Springfield Lakes State
School
ANNUAL REPORT
2016
Queensland State School Reporting
Inspiring minds. Creating opportunities. Shaping Queensland’s future.
Every student succeeding. State Schools Strategy 2016-2020
Department of Education and Training
Contact Information
Postal address:
PO Box 4106 Springfield 4300
Phone:
(07) 3437 9888
Fax:
(07) 3437 9800
Email:
[email protected]
Webpages:
Additional reporting information pertaining to Queensland state schools is located on the My
School website and the Queensland Government data website.
Contact Person:
Greg Horrigan – Principal Springfield Lakes State School
School Overview
Springfield Lakes State School is a relatively new school, being just 10 years old. It is a primary school in the Metropolitan region
of SE Queensland. The school caters for students from Prep to Year 6. Springfield Lakes State School is characterised by rapid
growth. In July 2010, enrolments reached 1020 students. After dipping below 1000 in 2015, the school currenntly has 1060
students across 43 classes. The school services the Springfield Lakes community in the southwest of Ipswich City. The modern
school is the focal point of the new and rapidly developing community. The majority of children enrolled are P-3 students, reflecting
the high proportion of younger families in the immediate community. The school is staffed with a team of committed teachers.
Teachers work in partnership with parents and the Springfield Lakes community to establish a distinctive, futures oriented
curriculum aiming to meet the needs of the school community. Teacher pedagogy is centred on explicit teaching of literacy and
numeracy; ensuring students get the most from what they are learning. The school's philosophy is centred on a differentiated
curriculum. Student welfare, discipline and safety are managed in a supportive, consultative manner with policy and procedures
documented clearly in the school's Code of Behaviour. The implementation of School Wide Positive Behaviour Learning has
ensured the development of a positive, community approach to managing student behaviour. An enrolment management plan
(EMP) is in place to assist in managing the school's growth and to provide assured access to the school's facilities for children
who live in Springfield Lakes. Springfield Lakes State School aims to provide excellent educational outcomes for all students in
a supportive environment, through high teacher expectations and a set of defined values. We believe that the school environment
should be a happy, safe and challenging one in which students are encouraged to investigate, explore and take risks so that they
may achieve success in their learning and confidence in themselves The school's motto is 'The best we can be'. Springfield Lakes
State School's expectation for success and desire for excellence from all of us in the school community is encapsulated in this
simple, but effective motto.
Principal’s Foreward
Introduction
Each year Queensland State Schools publish important information to their parents and
community members. This report provides a sumary of the progress made at Springfiled
Lakes State School during 2016. It provides details about staff qualifications and the
professional development activities undertaken in 2016. It also provides details of the
learning outcomes achieved by Springfield Lakes children in literacy and numeracy.
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We believe the school is a happy, safe and challenging learning community where students
are encouraged to investigate, explore, and take risks to achieve success in learning and
build their confidence. We endeavour to communicate and celebrate success as an
informed community.
As a school community we believe in being “The best we can be”. Springfield Lakes State
School’s expectation for success and desire for excellence from all in the school community
is encapsulated in our motto.
2016 has seen an increase in our student numbers to above 1050. It is believed that the future
development of further local development will once more increase our numbers
School Progress towards its goals in 2016
Each year, schools establish goals as a focus for student achievement. In 2016 our
school priorities were:
Continued implementation of the Australian Curriculum.

Numeracy- Supported through the utilization of school resources and
Investing for Success funding.

Reading- Supported through the utilization of school resources and Investing
for Success funding.

Writing- Supported through the utilization of Investing for Success funding
to purchase a Writing Master teacher. This position will continue through
2016.

Utilise staff expertise to provide peer coaching to staff.

Commence Cohort Interaction Days for teachers to meet with their year level
colleagues for professional development, to act as a 2 way conduit between
teachers and Admin and to build consistency and contin uity across the
school and year levels.

As a result of the above, student academic achievement increased as
measured by NAPLAN and school based assessment.
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Effect Size Gain (Relative to the Nation) is a measure that compares our rate of
improvement from our year 3 students in 2014 to our year 5 students in 2016. It is
based on student NAPLAN data which is a series of assessment items in Reading
(R), Writing (W), Spelling (S), Grammar and Punctuation (G&P) and Numeracy (N).
Our school has a high participation rate in NAPLAN. This is especially so with our
year 5 students.
The information contained in the above table is explained as follows:
Effect Size Gain: This information shows how much the school has gained in
performance against the State and is expressed in Standard Deviation units.
Positive numbers: These indicate that the school has gained more than the State.
Negative numbers: These indicate that the school has gained less than the State.
As you can see, our rate of improvement exceeds that of the State in all but Spelling
where we are just .01 of a Standard Deviation below the State. In Writing, our
improvement exceeds the State by a factor of 6 while in Numeracy, it has been
double the improvement of the State. In Reading and Grammar & Punctuation we
have still exceeded the improvement of the State. The significance of this is further
demonstrated when you consider that our State has had the highest level of
improvement of the Nation. When you look back at the historical data in the Table,
it is evident that our Relative gain has been improving each year.
Future Outlook
The clear focus for Springfield Lakes State School in 2017 is the continuation of the
Writing and Numeracy initiatives as well as a renewed focus on the teaching of
reading. In particular, the focus will be on guided reading. A further priority is
support for oral language development in the lower grades with an increased
emphasis on our Prep students.
Springfield Lakes State School is continuing to implement our Pedagogical
Framework that draws upon explicit teaching and differentiation. Our explicit
improvement agenda is around continued student academic improvement in
reading writing and numeracy.
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Our School at a Glance
School Profile
Coeducational or single sex:
Coeducational
Independent 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
1020
522
498
25
92%
2015*
989
500
489
37
93%
2016
1000
506
494
36
95%
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 no students 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 (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).
Characteristics of the Student Body
Overview
From a socio-economic perspective, the community of Springfield Lakes sits at a level that is in the
59th percentile. This means that this community is above the National midpoint of socio-economic
level. Our local area is and has experienced rapid population growth. Our enrolment catchment
currently includes a housing development that has around 650 houses either built or under
construction. Springfield Lakes State School has an enrolment management plan which restricts
enrolments to students living in the defined Springfield Lakes catchment area. Our students are
representative of 45 diverse cultural groups. Eligible students with English as a second language
are supported through our school. Springfield Lakes State School has a very small population of
students who identify as Aboriginal and Torres Strait Islander background. A number of students are
from defence force families who are supported by the Defence Force School Transition teacher
aide.
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Average Class Sizes
The following table shows the average class size information for each phase of schooling.
AVERAGE CLASS SIZES
Phase
2014
2015*
2016
Prep – Year 3
23
23
23
Year 4 – Year 7
24
27
26
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 approach to curriculum delivery

Continued focus on Literacy and Numeracy

Differentiated curriculum philosophy

Strings music program for years 3-6

Instrumental music program for years 4-6

Junior choir for years 2-3

Senior choir for years 4-6

Interschool sport including Gala day programs with Central District

Special Education Program

Specialist Science teachers

Increasing capacity for Information and Communication Technologies

Well resourced Resource Centre

Student Leadership Program

Year 6-7 transition programs with Springfield Central High School and Woodcrest State
College
Co-curricular Activities

Student Council

Breakfast Club

National Competitions

Seasonal after school sports activities
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How Information and Communication Technologies are used to Assist Learning
Students have access to networked computers and iPads in their classrooms and a computer lab in
the Resource Centre. Technology is integrated into teaching practices through individual computer
use by students, Smart Boards and increasing flat screen usage in classrooms. A range of skills are
taught to all students allowing them to access appropriate technologies as required. In 2016, our
school undertook a significant replacement and renewal of our school based computers and iPads for
student usage.
Social Climate
Overview
The school Chaplaincy Program is recognized as a key component of the supportive school
environment at Springfield Lakes State School. The Chaplain works beside school staff, including the
Guidance Officer to provide pastoral care for our students, staff and parent community.
Schoolwide Positive Behavior Learning (SWPBL) has enabled the school to implement a clearly
articulated set of expectations taught to all students with a focus on positive recognition when
students successfully follow the expectations. Students, staff and parents are expected to be
Respectful, Cooperative and Peaceful. Springfield Lakes State School is a warm, friendly school with
a sense of community pride in our students and their achievements.
Activities such as Grandparents’ Day and the celebration of Harmony Day and Under 8s Day are
always annual highlights of our school. These events were well attended with obvious community and
school support for and pride in our school.
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Parent, Student and Staff Satisfaction
Parent opinion survey
Performance measure
Percentage of parents/caregivers who agree# that:
2014
2015
2016
their child is getting a good education at school
(S2016)
94%
84%
89%
this is a good school (S2035)
89%
89%
90%
their child likes being at this school* (S2001)
91%
92%
96%
their child feels safe at this school* (S2002)
90%
89%
94%
98%
89%
83%
98%
87%
87%
97%
92%
96%
92%
89%
82%
97%
84%
87%
87%
83%
90%
98%
89%
90%
92%
81%
85%
this school takes parents' opinions seriously* (S2011)
73%
86%
85%
student behaviour is well managed at this school*
(S2012)
63%
63%
76%
this school looks for ways to improve* (S2013)
79%
84%
87%
this school is well maintained* (S2014)
90%
86%
90%
Percentage of students who agree# that:
2014
2015
2016
they are getting a good education at school (S2048)
95%
97%
94%
they like being at their school* (S2036)
95%
95%
92%
they feel safe at their school* (S2037)
93%
94%
91%
their teachers motivate them to learn* (S2038)
99%
96%
96%
their teachers expect them to do their best* (S2039)
100%
98%
98%
their teachers provide them with useful feedback about
their school work* (S2040)
96%
91%
96%
teachers treat students fairly at their school* (S2041)
90%
85%
87%
91%
84%
91%
95%
81%
86%
88%
71%
69%
their school looks for ways to improve* (S2045)
98%
94%
93%
their school is well maintained* (S2046)
94%
91%
85%
their school gives them opportunities to do interesting
things* (S2047)
95%
88%
91%
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)
Student opinion survey
Performance measure
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)
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Staff opinion survey
Performance measure
Percentage of school staff who agree# that:
2014
2015
2016
they enjoy working at their school (S2069)
94%
93%
90%
97%
93%
97%
81%
83%
82%
90%
81%
87%
97%
97%
95%
students are treated fairly at their school (S2073)
91%
90%
90%
student behaviour is well managed at their school
(S2074)
73%
80%
85%
staff are well supported at their school (S2075)
86%
76%
84%
their school takes staff opinions seriously (S2076)
88%
72%
79%
their school looks for ways to improve (S2077)
96%
93%
90%
their school is well maintained (S2078)
97%
93%
92%
their school gives them opportunities to do interesting
things (S2079)
92%
79%
77%
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)
they feel confident embedding Aboriginal and Torres
Strait Islander perspectives across the learning areas
(S2114)
students are encouraged to do their best at their school
(S2072)
* 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
Springfield Lakes State School parents are involved as partners in their children’s education through
the development of positive and supportive relationships at both the individual teacher-parent level
and the collective whole school approach. Parents are encouraged to access classroom programs,
regular dialogue and reporting sessions, school committees and associations, Parents and Citizens
committees and meetings, curriculum forums as well as participation in individual class programs.
Springfield lakes State School actively promotes parent involvement within our school and values the
strong partnerships with parents. The fortnightly newsletter, school parades, website, class bulletins
and an open door approach have kept families informed and ensured a high level of participation
Respectful relationships programs
Our School Wide Positive Behavior Learning
At the beginning of each school year (Pupil Free Days), staff revisit the school’s Code of School Behaviour to ensure a consistent
understanding of the expectations related:

Bullying Awareness Program

Classroom Consequences Procedure

Behaviour Matrix
All staff develop and refine practices with the students that help to establish a safe, respectful learning environments.
The school has developed and implemented processes that focus on appropriate, respectful and healthy relationships.
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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 ABSENCES
2014*
2015**
2016
Short Suspensions – 1 to 5 days
Type
36
49
31
Long Suspensions – 6 to 20 days
0
0
0
Exclusions
1
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
Data is sourced from the school’s annual utilities expenses and usage rates. Springfield Lakes State
School responsibly uses this utilities and facilities information as a source to implement strategies to
cut usage. Significantly this is around the efficient setting of air conditioning temperatures and the
maintenance of school taps to minimize waste.
ENVIRONMENTAL FOOTPRINT INDICATORS
Years
Electricity
kWh
Water
kL
2013-2014
256,335
654
2014-2015
253,679
2,414
2015-2016
241,850
1,193
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 cycle using standardized national methodologies and 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.
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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.
Our Staff Profile
Workforce Composition
Staff composition, including Indigenous staff
2016 WORKFORCE COMPOSITION
Description
Teaching Staff
Non-Teaching Staff
Indigenous Staff
Headcounts
67
36
<5
Full-time Equivalents
60
24
<5
Qualification of all teachers
TEACHER* QUALIFICATIONS
Highest level of qualification
Number of classroom teachers and school leaders at the
school
Doctorate
1
Masters
7
Graduate Diploma etc.**
8
Bachelor degree
47
Diploma
4
Certificate
1
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
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Professional Development
Expenditure On and Teacher Participation in Professional Development
The total funds expended on teacher professional development in 2016 were $66,638.00.
The major professional development initiatives are as follows:
The major professional development initiatives are as follows:

The skilling of school based staff to work as coaches across the school. This also included
release time for the classroom teachers.

Reading workshops at school. These were frequently delivered at school based teacher
release days.
Mathematics – Problem Solving and planning
School Wide Positive Behaviour
Curriculum Planning
Teacher Release Days
Coaching and Mentoring





The proportion of the teaching staff involved in professional development activities during 2016 was 100%.
Staff Attendance and Retention
Staff attendance
AVERAGE STAFF ATTENDANCE (%)
Description
2014
Staff attendance for permanent and temporary staff and school leaders.
95%
2015
2016
95%
95%
Proportion of Staff Retained from the Previous School Year
From the end of the previous school year, 97% of staff was retained by the school for the entire 2016.
Performance of Our Students
Key Student Outcomes
Student Attendance
Student attendance
The table below shows the attendance information for all students at this school:
STUDENT ATTENDANCE 2016
Description
2014
2015
2016
The overall attendance rate* for the students at this school (shown as a percentage).
93%
93%
93%
The attendance rate for Indigenous students at this school (shown as a percentage).
94%
93%
93%
*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total
of all possible days for students to attend, expressed as a percentage.
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The overall student attendance rate in 2016 for all Queensland Primary schools was 93%.
AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL
Year
Level
Prep
Year
1
Year
2
Year
3
Year
4
Year
5
Year
6
Year
7
2014
92%
93%
94%
92%
93%
93%
94%
92%
2015
93%
92%
93%
94%
93%
93%
93%
2016
93%
93%
93%
93%
93%
93%
92%
Year
8
Year
9
Year
10
Year
11
Year
12
*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is
generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students
to attend, expressed as a percentage.
DW = Data withheld to ensure confidentiality.
Student Attendance Distribution
The proportions of students by attendance range:
The proportions of students by attendance range.
Attendance Rate:
2013
0% to <85%
13
13
2014
10
14
2015
11
12
0%
20%
85% to <90%
90% to <95%
25
95% to 100%
49
26
50
26
51
40%
60%
80%
100%
Proportion of Students
Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing
Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and
recording student attendance and absenteeism.
Non-attendance is managed in state schools in line with the DET procedures, Managing Student
Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State
Schools, which outline processes for managing and recording student attendance and absenteeism.
The school utilizes an attendance monitoring system called ID Attend. The electronic class rolls are
marked twice daily by the class teacher. When a teacher is absent, the rolls are marked manually and
the data is entered by office staff. All parents are expected to advise the school of the reason for any
student absence from the school. Should a child be absent from the school for three consecutive days
or more without a satisfactory explanation, the parents or caregivers are contacted by telephone or
mail. The attendance rates for each class are closely monitored by the Principal and the classes with
the best attendance rates are acknowledged and rewarded on parade. In addition to this, all children
are encouraged to attend every day they are well. This message is enforced during parades, in the
newsletter and on the school-community sign. All major events such as Sports Days and Talk Like A
Pirate Day are held at the end of the week or on last days of the term. This is to encourage full
attendance.
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NAPLAN
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 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 NAPLAN information is available by selecting ‘NAPLAN’ 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 our school’s NAPLAN results.
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