Queensland State School Reporting
2013 School Annual Report
/ Postal address / PO Box 9150 Slade Point 4740
Phone / (07) 4965 7333
Fax / (07) 4965 7300
Email /
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 Rod Finney (Principal)
Principal’s foreword
Introduction
It is with pleasure I present this report on Slade Point State School to you. During 2013 we continued with our school priority of improved reading literacies for all students, with an additional focus on vocabulary development. A host of information about our school can be found on our website. A hard copy of this report can be accessed through the school office.As part of the State Government’s ’Closing the Gap’ initiative, Slade Point celebrated cultural diversity by hosting our annual cultural day where the many cultures that make up our school are recognized. Culture Day was widely attended by the Slade Point community. This highly successful event is a permanent fixture on the annual calendar and was again a fantastic success in 2013.
Slade Point School has continued its’ journey with Explicit Instruction as our signature pedagogy in line with the Central Queensland focus and are well underway in displaying mastery of the skills and strategies required to deliver this successfully to our students.
Staff have continued to embed the school’s Values and Beliefs and are combining these with the implementation of Positive Behaviour for Learning (PBL) program which will establish clear expectations for all students through the explicit teaching of the expected behaviours at our school. It is these Values and Beliefs that guide the learning opportunities and creates an optimum positive learning environment in which our students operate. Our values and social skills program is delivered by the school Chaplain and all staff and is reinforced on parades and through newsletters. The proactive behaviour management process is based on four guiding values:
1. Care for Self
2. Care for Others
3. Care for School
4. Care for Learning
The values are incorporated into our school expectations for students which are : Be a Learner; Be Respectful and Be Safe.
These processes are supported by the P&C through a strong working partnership.
During 2013 Slade Point School continued to build on the building of strong pedagogical practices by;
- Continuing to engage in the National Curriculum rollout.
- Mapping student progress in literacy with targeted student learning.
- Pedagogical coaching and the introduction of Collegial Coaching – known as WOW (Watching others work)
The strong focus on a data driven curriculum continues to see a difference in student performance through the internal monitoring undertaken by our school. The use of 3, 5 & 7 NAPLAN data our school also uses Pat R & PAT M testing in conjunction with the revised internal monitoring enables teachers to outline clearly the strengths and needs of our students.
School progress towards its goals in 2013
*Consistent delivery of ACARA using C2C Material, EAD/L materials and Independent learning materials - All teachers are making data based adjustments to best suit the needs of their students. This material has also formed the foundation of our Whole School Curriculum document and is matched with school targets.*Monitoring individual student learning progress – This continues to be an ongoing focus with all teachers using school based tracking to monitor student learning in reading and writing and the development of individual student goal setting – “Feed up (set goals), Feedback (explicit and timely),and Feed forward (review of goal and reset)”
*Improved pedagogy and outcomes in reading and vocabulary – Teachers engaged in coaching and feedback cycles to improve pedagogical practices. This includes meeting every 5 weeks with the Principal or HOC (Head of Curriculum) to discuss current student data and adjustments required as a result of this data. Strong focus of school human resources continues to support this program.
*Consolidation of school spelling program – Classes have adopted the p - 7 C2C spelling overview, journals and supplement with Words Their Way.
*Implementation of Mathematics Program–A whole school approach to problem solving has been implemented. Mathematical vocabulary has become a major focus within this program to ensure students have the maximum opportunity for success.
Future outlook
Key areas for improvement are as follows:
*School reading program : Slade Point School has a consistent approach to the teaching of reading which uses the SCORE process as the basis for each reading lesson. HOC, Librarian and STLaN model and monitor staff development and use of this process. Within the SCORE strategy, anagreed bank of comprehension strategies is used to engage and challenge students learning. By the end of 2014, all teachers will be experienced in the effective use of SCORE in their classrooms.* Vocabulary Focus: Throughout 2014, teachers at Slade Point school are making vocabulary a major focus. Tier 2 words are highlighted throughout texts and these are discussed with students so that a better understanding of them is developed. The staff have been introduced to the “Strive” program and other similar strategies and are working towards developing a consistent approach throughout the school for vocabulary development.
*Conferencing with teachers: Every 5 weeks the staff and principal meet to discuss the current results from internal monitoring and external testing devices. At these meetings staff highlight students’ needs and achievements. A further discussion about adjustments to planning or assessment tasks is discussed here to ensure maximum outcomes for students. TRS is supplied for this task as it is deemed a valuable practise at our school.
*Explicit Instruction: Our focus is to refine the content and use of our RRR (Rapid Recall Routines) and develop more flexible strategies to allow for effective differentiation in the “You do” phase of the E.I. lesson.
*Coaching Model: At Slade Point we are working towards the de-privatization of each individual classroom by having staff actively learning off each other. This is being done through WOW (Watching others work), a strategy in which staff identify their learning needs and recognise who “on staff” is able to assist them in learning or acquiring the particular skill. Staff are then released to go and view another teachers’ practice. This is seen as professional learning development. By the end of 2014, this will be a regular practice within our school that occurs at a minimum time of twice a term.
* Goal Setting: Although goal setting is occurring already within our school, we are working on a consistent approach for student goal setting and feedback. The process of “Feed up” (setting the goal); “Feed back” (review the goal, how did the student go) and “Feed forward” (set a new goal ) is being considered for this approach. By the end of 2014 this process will be refined.
Our school at a glance
School Profile
Record:Coeducational or single sex: Coeducational
Year levels offered in 2013: Prep Year - Year 7
Total student enrolments for this school:
Total / Girls / Boys / Enrolment Continuity(Feb – Nov)
2011 / 267 / 108 / 159 / 92%
2012 / 274 / 109 / 165 / 93%
2013 / 226 / 100 / 126 / 88%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
Slade Point State School is lucky to have diverse and rich variety of students with varied cultural backgrounds. We have a 38% indigenous population of students who are achieving well (see closing the gap section). We also have students from New Zealand, China, Singapore and Papua New Guinea. This has bought a fantastic array of enrichment to the school environment and is on show during our cultural celebrations. Due to some crisis accommodation located in Slade Point we experience a 20-30% rate of student transience. School data shows that with enrolment continuity students are able to achieve good results across their educational career.We are lucky enough to have a very pro-active P&C association who contribute annually to the updating of computers, camps, bike education, behaviour management rewards weekly and annually.
With the introduction of our new behaviour system in mid-2010 we have high expectations of our students and how they conduct themselves both in the school and outside. Our staff and parent body are highly supportive of this system which has seen a reduction in the types of behaviours that distract student learning.
A strong focus on the positive reinforcement of student behaviour enhances our diverse student culture. Our school based Chaplain works with students on values, looking to embed core values of society such as honesty and respect. These values are often presented in a ‘role play format’ on our Monday parade.
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Average Class sizesPhase / Average Class Size
2011 / 2012 / 2013
Prep – Year 3 / 23 / 23 / 22
Year 4 – Year 7 Primary / 24 / 27 / 23
Year 7 Secondary – Year 10
Year 11 – Year 12
School Disciplinary Absences
Note that the SDA figures below count those students recommended for an SDA, and not just the actual SDA.Disciplinary Absences / Count of Incidents
2011 / 2012 / 2013
Short Suspensions - 1 to 5 days / 15 / 17 / 21
Long Suspensions - 6 to 20 days / 4 / 3 / 0
Exclusions / 1 / 0 / 1
Cancellations of Enrolment / 0 / 0 / 0
Curriculum offerings
Our distinctive curriculum offerings
Slade Point maintains a very sequential approach to the delivery of all Key Learning Areas. The school uses a collaborative approach involving all specialist staff and parents to ensure learning opportunities are rich and relevant. The increased use of technology is a feature that has been enhanced with the continued enhancement of our state of the art Resource centre utilised by all students and community groups.The addition of ipads within our school has enhanced learning engagement amongst students and has become an effective tools when planning for differentiation in class lessons.
Year 6 / 7 students have a unique leadership opportunity in our school by becoming part of our “Peace Patrol” these students are trained in social skills so they are able to assist in the junior playgrounds at lunch times.
Slade Point has a long tradition of sporting excellence. Recent students have gained scholarships to high schools offering sporting excellence programs.
Several students have represented Slade Point at Mackay, Capricornia and State level in football, basketball, cross-country and track and field.
We are also fortunate to have students who participate the University of New South Wales testing, extension curriculum activities including Literacy Project 600 for year 5 students, Literacy Unify project for year 6/7 students, Science extension at Pioneer High.
The school is very proud of the multicultural exposure students receive. During term 3 all classes study a culture and bring their knowledge to the Culture Day at the end of term 3. This is a highly anticipated annual event very well attended by the wider community.
We also have a yearly bursary for a student to assist in their transition to high school. This bursary is provided by the Herlihy Family who have a long relationship with our school.
Extra curricula activities
The school Music Program includes a Strings program, Recorder and Choir programs. Students participate in Band and Choir performances at district competitions such as eisteddfods and other public performances. Our strings students perform “Lunch box” concerts for our younger students.Educational excursions, year 5, 6 & 7 school camps and Bike Education are other programs students participate in throughout the year. We have environmental protection programs such as the “Reef Guardian School” program.
Year 6 students attend a leadership day in preparation for year 7.
Other extracurricular activities include Chess (Mackay District), Rock Pop Mime, Debating, Optiminds, MacDonald’s Mathematics Challenge, Australian competitions in Maths, English, Writing and Science. These are some of the activities that provide challenges for students.
The sports program is a feature of Slade Point school with a focus on local participation and interschool competitions. Many students receive district representative honours in a variety of sports. Swimming programs are available for Prep-Year 5. Our school has a number of past students who started their athletics career here. Students from Slade Point have progressed to state and national teams such as Olympic gold medallist Cathy Freeman.
How Information and Communication Technologies are used to assist learning
The school enjoys a healthy computer-to-student ratio with computers available in two computer labs as well as in every classroom. All classrooms are linked online to the internet. All classroom teachers integrate ICTs into their class programs through the use of C2C curriculum resources.Digital pedagogies are an emerging tool at Slade Point. All classes have the use of interactive whiteboards as well as learning support and the Resource Centre. Teachers have undergone training to make best use of these tools. The STL&N uses digital technology in a highly effective manner to support students with learning difficulties. Ipads are also being used to assist in differentiating the learning process. Classroom teachers are using interactive technology to enhance the delivery of reading in line with current school targets.
Teachers incorporate technology into everyday classroom lessons in a variety of formats. All classes have allocated time in the two computer rooms with technical support from a specialist technician, working through technology use, consolidating key concepts in online classrooms and completing class based projects in PowerPoint etc. Classes use The Learning Place and Blackboard online to enhance learning.
Over the last 3 years Slade Point has taken part in the Literacy Project 600. This is an online interactive learning opportunity for students in year 5. The program is delivered by Brisbane School of Distance Education. A select group of year 6/7 students have participated in the on-line literacy “Unify” project for extension.
Social climate
Slade Point has a diverse student and parent body. We are fortunate to have a variety of cultures in our school that add to the richness of our environment.Slade Point is in the bottom 7% of the Federal Government's socio-economic table (Australian Bureau of Statistics).
Several of our students come from single parent families. The P and C are active in supporting the school and its programs, enabling students to participate in a complete school life. The P and C support programs such as swimming, bike safety, attendance at the Whitsunday Literature Festival and other excursions through subsidies enabling all students to attend all organised school events.
A change to the behaviour management process in mid-2010 has resulted in a uniform approach to acknowledging positive behaviour and providing clear disciplinary measures to negative behaviours. This has seen a more consistent process for working with both students and parents.
The results of internal and external programs testing programs indicate that our students are on par with schools in our region regarding academic performance. We at present are targeting reading as part of our drive to exceed the National Standards.
Slade Point provides a comprehensive learning and support program for students who are having learning difficulties and those students who need short term programs to help them keep up with the rest of the class through the Learning Support Teacher and a differentiated curriculum.
Slade Point recognises there are several types of bullying and operates within National Safe Schools Framework. Bullying can take many forms verbal, non-verbal, physical, passive, aggressive and cyber bullying. We take all forms seriously and work in a proactive manner to minimise bullying. This includes a school values program entailing a weekly value shared and acted out on parade and placed in the newsletter. Bystander training conducted by the guidance officer. Regular updating and discussion of the school based behaviour management system with all staff. Cyber bullying sessions run by Queensland Police Service. Monitoring of school computer network and removal of privileges if deemed necessary. The school takes decisive action when an incidence of bullying is identified in line with our Responsible Behaviour Plan (RBP). The school RBP will be reviewed during 2014 as part of typical school practice.
Parent, student and staff satisfaction with the school
All parent responses are over 90% with parents agreeing 100% that this is a good school, teachers motivate their students and are approachable. Of note was 90% of parents believe their child is getting a good education, up 15% on 2011. 2012 was the first year there was a 100% return on parent surveys.Students’ results were high in areas of curriculum, support and behaviour satisfaction. A positive reflection of a strong behaviour and value program.
In 2013, 100% of parents surveyed believe our teachers expect their students to do their best.
Staff results for Professional Development identify this as an area of focus for 2013. Staff morale results were pleasing. This is a strong result and has flow on effects to parent and student dealings which also have been boosted.
In 2013, 100% of Staff feel that Slade Point State School is a safe place in which to work.
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) / 91% / 97%
this is a good school (S2035) / 100% / 97%
their child likes being at this school* (S2001) / 94% / 94%
their child feels safe at this school* (S2002) / 97% / 94%
their child's learning needs are being met at this school* (S2003) / 91% / 97%
their child is making good progress at this school* (S2004) / 94% / 94%
teachers at this school expect their child to do his or her best* (S2005) / 97% / 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 97% / 94%
teachers at this school motivate their child to learn* (S2007) / 100% / 97%
teachers at this school treat students fairly* (S2008) / 97% / 97%
they can talk to their child's teachers about their concerns* (S2009) / 100% / 97%
this school works with them to support their child's learning* (S2010) / 97% / 97%
this school takes parents' opinions seriously* (S2011) / 97% / 93%
student behaviour is well managed at this school* (S2012) / 91% / 94%
this school looks for ways to improve* (S2013) / 97% / 97%
this school is well maintained* (S2014) / 97% / 97%
Performance measure (Nationally agreed items shown*)
Percentage of students who agree that: / 2012 / 2013
they are getting a good education at school (S2048) / 98% / 96%
they like being at their school* (S2036) / 98% / 94%
they feel safe at their school* (S2037) / 100% / 96%
their teachers motivate them to learn* (S2038) / 100% / 94%
their teachers expect them to do their best* (S2039) / 100% / 96%
their teachers provide them with useful feedback about their school work* (S2040) / 98% / 96%
teachers treat students fairly at their school* (S2041) / 95% / 77%
they can talk to their teachers about their concerns* (S2042) / 93% / 77%
their school takes students' opinions seriously* (S2043) / 98% / 85%
student behaviour is well managed at their school* (S2044) / 98% / 70%
their school looks for ways to improve* (S2045) / 100% / 98%
their school is well maintained* (S2046) / 100% / 96%
their school gives them opportunities to do interesting things* (S2047) / 98% / 91%
Performance measure
Percentage of school staff who agree that: / 2013
they enjoy working at their school (S2069) / 97%
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) / 87%
students are encouraged to do their best at their school (S2072) / 100%
students are treated fairly at their school (S2073) / 97%
student behaviour is well managed at their school (S2074) / 90%
staff are well supported at their school (S2075) / 87%
their school takes staff opinions seriously (S2076) / 86%
their school looks for ways to improve (S2077) / 93%
their school is well maintained (S2078) / 83%
their school gives them opportunities to do interesting things (S2079) / 86%
* 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.