Contact Information
Postal address: / Harvey Road Gladstone 4680
Phone: / (07) 4978 9333
Fax: / (07) 4978 1952
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: / Mrs Heidi James

1

School Overview

Clinton State School is continually growing and as a result is enrolment managed, currently servicing approximately 900 students from Prep to Year Six. The school is located on the western approaches to the provincial city of Gladstone, one of the most important industrial and port cities in Queensland. The make-up of our student population is reflective of our multicultural society and our students come from diverse socio-economic backgrounds. Clinton is a supportive environment strategically framed around an explicit school improvement agenda to enhance the literacy and numeracy skills of all students. Teachers have high expectations of students and are committed to improving their pedagogical practices from evidenced based research.

Principal’s Forward

Introduction

Clinton State School’s vision is Every Child, Every Day – Safe, Respectful Learners. We enact this through our Mission:

C - Champions: ‘Stronger and Smarter’

L –Literacy: ‘Learning to Speak, Learning to Read, Learning to Write"

I – Improvement: ‘Getting Feedback, Getting Better’

N –Numeracy: ‘Our Students Count'

T – Teaching: ‘Quality Teaching = Quality Learning’

Schools achieve success through:

  • an intentional and collaborative approach to improving the progress of every student
  • communicating expectations clearly to staff and students
  • strong, innovative and sustainable partnerships

We believe that:

  • all teachers can teach using high quality, evidence-based teaching practices focused on success for every student
  • staff career and capability isdeveloped using theAnnual Performance Development Review process and is essential.
  • the Australian Professional Standards for Teachers (APST) guide capability development.
  • teachers are the single most important influence (outside of the home) on improving student outcomes

Students can learn when:

  • there is a collective ownership of student achievement (by home and school)
  • there are positive, respectful and quality student-teacher relationships in place
  • clear expectations are communicated to our students and staff
  • timely feedback is given to students

School Progress towards its goals in 2016

Improvement Priority 1. Literacy: ‘Learning to speak, read and write’

Strategy: Ensuring students engage with the literacy demands of learning to read and reading to learn.
Teachers to explicitly teach reading for 30 min each day (using 'Clinton Way of Reading'), Implement RRRs as part of their regular pedagogy and explicitly teach Blending, Segmenting and Tracking. / 
embedded
Strategy: Enabling Early Years Students to create a foundation for reading through oral literacy
Teachers to explicitly teach Oral Language skills in the early years. / 
embedded
Strategy: Improving teacher capacity, knowledge and understanding when teaching reading. Create an awareness of the six aspects of the reading process as defined by Konza, 2011.
Teachers to attend Professional Development Sessions to create an awareness of the six aspects of reading: Oral Language, Phonological Awareness, Phonics, Vocabulary, Fluency and Comprehension. / 
ongoing
Master Teacher to model lessons for each aspect reading. / 
ongoing

Improvement Priority 2. Achievement and Improvement

Strategy: Creating a culture of engaging learning that improves achievement for all students.
Teachers to collaborate to determine plans to meet emerging trends in reading and numeracy at least twice per term. / 
embedded
Strategy: Triangulating data to monitor performance and improvement; and to inform practice.
Teachers to implement the School Achievement and Improvement Plan. / 
embedded
Strategy: Teachers to create action plans for reading and numeracy to track improvement in data sets.
Teachers to access the program CQ3S to create action plans based on NAPLAN actual and resit data in reading. / 
ongoing
Teachers to compare and track data using the Gain Analysis Tool within CQ3S. / 
ongoing
Prep and Year One Teachers to analyse Early Start Data to create action plans. / 
embedded

Improvement Priority 3. Quality Teaching = Quality Learning

Strategy: Aligning the intended curriculum, assessment and reporting whilst simultaneously meeting the emerging learning needs of their students.
Teachers to identify and utilise the Whole School, Year Level and Unit curriculum documents used to inform their planning and assessment. / 
embedded
Teachers to participate in the WOW Peer Mentor program. / 
ongoing
Strategy: All teachers to use the Explicit Teaching Format adapted from, Archer & Hughes, 2011. Rapid Recall Routines and Activating Prior Knowledge (before the I do). WALT/WILF; I do, We do, You do; Plough-back Follow Book Work Standards, Give Timely Feedback, Effective Classroom Setup and Design.
Master Teacher to work with regional pedagogy coach to implement EI using Probationary Teachers as a starting point. / 
embedded
Teachers to implement EI lessons and receive focused feedback once per term using the CQR Master Observation feedback Sheet (CSS) to inform and improve teaching practices. / 
embedded
Master Teacher to model EI lessons for staff members. / 
ongoing

Future Outlook

Improvement Priority 1. Pedagogy - Consistent Practices Prep to Year 6 in alignment withPedagogical Framework

Targets:
  • Reading MSS and U2B improvement in relative gain similar to or exceeding the Nation in both resits and actual.
  • Consistent practice of BST across whole school.
  • KEE questions being used in 100% of classrooms by the end of 2017.
  • 80% of students achieving the benchmark reflected in OLEY and PMAP screening tool.

Strategy: To teach reading effectively using the Big 6
Focus on consistent practice of BST in Years P-6 using Clinton's observation and feedback processes. / 
embedded
Focus on practice of teaching reading - before, during and after across P-6. / 
ongoing
All Prep students are engaged in OLEY and PMAP in Semester One. / 
embedded
Strategy: To build teacher capability to implement the maths proficiency strands through KEE questions
Year level cohorts develop KEE questions for each unit to enhance problem solving and reasoning. / 
ongoing
KEE questions modelled as part of WOW days. / 
embedded
Strategy: To analyse data in a timely, student focussed and future improvement manner.
All teachers access and analyse class summary profiles and know the 'story' for each child and utilise this to inform planning. / 
embedded
Prep to Year 2 teachers develop and implement literacy and numeracy action plans based on Early Start data and student summary profile. / 
ongoing
Year 3 to Year 6 teachers develop and implement literacy and numeracy action plans based on CQ3S data and student summary profile. / 
embedded
Strategy: To use targeted PD, peer observation, feedback, differentiated coaching and learning communities to improve teaching practices.
Mentoring team established and all staff have a mentor. / 
embedded
Beginning teacher program developed and conducted throughout year. / 
ongoing
Develop of plan for Focused Feedbacks and WOW days each term. Expectations around these will be unpacked at staff meetings. / 
embedded
Collaboratively construct a shared understanding of Professional Development expectations. APDPs clearly aligned with School Priorities and Improvement Agenda. / 
embedded
Strategy: To provide staff with learning opportunities in the effective use of differentiated strategies across all classrooms.
Develop and implement an effective practice to identify, support and challenge high achieving students. / 
ongoing
Provide professional development to staff on 'differentiating through planning and lessons' and 'critical and creative thinking' (general capability) / 
ongoing

Improvement Priority 2. Australian Curriculum - Deeper understanding of AchievementStandards to improve A-E

Targets:
  • At least 80% of students achieving A-C in English and Maths in Semester 1 and Semester 2 reporting periods across
whole school.
  • 100% classroom teachers using Clinton planning process and template for English and Maths.

Strategy: Teachers use systematic planning in English and Maths to teach, assess and report on student progress.
Prep to Year 6 teachers use Clinton planning template for English and Maths units (including unpacking know and do for at and above levels from GTMJ and developing checkpoints). / 
ongoing
Develop school-wide approach to providing regular and timely feedback to students to progress their learning using checkpoints. / 
ongoing
Classrooms have co-constructed learning walls for English and Maths identifying unit intent, success criteria, exemplars and students interact with it. / 
ongoing
Students can respond to 5 Questions –
What are you learning?
How are you doing?
How do you know?
How can you improve?
Where do you go for help? / 
ongoing
Rapid Recall Routines for English and Maths incorporate targeted foci based on checkpoint data. / 
ongoing
Processes strengthened to ensure all students have access to the curriculum at level. / 
ongoing
Develop an implementation plan for all areas of the Australian Curriculum that will inform the Whole School Curriculum Plan and the Achievement and Improvement Plan. / 
ongoing
Build teacher knowledge of standards based assessment through professional development including moderation. / 
ongoing
Strategy: Build teacher capability to effectively plan for Science and Technologies.
Establish STEM team in school and develop capability in team members in Science and Technologies. / 
ongoing
Develop STEM school plan for Clinton SS. / 
ongoing
Establish STEAM club for after school activities. / 
ongoing
Familiarisation with Australian Curriculum v8.2 Science. Ongoing Deputy / 
ongoing
Our School at a Glance

School Profile

Coeducational or single sex: / Coeducational
Independent Public School: / No
Year levels offered in 2016: / Early Childhood - Year 6
Student enrolments for this school: / 905
Total / Girls / Boys / Indigenous / Enrolment Continuity
(Feb – Nov)
2014 / 827 / 396 / 431 / 54 / 93%
2015* / 780 / 379 / 401 / 47 / 92%
2016 / 840 / 407 / 433 / 66 / 90%
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.

ECDP

Clinton State School facilitates an ECDP on site. Early childhood development programs and services provide early special education to children with significant educational support needs arising from a disability. Clinton’s ECDP support children with diagnosed or suspected disability to develop skills and behaviours to maximise their participation in schooling. These programs and services are provided by the Department to assist children with disability to get ready for their first year of schooling.

Early childhood development programs and services include centre-based, outreach and specialist teacher/advisory visiting teacher (AVT) services to children prior to their enrolment in Prep.

**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

Clinton State School is an enrolment managed school which is currently activated. The majority of children come from very supportive home environments and are well behaved at school. We are proud of the increasing multi-cultural diversity of our student population. Children wear our school uniform with pride and are involved in a considerable number of citizenship, sporting and cultural endeavours, within the Gladstone community. This includes the Green and Healthy Schools program, Port Curtis District Sport and Gladstone Eisteddfod.

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 / 24
Year 4 – Year 7 / 26 / 28 / 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

It is expected that every student in every classroom at our school is engaged in their learning and challenged to do their best. By having a deep understanding of each student and planning explicit teaching and learning opportunities, we maximise the learning outcomes for individual students. Continuous monitoring, assessment and the provision of effective feedback, helps facilitate a culture of self-reflection. Clinton State School has a comprehensive Whole School Curriculum based on the eight key learning areas from Prep to Year 6. An assessment plan outlines the schedule for collection of achievement and improvement information.

Our distinctive curriculum offerings:

  • Instrumental Music program including:
  • A Strings program available from Year 3 including Orchestra and Ensembles
  • Woodwind and percussion programs available from Year 4 including Band and Ensembles
  • School choir
  • Specialist teachers for Music, Health, Physical Education, Digital Technologies/Library, Languages (German)
  • Indigenous experiences eg Gharn Ghun Bills, NAIDOC day experiences
  • Eisteddfod Competitions including music, instrumental music, choir and speech and drama
  • ICAS competitions - Students participated in Science, English, Writing, Maths, Spelling and Digital Technologies.
  • Student Leaders, Sports Leaders, Green Team and Student Council
  • Interschool Sport – an extensive interschool and intra school sports program was offered.
  • Intervention programs including Literacy Hub (reading, sight words)
  • Extension programs including Gladstone Cluster Extended Learning Program
  • Mathletics across the school and home access
  • Sunshine on-line across the school and home access

Co-curricular Activities

  • Interschool and Representative Sport (10 years and above)
  • Environmental Projects – Green Team & Reef Guardian Projects
  • Inter House Sporting Challenges and Sports Days
  • Gladstone Combined School Band
  • Gladstone Eisteddfod
  • Combined schools musical
  • Under 8s
  • Gladstone Cluster Extended Learning Program
  • CQ Robotics Comp
  • Verdi Strings – extension program for strings students
  • Book Week

How Information and Communication Technologies are used to Assist Learning

We consider that Information and Communication Technologies (ICTs) such as personal workstations, laptops, digital cameras, ipads and mobile devices, are the modern day tools for learning. The school is being positioned so the students and staff will utilise these tools in a wide variety of ways, depending on the intended learning focus. Currently, all classes have rooms equipped with on-line workstations and teachers plan for the inclusion of these resources during team planning sessions with the Deputy Principal and Master Teacher. The library and the Multimedia Room also have a significant number of computers available for class, small group and individual learning.

Digital cameras are available for the production of documents, folios and presentations, showing student learning and research.

By the end of a student’s education at Clinton SS, we aim for them to demonstrate the following skills:

  • search for data, information and digital content using a range of information sources including onlinecommunication tools such as blogs, wikis, RSS and databases
  • identify the inquiry focus of an investigation and match the appropriate digital information sources
  • efficiently search by identifying key words and concepts
  • use digital concept maps to plan research projects and curriculum tasks by analysing the topic and identifying key aspects to research
  • critically evaluate data and information gathered for usefulness, credibility, relevance, accuracy and reliability
  • reference valid sources of information and acknowledge the work of others
  • participate in online challenges or webquests
  • understand that social networking and interactive sites provide new and different sources of information and knowledge that may support an individual perspective and subjective opinion but are not necessarily correct.

Social Climate

Overview

Results from the 2016 Student and Parent Surveys indicate high levels of satisfaction with regard to the socialclimate of the school.

The school has also taken a strong stance with the issue of Bullying. As outlined in the appendix to the Responsible Behaviour Plan the following measures are implemented at Clinton:

1. Research indicates that a common outcome of anti-bullying programming is an improvement inunderstanding of bullying but little change in the frequency or nature of actual bullying behaviour. One ofthe reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullyingprocess at Clinton State School takes care to combine knowledge with practice in a process ofactive learning, so that studentsunderstand by ‘doing’ as much as by ‘knowing’.

2. Clinton State School uses behavioural data for decision-making. This data is entered into our databaseon a daily basis and can be recalled as summary reports at any time. This facility allows the school to track theeffectiveness of its anti-bullying process, to make any necessary adjustments, and to identifyspecific bullying behaviours that may need to be revisited or revised in the instructional process.

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) / 98% / 97% / 98%
this is a good school (S2035) / 100% / 97% / 95%
their child likes being at this school* (S2001) / 100% / 100% / 100%
their child feels safe at this school* (S2002) / 100% / 98% / 95%
their child's learning needs are being met at this school* (S2003) / 95% / 95% / 98%
their child is making good progress at this school* (S2004) / 98% / 92% / 98%
teachers at this school expect their child to do his or her best* (S2005) / 98% / 98% / 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 95% / 97% / 95%
teachers at this school motivate their child to learn* (S2007) / 96% / 95% / 100%
teachers at this school treat students fairly* (S2008) / 96% / 98% / 93%
they can talk to their child's teachers about their concerns* (S2009) / 95% / 97% / 98%
this school works with them to support their child's learning* (S2010) / 93% / 95% / 98%
this school takes parents' opinions seriously* (S2011) / 92% / 95% / 93%
student behaviour is well managed at this school* (S2012) / 91% / 100% / 91%
this school looks for ways to improve* (S2013) / 100% / 97% / 95%
this school is well maintained* (S2014) / 98% / 95% / 98%

Student opinion survey