-20 9 11 20

21-25 0 0 5


Table 15: Vocational Education and Training (VET)

VET qualification 2016 2017 2018

Note:

The values in table 15:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

Certificate I 18 32 17

Certificate II 61 74 43

Certificate III or above 7 27 6

Apparent retention rate – Year 10 to Year 12

Table 16: Apparent retention rates for Year 10 to Year 12 for this school


Year 12 student enrolment as a percentage of the Year 10 student cohort 81% 87% 88%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort 55% 65% 77%

Notes:

1. The apparent retention rate for Year 10 to Year 12 = the number of full time students in Year 12 expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Student destinations

The Queensland Department of Education conducts annual surveys that capture information about the journey of early school leavers and Year 12 leavers from school to further study and employment.

Early school leavers

The destinations of young people who left this school in Year 10, 11 or before completing Year 12 are described below.

In some situations, students leave school before completing Year 12. Most go on to full or part time work. Before leaving, students are counselled by the Guidance Counsellor and are often linked to external providers such as SDIEA (Southern Downs Industry and Education Association) or Gateway to Work. School based apprenticeships are sometimes converted to full time status. In addition, some students also undertake Certificate courses at the Warwick TAFE campus.

Next Step – Post-school destinations

The results of the 2019 Next Step post-school destinations survey, Next Step – Post-School Destinations report (information about students who completed Year 12 in 2018), will be uploaded to this school’s website in September 2019.

To maintain privacy and confidentiality of individuals, schools with fewer than five responses will not have a report available.

This school’s report will be available at http://www.warwickshs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx