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Burpengary State Secondary College Queensland State School Reporting 2015 School Annual Report
Postal address PO Box 693 Road Burpengary 4505
Phone (07) 3481 6333
Fax
Email [email protected]
Webpages Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.
Contact person Peter Hoehn College Principal
Principal’s foreword
Introduction
Welcome to Burpengary State Secondary College. Established in 2015 with year 7 and 8 students the college will continue to grow a year level at a time until 2019 when our first year 12 students will graduate. The college has been founded on strong community relationships. The school’s logo, sport and formal uniform, policies and school vision, mission and values reflect a strong community that seeks high expectations and student outcomes.
Located approximately 20 minutes north of Brisbane, the college is set on 12.5 hectares of land. The state of art student and teacher facilities ensure learning is the central focus for all college participants. The school’s vision ‘Innovative Learning in a Global Community’ is a foundation to the school’s philosophy that young people need an education that allows them to choose a pathway for their future endeavours wherever that may be.
Burpengary State Secondary College’s Annual report for 2015 outlines the college’s improvement agenda and outlines the progress made in reaching strategic targets. The report provides further information about the colleges profile, the student learning outcomes, curriculum and extra-curricular activities and staff profiles.
School progress towards its goals in 2015
FOCUS AREA SCHOOL
PRIORITIES 2015
IMPROVEMENT STRATEGIES AND ACTION 2015 PROGRESS
Successful
Learners
Know your
Learners
Analyze Student Data
Analysis of student data
Development of clearly defined data cycle that achieves continual tracking for student improvement and the enabling of target setting.
Development and implementation of personalized learning pathway plans which allow students to be partners in their learning through feedback, goal setting, and the development of shared strategies to achieve those goals, continual professional conversations between student and teacher, teacher and parent, and teacher to teacher using the language of learning.
Tracking tool developed to show student relative gain at specific point in the data cycle.
Increasing staff expertise and skill in data availability, usage as a tool to inform pedagogy & differentiation for individual student needs.
Regular reflection meetings between HoD and teachers to discuss individual students learning needs, differentiation strategies, professional development needs and students relative gain.
Assign a HoD in the role of Student Improvement to focus on student data sets, pedagogy, monitoring and review.
Plan, implement and review strategic initiatives to support ‘Closing the Gap’ for Indigenous students.
Improve Student Attendance
Analyse trends in student attendance and implement strategies and maintain student attendance above 90%.
Appoint teacher aide to focus on attendance and implement state wide absence procedures in conjunction with the College Attendance Policy.
Significant
Progress
achieved
All targets
achieved
Meet your
learners’
needs
Purchase text messaging system for Parent/Carer student absence alert.
Celebrate high attendance with student certificates on a term by term basis.
Cater for Student Needs
Implement strategies to cater for students’ academic, social and emotional needs which includes:
Utilization of data to provide a rich knowledge of student needs Fortnightly Student Support Team Meetings Develop and implement a coordinated suite of intervention programs based on targeted
student needs Build partnerships with external service providers e.g. Resilience Doughnut, PCYC, QPS
Implement whole school student Personalised Learning Pathway Plan (PLP2).
Implement Innovative Club Program as part of the college extra-curricular offerings to be delivered at lunch times and after school.
Upper 2 Bands Priority
Executive Leadership Team to track and monitor U2B and just below U2B students.
Individual differentiation in subject classes tracked and monitored by both classroom teacher and HoD.
Individual case management of students in U2B by HoD and personalized learning pathway plans developed (see above).
Invitation to join extra-curricular groups such as STEM and the writers club.
Investigate regional opportunities for student in or just below the U2B e.g. NCR Academic Development Program grants.
Investigate year level acceleration opportunities for BSSC students.
Development of a “Master Class” program in creative writing.
NAPLAN Strategy
Whole school literacy and numeracy strategy (see below)
Students exposed on numerous occasions to testing requirements and conditions.
Continual communication with students and parents as to the relevance and importance of NAPLAN in relation to measuring improvement and developing strategies to further improve student learning.
Utilize Mighty Minds resources for testing, data analysis and lesson planning.
Designated Literacy and Numeracy lesson/week.
All targets
achieved
Significant
progress
achieved
Great People
Teaching
Quality
Develop
Professional
Knowledge
Literacy Priority
Develop and implement a whole school strategic Literacy Plan with an analysis of student literacy data.
Map literacy across the curriculum.
Embed balanced reading program e.g. Readers Cup competitions; DEAR; Shared and Guided reading; Vocabulary lists; QAR; 4 level questioning.
Partner with external service providers e.g. Somerset Celebration of Literature; Maleny Celebration of Books.
Focus on writing strategies which includes programs such as TEEC and TEEL writing; Utilization of Genre Book; Shared understanding of 4 practices for writing; Extension writing competitions.
Develop and implement the ‘Bard of Burpengary’ on-line student newspaper.
Implement Master classes as part of the afterschool program; Engage with ICAS-national testing program.
Develop and Implement literacy lesson warm ups.
Numeracy Priority
Analysis of numeracy data to identify below NMS students, U2B students and just below U2B students.
Develop and implement Whole School Numeracy strategic plan.
Analysis of cohort data to identify top 10 incorrect and link to in class skill focus.
Map numeracy across curriculum using yearly planning document.
Numeracy weekly lessons to focus on cohort skill improvement and question answering strategies.
Lesson starters in all math’s classes – mental math’s, skills or weekly focus.
PLP2 for just below U2B case managed by HoD Maths.
PLP2 for U2B case managed by HoD Junior Secondary.
Professional development for teachers’ aides for classroom support.
Significant
progress
achieved
Significant
progress
achieved
Develop
Professional
Practice
Develop
Professional
Engagement
ACARA Priorities
Embed English, Mathematics, Science, History & Geography (National Curriculum) using the C2C resource ensuring alignment with community expectations.
Implement Civics and Citizenship and Economics and Business using the C2C resource.
Familiarize staff with the curriculum area “Health and Physical Education, Technologies, Languages & the Arts” using the C2C resource in preparation for implementation in 2016 and in line with roll out protocols.
Continue to align and embed Australian Curriculum in all settings.
Art and Science of Teaching
Develop and Implement Art and Science of Teaching (ASOT) focusing on Q1, Q6 and Q2.
Planning documentation are alignment with ASOT.
Professional development based on junior secondary principles.
Feeder School Partnerships
Engage with Burpengary Meadows and Burpengary State School Staff to provide student excellence programs in Science and Engineering, and Writing.
Curriculum Innovation
Investigate innovative technologies e.g. Hydrographic Painting/Water transfer technology as a potential senior secondary curriculum pathway as STEP and SEEP Programs.
Explore further embedding digital literacies across the curriculum aligned to BYOX rollout.
Developing Performance Framework
Embed the DPF with all staff (teaching and non-teaching) ensuring alignment to school improvement priorities and individual professional development needs.
Teaching staff Performance Plans align with AITSL: Australian Professional Standards for Teachers.
Consultation and feedback structures are in place and occur in a timely manner (once a term) .
Use peer observations, feedback, differentiated coaching and learning communities to improve teaching practices.
Implement processes to monitor staff and personal wellbeing.
All targets
achieved
Significant
progress
achieved
All targets
achieved
All targets
achieved
Significant progress achieved
Great People
Principal
Leadership
&
Performance
Lead
Teaching and
Learning
Develop self
and others
Learning Communities
Principal Performance Development Plan with clearly identified leadership focus as per APSP.
Engage Deputy Principals with APSP to enhance leadership capability.
Lead and model learning to develop a shared belief that all students can learn and all teachers can teach.
Develop localized structures that enable teachers to engage in discussion and analysis of effective teaching and learning in partnership with DETE, QUT and USC.
Enable teachers to engage in effective coaching opportunities to improve teaching practices (refer to school’s Peer to Peer Partnership Program).
Develop capability amongst potential future leaders and establish Aspirant Group.
Significant
progress
achieved
High
Standards
School
Performance
Know your
data
Know your
strategies
Explicit Improvement Agenda
Develop whole school routines in relation to data cycles to develop an explicit improvement agenda.
Articulate a whole school improvement agenda that is shared and known by all in the school community which is transparent and rigorously enacted..
Curriculum Teaching and Learning/ Discipline Audit
Request Audit for Term 4.
Internal Audit
Implement strategies to fulfil internal audit requirements and recommendations to enact DETE policy and procedures.
Significant
progress
achieved
Engaged
Partners
Regional
Support
Maintain
alignment
Develop
consistency
Scale up
success
Alignment and Consistency
Continue to develop opportunities to work with regional support staff and services.
Develop opportunities for schools to work together to share knowledge and resources.(see collaborative partnerships with Burpengary and Burpengary Meadows above).
Flying Start initiative
Continue to develop strong collaborative partnerships with Burpengary and Burpengary Meadows State Schools to ensure seamless transition of year 6 students in 2016.
Continue to develop Parent/Carer Community partnerships via the school’s Community Innovations Program.
All targets
achieved
All targets
achieved
Continue the fostering of strategies concerning staffing and resource allocations catering for
students with diverse needs, learning support and differentiation requirements.
Engaged
Partners
Local
decision
making
Embrace
autonomy
Create
partnerships
Partnerships
Continue to work with regional support services to support and sustain school improvement.
Develop partnerships within and beyond the school that support student learning.
Embrace opportunities to collaborate with local communities such as showcase Twighlight Tours, Burpengary’s Got Talent, Parent, Student and Teacher Interviews; PLP2 Collaboration.
Parent and Community Engagement Strategy
Promote parent participation in school events and provide opportunities for families to observe student learning and celebrate student achievement.
Use multiple communication channels to communicate with parents e.g. email, SMS, telephone, web portal and letter.
Focus on informing the community of positive college outcomes via digital technologies e.g. School website, Q-Schools App.
Provide programs and opportunities for parents to build their capability to support their child’s learning via parent programs; curriculum information sessions.
Actively seek and develop a wide range of community partnerships across all curriculum areas.
Implement community connections program to aid in the development of industry standards within curriculum
All targets
achieved
All targets
achieved
CRITICAL REFERENCE:
P-12 Curriculum, Assessment and Reporting Framework
State Schools Strategy 2014-2018
Future outlook
FOCUS AREA SCHOOL PRIORITIES
2016
IMPROVEMENT STRATEGIES AND ACTION 2015 SUCCESS
CRITERIA/TARGET
TIMELINEPRIORITY L/M/H
Students
Engage in
Learning and
Achieving
Successful Learners
supported to achieve
learning goals and
targets
Improving learning
outcomes and
progress of every
student
Celebrating student
and staff success
Developing Global
Citizens
Inclusive Aboriginal
and Torres Strait
Islander
Perspectives
Inclusive Student
Diversity Practices
Development and implementation of student personalised learning pathway plans (PLP2)
A strategic focus on pedagogical practices and formative and summative assessment as part of the Art and Science of Teaching
Tracking tool development to focus on individual student relative gain
A focus on ensuring targets are set and reviewed regularly as part of the staff PDP reflective process
A faculty focus on ensuring student success is celebrated in the classroom, as a department and at whole school level
Curriculum planning to include global perspectives highlighting intercultural understandings and global interconnectedness
All curriculum planning to be inclusive of Indigenous perspectives and a focus on professional role models
All Indigenous students to be mentored for excellence
Inclusive practices to be utilised in classroom differentiation and timetabling
Utilisation of the NCCD guidelines to improve teaching and classroom practice
All staff to complete Disability Standards for Educational Leaders
Digital literacies to be included as part of unit planning and classroom pedagogical practice
100% students Action Plan
100% of staff engage in P.D. Twilight PLTs Lesson Objectives/ Feedback
T.T. Implemented Action Plan
100% PDP completed
Evidence of practice
Evidence of practice – planning documents; events calendar
Evidence of practice – planning documents
100% students mentored Evidence of practice; college philosophy
Evidence of practice
100% of staff to complete
Evidence of practice
T3 – High
Medium
T3 – High
T1 – High
Medium
Low
Medium
High
High
High
Medium
Low
Utilisation of Digital
Technologies
Further development of staff and student IPad and laptop capability
Further investigation of innovative technologies e.g. Hydrographic/water transfer technologies as part of STEM program; All faculties to investigate and implement one innovative technology as part of their curriculum development
Professional Development Program
Evidence of practice
Low
Medium as per faculty
Valuing our
Teachers and
Staff -
A Skilled
Professional
Workforce
Individual Staff
Performance Plan
Innovative Learning
Communities
Workforce Planning
Empowered Staff
All college staff to complete professional development plans aligned with Professional Standards for Teachers
Review and enhance current peer observations, differentiated coaching and learning communities to enhance teaching practice
Heads of Department to develop and implement a workforce plan 2016 – 2019
Increase staff capability in data analysis and utilisation of One School class dashboard
Provision of Indigenous Cultural perspective training
Provision of professional development in relation to students with diverse needs
Design and implement the inclusion of the High Reliability school research
Commence implementation of the Australasian Schools Accreditation instrument
100% of staff aware and utilise the College Handbook
100% of new staff inducted into college policy, procedures college expectations
Develop staff capability amongst potential future leaders and establish Aspirant Group
100% staff/ leadership team completed plans
100% faculties have workforce plan
100% staff trained
Evidence of practice
100% staff trained
100% Leadership Team trained; Accountability across indicators 100% Leadership Team trained; Evidence aligned with indicators
Staff induction
Staff Induction program/checklist
Aspirants group
T1 - High
T2 – High
T1 High
T2 – High
High
Medium Medium
High
High
T2-Low/Med
Whole
School
Improvement
High
Expectations
High
Outcomes
Building a Positive,
Collaborative
Learning Culture of
Excellence
Focus on Literacy –
Reading and Writing
Continue to reinforce the college values of Respect, Courage and Excellence through PBL
Ensure the college vision of Innovative Learning in a Global Community continues to underpin the curriculum to ensure young people are prepared to be global citizens for the future
Reinforce the college mission to ensure young people Succeed through Perseverance and are able to set individual goals of personal excellence
Ensure media throughout the College campus clearly displays and reinforces the values, vision and mission
Review and enhance the current whole school curriculum plan with a focus on writing
Further embed the balanced reading program e.g. Readers Cup; DEAR; Shared and guided reading; Vocabulary lists; QAR 4 level questioning
Develop and embed ‘The Bards of Burpengary’ to celebrate and publish student work
Implement master classes as part of the innovation programs
Engage with ICAS-national testing program
Implement an whole school approach to the teaching of genre
Implement an whole of school literacy program
College Community articulate in college values, vision and mission Whole college teaching and learning philosophy document
Student Improvement Action Plan
Evidence of practice; PBL
Evidence of practice
Evidence of practice
Publication
Program evidence
Student participation Evidence of practice Program outline; Evidence of practice in classroom
High
High
T1 - medium
Ongoing
T2 – Medium
T1 – High
T1 – Edition 1
T2 - High
Low Low
T1 – High
Focus on Numeracy
Evidence Informed
Improvement – Know
the Data
Attendance
U2Bs
Classroom
Dashboard
NCCD
Meeting the
Standards
Global Curriculum Innovation
Map numeracy across the curriculum to ensure rigour across all faculties
Development and implementation of a clearly articulated whole school attendance plan and marketing package
PLP2 for U2Bs to be case managed by Student Improvement Head of Department; 100% of students in U2Bs and just below to be mentored and establish goals as part of the PLP2 process; HoDs mentor just below U2Bs
100% of staff trained in the use and review of the Classroom Dashboard
Utilisation of the formative collection of student data as part of the identification and provision of adjustments to support students with social, emotional and academic needs
Faculties clearly articulate through planning documentation that the Australian Standards are being met
Focus on the development of Japanese language to further develop partnerships with Japanese culture and Industry
Embed international perspectives across the curriculum
Identify and create emerging international opportunities for students and college staff to enhance their capability to work together as part of a global community
Program outline; Evidence of classroom practice
System outline for attendance management; Plan Outline 95% Target
100%of U2B PLP2 completed
100% staff utilise class dashboard
100% of adjustments identified for individual students
100% of faculties have evidence of standards matrix.
100% of students learn Japanese
Evidence of practice; Cultural days Partnership with global communities; Trial pilot
T1 – High
T1 – High
T2 - High
T1 – High
T2 – High
T1 - High
T1 – High
T2 – Medium
Medium
Active
Community
Partnerships
Local, State, National and Global partnerships to enhance community engagement and accountability
Build on the current relationship with sister school based in Kyushu Japan
Further develop the partnership with Education QLD International
Investigate partnership schools in the Philippines in relation to STEM curriculum
Promote parent participation and communication at school events
Focus on informing the school community of positive college outcomes
Provide programs and opportunities for parents/carers to build their capability to support their child’s learning
Planned visit – September 2016 Japanese visits Evidence of practice Survey Monkey; Parent/Teacher Interviews;
Website; Newsletters; Faculty communication
Connect Program; Homework Program
T3 – High
High
T2 – Low
High
Medium
T1 - High
Student and
Staff Well-
Being and
Targeted
Interventions
Whole school Well-Being Program Safe, Healthy and Inclusive Workplace
Further development of year 7 Self Actualisation; Year 8 – Resilience; Year 9 responsibility Well-Being Program
Further develop a suite of targeted intervention programs to ensure positive student engagement in college life
Continue to develop partnerships with PCYC (Pine Rivers) and external service providers to enhance student engagement program
Develop and implement a whole of school staff wellbeing program
Introduce Positive Behaviour Program (PBL – Tier 1)
Support/ Intervention
Program; Evidence of practice Excursion Calendar; Evidence of practice Evidence of program
T1 – High
Medium
High
T1 - High
Innovation
Programs
Community, Culture and Leadership Arts (Inspire)
Develop and implement Individual Action Plans for all Innovation Programs
Continue to develop and enhance the year 6 partnership program with Burpengary and Burpengary Meadows State Schools
Evidence of Program Plans
STEM/Pulse Program
T1 – High
T1 – High
Science and Engineering Robotics and Automotive Sport
Enhance community partnerships and seek partnerships with Japanese cultural, innovation and industry groups
Develop localised structures that enable teachers to engage with QUT, USC and UQ
Further develop strong networks and share innovation with cluster groups
Evidence of partnerships
Evidence of partnerships
Evidence of partnerships
Medium
Low
Medium
Our school at a glance
School Profile
Coeducational or single sex: Coeducational
Independent Public School: Yes
Year levels offered in 2015: Year 7 - Year 8
Student enrolments for this school:
Total Girls Boys Indigenous
Enrolment Continuity
(Feb – Nov)
2013
2014
2015 306 139 167 9 93%
Student counts are based on the Census (August) enrolment collection.
*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 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:
Burpengary State Secondary College’s student body reflects the community that surrounds the school. In broard terms students come from a mix of rural and urban areas, a small number of students from culturally diverse backgrounds and a number are students with diverse needs. Students who attend the college predominantly come from partnership schools such as Burpengary and Burpengary Meadows State Schools, however a significant number of young people come from the private sector, and State Schools such as Jiniburra, Narangba and Narangba Valley State Schools.
Average class sizes
Phase
Average Class Size
2013 2014 2015
Prep – Year 3
Year 4 – Year 7 Primary
Year 7 Secondary – Year 10 21
Year 11 – Year 12
*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.
School Disciplinary Absences
* 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 Burpengary State Secondary College is recognised by our strong culture of purpose, focused on our aspiration and vision “Innovative Learning in a Global Community”. Our school culture reflects ongoing collaboration with staff, students, families and the broader community. We support students to fulfil their personal potential by embracing challenge and connecting with learning to create successful futures. Our purpose is to:
Create a positive, safe and inclusive school culture of learning.
Deliver the best learning opportunities for every student.
Create a link between ‘potential’ and ‘possibility’.
Deliver student success through a commitment to continuous improvement.
Provide quality teaching and learning as our core business.
Work in partnership with students, families and the community.
Salient features of our curriculum include; Engineering, Design and Technology
Work with leading manufacturing technologies such as 3D printers, Laser Cutters, 3D scanners and other associated workshop technologies
Utilise the latest generation of Lego Mindstorms Robotics
Design and manufacture products to meet design briefs and specifications, and developing practical and sustainable solutions to real world problems
STEM
Opportunity for students to immerse themselves in advanced collative science based projects
Focus on inquiry based learning that combines all STEM areas
Work with the cutting-edge technologies Extra curricula activities
In 2015 young people were given the opportunity to participate in numerous clubs which were the foundation for future Innovation programs. The clubs catered for students in the following areas. Arts Club - students engaged in a number of diverse and challenging activities which included theatre, dance,
media and music styles. The projects and workshops in which students engaged, extended them in their areas of interest and excellence and assisted to diversify their artistic ability. Community and English Master Class - provided an enrichment pathway for young learners who demonstrated
ability and capability in, community, citizenship activities, public debate and written expression. Students were given the opportunity to build on their existing literary skills, and attend the local Aged Care facility. ROBOTICS & DESIGN TECHNOLOGY - program focussed on providing students with opportunities to experience
the practical applications of Science, Technology, Engineering and Mathematics (STEM). This is achieved through several programs and partnerships which promote innovative thinking, utilising robotic programming, computer aided drafting and advanced prototyping technologies such as 3DPrinters and Laser Cutters. SCIENCE & ENGINEERING - recognised and responded to the diverse needs of students that have a passion for
STEM (science, technology, engineering and mathematics). Students participated activities that strengthened their collaborative problem solving skills.
Disciplinary Absences
Count of Incidents
2013 2014* 2015**
Short Suspensions - 1 to 5 days 178
Long Suspensions - 6 to 20 days 2
Exclusions 4
Cancellations of Enrolment 0
SPORT- Students engaged in various fitness enhancing programs and were encouraged to improve fitness through
aerobic activities.
How Information and Communication Technologies are used to improve learning
Students at Burpengary State Secondary College have access to laptops, stand alone computers, ipads and ipods to enhance their learning. The software on these devices are utilized across the curriculum and enhance student outcomes. Digital cameras and video cameras are also available for young people to use in the classroom environment. Staff have access to interactive data projectors in every classroom to enhance their teaching practice.
Students, Parents and Carers are encouraged to contact staff via e-mail to ensure a true partnership of support can develop for each student. Digital textbooks are also utilized in some faculty areas.
Information Services, which is the college’s resource centre, can be accessed by young people before school, during class time and at lunch time which enables students to use the digital technologies to complete class tasks and assessment.
Engineering, Design and Technology and Science faculties utilize the latest contemporary technologies such as 3D Printers, Plastics Manufacturing, Laser Cutting and Lego Robotics.
Social Climate
Burpengary State Secondary College has an inclusive, caring and supportive social climate. The College has been
founded on the clear values of respect, courage and excellence which is continually reinforced throughout the
curriculum and wider College structures.
Through the Essential Life Skills program students explore and learn lifelong learning skills as they complete the
College’s Wellbeing and the Resilience Donut program. Positive behaviour is promoted through a behaviour level
system and a whole College rewards system. Student successes are publically celebrated and the College has
established a vibrant extra -curricular and excursion program.
Additional support programs are delivered in partnership with local providers and include the Rock and Water
program, Team Up and Rock and Water.
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) 92%
this is a good school (S2035) 92%
their child likes being at this school (S2001) 96%
their child feels safe at this school (S2002) 92%
their child's learning needs are being met at this school (S2003)
79%
their child is making good progress at this school (S2004) 83%
teachers at this school expect their child to do his or her best (S2005)
91%
teachers at this school provide their child with useful feedback about his or her school work (S2006)
91%
teachers at this school motivate their child to learn (S2007) 83%
teachers at this school treat students fairly (S2008) 82%
they can talk to their child's teachers about their concerns (S2009)
92%
this school works with them to support their child's learning (S2010)
88%
this school takes parents' opinions seriously (S2011) 74%
Performance measure
Percentage of parent/caregivers who agree# that: 2013 2014 2015
student behaviour is well managed at this school (S2012) 77%
this school looks for ways to improve (S2013) 100%
this school is well maintained (S2014) 95%
Performance measure
Percentage of students who agree# that: 2013 2014 2015
they are getting a good education at school (S2048) 95%
they like being at their school (S2036) 95%
they feel safe at their school (S2037) 93%
their teachers motivate them to learn (S2038) 95%
their teachers expect them to do their best (S2039) 100%
their teachers provide them with useful feedback about their school work (S2040)
88%
teachers treat students fairly at their school (S2041) 86%
they can talk to their teachers about their concerns (S2042) 75%
their school takes students' opinions seriously (S2043) 85%
student behaviour is well managed at their school (S2044) 65%
their school looks for ways to improve (S2045) 96%
their school is well maintained (S2046) 89%
their school gives them opportunities to do interesting things (S2047)
95%
Performance measure
Percentage of school staff who agree# that: 2013 2014 2015
they enjoy working at their school (S2069) 100%
they feel that their school is a safe place in which to work (S2070)
97%
they receive useful feedback about their work at their school (S2071)
97%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
76%
students are encouraged to do their best at their school (S2072)
100%
students are treated fairly at their school (S2073) 97%
student behaviour is well managed at their school (S2074) 90%
staff are well supported at their school (S2075) 94%
their school takes staff opinions seriously (S2076) 93%
their school looks for ways to improve (S2077) 97%
their school is well maintained (S2078) 100%
their school gives them opportunities to do interesting things (S2079)
100%
# ‘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 inaugural P&C was formed at the commencement of 2015 following the parent and carer collaboration during the college’s set up phase. The P&C provides the support and direction in relation to many of the colleges policies and procedures. Fund raising and supporting in the development of the college’s improvement plan enables parents, carers and community members direct input into the college’s direction.
Before the opening of the college in 2015, numerous community forums were attended with over 400 community members attending each meeting. Three working parties were established to establish the college uniform, name, vision, mission and values. Throughout the year parents and the wider community have been invited to College Expos, Burpengary’s Got Talent, Awards Nights, subject selection evenings and music performances.
Parents and Carers have also been invited as guests to celebrate English Master Class celebrations, Science and Design Technologies PULSE Program, Step Up Celebrations and My Futures My Life Program.
Parents and Carers have also been in attendance at the College’s swimming carnival, athletics carnival and cross country.
Young people with diverse needs are case managed to ensure that ongoing and open communication continues to focus on developing partnerships with all key stakeholders. Case managers prepare in consultation with parents, carers and key stakeholders Individual Support Plans, Individual Curriculum Plans and verification processes.
Reducing the school’s environmental footprint
Burpengary State Secondary College is managed as a Private Public Partnership (PPP). Private contrators who manage the facility endeavor to recycle waste, use cleaning products are all environmentally friendly and signage reinforces the turning off of lights minimizing water usage and on a monthly basis facility management audits all taps for water wastage.
As a PPP school the facilities are equipped with a Building Management System to monitor water and electricity consumption. Two water tanks are utilize for septic use.
Environmental footprint indicators
Years Electricity
kWh Water kL
2012-2013
2013-2014
2014-2015 302 042 10 058
*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 26 14 0
Full-time equivalents 25 9 0
Qualification of all teachers
Highest level of
attainment
Number of
Teaching Staff *
Certificate 3
Diploma 2
Advanced Diploma 0
Bachelor Degree 26
Graduate Diploma etc.** 8
Masters 5
Doctorate 0
Total 44
3 20
26
8
5
00
5
10
15
20
25
30
*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 $37 062.80
The major professional development initiatives are as follows:
In 2015 staff completed a range of professional development. This included:
Educational Nudge Theory
Pedagogical training in the ASOT framework
A series of training workshops in Higher Order Thinking Skills
The Resilience Donut program
The Rock and Water program
High Reliability Schools
Peer Skills training
Essential Skills in Classroom Management
Australian Schools Accreditation Agency
Subject specific courses; chees making, portrait drawing, Thai cooking, Proportional Reasoning, Golf, Photostory,
Mental Health First Aid
Student Support training
Beginning Teacher Mentoring Program
The proportion of the teaching staff involved in professional development activities during 2015 was 100%
Average staff attendance 2013 2014 2015
Staff attendance for permanent and temporary staff and school leaders. 97%
Proportion of staff retained from the previous school year
From the end of the previous school year, 96% of staff were 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). 92%
The attendance rate for Indigenous students at this school (shown as a percentage). 86%
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 Secondary schools was 90%.
Student attendance rate for each year level (shown as a percentage)
Prep Year
1 Year
2 Year
3 Year
4 Year
5 Year
6 Year
7 Year
8 Year
9 Year 10
Year 11
Year 12
2013
2014
2015 92% 91%
*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.
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.
Burpengary State Secondary College is committed to providing a safe and supportive learning environment for all
students and expects all students to attend every lesson every day. The College uses a variety of procedures to
promote and enforce the ‘Every Day Counts’ policy. BSSC completes its attendance rolls through the IDAttend
software package. This allows staff to see images of their students and to track any attendance inconsistences.
Our Attendance Officer manages the recording of student absences, monitors and identifies patterns of
unexplained absences, and facilitates the enquiry process into the unsatisfactory attendance which is led by the
Welfare Team. Parents are expected to contact the College with a reason if their child is absent. Parents of all
absent students receive an SMS text on the morning of the absence, this is followed up with a letter if a reason for
the absence is not given. Parents of students with inconsistent attendance are invited to meet with college staff to
identify soutions to address and create a plan to improve attendance. Where appropriate the College follows the
established process for enforcing parental obligation in regard to enrolment, attendance and compulsory
participation.
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.
15 14 28 43
0% 20% 40% 60% 80% 100%
2015
2014
2013
Proportion of Students
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
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.