T
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT
Giru State School
Queensland State School Reporting
2013 School Annual Report
YPEOVER TO INSERT SCHOOL NAME
Postal address
Luxton Street Giru 4809
Phone
(07) 4784 3333
Fax
(07) 4782 9168
Email
the.principal@giruss.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 Darrell Sard
Principal’s foreword
Introduction
This report provides a brief insight into Giru State School and an overview of our goals and
achievements during 2013. It includes information about student performance, community
satisfaction and the profile of the school staff. Additional details, not contained in this report are
available upon request from the school office.
Major areas of focus for 2013 have included:
Curriculum Application
Explicit teaching, sequential content and authentic assessment, aligned with implementation of the
Australian Curriculum in all Key Learning Areas as they are released and continuing with QCAR Essential
Learning until superseded by the Australian Curriculum.
Staff Capacity
Teachers and teacher aides were engaged in professional development activities with a focus on
Improving literacy, teacher capacity, explicit instruction and diverse learning needs.
Productive Learning Environment
A number of campus improvements were carried out, including the completion of a Sun Smart shade grant
project which provided for the purchase of portable shade structures, a Community Gambling Benefit grant
which provided for permanent shade structures, a dedicated commitment to sustainability and recycling with
the establishment of worm farms, composting bins and produce gardens whilst a number of ongoing
maintenance projects have been completed.
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT
Queensland State School Reporting
2013 School Annual Report
School progress towards its goals in 2013
The school’s literacy program continues to be enhanced by the ongoing review of existing and purchase of
additional resources for use by students and teachers across all year levels. The school is confident these
excellent new resources will continue to make a measurable impact on the education of our students. We will
be tracking our internal and external data sources, including NAPLAN, to map results and target areas of
improvement.
The emphasis on portable wireless technology continues and at present the school is evaluating next
generation technologies to complement and enhance our existing “wireless” and “desktop based” hardware .
Giru State School continues to provide the mechanism through which students can interact with technology
in a contextualised and relevant manner.
All staff have engaged and participated in Professional Development foregrounding Explicit Instruction as a
teaching approach including the use of data and evidence to inform their planning and deepen their
understanding of the Australian Curriculum. These commitments reflect the schools determination to meet
systemic and school wide improvement goals.
Community engagement and involvement has continued to expand with fundraising and grants committees
being established, conducting successful initiatives that have brought significant benefit to the school.
Parents are actively involved in the daily operations of the school volunteering to assist with curriculum
related activities such as reading, writing and maths groups whilst also taking responsibility for the physical
condition of the grounds and gardens.
Future outlook
Giru state school is determined to ensure that each student is given the opportunity to reach their potential.
The school is rigorous in its collection, interpretation and understanding of student achievement data to
ensure that every day, every child is achieving.
Teaching Reforms continue as the school embeds evidenced based pedagogical approaches after
completing a comprehensive review of curriculum engagement and pedagogy across the school. The school
utilises both local and external expertise from within Government and Non-Government sources to assist in
ensuring that theory translates to practice.
The schools focus on Literacy and Numeracy will continue in conjunction with the implementation of the
Australian Curriculum.
Partnerships will continue to be a key aspect of the school. The school will continue to have a respectful,
healthy and vigorous relationship with the local community through our P&C. The school will also strengthen
its scientific and ecological credentials through its vital relationships with Reef Guardian, School Earth Smart
Science and Wet tropics personnel. The completion of shade structures, a new grounds shed, life size
chess board and sustainable market garden areas further provide for a conducive learning environment.
Our school at a glance
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
(Feb – Nov)
Boys
2011
95
42
53
92%
2012
84
44
40
92%
2013
82
40
42
87%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
Giru students come from a variety of backgrounds reflecting the nature of its richly diverse setting.
A large number of students come from agricultural farms. There are also many who live on small
acreages and or live in this very attractive township.
Average Class sizes
Average Class Size
2011
2012
2013
Prep – Year 3
22
15
18
Year 4 – Year 7 Primary
19
13
15
Phase
School Disciplinary Absences
Count of Incidents
Disciplinary Absences
2011
2012
2013
Short Suspensions - 1 to 5 days
0
0
1
Long Suspensions - 6 to 20 days
0
0
0
Exclusions
0
0
0
Cancellations of Enrolment
0
0
0
Our school at a glance
Curriculum offerings
Our distinctive curriculum offerings

In Terms 1 and 4 Students participate in two sessions of swimming per week, including optional out
of hours lessons in our school pool.

Extra curricula activities
School Social Events (Disco, camps)
Advanced Swimming Training (Terms 1 and 4)
Annual Trivia Night
Community Glam Rock Evening
How Information and Communication Technologies are used to assist learning
Information and Communication Technologies are widely used throughout the school to support and
enhance learning. Languages Other Than English (LOTE) is conducted via web conferencing. All classrooms
are equipped with Electronic Whiteboards whilst Teachers use electronic technology such as I Pads and
Desktop Computers to deliver quality teaching in all areas of the curriculum. Email and other electronic
forms of communication are widely utilised whilst staff are developing class specific E-Learn sites. The
school has a staff SharePoint whilst the school webpage is our internet portal.
Social climate
Giru is a school that is characterised by a strong care for every student.
Parents regard the school as a safe and caring place to send their children.
This strong care is based upon the foundations of a very strong school community bond.
The School looks to foster close links with parents and community groups through meaningful supportive
activities. New students and families are warmly welcomed into the community.
Students from Prep to Year 7 are strongly committed to each other’s wellbeing. A strong leadership program
throughout the school teachers students to take responsibility for themselves and others.
Giru has a group of dedicated staff who are fully committed to the health and safety of all students. All
teaching programs are tailored to ensure students are supported in their learning.
Parent, student and staff satisfaction with the school
Staff and students continue to highly value the school’s efforts.
The school is committed to finding better ways of communicating with parents.
Our school at a glance
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)
94%
95%
this is a good school (S2035)
94%
97%
their child likes being at this school* (S2001)
94%
97%
their child feels safe at this school* (S2002)
94%
100%
their child's learning needs are being met at this school* (S2003)
94%
94%
their child is making good progress at this school* (S2004)
97%
94%
100%
97%
teachers at this school provide their child with useful feedback about his or her school work* (S2006)
93%
95%
teachers at this school motivate their child to learn* (S2007)
94%
89%
teachers at this school treat students fairly* (S2008)
97%
92%
they can talk to their child's teachers about their concerns* (S2009)
100%
92%
this school works with them to support their child's learning* (S2010)
97%
95%
this school takes parents' opinions seriously* (S2011)
90%
97%
student behaviour is well managed at this school* (S2012)
94%
92%
this school looks for ways to improve* (S2013)
96%
100%
100%
100%
Percentage of students who agree that:
2012
2013
they are getting a good education at school (S2048)
86%
100%
they like being at their school* (S2036)
80%
100%
they feel safe at their school* (S2037)
91%
96%
their teachers motivate them to learn* (S2038)
89%
92%
their teachers expect them to do their best* (S2039)
98%
100%
their teachers provide them with useful feedback about their school work* (S2040)
88%
100%
teachers treat students fairly at their school* (S2041)
79%
100%
they can talk to their teachers about their concerns* (S2042)
81%
96%
their school takes students' opinions seriously* (S2043)
86%
96%
student behaviour is well managed at their school* (S2044)
72%
100%
their school looks for ways to improve* (S2045)
93%
100%
their school is well maintained* (S2046)
83%
100%
their school gives them opportunities to do interesting things* (S2047)
90%
100%
teachers at this school expect their child to do his or her best* (S2005)
this school is well maintained* (S2014)
Performance measure (Nationally agreed items shown*)
Our school at a glance
Performance measure
Percentage of school staff who agree that:
2013
they enjoy working at their school (S2069)
90%
they feel that their school is a safe place in which to work (S2070)
they receive useful feedback about their work at their school (S2071)
100%
90%
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)
100%
their school gives them opportunities to do interesting things (S2079)
100%
* 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.
Our school at a glance
Involving parents in their child’s education
The Giru State School P&C works together with the whole school community todevelop every child’s
potential.
School reading, writing and environmental programs are underpinned by the active involvement of parents
and caregivers. These volunteers freely give their time each week to ensure that students have
opportunities for individual demonstration and feedback of knowledge and skills. Families also contribute
each night by actively supporting the school’s homework programs.
Reducing the school’s environmental footprint
The school is constantly aware of and concerned about the size of its environmental impact. The SEMP is
being revised to ensure that it increases the awareness and management of wastage leading to a significant
reduction in the use and reliance of non-renewable power sources.
The school’s recycling, gardening, worm farm and biodiversity programs all contribute to the reduction of the
school’s environmental impact.
Environmental footprint indicators
Electricity
kWh
Water kL
2010-2011
93,833
2,101
2011-2012
87,396
2,357
2012-2013
95,978
1,982
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
6
4
0
Full-time equivalents
5
3
0
Qualifications of all teachers
Highest level of
attainment
Number of
Teaching Staff *
6
Certificate
0
5
Diploma
1
4
Advanced Diploma
0
Bachelor Degree
5
5
3
2
1
1
Graduate Diploma etc.
0
0
0
Masters
Doctorate
Total
6
* 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 $8759.00.
The major professional development initiatives are as follows:
Pedagogical Development
-Explicit Instruction linked to pedagogical framework and evidenced based practice
-Data Interpretation linked through the analysis of Data Cycles
Literacy Improvement
-Reading linked through decoding and comprehension
-History
-Australian Curriculum
0
0
0
Our staff profile
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.
97%
95%
97%
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
Year
1
Year
2
Year
3
Year
4
Year
5
Year
6
Year
7
2011
93%
94%
93%
89%
94%
92%
93%
2012
96%
96%
96%
97%
93%
95%
95%
2013
90%
96%
95%
92%
93%
89%
92%
Student Attendance Distribution
The proportions of students by attendance range.
Attendance Rate:
* 2013
2012
5
2011
0% to <85%
14
9
4
21
11
0%
11
85% to <90%
90% to <95%
25
52
70
43
20%
95% to 100%
40%
36
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.
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-PR036: 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.
Electronic Rolls are marked twice daily. Repeat absences are reported to the principal for further monitoring
and action.
Classroom Teachers and the Principal contact families who have poor attendance records and discuss
reasons for poor patterns of attendance.
Performance of our students
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
Giru State School is meeting all Closing the Gap targets in attendance, retainment and attainment.
The school is constantly monitoring the changing school population to address current needs of students.