Norris Road State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

Contact information

Postal address 28 Greenore Street Bracken Ridge 4017

Phone (07) 3261 0777

Fax (07) 3261 0700

Email principal@norrisroadss.eq.edu.au

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 Shannon Lusk, Principal

Principal’s Foreword

School overview

Norris Road State School is an Independent Public School with an enrolment of approximately 680 students from Prep to Year 6. At Norris Road State School we seek to achieve the best educational outcomes for every student.

Our aim is to develop curious, knowledgeable individuals who are socially responsible and positively motivated. We hold high expectations for all learners in both academic performance and wellbeing objectives. We hold Inclusion as a priority and aim to strengthen these practices across all facets of the school and community.

We take a whole-school approach to learning which includes wellbeing. Our curriculum aims to develop our students as active and respectful citizens, effective communicators, lifelong learners and creative thinkers. Our focus, on Literacy and Numeracy development, is evident in our approach to planning and curriculum delivery.

We offer a range of Inclusive programs catered to needs: Special Education Program for students with verified disabilities, support for students with English as a second language, excellent Physical Education and Music Programs including choirs from Prep to Year 6. We offer access to camps in Years 5 and 6 aimed at developing team work and problem solving skills. Students in Years 4-6 participate in STEAM enrichment activities during Terms 1, 2 and 3 which are celebrated at both assemblies and the yearly Gala event.

Students have the opportunity to participate in National Academic Competitions, Readers, Robotics and Maths Tournaments and a Chaplaincy program.

Our Student Leaders develop the skills needed to be the voice of the student body. They identify needs and set goals to achieve these.

We believe that education is a collective responsibility. Respectful partnerships between the students, parents and the school are fundamental to building the success of our students.

School progress towards its goals in 2018

In 2018, the school identified three main targets for improvement, based on the actions identified in the School Review (end 2016). These are identified below along with our progress – successes and areas of continued work:

Writing

Use data and IMPACT strategies to identify and move students to U2B

Identify high impact strategies to implement consistent practice across the whole school

The school accessed the learning tools through IMPACT during first semester. Issues with access to on-line learning and

student engagement with the program led to the cancellation of the program for Semester 2. The strategies and program

implementation was developed and implemented by the Master Teacher.

Effective Pedagogical Practices Implementation of consolidated units of learning aligned to V8 Australian Curriculum

Identify the STEAM and ICT capabilities within whole-school curriculum planning alignment

The school has prioritised all Learning Areas of the Australian Curriculum. Humanities and Social Sciences (HASS) was the focus of implementation in 2018 and will be embedded in practice in 2019. HPE and The Arts will be consolidated into 2019.

The STEAM agenda saw the implementation of an enrichment program for all students in Years 4-6. It supported the interschool sports’ program and introduced Visual and Creative Arts, drama, gardening, robotics and coding as well as less formal at-school sporting opportunities. Students were able to select sport if they were interested or be open to the possibility of developing a new talent. All students participated.

The aim of 2019 will be to take this to the next level and celebrate the achievements across the learning domains in a week-long event in Term 4 to coincide with Gala.

School-Community Partnerships Recognition and development of Indigenous RAP Consistency in applying high expectations for learning and behaviour and creating a growth mindset

Targeted focus on Every Day Counts – attendance matters

2018 saw huge progress with the initial draft document and our work progressing the Reconciliation Action Plan. Of the

14 key priorities, all have some start and we acknowledge the success of our efforts to create the Yarning Circle.

Particular thanks goes to the dedicated team of parents and staff who attend meetings regularly and guide discussions.

Classrooms are calmer with teachers engaging students in wellbeing activities and the Behaviour Team focused on the

completion of the Responsible Behaviour Plan for students.

Future outlook

Following on from our success in 2018, we have identified the following three priorities for future focus:

Systematic Curriculum Delivery

Develop a consistent approach to the teaching of Writing Cohort driven targeted teaching Effective Pedagogical Practices

Continue to refine pedagogical practices related to Writing Use Feedback to improve student outcomes Inclusion

School-Community Partnerships o School-wide inclusive practices o Aboriginal and Torres Strait Islander perspectives o Increase cultural awareness

Continue to refine the wellbeing framework Expand the EAL/D community support

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school Yes

Year levels offered in 2018 Prep Year - Year 6

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 Strait Islander people of Australia.

3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 609 661 687

Girls 289 330 344

Boys 320 331 343

Indigenous 40 44 41

Enrolment continuity (Feb. – Nov.) 95% 97% 95%

In 2018, there were no students enrolled in a pre-Prep program.

Characteristics of the student body

Overview

Student enrolment growth has continued to be strong and in 2018 the school’s enrolment management process ensured that the school’s facilities were upgraded with a brand new demountable building for the lower school.

Our school is a multicultural one with students identifying more than 20 countries as their place of birth. 2018 saw an increase in our support of families with refugee backgrounds. This has had a huge impact on our understanding of and appreciation of cultural diversity.

The school recognises our diverse student body through an annual multicultural event where we celebrate the diversity and cultural backgrounds of our school community.

The daily rate of attendance is maintained in the mid-90s and disciplinary absences are minimal due to the high expectations established by the school and community. Our students are guided by the values of being safe, respectful, learners.

Parent interest in and support for the school is very high and the P&C have supported and acknowledged our students with rewards’ days throughout the year. The students particularly loved the end of year water play celebration. Not only did they get a reprieve from the heat, but got to soak their teachers as well.

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.

Prep – Year 3 24 23 23

Year 4 – Year 6 25 25 26

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

At Norris Road State School we have prioritised the delivery of a relevant, contemporary and engaging curriculum to accelerate learning for all students. Our school is focused on maximising teaching and learning experiences that allow students to engage in and attain the standards described by the Australian Curriculum. The Whole School Curriculum Plan is aligned to the Australian Curriculum and uses Education Queensland’s Curriculum to the Classroom (C2C) teaching units to provide support for planning. All learning areas are taught at Norris Road State School.

Our whole-school approach to teaching and learning is supported by both a Reading Coach and Master Teacher. Reading Café practices are consistent across the school and greater alignment with reading and writing occurs at planning sessions every term.

At Norris Road, our curriculum and pedagogy are purposefully connected.

Co-curricular activities Students at Norris Road State School experience/ have access to the following experiences:

School Camps Year 5 and 6

School excursions or incursions in all year levels that enhance classroom learning

Student leadership initiative

Robotics and coding enrichment opportunities

Swimming lessons in Years 1 and 2

Instrumental music program – Years 3-6 (includes concert band ensemble and performance opportunities)

Writing enrichment groups

Maths enrichment groups

Book clubs

Sporting clinics – Soccer, Rugby League

Choir and performances including Backyard Bonanza, McHappy Day Interschool and district sports

How information and communication technologies are used to assist learning At Norris Road State School we embed the use of Information Communication Technologies (ICT) in our teaching and learning programs to support students in the effective and appropriate use of ICT at school and in their lives beyond school. ICT capability involves students learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks in a digital environment. At Norris Road we support this through:

Access to class sets of laptops and iPads

The use of interactive white boards or ‘smartboards’ in every classroom, enhancing the learning opportunities for all students

Digital cameras and video equipment including a green screen in the media lab

Robotics and Coding equipment and support

Ongoing professional development to support all teachers in ICT capabilities

Focused technology lessons as well as integration of ICT across the curriculum as a general capability

Programs to target social and ethical protocols and practices when using ICT A wireless network across the school to guarantee reliable access for teachers and students

Social climate

Overview

Norris Road State School places a high priority on staff and student wellbeing and is committed to providing a safe, respectful and disciplined learning environment. The school prioritises safe and supportive learning environments and builds positive relationships with students and families.

Our Responsible Behaviour Plan (reviewed and endorsed end 2018) provides the expectations for developing responsible behaviour at our school. Central to the plan are the three school values that have been embraced by our school community: I am Safe, I am Respectful, I am a Learner. These values form the basis on which our school expectations are formed and aligned.

Aligned to these values are the ‘You Can Do It’ lessons that are taught weekly in every classroom.

Students are acknowledged for demonstrating positive behaviour and consistent effort through school awards and end of term certificates identifying behaviour as Gold, Silver or Bronze (school expectation) level. Students achieving Gold Level behaviour every term are also entered into a prize draw for an iPad supplied by local Real Estate Agent, Ray White Bracken Ridge.

Positive behaviour support is central to ensuring students demonstrate appropriate school behaviours. Support plans; personalised play plans; organised playground activities; and adult support during playtime are put in place as required to provide positive support in a variety of environments.

Student wellbeing is supported through Chaplaincy also.

The partnership between our school and the parent community is strong and productive and we encourage family input through our P & C and being involved in the children’s learning. Our school communicates school processes and expectations to parents through information sessions, assemblies, newsletters, email and social media.

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) 89% 93% 93%

this is a good school (S2035) 92% 93% 96%

their child likes being at this school* (S2001) 94% 95% 96%

their child feels safe at this school* (S2002) 94% 95% 100%

their child's learning needs are being met at this school* (S2003) 89% 95% 93%

their child is making good progress at this school* (S2004) 89% 95% 91%

teachers at this school expect their child to do his or her best* (S2005) 94% 98% 98%

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

89% 98% 89%

teachers at this school motivate their child to learn* (S2007) 89% 95% 96%

teachers at this school treat students fairly* (S2008) 88% 91% 94%

they can talk to their child's teachers about their concerns* (S2009) 92% 95% 96%

this school works with them to support their child's learning* (S2010) 89% 93% 93%

this school takes parents' opinions seriously* (S2011) 88% 81% 92%

student behaviour is well managed at this school* (S2012) 89% 81% 88%

this school looks for ways to improve* (S2013) 94% 93% 98%

this school is well maintained* (S2014) 97% 96% 98%

* 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% 99% 94%

they like being at their school* (S2036) 94% 93% 92%

they feel safe at their school* (S2037) 97% 96% 92%

their teachers motivate them to learn* (S2038) 97% 98% 92%

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

their teachers provide them with useful feedback about their school work* (S2040)

92% 94% 95%

teachers treat students fairly at their school* (S2041) 93% 93% 89%

they can talk to their teachers about their concerns* (S2042) 86% 84% 85%

their school takes students' opinions seriously* (S2043) 95% 91% 87%

student behaviour is well managed at their school* (S2044) 90% 83% 71%

their school looks for ways to improve* (S2045) 96% 98% 96%

their school is well maintained* (S2046) 93% 95% 91%

their school gives them opportunities to do interesting things* (S2047) 92% 93% 93%

* 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 5: Staff opinion survey

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

they enjoy working at their school (S2069) 100% 98% 98%

they feel that their school is a safe place in which to work (S2070) 98% 100% 98%

they receive useful feedback about their work at their school (S2071) 93% 96% 91%

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

88% 92% 77%

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

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

student behaviour is well managed at their school (S2074) 98% 93% 88%

staff are well supported at their school (S2075) 100% 96% 95%

their school takes staff opinions seriously (S2076) 100% 98% 96%

their school looks for ways to improve (S2077) 98% 100% 98%

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

their school gives them opportunities to do interesting things (S2079) 100% 96% 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.

Parent and community engagement

Parents are welcomed to the school from their request for enrolment information. An Open Morning and Orientation Day supports our new parents to prep aged students. At enrolment, parents are given a short tour of the school.

As an IP School, significant work was done in 2018 to develop stronger connections with local community partners. The school is supported by a motivated P & C and IPS Council who are invested in a partnership approach to education. This partnership strengthens the community feel that exists at Norris Road State School. Parent and community involvement is a key aspect of maintaining the strong community spirit in our school setting and in October the school was fortunate to be included in the C3 Church’s give back day. Over 40 volunteers helped clear the rainforest, paint fences, remake and mulch garden beds, install buddy benches and reposition the time capsule.

Monthly P & C meetings and quarterly IPS Council meetings allow the community to be actively connected to school events and priorities allowing a growing unified approach to decision making and shared understandings.

Parents are provided with regular updates on student learning progress through formal and informal reporting processes. Written report cards are distributed twice yearly and parent-teacher interviews were scheduled at the start of Term 2 and when the need for communication arises.

Our parent community are strong supporters of the students and the school. This is evidenced at school events and assemblies.

The Supporting Student Improvement Team (SSIT) and class teachers work closely on intervention and enhancement opportunities for individual students to access and participate fully at school and develop support plans in consultation with parents.

Respectful relationships education programs

The school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships. We use the behaviour matrix as a focus for modelling and reinforcing appropriate behaviour. Aligned to this, the You Can Do It program provides a weekly focus for teaching and learning. All staff complete mandatory training at the beginning of each year focused on Code of Conduct and Student Protection. The online tutorials and discussions ensure a consistent understanding of the expectations. Staff refine these with students at the beginning of each school year.

There are provisions for students requiring additional support that involve our Guidance Officer, Speech Language Therapist, Chaplain and outside agencies including the Smith Family and Family and Child Connect.

The school has developed and implemented processes that focus on appropriate, respectful and healthy relationships. We advertise through Facebook and on the school electronic sign important community messages regarding e.g. Domestic and Family Violence awareness.

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 19 12 19

Long suspensions – 11 to 20 days 2 0 2

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

Data is sourced from the school’s annual utilities expenses and usage rates. With reverse-cycle air-conditioning systems fitted to all classroom during 2017, an effort is made not to turn them on in summer until the temperature reaches 30°C. Staff are made aware of the cost of utilities and encouraged to support responsible usage. Significant grounds work was carried out in September of 2018 which accounts in part for an increase in water usage (to support plant growth).

All efforts are made to decrease our environmental footprint.

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) 135,336 150,040 163,539

Water (kL) 2,042 2,038 2,157

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.

Note:

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

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 54 34 <5

Full-time equivalents 47 23 <5

*Teaching staff includes School Leaders.

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

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.

Doctorate

Masters 2

Graduate Diploma etc.* 9

Bachelor degree 42

Diploma 1

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $25, 460.

The major professional development initiatives are as follows:

Curriculum Learning Communities – year level representatives across the school

Support and development of Beginning Teachers

Professional reading including Visible Learning, Zones of Regulation and Student Voice

Targeting Reading Improvement

Identifying and supporting students with a specific learning disorder

Sue Larkey Workshop

2018 Indigenous Education Conference

You can do it 2 Day Facilitator Training

Improving student outcomes

Leadership for Middle Leaders

Lyn Sharratt

Supporting Self regulation and emotional control

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. 97% 97% 97%

Proportion of staff retained from the previous school year

From the end of the previous school year, 94% 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 Primary schools was 92%.

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

Table 11: Overall student attendance at this school

Description 2016 2017 2018

Overall attendance rate* for students at this school 93% 94% 94%

Attendance rate for Indigenous** students at this school 88% 90% 89%

* 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 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.

Prep 93% 94% 94% Year 7

Year 1 95% 94% 93% Year 8

Year 2 94% 94% 95% Year 9

Year 3 92% 95% 94% Year 10

Year 4 95% 93% 93% Year 11

Year 5 93% 95% 94% Year 12

Year 6 92% 93% 93%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

8

8

11

12

8

10

23

27

23

57

57

57

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.

Norris Road State School has an expectation that students will attend and participate in the program of instruction every day of the school year, except when factors such as illness, serious family matters or important appointments cause an absence. Teachers

keep twice daily attendance records in accordance with DET roll marking procedures, marking rolls at 8:30am and 1:45pm daily

monitor student attendance and keep all electronic or written parent notes explaining absences

contact parents/carers when student is away for 3 consecutive days and notify admin

Leadership Team

follow up with parents/carers of children with high absences

keep records and analysis of absence data

are responsible for promoting attendance at school

implement Attendance Policy and Procedures as per the Every Day Counts materials.

When students’ absence is identified as problematic, the Executive Leadership team discuss the level of support required. The Guidance Officer and a member of the Leadership team will meet or talk with families to discuss the avenues of support to assist with attendance. Individual support is provided to students and families. This may involve referrals to outside agencies or incentive programs based at school.

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.