Marburg State School

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Contact Information
Postal address: / PO Box 42 Marburg 4346
Phone: / (07) 5464 4218
Fax: / (07) 5464 4700
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 Kirrily Newton Principal

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School Overview

At Marburg State School, our mission is to offer quality education in order to equip all students for the future, thus enabling them to contribute socially and economically in a culturally vibrant society. Marburg State School is situated approximately 20kms from Ipswich, Queensland on approximately 4 hectares of land. The school services students mainly from the immediate Marburg area, with some families driving a short distance from neighbouring suburbs to attend our school. Presently we have 3 composite classes: a Prep/1 class, a Year 2/3 class and a 4/5/6 class. Our teaching staff consists of a teaching principal, 2 full time teachers, principal relief teacher, 4 teacher Aides, an administration officer a school cleaner and a part time groundsman. Specialist teachers also service our school and consist of a physical education teacher, a music teacher and a German teacher. Ramps and disabled toilets provide access for students with physical disabilities. Individual education programs are developed as necessary. Staff strive to support the ideals of social justice within a supportive school environment.

Principal’s Foreword

Introduction

School Progress towards its goals in 2016

School strategies / Progress
Principal continues to lead embedding of Whole school reading framework / Staff collaboratively identify best practice options for reading rotations for Multi- age cohorts across whole school setting
Continued implementation of Whole school Cars and Stars Program for reading / Extension of Cars and Stars program to 2 days per week across whole school setting
Continued monitoring of explicit teaching and student goal setting
Investing for Success- targeted intervention for students to reach NMS and U2B targets / Trained support staff members to provide intervention for support and extension to targeted students on a daily basis
Implement Whole school Reading/Writing and Numeracy Frameworks / Provision of opportunities for all staff to collaborate as a team and to access Professional development to further enhance understanding of core Australian Curriculum teaching
Access to instructional leadership professional development that will enhance workforce performance / Principal attends appropriate coaching and leadership professional development each term.
School promotes productive partnerships with parents, P&C and wider community groups / The school and community together continue to work in alignment for the students’ learning outcomes.
Maximise student achievement in Reading, Writing and Numeracy / Daily explicit teaching of core curriculum occurs in each classroom throughout school setting. Students and teachers are further supported by teacher aides in every classroom.
Align Pedagogical practices with whole school curriculum and assessment framework / Continued implementation of targeted observation and feedback opportunities across school setting
Professional development opportunities linked to AIP and Performance plans
Continue to monitor and track alignment between wholeschool planning and assessment for student learning / Principal and teaching staff use 5 weekly planning and data collection cycles to monitor alignment.

Future Outlook

Priorities for 2017 are outlined below-:

Embed whole school Reading Framework

  • Undertake action research on the teaching of reading through evidence based PD
  • Continued implementation Gradual Release of Responsibility Model
  • Investing 4 Success funding utilised to support reading improvement

Develop a coherent Whole school Curriculum Plan aligned to Australian Curriculum

  • Unpack and refine English and Mathematics curriculum with a focus on multi-age planning
  • Implement a collaborative approach amongst staff and cluster schools for planning and monitoring of curriculum development, delivery and assessment
  • Continue to revise common understanding of the Australian Curriculum and the relationship with C2C as a resource across all year levels

Consistent Pedagogy across all classroom settings

  • Align pedagogy with whole school curriculum and assessment Framework
  • Develop collegial networks with cluster schools to facilitate connections for planning, best practice and moderation purposes
  • Implement regular and consistent analysis and discussion of data to inform teaching practices
  • Continue to implement observation and feedback cycles in each classroom with a focus on best practice to improve student learning outcomes

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: / 62
Total / Girls / Boys / Indigenous / Enrolment Continuity
(Feb – Nov)
2014 / 59 / 25 / 34 / 3 / 93%
2015* / 60 / 27 / 33 / 4 / 95%
2016 / 62 / 30 / 32 / 3 / 100%
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

Average Class Sizes

The following table shows the average class size information for each phase of schooling.

Marburg State School is a co-educational school from Prep - Year 6. Over the past 5 years our school has maintained stability in student population and currently has an enrolment of 66 students. In 2016, 50% were boys and 50% were girls and 5% indigenous. Our student cohort is well supported by our parent body who, in partnership, work with us to contribute to enhancing school resources and facilities to promote learning throughout our school community.

AVERAGE CLASS SIZES
Phase / 2014 / 2015* / 2016
Prep – Year 3 / 22 / 20 / 20
Year 4 – Year 7 / 17 / 20 / 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 Early Years Curriculum framework ensures that all students in Prep to Year 1 participate in a Perceptual Motor Program (PMP). PMP ensures students practise vital perceptual awareness activities. By developing their perceptual awareness, children develop automatic responses to the placement of their bodies in space. This leaves their brain able to deal with other learning.

Through our Perceptual Motor Program, each student;

  • Develops the ability to remember and recognise patterns
  • Develops the ability to remember the look and feel of things
  • Practises cross patterning and crossing the mid line which is essential for successful reading and writing.
  • Improves eye tracking and improves balance and muscle tone. Poor muscle tone leads to early fatigue, difficulty with writing, head stability and even sitting to listen to stories.

Whole school English Programs that encompass Literacy Blocks that are designed to teach life- long literacy through- Guided reading, CARS and STARS, Robust Vocabulary and Home reading centres throughout the whole school setting.

Co-curricular Activities

Extra curricula activities

  • Book week
  • Marburg Show
  • NAIDOC Day
  • Athletics/Cross Country and Ball games
  • Swimming Curriculum in Term 4
  • District and Regional Athletics
  • Tallebudgera Leadership Camp
  • Canberra Excursion- Democracy Unit Year 5/6
  • Sporting Schools

Each term for 7 weeks, students participate in a Sporting Schools Program. These activities change each term to offer a variety of skill development to each student, ranging from athletics to gymnastics and dance.

How Information and Communication Technologies are used to Assist Learning

Our school has established a modern teaching computer lab and continues to maintain classroom computers and laptops in order to ensure students are using these devices to assist in their everyday learning. In 2016 we were part of the Broadband Upgrade Program and Wireless upgrade, which has allowed faster and mass connectivity to increase throughout the school setting. Staff are committed to developing their skills in order to ensure wide and effective use of resources within our general classroom curricula. All key learning areas have access to an interactive whiteboard.

Social Climate

Overview

Marburg State School is situated approximately 20kms from Ipswich city, in the Metropolitan Region, on approximately 4 hectares of land. The school services the majority of its students from the immediate Marburg area, with some families driving a short distance from neighbouring suburbs to attend our school.

In 2016 we had three composite classes consisting of a Prep/1 class, a 2/3 class and a 4/5/6 class. Our teaching staff consisted of a Teaching Principal, 2 full time Teachers, Principal Relief Teacher, 4 Primary teacher aides (one prep aide and 3 classroom aides) an AO2, a school cleaner and part-time groundsman. Specialist teachers also serviced our school and consisted of a Physical Education Teacher, a Music teacher and a German Teacher.

  • Ramps and disabled toilets provide access for students with physical disabilities. Individual Learning Programs exist for many students to cater for diverse learning needs. Staff strive to support the ideals of social justice within a supportive school environment. Assistance from external sources and agencies is sought for children with behavioural, learning or physical disabilities. Students are happy to come to school as is reflected in our attendance and opinion survey data. Student wellbeing is paramount in our educational setting at Marburg State School.In 2016 our enrolment trends remained stable which has allowed us to maintain our 3 teacher/classroom status. Enrolments continued to increase through-out 2016.
  • In 2016 we continued to receive Federal Government funding for a cluster Chaplaincy Service. A school Chaplain visits Marburg once a week offering pastoral care programs (i.e. leadership and self-esteem workshops, anti-bullying strategies and informal debriefing sessions) to the children, staff and the wider community. The Chaplain has recently been trained in an SEL program called “You Can Do It” and this is delivered weekly to the students in collaboration with the class teacher.

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% / DW / 100%
this is a good school (S2035) / 100% / DW / 100%
their child likes being at this school* (S2001) / 100% / DW / 100%
their child feels safe at this school* (S2002) / 100% / DW / 100%
their child's learning needs are being met at this school* (S2003) / 100% / DW / 100%
their child is making good progress at this school* (S2004) / 100% / DW / 100%
teachers at this school expect their child to do his or her best* (S2005) / 75% / DW / 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 75% / DW / 100%
teachers at this school motivate their child to learn* (S2007) / 100% / DW / 100%
teachers at this school treat students fairly* (S2008) / 100% / DW / 100%
they can talk to their child's teachers about their concerns* (S2009) / 100% / DW / 100%
this school works with them to support their child's learning* (S2010) / 75% / DW / 100%
this school takes parents' opinions seriously* (S2011) / 100% / DW / 100%
student behaviour is well managed at this school* (S2012) / 75% / DW / 100%
this school looks for ways to improve* (S2013) / 75% / DW / 100%
this school is well maintained* (S2014) / 100% / DW / 100%

Student opinion survey

Performance measure
Percentage of students who agree# that: / 2014 / 2015 / 2016
they are getting a good education at school (S2048) / 92% / 100% / 100%
they like being at their school* (S2036) / 100% / 100% / 100%
they feel safe at their school* (S2037) / 100% / 100% / 100%
their teachers motivate them to learn* (S2038) / 92% / 100% / 90%
their teachers expect them to do their best* (S2039) / 92% / 100% / 100%
their teachers provide them with useful feedback about their school work* (S2040) / 92% / 100% / 90%
teachers treat students fairly at their school* (S2041) / 83% / 93% / 89%
they can talk to their teachers about their concerns* (S2042) / 83% / 93% / 100%
their school takes students' opinions seriously* (S2043) / 92% / 100% / 100%
student behaviour is well managed at their school* (S2044) / 75% / 85% / 90%
their school looks for ways to improve* (S2045) / 92% / 93% / 100%
their school is well maintained* (S2046) / 83% / 93% / 100%
their school gives them opportunities to do interesting things* (S2047) / 83% / 100% / 100%

Staff opinion survey

Performance measure
Percentage of school staff who agree# that: / 2014 / 2015 / 2016
they enjoy working at their school (S2069) / 100% / 100% / 100%
they feel that their school is a safe place in which to work (S2070) / 100% / 100% / 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) / 100% / 100% / DW
students are encouraged to do their best at their school (S2072) / 100% / 100% / 100%
students are treated fairly at their school (S2073) / 100% / 100% / 100%
student behaviour is well managed at their school (S2074) / 89% / 91% / 100%
staff are well supported at their school (S2075) / 100% / 91% / 100%
their school takes staff opinions seriously (S2076) / 100% / 100% / 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% / 100% / 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

Marburg State School has an active P & C committee and a small group of parents who support the school through P & C initiatives.

Fortnightly newsletter communication, Facebook messages (via our school Facebook page) , diary entries and our collaboratively created school and community calendar ensure that parents are informed as to what is happening at Marburg State school and with their child’s progress. This continual communication assists us in developing positive, effective relationships. Parents are able to communicate with the school in a variety of ways including text messaging to the school mobile, responding to Facebook messages, phone call and face to face appointments with class teachers.

Parent- teacher interviews are held in Term 1 and 3 and this one on one time is used to discuss progress and necessary adjustments and goal setting for each student. Parents at our school therefore receive either formal or face to face progress reports for their child each term. These meetings allow consultation to occur regarding adjustments to be made if necessary, to cater for their child’s leaning needs.

Parental involvement in the classroom is vital and evident, as is parental commitment to special events and functions held at the school. Parents are a regular support in all classrooms.

Respectful relationships programs

The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. We have a part-time Chaplain who provides not only pastoral care for students and parents but also implements a weekly focus of the 5 Keys from the “You Can Do It” program.

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 / 5 / 1 / 1
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

Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.

Students and staff are constantly aware of the impact that the school has on the environment. Through regular discussions, as a school and as individual classes, we have made a commitment to be energy efficient by watching our consumption of power and waste and making alterations in these areas where necessary. Our school has Solar School measures throughout the facilities. Our water consumption has decreased due to the installation of water tanks throughout the grounds to accommodate grounds maintenance and landscaping.

ENVIRONMENTAL FOOTPRINT INDICATORS
Years / Electricity
kWh / Water
kL
2013-2014 / 22,868 / 258
2014-2015 / 5,996 / 71
2015-2016 / 16,917 / 111
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.