DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Seven Hills State School Queensland State School Reporting 2013 School Annual Report Postal address 152 D'Arcy Road Seven Hills 4170 Phone (07) 3909 8333 Fax (07) 3909 8300 Email the.principal@sevehillss.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 Michelle Morrissey - Principal Principal’s foreword Introduction This report outlines Seven Hill State School’s strategic priorities, achievements both academic and otherwise for the 2013 school year. Seven Hills SS is keen to continue our tradition in academic excellence. Teachers are engaging in professional conversations in pedagogical practice and the implementation of the National Curriculum. Flexible staffing is utilised to release teachers to lead different curriculum initiatives within our school. As part of State government funding in 2013 our school received 2 new classrooms and a new amenities building. Since the opening of Seven Hills C&K Kindy on site we have been working to develop close links within our school community to ensure an easy transition for our young learners when they begin their prep year at Seven Hills SS. Our Adopt-a-farmer continues to gain momentum with our junior school classes alternating working in our class gardens with our farmer, Franco. Our gardening program complements our curriculum and highlights our school community focus on healthy eating and encouraging active lifestyles. School progress towards its goals in 2013 Develop Whole School Pedagogical Framework Regional Showcase Award Winner for Leadership in Academic Programs Implementation of National Curriculum in English, Mathematics, Science & History Engage in maximising outcomes for all students as a priority Prioritise the teaching of Reading and higher level comprehension skills Literacy & Numeracy: Support PD designed to improve reading and numeracy outcomes for all students, particularly in years 3, 5, & 7 Class room based targets and timelines- build knowledge and establish process to analyse and interpret data to improve learning outcomes. Negotiation of key responsibilities, including tasks, timelines and performance with staff. Continue to focus on early identification and prevention strategies Future outlook Implementation of National Curriculum – Geography Continue to prioritise the teaching of reading and higher level comprehension skills Implementation of Whole School Pedagogical Framework Develop Whole School Oral Language Program for Prep Continue to increase teacher capacity to use data more effectively to monitor progress of students Continue school based moderation processes each unit/term. School Profile Coeducational or single sex: Coeducational Year levels offered in 2013: Prep Year - Year 7 Total student enrolments for this school: Enrolment Continuity Total Girls Boys (Feb – Nov) 2011 337 164 173 96% 2012 384 194 190 97% 2013 412 214 198 96% Student counts are based on the Census (August) enrolment collection. Characteristics of the student body: Seven Hills State School is a co-educational Band 8 State School located at 152 D’Arcy Road in Seven Hills, Brisbane, Queensland. It is situated in the Brisbane South Education District, within the Greater Brisbane Region. The suburb of Seven Hills is a small suburb (approx. 7km from the Brisbane CBD) nestled between the suburbs of Camp Hill, Morningside and Norman Park in the state electorate of Bulimba. The school officially opened in 1960 with an enrolment of 148 students. The school has a current enrolment of 452 students. In 2013 there were 17 multi-age classes in Years P-7. Seven Hills State School is a neighbourhood school serving the educational needs of students from a range of family backgrounds and structures. The socio economic status of families varies with the majority of parents employed in the trade, industry, professional, and government or retail sectors. Many families own their homes in the local area; however, in recent years there has been an increasing level of interest from families outside our catchment area to enrol their children at Seven Hills SS. Our school community is very proud of our educational practices, academic achievement; student focussed learning and beautiful bushland setting. Average Class sizes Average Class Size 2011 2012 2013 Prep – Year 3 24 23 24 Year 4 – Year 7 Primary 26 24 24 Phase School Disciplinary Absences Count of Incidents Disciplinary Absences 2011 2012 2013 Short Suspensions - 1 to 5 days 3 9 0 Long Suspensions - 6 to 20 days 0 0 0 Exclusions 0 0 0 Cancellations of Enrolment 0 0 0 Curriculum offerings Our distinctive curriculum offerings Seven Hills State School has consciously built strong traditions of multi-age education, positive relationships, and innovative teaching based on the perceived future needs of children. The systematic development of thinking skills, provision of co-curricular cultural and sporting activities provides challenging experiences for students. This is all achieved in a supportive school environment which fosters cooperation and demands student safety, free from physical violence and verbal abuse, ensuring a strong professional learning community. Unique Curriculum offerings at Seven Hills SS include: Adopt-a-farmer Program LOTE(French) from Years 1-7 Art from Prep-7 Culture of Thinking Prep – 7 Environmental Studies . Extra curricula activities Cello and Violin instruction Strings Orchestra Choirs (Boys, Sing for Fun, Senior) Camps Years 5-7 Adopt-a-farmer Program Nature Trail Program Running Club Chook Club Earth Champions Break Buddies Lunch time sporting competitions. How Information and Communication Technologies are used to assist learning Computers are used in a number of ways within the classroom. The programs used the vast majority of the time are open ended and are included in the Microsoft Education Agreement pack. The main programs used are: Microsoft Word, Microsoft Excel, Microsoft PowerPoint and Microsoft Photostory3. The students write reports, prepare presentations and undertake research activities using the computers and the internet. Every student from Year 4 is given their own username and password for computer and internet access. Internet safety procedures are taught to all students at the beginning of each school year. In years 3-7 each classroom has an interactive whiteboard that is used to enhance the use of IT in classrooms and assist with student learning and outcomes. IPads are used in classrooms daily on a rotational basis to enhance literacy and numeracy learning. A class bank of laptops in timetabled across the upper school to promote ICT integration within each unit of work. Social climate Seven Hills is proudly multi-age. Children in any class may range across a two to three year age span. Children commonly stay with the same teacher for more than one year but internal transfers occur if it is considered in the child’s interest. Teachers operate with a high level of professional autonomy. Teachers use a diverse repertoire of direct, indirect and collaborative teaching tactics with the whole group, small groups and individuals. The need to attend deliberately to developing higher order thinking skills is recognised. The Seven Hills community recognises that its members have the right to work and play without disruption or disturbance in a positive, safe, secure and accepting environment. Our responsible behaviour plan emphasises that “every child has the right to learn and every teacher a right to teach.” We believe that parents and teachers must work together to ensure that students develop responsibility, self-control, respect and courtesy. We also believe that constructive discipline grows out of warm student-teacher relationships. Our responsible behaviour plan is published on our school website that outlines how we create a supportive and safe learning and play environment for our students. Parent, student and staff satisfaction with the school Seven Hills is characterised by great teachers, great students and great families. Overall satisfaction from all of these groups is very high as evident in school surveys up to and including 2013. Seven Hills SS is a great place to learn and a great place to teach. Performance measure (Nationally agreed items shown*) Percentage of parents/caregivers who agree that: 2012 2013 their child is getting a good education at school (S2016) 97% 93% this is a good school (S2035) 100% 100% their child likes being at this school* (S2001) 100% 100% their child feels safe at this school* (S2002) 100% 97% their child's learning needs are being met at this school* (S2003) 94% 97% their child is making good progress at this school* (S2004) 91% 93% teachers at this school expect their child to do his or her best* (S2005) 97% 97% teachers at this school provide their child with useful feedback about his or her school work* (S2006) 88% 97% teachers at this school motivate their child to learn* (S2007) 94% 97% teachers at this school treat students fairly* (S2008) 97% 87% they can talk to their child's teachers about their concerns* (S2009) 94% 100% this school works with them to support their child's learning* (S2010) 91% 97% this school takes parents' opinions seriously* (S2011) 93% 97% student behaviour is well managed at this school* (S2012) 93% 93% this school looks for ways to improve* (S2013) 93% 93% this school is well maintained* (S2014) 97% 100% 2012 2013 100% 97% they like being at their school* (S2036) 95% 93% they feel safe at their school* (S2037) 95% 95% their teachers motivate them to learn* (S2038) 98% 96% their teachers expect them to do their best* (S2039) 100% 100% their teachers provide them with useful feedback about their school work* (S2040) 100% 96% teachers treat students fairly at their school* (S2041) 95% 91% they can talk to their teachers about their concerns* (S2042) 83% 83% their school takes students' opinions seriously* (S2043) 88% 91% student behaviour is well managed at their school* (S2044) 81% 89% their school looks for ways to improve* (S2045) 90% 99% their school is well maintained* (S2046) 97% 99% their school gives them opportunities to do interesting things* (S2047) 90% 91% Performance measure (Nationally agreed items shown*) Percentage of students who agree that: they are getting a good education at school (S2048) Performance measure Percentage of school staff who agree that: 2013 they enjoy working at their school (S2069) 100% they feel that their school is a safe place in which to work (S2070) 100% they receive useful feedback about their work at their school (S2071) 100% students are encouraged to do their best at their school (S2072) 100% students are treated fairly at their school (S2073) 100% student behaviour is well managed at their school (S2074) 100% staff are well supported at their school (S2075) 100% their school takes staff opinions seriously (S2076) 100% their school looks for ways to improve (S2077) 100% their school is well maintained (S2078) their school gives them opportunities to do interesting things (S2079) * Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012. # 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. 96% 100% Involving parents in their child’s education Parents are kept informed of their child’s progress through the process of formal and informal dialogue processes. Formal dialogue includes 2 written reports and 2 interviews per year. Informal dialogue include: end of unit presentations, class letters. Web posted activities and where appropriate email or phone conversations. Parents are invited to accompany students on school excursions. Parents help in the classroom by helping reading, writing, maths groups and science activities. Parents are involved in the school through their representative body – the P&C. Through this body the school and the parents work in close harmony to plan, prepare and resource the activities happening within the school teaching/learning processes. Community Care has been developed as a support network for parents. Each class has a representative who coordinates and liaises with parents and the P&C. Reducing the school’s environmental footprint Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns. The people in our school and community are committed to the development of a better environment for everyone. Through ongoing programs that develop cleaner and more sustainable ways of going about our daily practices we hope to make our school and community a more pleasant place to live, work and play. Students, staff, parents and the broader community work together in a spirit of mutual acceptance and understanding towards the commonly set goals of cleaner and more efficient use of water, land, waste and energy. “Thinking globally, acting locally.” “Enough for All forever.” “Not only for the people of today but for everyone tomorrow” Environmental footprint indicators Electricity kWh Water kL 2010-2011 56,384 0 2011-2012 33,029 1,087 2012-2013 64,784 872 The consumption data is sourced from the validated utilities expenditure return which the school submits at the end of each financial year. The data provides an indication of the consumption trend in each of the utility categories which impact on the schools environmental footprint. Our staff profile Staff composition, including Indigenous staff 2013 Workforce Composition Teaching Staff * Non-teaching Staff Indigenous Staff Headcounts 27 14 <5 Full-time equivalents 22 9 <5 Qualifications of all teachers ). Highest level of attainm ent Num ber of Teaching Staff * Certif icate 0 Diploma 8 Advanced Diploma 0 Bachelor Degree 17 Graduate Diploma etc. 0 Masters 2 Doctorate 0 Total 18 16 14 12 10 8 6 4 2 0 17 8 2 0 0 0 0 27 * 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 2013 were $14 643.00 The major professional development initiatives are as follows: Implementing ACARA English, Maths, Science & History Programs Teaching of Reading All teaching staff to engage in developing a Performance Framework PD and individualised plan. Providing more opportunities for teacher leadership across curriculum areas and other school outlined areas of priority. Teachers given opportunities to attend literacy and numeracy workshops/conferences that will enhance knowledge and skills Our staff profile Facilitate professional opportunities to promote teacher leadership and grow expertise in identified areas The proportion of the teaching staff involved in professional development activities during 2013 was 100 %. Average staff attendance 2011 2012 2013 Staff attendance for permanent and temporary staff and school leaders. 96% 96% 96% Proportion of staff retained from the previous school year From the end of the previous school year, 96% of staff was retained by the school for the entire 2013 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 web page. School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry web page. 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 . e Student attendance 2011 2012 2013 The overall attendance rate for the students at this school (shown as a percentage). 94% 94% 94% The overall attendance rate in 2013 for all Queensland state 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 2011 94% 94% 95% 94% 94% 94% 94% 2012 94% 95% 96% 95% 94% 95% 96% 2013 91% 94% 95% 95% 95% 94% 95% DW = Data withheld to ensure confidentiality. Student Attendance Distribution The proportions of students by attendance range. Attendance Rate: 0% to <85% * 2013 7 8 2012 7 8 2011 5 0% 85% to <90% 90% to <95% 26 59 25 17 60 26 20% 95% to 100% 52 40% 60% 80% 100% Proportion of Students * The method for calculating attendance changed in 2013 – care should be taken when comparing data from 2013 to that of previous years. Performance of our students 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. 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 Seven Hills SS rolls are marked twice daily and collected by administration at the end of each week. Teachers advise office of students who have been absent for three days and a follow-up call is made to attain details of their absence. Teachers follow up with parents and students to determine reason for any absences throughout the year, to minimise the number of unexplained absences. 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. Performance of our students Achievement – Closing the Gap 100% of indigenous and non-Indigenous students met National Benchmarks in Reading, Writing and Numeracy. The gap between Indigenous and non-Indigenous student reading and numeracy mean scale scores and attendance rates for 2013 is non-reportable due to < 5 students. The gap between Indigenous and nonIndigenous student reading and numeracy mean scale scores Year 3 Year 5 Year 7 Reading NA <5 students NA Numeracy NA <5students NA