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Contact InformationPostal address: / c/- Post Office Mount Surprise 4871
Phone: / (07) 4062 3130
Fax: / (07) 4062 3160
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: / Eleanor McKay- Acting Principal
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School OverviewMount Surprise School is small, warm and friendly and a great place for students to learn and work in a town high on community spirit. At Mount Surprise we AIM HIGH academically and socially. All students have individual learning programs based on their specific learning needs and also in response to the demands of our education system. Their learning journeys are closely monitored and documented. We are responsive to productive change and learning innovation that can enhance the growth of our students. At Mount Surprise EVERY STUDENT LEARNS EVERY DAY. Reading, writing, spelling, maths, technology and science form the foundation of our teaching program; the essential learnings are taught everyday in every way. Underneath the strong academic focus lies a foundation of social emotional learnings. Students are explicitly taught HOW to LEARN and the healthy life skills of success, persistence, confidence, relational skills and value of emotional intelligence.
Principal’s ForewordIntroduction
The school annual report highlights the achievements of our school in 2016. Our main priority was, and continues to be, improving all students’ outcomes. The staff and community members continue to refine the school teaching and learning programs and practises to achieve success. We respect the contributions of all agencies and groups in fostering the growth of our students in our community. The three main areas of our school’s data collection- academic opportunities and outcomes, social climate and staff performance and development are outlined in this report. The report also includes a snapshot of student performance through a summary of NAPLAN results, and an overview of school community satisfaction using data from the school opinion survey.
School Progress towards its goals in 2016
The following targets were set for 2016
Ensure that 90% (6 out of 8 students) in Years 1/2/3 reach FNQ Regional PM Reading Level Targets.
- Increase the number of students in Years 1 and 2 to the Upper Two Bands Reading from 50% to 75% (5out of 8 students) in 2016.
- Guarantee that every student will either:
- Achieve NMS in Literacy and Numeracy for their year level or
- Have an evidence based learning program in place to address their specificlearning needs.
In 2016, school improvement planning focussed on Improving Teaching; implementing and embedding data based decision making; and improving Planning and Accountability Systems within the school. Strategies for the continued improvement of teaching included: coaching and mentoring programs for all staff using the Regional Improving Teaching System resources; targeted professional development and the implementation of the Developing Performance Frameworks; implementation of Explicit Teaching and Consolidations and enhancing the involvement of families in the education of their child. Data based decision making has become embedded with the collation of student data and targets in the Annual Action Plan and the continued monitoring of student progress with regionally supported resources.
Future Outlook
The school’s Explicit Improvement Agenda for 2017 are as follows:
1. Improving teaching:
- Explicit teaching practices in all classrooms, daily teaching of reading, writing and numeracy; teachers implementing the C2C curriculum to a high standard; enhancement of consolidation and foundational learning programs; and instructional leaders coaching teachers and giving quality, timely and relevant feedback.
- Use of Stars and Cars Program to explicitly teach comprehension strategies through the introduction of weekly guided reading lessons.
2. Refining and embedding data based decision making:
- Regularly using data to set school benchmarks, targets and short term individual student goals, as well as accessing quality tools and processes to enhance the measuring and monitoring of school and student improvement.
- Implementing 5 weekly data collection and analysis cycles.
3. Refining and embedding Planning and Accountability Systems at all leadership levels.
- Using the digital guides to access Australian Curriculum and Year Level Assessment tasks.
4. Expanding and enhancing ways to connect to parents and caregivers with their child’s learning.
- Improve school communication through regular distribution of school newsletters, regular updating of the school website, school calendar as well as regular communication with parents through email.
Our School at a Glance
School Profile
Coeducational or single sex: / CoeducationalIndependent Public School: / No
Year levels offered in 2016: / Prep Year - Year 6
Student enrolments for this school:
Total / Girls / Boys / Indigenous / Enrolment Continuity
(Feb – Nov)
2014 / 11 / 4 / 7 / 4 / 100%
2015* / 17 / 6 / 11 / 4 / 94%
2016 / 19 / 7 / 12 / 3 / 89%
Student counts are based on the Census (August) enrolment collection.
*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.
In 2016, there were nostudents enrolled in a pre-Prep** program.
**pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (
Characteristics of the Student Body
Overview
Mt Surprise State School offers one multi-aged classroom with Prep to Year 5. The enrolments are fairly gender balanced. Indigenous enrolments were just over 15%.
The families of our school are largely self-employed graziers, employed on local cattle stations or with the town businesses. Students will attend their primary years schooling in Mt Surprise and then they move into the private boarding school sector for their high school years. The student population is fairly stable with some transient enrolments. Being in a remote area, the students are parents are often called upon to travel extensive distances to access extra-curricular activities, medical and dental appointments and to visit extended families.
Average Class Sizes
The following table shows the average class size information for each phase of schooling.
AVERAGE CLASS SIZESPhase / 2014 / 2015* / 2016
Prep – Year 3 / 11 / 16 / 18
Year 4 – Year 7
Year 8 – Year 10
Year 11 – Year 12
*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.
Curriculum Delivery
Our Approach to Curriculum Delivery
Our distinctive curriculum offerings
Australian Curriculum is accessed through C2C programming.
Multi-aged units were introduced with straight year level assessment tasks being accessed through digital guides.
Curriculum is planned within the Dimensions of Teaching/Learning Framework
Explicit teaching practices including consolidations, monitoring and feedback
Cars/Stars and other strategies to develop comprehension and higher order thinking
Differentiated curriculum for inclusive practices
Individual curriculum Plans where required
Five week data collection cycle (Probe Reading Tests, PM Benchmark Testing, Sight word Testing)
Year 5 and 6 students access LOTE (Japanese) course through Cairns School of Distance Education
Structures Literacy and Numeracy Programs (Spelling Mastery, Soundwaves, Mental Maths and Targeting Maths)
FNQ Regional Maths Testing
PAT M & PAT R
NAPLAN
Co-curricular Activities
Extra curricula activities
School camp and Excursions
Various Sporting programs and clinics coordinated by staff and community
- Swimming
- Touch Football
- Hockey
- Basketball
- Athletics
- Cross-Country
- Dance Eisteddfod
Leadership Program
Digital Technologies
Homework club fortnightly
How Information and Communication Technologies are used to Assist Learning
Information, Communication and Technologies are CT’s are used to assist student learning in a variety of ways to assist and enhance learning across all curriculum areas. The digital pedagogies include inquiring, creating, communicating and operating. across all key learning areas. ICTs in our school are used as an important and valuable pedagogical tools that enhance teaching and learning. The Year 5 and 6 students rely heavily on computers to participate weekly in an online LOTE lesson from Cairns School of Distance Education. All students have access to laptops, desk top computers, XO laptops and Ipads. These ICT devices are used for Spelling, Handwriting and Numeracy learning activities.
Social Climate
Overview
Being a small school in a semi-remote community, the school’s social climate is one of a close know friendship, family values and community spirit. These attributes are reflected in the social atmosphere of the school. The students enjoy close relationships with each other andare all well known within the community. Parents, extended family members and visitors are welcome at our school and are often here volunteering their time and effort. At the end of each year the community comes together at the annual “Christmas Tree Night” celebration which is organized by school P&C and staff. Our small school is a great place for every child to feel valued, find their niche and reach their full potential.Our school is also supported by the RREAP Program in which the students and staff are assisted with projects and activities that are not easily accessible to students in remote and rural areas. Volunteer community members and parents assist the school with particular interests and requirements for example athletics, arts and holiday youth camps.
A Pastoral Care program is offered through Scripture Union, in the form of a Chaplain who travels to the school once a fortnight. The chaplain offers support to all students, staff and members of the outer community.
Parent, Student and Staff Satisfaction
Parent opinion survey
Performance measurePercentage of parents/caregivers who agree# that: / 2014 / 2015 / 2016
their child is getting a good education at school (S2016) / 75% / 83% / 63%
this is a good school (S2035) / 75% / 83% / 71%
their child likes being at this school* (S2001) / 75% / 83% / 88%
their child feels safe at this school* (S2002) / 75% / 100% / 75%
their child's learning needs are being met at this school* (S2003) / 75% / 100% / 63%
their child is making good progress at this school* (S2004) / 75% / 83% / 63%
teachers at this school expect their child to do his or her best* (S2005) / 75% / 100% / 75%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 75% / 83% / 63%
teachers at this school motivate their child to learn* (S2007) / 75% / 83% / 75%
teachers at this school treat students fairly* (S2008) / 75% / 67% / 63%
they can talk to their child's teachers about their concerns* (S2009) / 75% / 83% / 75%
this school works with them to support their child's learning* (S2010) / 75% / 83% / 63%
this school takes parents' opinions seriously* (S2011) / 75% / 67% / 63%
student behaviour is well managed at this school* (S2012) / 75% / 67% / 63%
this school looks for ways to improve* (S2013) / 75% / 67% / 75%
this school is well maintained* (S2014) / 75% / 100% / 75%
Student opinion survey
Performance measurePercentage of students who agree# that: / 2014 / 2015 / 2016
they are getting a good education at school (S2048) / 100% / 100% / 100%
they like being at their school* (S2036) / 100% / 100% / 89%
they feel safe at their school* (S2037) / 100% / 100% / 100%
their teachers motivate them to learn* (S2038) / 100% / 100% / 100%
their teachers expect them to do their best* (S2039) / 100% / 100% / 100%
their teachers provide them with useful feedback about their school work* (S2040) / 100% / 100% / 78%
teachers treat students fairly at their school* (S2041) / 100% / 83% / 100%
they can talk to their teachers about their concerns* (S2042) / 100% / 100% / 78%
their school takes students' opinions seriously* (S2043) / 100% / 67% / 78%
student behaviour is well managed at their school* (S2044) / 100% / 83% / 100%
their school looks for ways to improve* (S2045) / 100% / 100% / 100%
their school is well maintained* (S2046) / 100% / 100% / 100%
their school gives them opportunities to do interesting things* (S2047) / 100% / 100% / 78%
Staff opinion survey
Performance measurePercentage of school staff who agree# that: / 2014 / 2015 / 2016
they enjoy working at their school (S2069) / 100% / 80% / 100%
they feel that their school is a safe place in which to work (S2070) / 100% / 80% / 100%
they receive useful feedback about their work at their school (S2071) / 100% / 100% / 100%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) / DW / DW / DW
students are encouraged to do their best at their school (S2072) / 100% / 80% / 100%
students are treated fairly at their school (S2073) / 60% / 80% / 100%
student behaviour is well managed at their school (S2074) / 60% / 80% / 100%
staff are well supported at their school (S2075) / 60% / 80% / 100%
their school takes staff opinions seriously (S2076) / 60% / 80% / 100%
their school looks for ways to improve (S2077) / 100% / 100% / 100%
their school is well maintained (S2078) / 100% / 100% / 100%
their school gives them opportunities to do interesting things (S2079) / 100% / 80% / 100%
* Nationally agreed student and parent/caregiver items
# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.
DW = Data withheld to ensure confidentiality.
Parent and community engagement
Our students, staff and community take pride in our school and are happy to share all the wonderful achievements we have made. We are continually committed to improving the social, emotional and academic outcomes of our students. We aim to ensure our local community trusts our school in the delivery of quality education to their children.
Mount Surprise has a strong Parents and Citizens Association. Members of the Parents and Citizens Association (P&C) influence the direction of the school and members are aware that the school is theirs as much as it is their child’s. Parents are encouraged to become involved in the education of their child through undertaking voluntary work at the school, assisting with school projects, attending extra-curricular activities such as helping in the classroom, attending extra-curricular activities such as camps and sporting clinics, joining in on the broad range of community events which are offered by the school and through maintaining close communication with the school. A newsletter is provided to parents and community members fortnightly and this often suggests ways that parents can be involved in their child’s education. The school regularly organizes community events each term.We plan specifically for events wherever possible to coincide with when parents from isolated properties are likely to be visiting the township. Parents are encouraged to access the school’s webpage on a regular basis where information, calendars, forms and reports are located. We have an open door policy for parents and encourage parents into our classrooms.
Respectful relationships programs
The school has developed and implemented programs that focus on appropriate, respectful and healthy relationships with assistance from Tablelands Sexual Assault Service, the Director of Nursing at the local primary health centre and our local police officer. All programs are modelled on the protective behaviours used in the Daniel Morecombe Foundation’s program “Keeping Kids Safe”.
School Disciplinary Absences
The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.
SCHOOL DISCIPLINARY ABSENCESType / 2014* / 2015** / 2016
Short Suspensions – 1 to 5 days / 0 / 0 / 0
Long Suspensions – 6 to 20days / 0 / 0 / 0
Exclusions / 0 / 0 / 0
Cancellations of Enrolment / 0 / 0 / 0
* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015.
**From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.
Environmental Footprint
Reducing the school’s environmental footprint
Throughout 2016, Mt Surprise State School has strived to reduce its carbon footprint. We encourage everyone to be water wise and more energy efficient. The school has solar panels to generate electricity. Extra panels were added to the system during 2013. A conscious effort was made to reduce the number of air conditioners that were being used to maintain the temperature of the classrooms and school buildings. Awnings and shade sails were also added to provide shade and reduce glare and heat entering the classrooms. A new rainwater tank was added to a school building during the year. Water supply is via a bore, while rainwater is collected and filtered through drinking fountains.
ENVIRONMENTAL FOOTPRINT INDICATORSYears / Electricity
kWh / Water
kL
2013-2014 / 19,219 / 0
2014-2015 / 21,191 / 0
2015-2016 / 17,438 / 0
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.
School Funding
School income broken down by funding source
School income, reported by financial year accounting cycleusing standardized national methodologies and broken down by funding source is available via the My School website at
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 states‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.