Queensland State School Reporting
2013 School Annual Report
/ Postal address / 18 Sharon School Road Sharon Bundaberg 4670
Phone / (07) 4130 9222
Fax / (07) 4130 9200
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 / Tony McGovern - Principal
Principal’s foreword
Introduction
This School Annual Report is intended to provide parents and interested members of the community with a brief insight into our school and an overview of our achievements in 2013. The report also offers statistical information gathered by Education Queensland regarding student outcomes, community satisfaction and staffing details.All test results and other data referred to in this report come from 2013.
The staff, students and parents of Sharon State School are justifiably proud of our little school and its achievements.
For more detailed information, please visit or contact the school on 41309222.
Kind regards,
Tony McGovern
PRINCIPAL
School progress towards its goals in 2013
Flying Start initiative· Liaise with feeder Secondary Schools (successfully achieved)
· Develop protocols around transition arrangements re 2014 (Camps and Graduation ceremonies) (successfully achieved)
· Develop a communication strategy with community regarding relevant changes (successfully achieved)
· Commence the development of strategies concerning staffing and resource allocations (successfully achieved)
Parent and Community Engagement Strategy
· Promote parent participation in school events and provide opportunities for families to observe student learning and celebrate student achievement (successfully achieved)
· Use multiple communication channels to communicate with parents eg email, SMS, telephone, web portal, Facebook and letter (successfully achieved)
· Provide programs and opportunities for parents to build their capacity to support their child’s learning (minimal achievement)
· Actively seek and develop a wide range of community partnerships (minimal achievement)
· Embed English, Mathematics and Science (National Curriculum) using the C2C resource in a multi age setting ensuring alignment with community expectations. (successfully achieved)
· Trial History using the C2C resource in a multi age setting (successfully achieved)
· Familiarise staff with the subject Geography using the C2C resource in a multi age setting during term 4 2013 (successfully achieved)
Literacy Priority
· Develop a shared understanding and pedagogical practice of the 5 reading procedures ie
· 1. Reading Aloud to students; 2. Modelled reading; 3. Shared Reading; 4. Guided Reading; and 5. Independent reading. (limited achievement)
· Align reading framework to Pearson’s Gradual Release of Responsibility Model (Refer Framework for the Teaching of Reading) (limited achievement)
· Continue the use of a variety of teaching processes and resources eg: Cars and Stars; QAR (successfully achieved)
· Embed comprehension strategies (Sheena Cameron – 9 key strategies) into the reading procedures (limited achievement)
· Use the reading procedures as a focus for Instructional Leadership to build teacher capacity through observation and feedback (minimal achievement)
· Ensure early processes are in place to identify possible U2B students (Processes to commence in Prep). Put in place strategies to cater for these students e.g. multi-age approach of different expectations within same classroom activity, academic streaming of students to cater for individual strengths and weaknesses (successfully achieved)
Numeracy Priority
· Develop lesson introductory routines that address key aspects of number as identified through NAPLAN and internal data sources ie PAT M. ASoT Design Question 6 and some of Design Question 3 (limited achievement)
· With PEAAC support and cluster opportunities (Networking with small and larger schools), develop best practice pedagogy and greater teacher knowledge in the teaching of Mathematics (successfully achieved)
· Ensure a range and balance of assessment tools are being used (diagnostic, formative and summative) to support quality teaching and reporting. ASoT Design Question 1 (successfully achieved)
ASOT
· Develop and implement an overarching Curriculum Framework based on ASoT (minimal achievement)
· Investigate and begin to implement questions 1 (What will I do to establish and communicate learning goals, track student progress and celebrate success) and 6 (What will I do to establish and maintain classroom rules and procedures) of the ASoT framework (limited achievement)
· Engage in the 4 small school professional development days focusing on the implementation of ASoT (successfully achieved)
· Engage in your best practice network using ASoT as a reflective framework (minimal achievement)
Curriculum Teaching and Learning Audit
· Implement recommendations from previous audit
§ Access training in NAPLAN Data analysis (minimal achievement)
§ Teachers demonstrate application of data content in classroom programs (limited achievement)
Developing Performance Framework
· Embed in term1 the DPF with all staff (teaching and non-teaching) ensuring an alignment to school priorities and individual needs. Consultation and feedback structures are in place and occur in a timely manner (Once a term) (minimal achievement)
Internal Audit
· Implement strategies to fulfil internal audit requirements and recommendations
§ Implementation of Workplace Health & Safety Review to be clearly identified and followed-up and minuted through staff meeting. (limited achievement)
§ Religious instructor register to include prep students (successfully achieved)
§ Purchase orders always raised for purchases in excess of $2,000 (successfully achieved)
Our school at a glance
School Profile
Coeducational or single sex: CoeducationalYear levels offered in 2013: Prep Year - Year 7
Total student enrolments for this school:
Total / Girls / Boys / Enrolment Continuity(Feb – Nov)
2011 / 130 / 56 / 74 / 95%
2012 / 128 / 58 / 70 / 95%
2013 / 132 / 62 / 70 / 94%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
Sharon is a coeducational state school located at 18 Sharon School Road, Sharon, in the North Coast Region.
Established in 1883, it services the small acreage residential area of Burnett Downs and surrounding farming community. It’s found 13 kilometres from Bundaberg on the Gin Gin/Bundaberg road.
Along with the local shop, Sharon School is the sole focus of the community with families regularly commuting to Bundaberg for both work and leisure.The community is very supportive of their school. One of the strengths of our school is a dedicated P&C Association who willingly support their school in the pursuit of its goals. It is the major formal parent body in the school. Our P&C has, in the past year, funded the purchase of six Ipads for our classrooms, purchased a new tank for fresh water near our oval and successfully submitted an application for a Gaming Fund Grant which has seen the installation of a new Adventure Playground in 2014. Parents can also be seen supporting the school through fund raising, classroom support and a rostered volunteer tuckshop.
Another strong indicator of family values and support for the school is reflected through consistent wearing of uniform at the school every day.
Families tend to have high academic expectations of both their children and the school.
Average Class sizes
Phase / Average Class Size
2011 / 2012 / 2013
Prep – Year 3 / 24 / 25 / 22
Year 4 – Year 7 Primary / 30 / 25 / 24
Year 7 Secondary – Year 10
Year 11 – Year 12
School Disciplinary Absences
Disciplinary Absences / Count of Incidents2011 / 2012 / 2013
Short Suspensions - 1 to 5 days / 5 / 3 / 6
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 curriculum is delivered in integrated Key Learning Area, (K.L.A.), units or in focussed lessons relating to a particular K.L.A.. In 2013, students were taught and assessed according to the expectations of the new National Curriculum in the K.L.A. subjects of numeracy, English and history.Sharon is a multi-age school. Our intention is to challenge students according to individual abilities rather than the generic confines of year level expectations. Students within a class or group work on similar activities with differing levels of expectation.
Extra curricula activities
Interschool Sport: Cricket, softball, athletics, netball & touch footballSchool Musicals
Drama Club
How Information and Communication Technologies are used to assist learning
All classes at Sharon State School have computers available for student use. These receive constant use as children research, email, undertake curriculum programs, word process and experience multi-media productions. On top of this, Sharon also offers a free subscription to “Mathletics”, “Spelladrome” and “Reading Eggs” which are web based academic programs.The use of computers is seen, very much, as a tool for learning.
Social climate
The social climate of Sharon School is based on the values of respect and relationships for, and with, people and our environment. A school chaplain, (Chappy), visits our school every 2nd Thursday.The “positiveness” of the climate is illustrated through the following responses from our satisfaction survey in August last year. Sharon has a history of consistently high levels of parent, student and staff satisfaction.
Parent, student and staff satisfaction with the school
/Through the “School Opinion Survey”, parents, students and staff have expressed very high levels of satisfaction with their school. The data below indicates levels of satisfaction that are at least similar and, usually superior, to levels expressed in other schools.
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) / 100% / 100%
this is a good school (S2035) / 100% / 100%
their child likes being at this school* (S2001) / 100% / 100%
their child feels safe at this school* (S2002) / 100% / 100%
their child's learning needs are being met at this school* (S2003) / 100% / 97%
their child is making good progress at this school* (S2004) / 100% / 100%
teachers at this school expect their child to do his or her best* (S2005) / 100% / 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 100% / 100%
teachers at this school motivate their child to learn* (S2007) / 100% / 100%
teachers at this school treat students fairly* (S2008) / 100% / 100%
they can talk to their child's teachers about their concerns* (S2009) / 100% / 100%
this school works with them to support their child's learning* (S2010) / 100% / 100%
this school takes parents' opinions seriously* (S2011) / 100% / 100%
student behaviour is well managed at this school* (S2012) / 97% / 100%
this school looks for ways to improve* (S2013) / 100% / 100%
this school is well maintained* (S2014) / 100% / 97%
Performance measure (Nationally agreed items shown*)
Percentage of students who agree that: / 2012 / 2013
they are getting a good education at school (S2048) / 100% / 100%
they like being at their school* (S2036) / 100% / 100%
they feel safe at their school* (S2037) / 97% / 96%
their teachers motivate them to learn* (S2038) / 100% / 100%
their teachers expect them to do their best* (S2039) / 100% / 100%
their teachers provide them with useful feedback about their school work* (S2040) / 100% / 100%
teachers treat students fairly at their school* (S2041) / 96% / 100%
they can talk to their teachers about their concerns* (S2042) / 100% / 100%
their school takes students' opinions seriously* (S2043) / 97% / 100%
student behaviour is well managed at their school* (S2044) / 97% / 100%
their school looks for ways to improve* (S2045) / 100% / 100%
their school is well maintained* (S2046) / 100% / 100%
their school gives them opportunities to do interesting things* (S2047) / 100% / 100%
Performance measure
Percentage of school staff who agree that: / 2013
they enjoy working at their school (S2069) / 93%
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) / 85%
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) / 92%
their school takes staff opinions seriously (S2076) / 91%
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) / 92%
* 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.
Involving parents in their child’s education
Parent participation and involvement in school activities is encouraged throughout the school. Weekly parades, weekly newsletters, our school’s website, (www.sharonss.eq.edu.au) and our Facebook page keep all caregivers informed as to the forthcoming events within the school and provide opportunities to celebrate the successes of our school and students. Parents and other interested members of our school community are actively encouraged to be involved within the school; particularly with our early years program, during art and craft activities as well as helping on class excursions, special event days, celebrations and tuckshop.Parent teacher information sessions are held at the beginning and/or end of each school year so that parents have the opportunity to meet the teacher and gain a better understanding of the expectations for each particular class. Interviews with the classroom teacher can be made at any time. However reporting interviews are offered each semester.
Reducing the school’s environmental footprint
Use of solar panels along with awareness raising with students and staff, help to keep our overall electricity usage to a manageable level. The size and position of our library roof are well suited to more solar panels. However, the expected cost along with other school priorities make installation very unlikely in the foreseeable future.Environmental footprint indicators
Electricity
kWh / Water kL
2010-2011 / 53,483 / 0
2011-2012 / 54,238 / 0
2012-2013 / 54,491 / 0
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.