The Gap State School (1302)
Queensland State School Reporting
2012 School Annual Report
/ Postal address / 1111 Waterworks Rd, The Gap, QLD, 4061
Phone / (07) 3511 3333
Fax / (07) 3511 3300
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 / Principal, Peter Cooper
Principal’s foreword
Introduction
The Gap State School mission is to educate our children to be:“Proud of the Past, Realising their Potential and Ready for the Future” within a context of high expectations, quality learning and close and supportive relationships between children, parents, staff and the local community.
The 2012 School Annual Report provides readers with a snapshot of the achievements and successes of children at The Gap State School. The Gap State School was the first school established in the Brisbane western suburb of The Gap. The school opened its doors in 1912 and in 2012 we celebrated the school centenary.
This report details distinguishing features of our school, the programs offered, our close community relationships and progress towards our goals in 2012.
School progress towards its goals in 2012
Key Priority / Progress Towards GoalSchool Community and Partnerships
· Raise the profile of the school through school centenary celebrations / · Centenary successfully celebrated throughout the year with significant community involvement
School Curriculum
· Implement Australian Curriculum / · Australian curriculum successfully implemented in English, Mathematics and Science
Teaching Practice
· Identification and implementation of high quality teaching strategies appropriate to school context / · Significant progress towards completion of school wide pedagogy in 2013
Principal Leadership and School Capability
· School priorities incorporated in all teaching staff Personal Development Plans
· Teaching staff build confidence and capacity with integration ICT’s / · Completed
· All teaching staff participate in Inter-active Whiteboard professional development
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT
Queensland State School Reporting
2012 School Annual Report
Future outlook
Implement the Australian Curriculum in History
Implement a whole school pedagogical framework
Further develop use of data to inform teaching practice and differentiation
Develop instructional leadership with a focus on workforce performance
Improve school performance in upper 2 bands
Continue to develop productive partnerships between students, parents and the community
Plan Year 7 transition to high school
Reduce school environmental footprint
Our school at a glanceSchool Profile
Coeducational or single sex: Coeducational
Year levels offered in 2012: Prep - Year 7
Total student enrolments for this school:
Total / Girls / Boys / Enrolment Continuity(Feb – Nov)
2010 / 450 / 216 / 234 / 97%
2011 / 393 / 196 / 197 / 95%
2012 / 406 / 205 / 201 / 95%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
The Gap State School is situated 8 kilometres west of the central business district of Brisbane in the green, picturesque and community minded suburb of The Gap. Our students come from a cross section of demographic backgrounds with a high proportion of children from families of a medium to high socio-economic status. We have an increasing but small minority of children from non-English speaking backgrounds and celebrate the cultural diversity of our school community with children from 46 different cultural heritages.
Average Class sizesPhase / Average Class Size
2010 / 2011 / 2012
Prep – Year 3 / 22 / 22 / 20
Year 4 – Year 10 / 26 / 27 / 27
Year 11 – Year 12 / n/a / n/a / n/a
School Disciplinary Absences
Disciplinary Absences / Count of Incidents2010 / 2011 / 2012
Short Suspensions - 1 to 5 days / 0 / 0 / 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
The school curriculum offers balance, variety and richness for all students. Distinctive features are:· A comprehensive classroom music program including a classroom choral music program for all children
· A physical education program which develops gross motor skills in younger children and skills related to particular sports as children grow in age and ability, including a strong focus on swimming
· A Special Education Program, which caters for students with disabilities
· A program for gifted and talented children which promotes creativity, problem solving, enrichment and extension
· A school wide program to promote social and emotional learning and well being
· An annual Science Expo for all students supported by local community organization
· An outdoor education program, Prep - Year 7
· Participation in Inter-school sport
· A Buddy Program which connects younger children with older children as mentors
· A Student Leadership and Development Program
· A Student Council to encourage student participation in decision-making
· A school chaplain to support social and emotional learning of children
Extra curricula activities
A wide range of extra-curricular activities are offered to children, including:· Instrumental music – strings, brass, woodwind and percussion
· A choral program for students in Years 2 – 7, with training by a specialist choral conductor and specialist classroom music teacher. There are 4 choirs: Soproninos (Years 2 – 3), Junior Choir (Years 4 – 5), Senior Choir (Years 6 – 7) and an auditioned choir which may be a Girls Choir, a Boys Choir or a Chamber Choir
· A comprehensive sports program in both team and individual sports with accredited coaching provided in Athletics, Rugby League and Soccer
· Chess Club with coaching from an accredited chess coach
· Debating – participation in Queensland Debating Union Competition
· Garden Club
Participation in a range of programs to provide extension and enrichment: Optiminds, Robotics, Readers’ Cup, Regional Maths Challenge, Bardon Young Writers, Problem-solving Olympics
How Information and Communication Technologies are used to assist learning:
· Students and teachers have access to a wide range of information and communication technologies to enhance and facilitate learning
· All classrooms have interactive whiteboards, a pod of computers, access to digital cameras and other digital devices such as iPads and laptop computers
· Wireless Internet connection in classrooms and the library and the Resource Centre, allow flexibility of access to the Internet for students and staff
· The Technology Centre in the Library allows for whole class direct teaching of specific digital skills
· Teachers access a wide range of web based activities and resources through Interactive whiteboards in classrooms
A ICT technician is employed 3 days per week to maintain the network
Social climate
A very positive social climate exists in the school. This climate is characterised by mutually supportive relationships between children, staff and parents and underpinned by the belief that a positive and supportive social and emotional environment is the foundation for quality learning. Proactive programs and policies which contribute to and promote this positive climate are:· Social skill program embedded in Prep - Year 7 lessons, which focuses on resilience, organisation, persistence, confidence and getting along
· An extensive program for introduction and orientation of Prep students in the year prior to their first year of Prep
· A school-wide and well understood strategy for students to deal with situations when they feel uncomfortable or bullied
· A School Responsible Behaviour Plan which clearly articulates rules, procedures, expectations and policies, including anti-bullying policies and strategies to address cyber-bullying
· A clearly articulated set of school values
· A buddy program to integrate new and younger students into the school
· A Chaplain, who contributes significantly to positive and supportive school climate
· The outdoor education program which builds confidence, resilience and skills in working with others as part of a team
· Pro-active strategies to promote and develop parent and community engagement
· Classroom Parent Representatives
Parent, student and staff satisfaction with the school
Data is gathered via system and school generated survey and from anecdotal feedback from parent meetings. Parents, students and staff express high levels of satisfaction with curriculum, communication, relationships, supportive environment, buildings and grounds. An area of challenge is to maintain positive attitudes to provision of modern Information and Communication Technologies.Performance measure (Nationally agreed items shown*)
Percentage of parents/caregivers who agree that: / 2012#
their child is getting a good education at school / 100.0%
this is a good school / 100.0%
their child likes being at this school* / 100.0%
their child feels safe at this school* / 100.0%
their child's learning needs are being met at this school* / 92.6%
their child is making good progress at this school* / 100.0%
teachers at this school expect their child to do his or her best* / 100.0%
teachers at this school provide their child with useful feedback about his or her school work* / 100.0%
teachers at this school motivate their child to learn* / 100.0%
teachers at this school treat students fairly* / 92.6%
they can talk to their child's teachers about their concerns* / 100.0%
this school works with them to support their child's learning* / 96.2%
this school takes parents' opinions seriously* / 100.0%
student behaviour is well managed at this school* / 100.0%
this school looks for ways to improve* / 96.3%
this school is well maintained* / 100.0%
Performance measure (Nationally agreed items shown*)
Percentage of students who agree that: / 2012#
they are getting a good education at school / 95.1%
they like being at their school* / 96.3%
they feel safe at their school* / 97.5%
their teachers motivate them to learn* / 97.5%
their teachers expect them to do their best* / 97.5%
their teachers provide them with useful feedback about their school work* / 95.0%
teachers treat students fairly at their school* / 92.5%
they can talk to their teachers about their concerns* / 83.8%
their school takes students' opinions seriously* / 85.0%
student behaviour is well managed at their school* / 81.5%
their school looks for ways to improve* / 98.7%
their school is well maintained* / 98.8%
their school gives them opportunities to do interesting things* / 91.4%
Performance measure (Nationally agreed items shown*)
Percentage of school staff who agree: / 2012#
that they have good access to quality professional development / 85.3%
with the individual staff morale items / 97.7%
* 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 changes to the School Opinion Surveys in 2012, comparisons with results for previous years are not recommended.
DW = Data withheld to ensure confidentiality.
Involving parents in their child’s education
Our work with children is based on the belief that a child’s learning is maximised where there is a strong partnership between the child, the teacher and the parent. At The Gap State School, these vital relationships are promoted through:· Open classrooms
· Open and regular communication between teacher and parent
· Accessibility of teachers
· Classroom Parent Representatives (CPR’s) who promote social interaction between parents and facilitate communication between school and home. CPR’s meet regularly with the Principal, Deputy Principal and School Chaplain
· Parent helpers in classrooms
· Classroom celebrations of learning at the end of each term
· Parent information nights
· A transition program for Preparatory students
· Open Days
· Formal parent/teacher interviews at the end of Terms 1 and 3 to review student portfolios
· Music Supporters Group
· SKIDS Committee (Supporting Kids in Sport)
· Parents involved in strategic school decision-making
· A very active and supportive Parents and Citizens Association
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 following actions were taken during 2012:
· Establishing a Student Sustainability Club
· Composting and re-cycling
· Use of harvested water to flush toilets
· Incorporating sustainability into the curriculum
· Solar panels to generate electricity
· Solar heating of pool
Environmental footprint indicators
Electricity
kWh / Water kL
2009-2010 / 158,352 / 3,693
2010-2011 / 170,924 / 5,585
2011-2012 / 224,793 / 4,636
Our staff profile
Staff composition, including Indigenous staff
2012 Workforce Composition / Teaching Staff / Non-teaching Staff / Indigenous StaffHeadcounts / 29 / 19 / 0
Full-time equivalents / 24.2 / 11.3 / 0
Qualifications of all teachers
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2012 were $9,004.05. The major professional development initiatives are as follows:· Inter-active whiteboards
· Catering for students with disabilities
· Implementation of Australian Curriculum
· Catering for difference
The proportion of the teaching staff involved in professional development activities during 2012 was 100%.
Average staff attendance / 2010 / 2011 / 2012
Staff attendance for permanent and temporary staff and school leaders. / 95.9% / 96.8% / 96.3%
Proportion of staff retained from the previous school year
From the end of the previous school year, 87.6% of staff was retained by the school for the entire 2012 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.