Victoria Plantation State School Queensland State School Reporting 2014 School Annual Report

Postal address PO Box 788 Ingham 4850

Phone (07) 4776 9888

Fax (07) 4776 9800

Email the.principal@victoriaplantationss.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 MR TONY MILLER - PRINCIPAL

Principal’s foreword

Introduction

Victoria Plantation State School is situated 5 km East of the township of Ingham and 120km North of Townsville. Ingham is known mainly for sugar cane farming, however cattle farming is also quite predominant within the district. The community relies heavily on the ‘Wilmar’ Victoria Sugar Mill for employment. It is the largest sugar mill in Australia and one of the largest in the southern hemisphere. Victoria Plantation State School has a strong and proud history. It is generously supported by the local community with a high volume of parent’s integral members of the Ingham District. Many are employed through the Victoria Mill; however we also are represented by Police, Fire Officers, Ambulance, Bank Managers and local business owners. Victoria Plantation State School is a co-educational school and a committed member of the IMPACT Group. This alliance is a cluster of small schools within the district that believe there are many advantages to being educated in a small semi-rural multi-age school. The schools work together to create and maintain sustainable programs, which foster life-long learners who have developed effective academic and social skills. We value a shared approach to curriculum, teaching, assessment and reporting and partnerships between district schools and their communities. The 2014 School Annual Report provides information and data relating to the performance of Victoria Plantation State School over the past 12 months. Curriculum, social climate, satisfaction and staffing are just some of the areas that will be more explicitly discussed. To ensure this report is shared throughout the community of Victoria Plantation (especially for those that do not have internet access) hard copies are available on request.

School progress towards its goals in 2014

‘ Our aim is to achieve individual excellence throughout the school ‘

We achieved this by:

Providing a differentiated curriculum delivery to cater for diverse learning needs;

Continue to create a challenging curriculum in a safe, supportive, respectful, disciplined and caring learning environment;

Supporting learners to continuously set individual academic and personal goals to raise their educational achievements.

Key priorities for 2014:

Great Results Guarantee implementation

School Pedagogical Framework implementation

Embed NAPLAN strategies

Implement Individual Student Assessment Folios

Refined and implemented the G&T program

Building staff capabilities through the development of Performance Development Plans

Reflections on 2014 Key Priorities

School Pedagogical Framework was implemented using Dimensions of Teaching and Learning Model and Explicit Instruction.

Implemented Personal and Development Plans for all staff members, leading to the formation of focus Professional Learning Plan for all staff.

Implemented a refined and stronger approach to reading.

Implemented Whole School Reading Data Walls for a staff feedback mechanism.

Embedded teaching of literacy, numeracy & higher order thinking skills across all C2C learning areas, Gifted and Talented program and through the Greater Results Guarantee program.

Embedded a whole school approach to identification, assessment and support of students identified with difficulties was implemented. This lead to support programs being developed, the better allocation of Teacher Aide Support and a better co-ordination of support services to target identified students.

Future outlook

Improve student learning by aligning the curriculum, assessment and reporting process incorporating the Australian Curriculum.

Refine School Internal Monitoring and recording of student progress, along with collection & analysis.

Embed VPSS G&T Policy and initiate Extension Group (Year 1/2) for students identified as requiring further engaged learning.

Embed consistent pedagogical practice through VPSS Pedagogical Framework.

Develop staff confidence in analysing school data to assist with planning, skill development, and classroom teaching practice.

Ensure catering of differentiation with a particular focus on low and high achieving students.

Develop interaction with other schools for staff to observe, participate, moderate and reflect on best practice.

Develop interaction with other schools for staff to observe, participate, moderate and reflect on best practice.

Maintain the Performance Development Framework for all staff members and linked to Professional Learning Plan.

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 90 48 42 97%

2013 98 48 50 97%

2014 99 52 47 90%

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

Characteristics of the student body:

Victoria Plantation State School is a semi-rural school with a proud history. The school is located adjacent to Victoria Mill and was opened in 1894 in response to population increases associated with the expansion of the sugar industry and employment at Victoria Mill. The achievements of its students are impressive, and have been highly supported by the dedicated teaching staff and the Parents & Citizens Association. To improve student learning outcomes we demand high expectations in alliance with a strong and consistent approach to behaviour management. As a school we take tremendous amount of pride in the behaviour of our students and expectations we have of them. This has supported the high quality of teaching and learning programs offered to all students. The professionalism & dedication of our staff, as well as our extensive community networks & support services, ensure students & their families are fully supported. The majority of our student body reside within a 10km radius of the school, with a large proportion of parents/carers working for the Victoria Mill. Public Servants and local business also contribute greatly to our parent population. A very small percentage of our students are indigenous and in 2014 we had no English Additional Language/Dialect (EAL/D) students enrolled.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 14 15 15

Year 4 – Year 7 Primary 13 27 28

Year 7 Secondary – Year 10

Year 11 – Year 12

School Disciplinary Absences

# 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

At Victoria Plantation State School we teach the following:

English (C2C)

Mathematics (C2C)

Science (C2C)

Geography (C2C)

History (C2C)

The Arts

Health & Physical Education

Technology

Languages Other Than English

The LOTE (Language Other Than English) language taught is Italian. Students from Years 6 & 7 receive tuition via a face-to-face mode once a week utilising an experienced, passionate educator. Students in P-4 participate in an innovative Cultural Studies Program and taught face-to-face mode once a week utilising an experienced, passionate educator.

In 2014, the area of reading comprehension was a targeted focus area. Programs catering for these areas were developed across Years P-7 with teachers tailoring specific programs for the needs of their students. The explicit teaching of reading occurred in every classroom, every day.

Students who showed evidence of being Gifted and Talented were offered extension through school based programs. 2014 saw the school again offer a Gifted Program to students identified as gifted and talented in Years 4-6. This initiative combines Science, Technology and the Arts to extend the students.

Students who have been identified through the ascertainment and appraisement process, or who are considered 'at risk' have been placed on appropriate programs, including a comprehensive school based intervention program.

Once a week students have access to a Literacy key teacher who works specifically with the students on further developing their written, auditory or oral language.

Victoria Plantation State School’s curriculum initiatives are underpinned by the belief in individualised progress and students being provided the opportunity to progress beyond traditional year levels.

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 0 1 0

Long Suspensions - 6 to 20 days 0 0 0

Exclusions# 0 0 0

Cancellations of Enrolment 0 0 0

Extra curricula activities

Victoria Plantation State School offers extensive extra curricula activities to supplement the mandatory school curriculum:

The school has an outstanding violin instrumental music program that is conducted weekly.

There is also a School Choir for students in Year 3-7. The choir competes in local & district events as well as visiting nursing homes to provide some light entertainment.

The sporting program at the school encourages maximum participation. Students engage in soccer, netball, athletics, Auskick, touch football, cricket, tennis and cross country. Inter school sporting carnivals such as Romanello Shield (soccer), athletics, swimming and the NQ Sports Tour are all strongly supported and highlights on the schools sporting calendar.

School based sport operates from Terms 1-3. An intensive 8 week swim program occurs in Term 4.

The school participates in the annual NQ Reader’s Cup where a selection of students compete against other schools in the region relating to a specific selection of novels.

The school provides an annual chess competition. Students represent the school at interschool chess tournaments within the region.

The school regularly enters students in the Ingham Arts Festival where visual art, music recitals and school choir are all entered.

Our Gifted & Talented students regularly participate in events & excursions throughout the year. They work closely with Reef Guardian, along with many local businesses and industries.

School Leaders are always encouraged to attend leadership events or participate in significant events within the community.

Frank Fraser lecturettes is a keenly contested event amongst all the schools in the district. Year 7 students are nominated each year and are formally critiqued in front of a panel of judges at school level. Students selected from school then compete at a district level.

We hold a leadership retreat for our students. The leadership retreat is targeted at all students in Year 5-7 and is designed to develop leadership capabilities, team building, participation and personal challenges. Individually, the students are able to explore their limits and face their fears in a safe, supportive environment. They return better people for the experience, confident and self-assured, realising their strengths and most importantly, have developed the skills to overcome/limit their weaknesses.

How Information and Communication Technologies are used to assist learning

Victoria Plantation State School is exceptionally well resourced with a variety of computers and peripherals. The school has in total 34 work stations (in classrooms as well as in computer labs) available to staff, students and visiting specialists, both ‘on site’ and for professional development opportunities. Each of the computers are networked. Computers in the resource centre have features that enable them to be used for digital video work. Computers are utilised as a teaching tool across all key learning areas as opposed to a stand-alone subject. Each classroom has interactive whiteboards which are utilised as a valuable teaching/modelling tool. Each classroom has at least five networked computers with all students able to access the wireless computer lab based in the resource room. Teachers are regularly provided in-service opportunities to build on their knowledge and to be introduced to innovative new programs. iPads, Apple TV and touch screen computers are also utilised and implemented throughout the curriculum. The school is beginning to immerse its students in the world of iPad technology with classrooms employing them to foster learning and promote high interest levels. The school recognises that this technology is the way of the future and over the coming years the school will be purchasing further iPads and an Apple Mac computer to embed into its curriculum. Assistive devices such as iPads are being greatly utilised to assist students with learning difficulties or who have been identified as requiring learning support. Our physical learning spaces are functional and flexible, thus enhancing and supporting pedagogy. The design features of our learning areas enable us to create ‘contemporary’ learning spaces which foster working digitally as well as enabling learners. Our designs focus is on being collaborative, social, comfortable, enjoyable and flexible.

Social Climate

The school recognises & supports the various cultural backgrounds of students by participating in initiatives such as NAIDOC Week and the Italian & Maraka Festivals. Students from all ethnic backgrounds are encouraged to bring their experience to the classrooms. This is also integrated into LOTE (Languages Other Than English) lessons. Students participate in the Ingham Arts Festival both on a school representative basis and by supporting individual performances external to the school. The school community is highly supportive of the students and the school's operation. There is a strong sense of school pride and an expectation that students will be good ambassadors in the community and achieve competitively in sporting, cultural and academic pursuits. Victoria Plantation State School has a School Based Chaplain on staff funded through the National School Chaplaincy Program. Our School Based Chaplain is an integral part of the schools focus to provide a safe and caring learning environment. Our School Based Chaplain is available 2 days a week not only to offer religious and ethical guidance, but to assist students to explore the spiritual dimensions of life and to assist them to deal with personal issues. Our Chaplain also runs leadership programs for the older students. Students have the opportunity to participate in a wide variety of activities aimed at making them more community minded, develop leadership skills and to be positive ambassadors for the school. The Student Council do a wonderful service by supporting our student body and being a voice for the students. They are heavily involved in planning events such as ANZAC Day, P&C Morning Tea, School Parades, Student based lunchtime activities and School Discos.

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) 100% 100% 93%

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

their child likes being at this school* (S2001) 97% 100% 100%

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

their child's learning needs are being met at this school* (S2003) 97% 100% 93%

their child is making good progress at this school* (S2004) 97% 95% 93%

teachers at this school expect their child to do his or her best* (S2005) 100% 97% 93%

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

97% 97% 93%

teachers at this school motivate their child to learn* (S2007) 100% 100% 93%

teachers at this school treat students fairly* (S2008) 96% 100% 100%

they can talk to their child's teachers about their concerns* (S2009) 93% 97% 93%

this school works with them to support their child's learning* (S2010) 96% 97% 100%

this school takes parents' opinions seriously* (S2011) 89% 97% 100%

student behaviour is well managed at this school* (S2012) 96% 97% 100%

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

this school is well maintained* (S2014) 90% 95% 100%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 100% 94% 100%

they like being at their school* (S2036) 100% 94% 100%

they feel safe at their school* (S2037) 97% 100% 100%

their teachers motivate them to learn* (S2038) 100% 94% 100%

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

their teachers provide them with useful feedback about their school work* (S2040) 91% 94% 100%

teachers treat students fairly at their school* (S2041) 97% 88% 92%

they can talk to their teachers about their concerns* (S2042) 97% 94% 100%

their school takes students' opinions seriously* (S2043) 94% 94% 96%

student behaviour is well managed at their school* (S2044) 100% 88% 88%

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

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

their school gives them opportunities to do interesting things* (S2047) 100% 94% 100%

Performance measure

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

they enjoy working at their school (S2069) 100% 95%

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% 100%

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) 100% 95%

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

their school takes staff opinions seriously (S2076) 100% 95%

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

their school is well maintained (S2078) 92% 95%

their school gives them opportunities to do interesting things (S2079) 100% 95%

* 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

Victoria Plantation State School values the importance of community and parent involvement in the education of our students. There is a group of parents who make a commitment to our school through their own time and efforts. Their personal sacrifices are in the interests of the education of their children and in the development of the school. At Victoria Plantation State School decision making is achieved through staff curriculum meetings held once a week and P&C meetings held monthly. Our P&C is very proactive in promoting the school and interests of our students through many fundraising ventures throughout the year. Funds raised are then put directly back into the school or into initiatives that benefit the school. Parents are actively encouraged to be a part of their child’s education and to develop a working relationship with their child’s teacher. Opportunities exist for parents to be involved in class programs, small group activities and assisting with creating classroom resources. Parents are invited into their child’s classroom to discuss any concerns with their student’s learning or to showcase student work. Parents are enthusiastic in wanting to support extra-curricular activities such as sporting events, literary festivals, school garden projects, school camps, excursions and assisting with transport to various school related events. They also have a strong influence upon our homework program. Homework is to be signed by parents before it is returned to school at the end of each week. This informs teachers that parents have worked with their child on it or witnessed their child completing homework. One of the most pleasing aspects of Victoria Plantation State School is the development of productive partnerships which are student focused. We recognise parents are an integral component of our student’s success and improving standards and outcomes.

Reducing the school’s environmental footprint

Victoria Plantation State School has previously installed solar panels and water saving taps in an effort to reduce our water and electricity usage. We continue to be actively involved in the Reef Guardian Program which is related to sustainability - the school’s Gifted & Talented program is currently in the process of building a frog habitat.

Environmental footprint indicators

Years Electricity

kWh Water kL

2011-2012 68,399 1,764

2012-2013 89,332 937

2013-2014 72,161 759

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 12 5 0

Full-time equivalents 6 4 0

Qualification of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certificate 0

Diploma 2

Advanced Diploma 0

Bachelor Degree 6

Graduate Diploma etc.** 0

Masters 1

Doctorate 0

Total 9

0

2

0

6

0

1

00

1

2

3

4

5

6

7

Certificate Diploma AdvancedDiploma

BachelorDegree

GraduateDiploma

etc.**

Masters Doctorate

*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 were $2694

The major professional development initiatives are as follows:

Literacy, reading and writing development

Reading was the core priority. The reading program was embedded in all classrooms. The program was data driven and correlated with regional benchmarks for each student

Teaching with the aide of technology such as an iPad

Financial and leadership Professional Development

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. 96% 98% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 94% 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% 95% 93%

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

2012 95% 95% 93% 96% 97% 91% 96%

2013 96% 97% 96% 97% 94% 94% 93%

2014 93% 95% 95% 94% 89% 92% 94%

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

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

6

9

5

8

8

33

28

37

57

63

45

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%

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. At the beginning of each day (8:45am) and after second lunch (1:50pm) a class roll is marked. Requests are made for letters explaining absences at the commencement of the school day. Phone messages are passed on to relevant staff where students are absent from a particular class. The data from the school roll is scrutinized and appropriate contact is made between the school and families regarding unexplained absences or emerging patterns of absenteeism. This data is then uploaded onto One School. Individual classrooms are running positive reward systems that are encouraging high attendance. Our school policy in regard to student absence is to:

Continue to strongly advocate and support EQ policy around attendance and notification of absence of students;

Monitor absences through One School; and

Maintain strong family contact to ensure student’s whereabouts are always known.

If a pattern of absenteeism is evident a formal meeting will be arranged with parents to discuss this and possible strategies (or consequences) that need to be implemented to support the student attending school more regularly.

Teachers are made aware of how they can access enrolment history in OneSchool to keep a track of class attendance rates. Teachers can also implement strategies in their classrooms to promote attendance.

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

In 2014, Victoria Plantation State School had a very low percentage of indigenous students enrolled, less than 5%. Our indigenous students had a slightly lower attendance rate (85.7%) when compared with non-indigenous students (92.8%) indicating no distinctive gap. These children have a strong family support network around them and they exhibit a desire to come to school and to try to always do their best. They consistently integrate well with other students and are provided with the same opportunities and experiences as non-indigenous students.