Postal address
Phone
Fax
21 McIntosh Creek Road Jones Hill Gympie 4570
(07) 5489 0555
(07) 5483 6127
Email the.principal@jonehillss.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. James Watt
Jones Hill State Primary School is situated at the start of the beautiful Mary Valley while being only
8 km away from the centre of Gympie. The school has been in operation for over 100 years, having been established in 1902. Building on our traditional values of respect, self-discipline, responsibility and hard work, we at Jones Hill encourage students to aim for excellence in all that they do and to develop as individuals socially and personally.
This report details a sample of the achievements and results of our staff and students during 2013 and recognises our continued commitment to excellence in education, in every classroom, every day.
In 2014 the school achieved goals in relation:
 Took part in regional Success program.
 Utilised literacy coach in improvement of reading.
 Continued effective literacy development.
 Partnered with SCU Steps program to promote further learning.
 Continued Implementation of Australian Curriculum and use of C2C by teachers while focusing to improve Reading and Number. NAPLAN results show with Yr3 and Yr7 writing improving above the nation.
 Data collection to inform the teaching/learning process.
 Continued focus on differentiation and moderation
 Support a Reader/Talker parent training sessions.
 Parent ICT & Robotic sessions.
 Partnerships with Gympie High (Robotics) and James Nash (The Arts).
 Effective Year Level Teams.
 Further develop diagnostic reporting.
Looking forward to 2015 the main school priorities will be:

 Continue to improve reading data for all students via targeted pedagogical feedback for teachers.
 Embed school reading comprehension strategies in all classrooms.
 Continue with strong attendance strategy to meet 95% target.
 Refine SWPBS strategies around consistent classroom practices.
 Build student enrolment via raising school profile.

Total Girls Boys
Enrolment Continuity
(Feb – Nov)
2012 440 204 236 91%
2013 403 194 209 92%
2014 385 182
Student counts are based on the Census (August) enrolment collection.
203 91%
Jones Hill SS sits at the entrance of the Mary Valley, receiving many students from the Mary Valley and Gympie’s surrounding suburbs. The school has a diverse representation of socio economic families.
The school has a dedicated team who work within our Special Education Program and we have a small percentage of students who have English as a second language.
Each year School Captains and house captains are elected by their peers and staff to represent the school in various formal and informal events including weekly parades. The student leadership also leads the student population during the annual athletics carnival.
Enrolments remained consistent throughout 2014. The school has a stable population with a high proportion of students commencing and completing primary school at Jones Hill, representing 91% retention.
Average Class Size
2012 2013 2014 Phase
Prep – Year 3
Year 4 – Year 7 Primary
Year 7 Secondary – Year 10
Year 11 – Year 12
23
25
25
24
21
26
Disciplinary Absences
Short Suspensions - 1 to 5 days
Long Suspensions - 6 to 20 days
Count of Incidents
2012
5
5
2013
3
0
2014*
37
1

Exclusions # 0 0 0
Cancellations of Enrolment 0 0 0
# 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.
 Explicit reading program.
 Strong Pedagogical focus via Pedagogy Coach.
 Strong environmental/gardening focus.
 Reef Guardian Program.
 Strong links with local high schools eg enrichment programs and robotics.
 Instrumental music program available from year 3.
 Strong and varied sporting programs with a focus on participation.
 Annual Concert.
 Structured rewards program (School Wide Positive Behaviour).
 ECO Garden (chooks, birds, worms, vegetables, fruit trees).
 Opportunity for gardening activities during breaks.
 Instrumental Music programs/performances.
 Technology challenges.
 Drumbeat group.
 Lunch programs such as ‘Jones Hill State School got Talent’.
 Breakfast Club.
 Senior leadership activities.
 School camps and excursions.
 Lunch box concerts for students to demonstrate musical ability.
Computer and ICTs are integrated into all curriculum areas across the school and are viewed as being one of the vital tools to enhance and support learning. Computers are used to assist students in their assessment and learning activities and to enable them to develop ICT and information and literacy skills
 Each classroom is equipped with an interactive whiteboard.
 A lab of 30 computers is available for class instruction.
 Learning Support students access online reading programs as part of their individual programs.
 Students access class online programs such as Reading Eggs.
 I Pads are available for students with additional needs to access the broader curriculum.
 All students are provided with an e-mail account and unlimited internet access monitored in a safe environment.
ICT’s form an integral part of teaching and learning and as such are continually being embedded across the curriculum.
Twelve key personal and social values have been identified through a process of consultation within the Jones Hill State School learning community. These values form a charter that guides the planning, management and operation of our school at all levels.
The students, staff and parents of the Jones Hill State School Learning Community work in partnership to embrace and demonstrate these values through their actions, thoughts and attitudes.

The twelve identified values provide a framework to guide us in caring for ourselves, others and the environment. The twelve key personal and social values are:
 Acting with HONESTY and PERSONAL INTEGRITY.
 Treating all people with RESPECT, FAIRNESS and ACCEPTANCE to promote HAPPINESS and PEACE.
 TRYING OUR BEST in everything we do.
 Accepting individual and social RESPONSIBILITY for our actions.
 Making a SAFE, SUPPORTIVE learning environment.
 Appreciating, educating and actively engaging in practices promoting global environment SUSTAINABILITY.
At Jones Hill School we foster our twelve key personal and social values through active implementation of our:
 Developmentally appropriate P-6 essential learning programs.
 Inclusive student centred curriculum initiatives.
 Effective classroom management practices.
 Proactive Responsible Behaviour Plan.
 Behaviour points and awards system.
 ECO Garden and Environmental Education program.
 Sporting and physical activity programs.
 Instrumental music and choir programs.
 Leadership and personal development program.
 Anti-bullying and social skills programs.
 Comprehensive student support programs.
 Open communication practices.
 Parents & Citizens association.
 Focussed Professional Development initiatives for all staff.
 Community participation initiatives.
 Parent Helper Programs
 Chaplaincy
Performance measure
Percentage of parent/caregivers who agree # that: their child is getting a good education at school (S2016) this is a good school (S2035) their child likes being at this school* (S2001) their child feels safe at this school* (S2002) their child's learning needs are being met at this school* (S2003) their child is making good progress at this school* (S2004) teachers at this school expect their child to do his or her best* (S2005) teachers at this school provide their child with useful feedback about his or her school work* (S2006) teachers at this school motivate their child to learn* (S2007) teachers at this school treat students fairly* (S2008) they can talk to their child's teachers about their concerns* (S2009) this school works with them to support their child's learning* (S2010) this school takes parents' opinions seriously* (S2011) student behaviour is well managed at this school* (S2012) this school looks for ways to improve* (S2013)
89%
93%
93%
88%
89%
86%
2012
93%
93%
96%
96%
89%
89%
88%
85%
100%
96%
93%
100%
100%
100%
100%
2013
96%
100%
100%
100%
100%
93%
96%
100%
96%
95%
95%
98%
95%
93%
95%
2014
98%
98%
98%
98%
100%
95%
97%
93%
100%

Performance measure
Percentage of parent/caregivers who agree # that: this school is well maintained* (S2014)
2012
100%
2013
100%
2014
98%
Performance measure
Percentage of students who agree # that: they are getting a good education at school (S2048) they like being at their school* (S2036) they feel safe at their school* (S2037) their teachers motivate them to learn* (S2038) their teachers expect them to do their best* (S2039) their teachers provide them with useful feedback about their school work* (S2040) teachers treat students fairly at their school* (S2041) they can talk to their teachers about their concerns* (S2042) their school takes students' opinions seriously* (S2043) student behaviour is well managed at their school* (S2044) their school looks for ways to improve* (S2045) their school is well maintained* (S2046) their school gives them opportunities to do interesting things* (S2047)
2012
95%
92%
89%
97%
100%
97%
78%
94%
92%
74%
95%
96%
89%
Performance measure
Percentage of school staff who agree # that: they enjoy working at their school (S2069) 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) students are encouraged to do their best at their school (S2072) students are treated fairly at their school (S2073) student behaviour is well managed at their school (S2074) staff are well supported at their school (S2075) their school takes staff opinions seriously (S2076) their school looks for ways to improve (S2077) their school is well maintained (S2078) their school gives them opportunities to do interesting things (S2079)
2012
* 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.
97%
69%
76%
97%
100%
90%
2013
97%
93%
76%
93%
100%
100%
100%
100%
100%
100%
100%
2014
100%
100%
100%
100%
100%
92%
91%
95%
91%
90%
96%
95%
97%
2013
97%
93%
91%
97%
99%
95%
91%
93%
90%
90%
98%
98%
95%
2014
96%
92%
94%
99%
100%

DW = Data withheld to ensure confidentiality.
We value and encourage partnerships between parents, the community and school. The school provides regular communication via newsletters, website, school parades, parent information sessions and parent-teacher interviews (offered twice a year). The school invites parents to many whole school events such as sport days, the school disco, Under 8s Day, Culmination day of the
Spring Harvest of the Eco Garden, volunteering in the tuckshop and special class performances and excursions.
A walk around the school on any day with see many parents helping in classrooms and being involved in a variety of school activities.
Our school Parents and Citizens Association (P&C) meets regularly each month. Parents are welcome to attend these meetings where general school operations are discussed and supported to ensure students maximise their learning opportunities.
Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.
Electricity usage has increased considerably with the addition of new buildings over that past few years. In September 2013 the schools usage of electricity changed from a small business to a large business which increased prices almost double. The school is expecting a further increase from 1 August 2014 and then again 1 July 2015.
Jones Hill State School is dedicated in reducing the use of unnecessary electricity throughout the school. The P&C are currently considering alternate power options such as Solar. The staff and students took on personal responsibility to switch of air conditioners, fans, computers and lights when not in use. The installation of a timer in the staffroom to reduce use to only the hottest part of the day.
A conscious effort was made by staff to reduce water consumption. No gardens were grown during the hot, dry season of 2014.
Environmental footprint indicators
Years
2011-2012
Electricity kWh
140,832
Water kL
1,644
2012-2013 88,916 2,186
2013-2014 139,912 2,173
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.
The staff figures below are based on Equal Employment Opportunity (EEO) 2014 census. In accordance with the EEO privacy provisions and to ensure confidentiality, the ‘ less than 5 ’ rule has been applied in schools whose Indigenous staff numbers are less than five.
2014 Workforce Composition Teaching Staff*
Non-teaching
Staff
Indigenous Staff

Headcounts 26 15 <5
Full-time equivalents
Highest level of attainment
Number of
Teaching Staff *
0 Certificate
Diploma
Advanced Diploma
Bachelor Degree
Graduate Diploma etc.**
Masters
Doctorate
Total
2
24
26
30
25
20
15
10
5
0
0
23
2
24
10 <5
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
The total funds expended on teacher professional development in 2014 were $20369.13
The major professional development initiatives are as follows:

7 Steps to Writing Success.

Cohort release for peer collaboration.

Coaching and feedback sessions.

Tony Ryan Gifted & Talented sessions.

ASOT Literacy & Numeracy Training.

Sheena Cameron Writing Workshop.
The proportion of the teaching staff involved in professional development activities during 2014 was 100%.
2012 2013 2014
Staff attendance for permanent and temporary staff and school leaders.
96% 96%
From the end of the previous school year, 91% of staff was retained by the school for the entire 2014 school year.
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.
95%

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.
2012 2013 2014
The overall attendance rate for the students at this school (shown as a percentage). 93%
The overall attendance rate in 2014 for all Queensland Primary schools was 92%.
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9
2012 91% 92% 94% 92% 91% 94% 93%
Year
10
94%
94%
94%
93%
2013 93% 92% 92% 94% 93%
2014 93% 94% 93% 94%
DW = Data withheld to ensure confidentiality.
The proportions of students by attendance range.
94%
93%
Year
11
94%
Year
12

Attendance Rate: 0% to <85%
2014 12 10
* 2013 13 10
85% to <90%
25
27
90% to <95%
53
50
95% to 100%
2012 9 12 36 42
0% 20% 40% 60% 80% 100%
Proportion of Students
*The method for calculating attendance changed in 2013
– care should be taken when comparing data after 2012 to that of previous years.
Non-attendance is managed in state schools in line with the DETE 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.
 School rolls are marked by the class teachers in the morning at 9:05am and again in the afternoon at 1:45pm directly onto the OneSchool roll entry screen
 Students who arrive late or leave early sign into the office to ensure their attendance/departure is noted
 Notes are required from parents to explain all absences.
 Unauthorised/unexplained absences are monitored and followed-up in accordance with policy requirements
 Follow-up action for unauthorised/unexplained absence is documented before the close of business on the 3rd consecutive day of the absence
 These unexplained absences are followed up with a letter home
 A phone call may be made to check on an extended period of absence
 Maintaining adequate records showing the ongoing attempts to contact parents of students who are not complying with compulsory education (unexplained/authorised absences)
 Regular unexplained absences or a prolonged absence may be reported as a Student
Protection issue.
 Reward for the student with the best attendance at Awards Evening
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.
Attendance 2014
Indigenous Students – 88.9%
Non Indigenous Students – 94%
Where required Indigenous students have individual education plans and receive one to one/small group tutoring throughout the year.
A celebration of the achievements of our indigenous students is one of the highlights of the school year.