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