Monogorilby 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
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Postal address:
Mail service 805 Mundubbera 4626
Phone:
(07) 4165 8188
Fax:
(07) 4165 8130
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:
Jennilea Becker
School Overview
Monogorilby State School is an isolated Band Five school in the midst of a beef farming area in the South Burnett region of
Queensland. It is situated 72 kilometres South West of Mundubbera bordering the Western Downs and North Burnett Regional
Councils. The school was esteblished in 1936 and has a current enrolement of 14 students. Due to the terrific fundraising efforts
of the very dedicated Parents and Citizens committee, together with a variety of state and federal grants, the school is very well
catered for in terms of both infrastructure and classroom resources. Students have access to a variety of educational, academic,
sporting and cultural experiences throughout each year. Our school is well resourced for learning technology with a current
student to computer ratio of 1:1. The students work willingly and capably whether studying alone, with peers or with students from
other year levels. The school strives to provide access to specialists for music and tennis, and is fortunate in having some talented
and dedicated staff within an hour's drive. Parents are encouraged to be active members of the school community and are
welcome to visit the classroom at any time.
Principal’s Foreword
Introduction
School Progress towards its goals in 2016
At the end of 2015 Monogorilby State School had a Priority School Review. As a result of the review a twelve month action plan
has been implemented for school improvement. The School Improvement Plan for 2016 is to refine the school’s pedagogical
framework to ensure all staff members have a clear understanding of agreed high-yield strategies for consistent implementation
across the school. Actions include a shared beliefs, understandings and accountability around the teaching of reading, daily
sustained literacy instruction and a case management approach to reading. Investing for Success will contribute to the capacity
and capability building of staff in implementing high yield strategies to enable improvement of teaching in the area of reading.
The school is also utilising district personnel to support the implementation of the plan. The three and six month check has
occurred for the action plan and the school is tracking well with actions thus far.
Future Outlook
Monogorilby State School will continue to implement the actions from the timeline for the School Improvement Plan so that at
the end of 2016 the school will have a pedagogical framework to ensure all staff members have a clear understanding of
agreed high-yield strategies for consistent implementation across the school. The School Strategic Plan is due to be written for
2018 and the Priority Review will provide further information for this plan.
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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
25
15
10
1
96%
2015*
25
14
11
4
75%
2016
15
9
6
2
88%
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
We currently have 15 students enrolled at Monogorilby State School in one multi-age class; Perp to Year 6. We do not have
any students in Prep or Year 2. Our school is well resourced and is strongly supported by the community and parent body.
Average Class Sizes
The following table shows the average class size information for each phase of schooling.
AVERAGE CLASS SIZES
Phase
Prep – Year 3
2014
2015*
2016
13
12
4
13
10
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
Monogorilby State School has a multi-age approach to education where Prep to Year six students are in the one classroom. A
unique and flexible approach to curriculum is vital. Flexibility is the key and all of the children willingly work with both peers and
students from other age groups to achieve their aims. Individual learning applies to each student. We have a number of
classrooms where small groups of students have access for learning.
Co-curricular Activities
Given the rural isolation of Monogorilby, extra curricula activities are limited. Most of the students have a long distance to travel
so after school events are not viable. During school hours the students have the option of Religious Instruction offered through
the Ministers Fraternal in Mundubbera, and they have compulsory curriculum time with a specialist music and LOTE teacher who
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visits weekly, a weekly tennis coach and visitors who come to share their special areas of knowledge. Residential artists, athletes,
ICT experts and student teachers are sought and employed to enhance the students’ cultural learning. Excursions and school
camps are also organised to ensure students have access to cultural opportunities.
How Information and Communication Technologies are used to Assist Learning
Monogorilby State School is well resourced with a computer to child ratio of almost 1:1. The school has wireless capability in
and around both classrooms, although bandwidth is limited and unreliable. The children are encouraged from school entry to be
comfortable with using the ICT network. As well as being the focus of certain learning times, computers are also used by the
students as handy incidental tools for research, publishing, communication via emails and the practising of particular skills.
Social Climate
Overview
The students at Monogorilby are nearly all from local farming/grazing families and some travel up to 80 kilometres each way to
attend the school. For secondary education, the students have three options – home schooling, boarding school or hostel
arrangements for four nights a week at either Chinchilla or Mundubbera. We have high behaviour expectations and Monogorilby
students are very well mannered and have exceptional behaviour. A community hall next to the school is the hub of many social
events such as the Christmas party, play group, church services, etc. The school itself hosts extensive events such as the Cricket
Day and Sports Day. The school is also the base for the local tennis club. Monogorilby is a supportive and friendly community
with most families having a long history in the area. School opinion survey data shows parental and student satisfaction that this
school is a safe place to be.
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)
100%
50%
80%
this is a good school (S2035)
100%
100%
80%
their child likes being at this school* (S2001)
100%
100%
80%
their child feels safe at this school* (S2002)
100%
100%
80%
100%
50%
80%
100%
75%
80%
100%
100%
80%
100%
75%
80%
100%
50%
80%
100%
100%
80%
100%
100%
80%
100%
100%
80%
this school takes parents' opinions seriously* (S2011)
100%
100%
80%
student behaviour is well managed at this school*
(S2012)
100%
100%
80%
this school looks for ways to improve* (S2013)
100%
100%
80%
this school is well maintained* (S2014)
100%
100%
100%
Percentage of students who agree# that:
2014
2015
2016
they are getting a good education at school (S2048)
100%
90%
100%
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
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Performance measure
Percentage of students who agree# that:
2014
2015
2016
they like being at their school* (S2036)
100%
90%
100%
they feel safe at their school* (S2037)
100%
90%
100%
their teachers motivate them to learn* (S2038)
100%
90%
100%
their teachers expect them to do their best* (S2039)
100%
89%
100%
their teachers provide them with useful feedback about
their school work* (S2040)
93%
90%
100%
teachers treat students fairly at their school* (S2041)
100%
80%
100%
100%
90%
100%
100%
80%
100%
93%
90%
100%
their school looks for ways to improve* (S2045)
100%
80%
100%
their school is well maintained* (S2046)
100%
90%
100%
their school gives them opportunities to do interesting
things* (S2047)
100%
90%
100%
Percentage of school staff who agree# that:
2014
2015
2016
they enjoy working at their school (S2069)
88%
100%
83%
88%
100%
100%
88%
100%
67%
DW
DW
DW
83%
100%
100%
students are treated fairly at their school (S2073)
83%
100%
100%
student behaviour is well managed at their school
(S2074)
86%
100%
100%
staff are well supported at their school (S2075)
88%
100%
80%
their school takes staff opinions seriously (S2076)
88%
100%
83%
their school looks for ways to improve (S2077)
86%
100%
100%
their school is well maintained (S2078)
88%
100%
100%
their school gives them opportunities to do interesting
things (S2079)
86%
100%
67%
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)
Staff opinion survey
Performance measure
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
We believe that we have formed positive partnerships with our parents, ensuring they are valued and included in
the systemic processes. Parents are welcome at the school at any time to observe, discuss and/or support student learning.
The Monogorilby State School P&C Association is comprised of a vibrant, talented and productive group of people who are
committed to providing for the education of their children. Parents are encouraged to speak to the teachers at any time
regarding anything to do with their child/ren and are welcome into the classroom at all times. Reports are sent home twice a
year. Parent teacher interviews are held each semester but appointments can be made at any time. Due to most families
having to travel up to 80 kilometres each way to Monogorilby, distance can be an issue. The Messenger (school newsletter)
and email are vital communication methods to keep parents and community informed of events and news. Events such as
Open Classroom, Break up Days, Athletics Days, etc are opportunities to invite parents and community members to visit the
school and we try to plan the day to be a worthwhile trip – often organising a P&C Meeting to coincide. Assemblies are held
weekly and awards and news, including Student of the Week and attendance awards, are published in the Messenger.
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Respectful relationships programs
The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy
relationships.
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
Type
2014*
2015**
2016
Short Suspensions – 1 to 5 days
0
2
0
Long Suspensions – 6 to 20 days
0
1
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
As a school community, we actively encourage everyone to reduce their environmental footprint. The school’s water is rain fall
collected in a number of tanks to deliver water for drinking, gardens and facilities. Due to living in a rural area staff and students
are very conscious to preserve water and prevent wasting. Solar panels have been installed to help reduce our electricity usage
and over the summer holidays the school puts power back into the grid. All non-essential electrical items are turned off nightly,
over weekends and during school holidays. The school also composts vegetable matter and burns paper products so land fill use
is minimised. Students and staff are encouraged to recycle paper as much as possible in printers.
ENVIRONMENTAL FOOTPRINT INDICATORS
Years
Electricity
kWh
Water
kL
2013-2014
7,425
0
2014-2015
5,058
2015-2016
4,671
The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into One School 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
2
4
0
Full-time Equivalents
1
2
0
Qualification of all teachers
TEACHER* QUALIFICATIONS
Number of classroom teachers and school leaders at the
school
Highest level of qualification
Doctorate
Masters
Graduate Diploma etc.**
Bachelor degree
2
Diploma
Certificate
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honors 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 $7900.
The major professional development initiatives are as follows:





Principal’s Conference and other training
Cluster Meetings
BSM Conference
TRS Replacement
Implementation of actions of the School Improvement Plan
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.
100%
2015
2016
100%
100%
Proportion of Staff Retained from the Previous School Year
From the end of the previous school year, 18% 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).
92%
89%
92%
The attendance rate for Indigenous students at this school (shown as a percentage).
DW
DW
DW
*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.
The overall student attendance rate in 2016 for all Queensland Primary schools was 93%.
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Student Attendance Distribution
The proportions of students by attendance range:
Attendance Rate:
2014
0% to <85%
16
2015
8
28
2016
85% to <90%
36
20%
95% to 100%
40
10
38
33
0%
90% to <95%
29
24
38
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.
There has been a lot of communication around attendance and procedures for absences with parents. Parents are asked to
call, email or send a note in when an unexpected absence has occurred and to inform the school prior to planned absences.
The Same Day Absence Notification System was introduced this year where parents are contacted via phone if their child/ren
are absent from school without prior notification. Unexplained letters are sent home at the end of each term to collect further
information for roll completion. Due to the continuation of the 9 day fortnight parents are expected to have planned absences on
the 10th day. Each student has their own data folio and they are able to track their attendance in the appropriate box for each
school day. Rolls are marked each morning and afternoon via One School Roll Marking and a paper roll is marked if off campus
or regular teacher is absent and entered onto One School as soon as able to. There is a regular section in the Messenger to
inform parents of the attendance data compared to Education Queensland’s benchmark and tips and information is shared to
encourage high attendance. Students receive an Attendance Award for 100% attendance at the end of every week if they have
had no absences.
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
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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.
Conclusion
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