Brookfield State School Queensland State School Reporting 2014 School Annual Report

Postal address 36 Boscombe Road Brookfield 4069

Phone (07) 3374 7333

Fax (07) 3374 7300

Email the.principal@brookfieldss.eq.edu.au

Webpages Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.

Contact person Bruce Robertson (Principal)

Principal’s Foreword

Introduction

The School Annual Report is prepared each year to detail the various aspects of school life.

This report provides parents and members of the school community with information about the

school’s activities and performance over the past year. It highlights the strengths of teaching and

learning programs at our school and identifies areas for development and improvement.

Brookfield State School is focussed on improving student achievement. We pride ourselves as a

school that fosters and supports each child’s social, emotional and physical development, balanced

with an unrelenting focus on improving student performance.

Brookfield State School is a high performing school, leading in differentiated teaching and learning

practices. Our endeavour to improve the quality of educational experiences for all students drives

everything we do. This report details the high quality teaching and learning at Brookfield State

School.

School progress towards its goals in 2014

Brookfield State School has continued to maintain high standards in our core priorities of Literacy,

Numeracy and Science. On 2014 NAPLAN results, Brookfield was substantially above the nation in all

strands (Reading, Writing, Spelling, Grammar and Punctuation and Numeracy) across Years 3, 5 and 7.

The trajectory of improvement for all students is positive and a reflection on the school’s high

performance culture.

Brookfield State School’s core priorities in 2014 included: • Australian Curriculum Implementation (English, Mathematics, Science, Geography and History)

- Focus on ‘the how’ of teaching, as well as ‘the what’ - Update the Curriculum Implementation Plan - Align whole school Curriculum, Assessment and Reporting Plan - Moderation with other schools - Review ICT support

Collaborative year level planning continues each term with agreement on assessment tasks, testing conditions and core learning. The Teacher Librarian works with teachers to support both resources and ICT components relevant to curriculum units. Moderation is aligned with the assessment and reporting cycle to enable all data to be triangulated and provide consistency in grading student achievement across each year level. Pedagogical reflections (formal observations by the principal and deputy principal of teachers) occur each term with a focus on the key elements of the pedagogical framework. Feedback is provided to teachers to celebrate good pedagogy and address areas identified for improvement. • Improved Reading outcomes for students

- Develop a balanced approach to fluency and comprehension A Reading Framework was developed in 2014. It aligns the school’s six key principles of the Pedagogical Framework with current reading practices and the Australian Curriculum. The Brookfield State School Reading Framework ensures the delivery of a balanced and effective reading program. It is evidence based and outlines the explicit expectations of teaching reading (both fluency and comprehension) in each year level. All staff (teachers and teacher aides) received in-service on the contents of the Reading Framework along with the school’s expectations.

• Improved Writing outcomes for students

- Develop writing exemplars at A, B and C standards - Foreground assessment in planning - Review the teaching of spelling - Explore Seven Steps to Writing Success

Writing Exemplars in narrative and persuasive texts will be developed across 4 schools in 2015 on an agreed on-demand writing task to occur twice/year. Moderation across the schools will take place to ensure there is consistency in judgments in identifying A, B, C and D exemplars. Collaborative planning across a year level is embedded in Brookfield’s teaching and learning practices. Assessment is foregrounded in planning with the core teaching elements identified and prioritised. The Spelling Framework was reviewed and updated to reflect the current practices aligned with the Australian Curriculum. All staff (teachers and teacher aides) received in-service on the contents of the Spelling Framework along with the school’s expectations. 7 staff members attended a day workshop in Seven Steps to Writing Success in 2014. Following this, a teacher was trained over two days to become a facilitator in implementing the steps across the school.

All staff (teachers and teacher aides) received in-service on the Seven Steps to Wring Success along with practical measures to implement the strategies in the curriculum. • Improved Numeracy outcomes for students

- Review teaching strategies - Develop explicit teaching of Numeracy - Promote the use of ICTs - Train teachers to provide regular feedback

ICTs are used extensively in teaching numeracy. Teachers work with students to identify numeracy goals and provide feedback to students on both their goals and their mathematical knowledge and understanding. A Numeracy Framework is being developed in 2015.

• Improved Science outcomes for students

- Focus on investigating and enquiry learning - Promote the use of ICTs - Engage with the Pullenvale Environmental Education Centre

ICTs are used extensively in teaching Science. Enquiry learning is a focus of the science curriculum. We have a strong link to the Pullenvale Environmental Education Centre with students participating in their experiential learning programs. The annual Science Fair, where all upper year level students plan and present an investigation has ensured the spotlight remains on science. Participation in STEM (Years 6-9 University of Qld Science Project) has continued to be popular with 15 students presenting their projects in 2014.

Future outlook

The core priorities for 2015 include:

Improved Reading outcomes for students

Improved Writing outcomes for students

Improved Numeracy outcomes for students

Improved Science outcomes for students

Improved culture through retention, transition and attendance measures

Closing the gap between indigenous and non-indigenous students

A cohesive, professional learning community

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Year levels offered in 2014: Prep Year - Year 7

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 527 261 266 95%

2013 540 272 268 96%

2014 513 266 247 98%

Student counts are based on the Census (August) enrolment collection.

Characteristics of the student body:

The Brookfield State School community draws on enrolments from the western suburbs of Brisbane including Brookfield, Upper Brookfield, Kenmore Hills, Kenmore, Chapel Hill, Pinjarra Hills, Pullenvale, Bellbowrie, Moggill and Anstead. Brookfield is middle to high socio-economic area consisting of professional workers and self-employed business people. There is a mix of acreage and residential properties. Brookfield is a community of well-educated and informed families who place high expectations on education. Students are tolerant, respectful, responsible and willing learners.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 23 22 20

Year 4 – Year 7 Primary 25 25 24

Year 7 Secondary – Year 10

Year 11 – Year 12

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 17 4 3

Long Suspensions - 6 to 20 days 0 0 0

Exclusions# 0 0 0

# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside

through an appeals process.

* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education

(General Provisions) Act 2006, passed in late 2013, created a time series break.

Curriculum offerings

Our distinctive curriculum offerings

Differentiated teaching and learning in every classroom to build on each child’s strengths and

at the same time preparing them to take their place in the world.

An outstanding Music program including:

- junior, intermediate and senior choral groups

- instrumental program (strings from Year 3 and Band from Year 4) providing many children

with skills to take part in concert band and string orchestra recitals both locally and

throughout the region

- marimba groups

Science, Technology, Engineering and Mathematics (STEM). Brookfield State School students

participate in the STEM initiative hosted by the University of Queensland and present Science

Investigations at a forum hosted by the Queensland Academy for Science, Mathematics and

Technology (QASMT).

Students in years 2-7 participate in local, national and international competitions in English,

Mathematics, Science, Spelling, Writing, Computer Skills and Problem-Solving.

All students in Years 5, 6 and 7 participate in the West Akuna Sport Competition. Years 4-6

from 2015.

An outstanding Health and Physical Education Program with a major inter-house sporting

event is held each term:

- Cross Country in Term1

- Athletics Carnival in Term 2

- Ball Games Carnival in Term 3

- Swimming Carnival in Term 4.

Participation in Pullenvale Environmental Education Centre’s experiential learning programs

using the story-thread pedagogy.

Cancellations of Enrolment 0 0 0

Extra curricula activities

Brookfield State School provides enriched extra-curricular experiences including:

Instrumental Music (Years 3-7)

Choral groups (Years P-7; Junior, Intermediate and Senior)

Marimba groups

Dance (Years P-7)

Inter-school Sport (Years 5, 6 and 7)

Running Club (Years P-7) for general fitness and preparation for cross-country and athletics

Soccer Club (Years P-4)

Chess Club

Science Club

Ceramics Club

Excursions and Incursions

School Camps

There are also various opportunities to access dance, drama, sporting and self-defence classes outside

of regular school hours.

How Information and Communication Technologies are used to assist learning

All classrooms have either an Interactive White Board or Smart Board. The Teacher Librarian works

closely with classroom teachers to plan for and implement the digital pedagogies that support the

Australian curriculum.

There are iPad classes in Years 2, 3, 4, 5 and 6 that operate within the school. These are Bring Your

Own Device (BYOD) classes.

Computers are used to support and enhance classroom teaching and learning programs. Computers

exist in all classrooms and the two computer labs provide opportunities for whole-class tuition based

on a weekly roster. Desktops are being replaced with laptops

Installation on wireless technology is being rolled out across the school and will be completed in 2015.

Social Climate

Brookfield State School is part of a wonderful broader community and is involved in many community

events including the annual Brookfield Show and the Bush Christmas. The school has a warm,

welcoming feel where new families integrate quickly. Families in our community value learning and

expect their children to do their best.

The Pathways - Friends Social Skills Program is implemented throughout the school. The Friends

Program develops social and emotional skills and builds resilience strategies that are practical and

useful for dealing with anxiety and stress. Other Social/Emotional and Resilience programs will be

explored in 2015 along with Service Learning opportunities.

Positive behaviour is encouraged and recognised in our Responsible Behaviour Plan. 73 parents

participated in the School Opinion Survey in 2014 with over 97% of parents indicating their child feels

safe at school and that the school has a strong sense of community. 110 students completed a survey

with over 98% indicating they feel safe at school and over 96% believing the school encourages them

to be a good community member.

Parents are actively involved in the school in a variety of ways. Our Parents and Citizens Association

has a close working relationship with the school administration and staff. Parent, students and staff

needs are handled with compassion and professionalism.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2012 2013 2014

their child is getting a good education at school (S2016) 93% 97% 90%

this is a good school (S2035) 96% 100% 93%

their child likes being at this school* (S2001) 100% 100% 95%

their child feels safe at this school* (S2002) 100% 100% 97%

their child's learning needs are being met at this school* (S2003) 92% 87% 90%

their child is making good progress at this school* (S2004) 96% 94% 96%

teachers at this school expect their child to do his or her best* (S2005) 100% 100% 97%

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

78% 93% 81%

teachers at this school motivate their child to learn* (S2007) 85% 100% 84%

teachers at this school treat students fairly* (S2008) 92% 100% 89%

they can talk to their child's teachers about their concerns* (S2009) 96% 100% 93%

this school works with them to support their child's learning* (S2010) 85% 97% 86%

this school takes parents' opinions seriously* (S2011) 88% 100% 85%

student behaviour is well managed at this school* (S2012) 96% 100% 86%

this school looks for ways to improve* (S2013) 96% 100% 94%

this school is well maintained* (S2014) 96% 100% 97%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 98% 98% 99%

they like being at their school* (S2036) 93% 97% 98%

they feel safe at their school* (S2037) 100% 98% 98%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

their teachers motivate them to learn* (S2038) 97% 98% 98%

their teachers expect them to do their best* (S2039) 100% 98% 100%

their teachers provide them with useful feedback about their school work* (S2040) 94% 93% 95%

teachers treat students fairly at their school* (S2041) 85% 92% 94%

they can talk to their teachers about their concerns* (S2042) 88% 93% 91%

their school takes students' opinions seriously* (S2043) 98% 97% 92%

student behaviour is well managed at their school* (S2044) 86% 88% 93%

their school looks for ways to improve* (S2045) 99% 100% 97%

their school is well maintained* (S2046) 98% 100% 99%

their school gives them opportunities to do interesting things* (S2047) 86% 93% 96%

Performance measure

Percentage of school staff who agree# that: 2012 2013 2014

they enjoy working at their school (S2069) 100% 100%

they feel that their school is a safe place in which to work (S2070) 100% 100%

they receive useful feedback about their work at their school (S2071) 100% 97%

students are encouraged to do their best at their school (S2072) 100% 100%

students are treated fairly at their school (S2073) 100% 100%

student behaviour is well managed at their school (S2074) 93% 97%

staff are well supported at their school (S2075) 100% 100%

their school takes staff opinions seriously (S2076) 89% 100%

their school looks for ways to improve (S2077) 100% 100%

their school is well maintained (S2078) 96% 100%

their school gives them opportunities to do interesting things (S2079) 100% 100%

* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.

# ‘Agree’ represents the 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.

Involving parents in their child’s education

Parents and carers are encouraged to be involved in many facets of school life. Family members assist

by supporting students in classroom activities, volunteering in the Resource Centre, attending

excursions and camps, and volunteering in the Tuckshop and Uniform Shop.

At the beginning of each year, classroom teachers outline the various ways parents and carers can

support in the classroom and work in partnership with the teacher for the benefit of their student.

Parents and carers are encouraged to attend weekly assemblies.

Parents and carers are included in decision making committees at the school. The school community

has high expectations of the school and forms a very supportive parent group. The school has an

active Parents and Citizens Association which provides supplementary funds and actively participates

and supports projects throughout the school.

Brookfield has a wonderful sense of community and new families are welcomed into the Brookfield

community with ease.

Reducing the school’s environmental footprint

Brookfield State School’s Environmental Management Plan (SEMP) outlines our commitment to

recycling, saving energy, water conversation and acting responsibly. We harvest water from many roof

catchments for use in toilets and watering gardens.

Students actively participate in various activities to reduce our school’s environmental footprint. Our

association with the Pullenvale Environmental centre also encourages students to become

environmentally aware citizens.

Environmental footprint indicators

Years Electricity

kWh Water kL

2011-2012 150,064 1,013

2012-2013 162,461 802

2013-2014 159,465 1,004

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

2014 Workforce Composition Teaching Staff* Non-teaching

Staff Indigenous Staff

Headcounts 42 20 0

Full-time equivalents 32 12 0

Qualification of all teachers

Advanced Diploma

Bachelor Degree 37

Graduate Diploma etc.**

Masters 5

Doctorate

Total 42

5

0

5

10

15

20

25

*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 2014 was $ 16 133

The major professional development initiatives included:

Literacy (Reading, Writing, Spelling)

Numeracy

Science

Australian Curriculum Implementation

Differentiated Teaching and Learning

Extension for advanced learners and gifted and talented

ICT development

Staff Health and Wellbeing

The proportion of the teaching staff involved in professional development activities during 2014 was 100%

Average staff attendance 2012 2013 2014

Staff attendance for permanent and temporary staff and school leaders. 95% 96% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 96% of staff was retained by the school for the entire 2014

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 ‘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 webpage.

School financial information is available by selecting ‘School finances’ in the menu box in the top left

corner of the school’s entry 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 2012 2013 2014

The overall attendance rate for the students at this school (shown as a percentage). 95% 94% 95%

The overall attendance rate in 2014 for all Queensland Primary schools was 92%.

Student attendance rate for each year level (shown as a percentage)

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Year 11

Year 12

2012 95% 96% 95% 95% 94% 96% 96%

2013 94% 94% 95% 94% 96% 94% 94%

2014 94% 94% 96% 96% 94% 94% 93%

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

2

6

7

9

9

8

27

26

24

62

59

62

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

2012

* 2013

2014

Proportion of Students

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

*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of previous years.

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.

Class Rolls are marked twice daily. The first marking is at 9am and the second marking at 1:45pm,

following second break. Unexplained absences are followed up with a phone call from a member of

the administration team to enquire on the welfare of the absent student.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading,

writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 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.

Achievement – Closing the Gap

Our Indigenous students’ attendance, attainment and retention rates are very high. 100% of our

Indigenous students are achieving at a C standard or higher in English, Mathematics and Science.