Kenilworth State Community College
Queensland State School Reporting
2014 School Annual Report
/ Postal address / 3717 Maleny-Kenilworth Road Kenilworth 4574Phone / (07) 5440 0555
Fax / (07) 5440 0500
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 / David Dyall (Principal)
Principal’s foreword
Introduction
Welcome to Kenilworth State Community College.
Kenilworth has a proud history of providing its students with a supportive and caring environment that focuses on our four Values:
Be a Learner;
Be Respectful;
Be Responsible; and
Be Safe
Kenilworth State Community College is proud of the partnerships which exist between the school and our students, our parents, and the local community. These partnerships will continue to be developed as the school moves forward in promoting quality educational experiences for students and the wider community.
The purpose of this Report is to outline the school’s achievements, and to provide the necessary contextual information around informed judgements about school and student progress.
To this end, this report provides information about:
Progress towards out goals in 2014 and the outlook for 2015
Our enrolment patterns and school profile
The school curriculum offerings.
The use of ICT’s throughout the school.
The school climate.
School progress towards its goals in 2014
Priorities for 2014|
* Implement Australian Curriculum
Progress- 100% of classroom and support staff planned their class programs using C2C as their main curriculum guide. Kenilworth State Community College staff adapted their “Whole-school curriculum, assessment and reporting plan from the original Plan created by – Cunningham, Clifton, Southern Vale and Toowoomba Clusters.
Assessment items were used from this plan. Other assessment items were either,teacher initiated and developed by another provider.
* Improvement in Literacy and Numeracy
In Literacy, 100% of staff concentrated on Reading as a priority. All students read daily and students from grades 3 to 7 read 3 days per week using Cars and Stars. This helped with developing their strategies, comprehension and genre development.
Writing was another area recognized and 100% of classroom teacher provided their students with daily writing activities. In the middle and upper grades for Term 1 and part of Term 2, the focus was on “Persuasive text.” For the rest of Term 2 and Term 3, students concentrated on narrative and make believe texts. Term 4 students focused on factual texts, reporting and information.
As part of classroom practices, staff has started embedding Sheena Cameron’s strategies into their writing procedures. Staff will continue to embed these practices in 2015.
* Develop differentiation strategies:
During 2014, support staff, classroom teachers and Principal worked together to assist and support the learning and development of identified students. Once identified, staff supported these students through differentiated and explicit teaching, focused teaching and modified learning plans.
* Community involvement continued to be a focus for the school with regular communication among the school parent group, wider school community and local area community. Parents provided with regular student, school and behavioral updates, fortnightly newsletter, playgroup updates and special notices. As part of the school’s positive behavior promotion, parents of students receiving a certificate were contacted, so that they could attend the award ceremony.
Future outlook
The priorities for Kenilworth State Community College in 2015 are outlined below.
* Review and develop Multi-level curriculum around C2C.
* School to assist students and staff through Greater Results Guarantee funding.
* Focus on providing strategies that promote understanding, knowledge and skills in Literacy and Numeracy.
* Staff to provide a pedagogy that meets the needs of all students.
* Reading to remain a focus for the school, with Numeracy joining as a focus.
* Support staff by providing professional development activities that will meet their needs.
* Principal to attend Principal Business Days and State Principal’s Conference.
* Review and finalize the school’s Responsible Behavior Plan for Students.
* Review student and school data so as to make informed decisions
* Provide extra support for students by using WSS-SLR funds to employ a Guidance Officer 0.1.
* Continue to develop an open line of communication between the school and the wider community.
School Profile
Coeducational or single sex: Coeducational
Year levels offered in 2014: Prep Year - Year 6
Total student enrolments for this school:
Total / Girls / Boys / Enrolment Continuity(Feb – Nov)
2012 / 53 / 22 / 31 / 94%
2013 / 52 / 24 / 28 / 83%
2014 / 58 / 24 / 34 / 80%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
Kenilworth State Community College continue to draw the majority of their students from the outlying rural area. Approximately 20% of the students that attend Kenilworth school live in the small township. Students attending the school come from a variety of social backgrounds, with parent occupations ranging from farming and construction to business owners. Kenilworth is a multi-cultural school and value the diversity of its community.
Average class sizes
Phase / Average Class Size2012 / 2013 / 2014
Prep – Year 3 / 10 / 16 / 14
Year 4 – Year 7 Primary / 12 / 11 / 16
Year 7 Secondary – Year 10
Year 11 – Year 12
School Disciplinary Absences
Disciplinary Absences / Count of Incidents2012 / 2013 / 2014*
Short Suspensions - 1 to 5 days / 0 / 2 / 3
Long Suspensions - 6 to 20 days / 0 / 0 / 0
Exclusions# / 0 / 0 / 0
Cancellations of Enrolment / 0 / 0 / 0
# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process.
* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break.
Curriculum offerings
Our distinctive curriculum offerings
Kenilworth offers their students with a variety of extra curriculum activities. These are
* Instrumental Music
* LOTE (Japanese) via Brisbane School of Distance Ed.
* Inter-school sports- Athletics, AFL, Ball Games, Cross Country, 5 Nations Soccer, Swimming etc.
* Cooking activities around “Healthy Eating” and ethnic cuisine.
Extra curricula activities
To support our students with extra activities that assist their development, the school have a variety of programs.
* Chaplaincy program
* Camps and excursions.
* Sporting School program.
* School Leadership activities.
* Life Education Program
How Information and Communication Technologies are used to assist learning
Kenilworth State Community College continues to provide their students withan excellentstudent to computer ratio. Computers are located in all of our classrooms and have two working labs. All of the schools computers are fully networked, allowing access to the internet.
All classrooms are equipped with SmartBoards. The school also has a bank of 12 iPads.
Classroom teachers incorporate ICT’s into their teaching and learning activities. Through doing this, it is providing their students with opportunities to build and develop their knowledge and skills around technology. Children access programs that help develop their fine motor control, problem solving, thinking skills and cooperation. ICT’s are used in research, creating digital stories and presentations, developing a final written piece of text, including illustrations and presenting varied assessment pieces that require a variety of technology tools.
Social Climate
The school staff, P&C, parent group and community volunteers continue to work hard to develop a caring and supportive school environment. The school’s Responsible Behaviour Plan for Students, has been designed by the staff and community to facilitate a high standard of behaviour so that teaching and learning in our school can be effective and safe. 86% of our students feel that they have a learning environment that is well managed by the school. 94% of the students who attend Kenilworth State Community College believe it is a great school.
Kenilworth is fortunate to have the services of a Chaplain. Our chaplain works at the school 2 days per week, supporting students and families social and emotional wellbeing. Our chaplain organizes a number of activities. These are either before school, (breakfast program, pancake cooking) or at linch time where she can be found playing a variety of games with the students. Our Chaplain is also a valued assistant within each classroom.
The Kenilworth Earlybird Playgroup is an essential link with parents of the children who are not yet at school age. The playgroup allows for parents to network and avail themselves of an excellent programto enhance their social and learning development. This program is a vital service to our small community and builds relationships with parents before their children enter our school. Over the past few years it has proved to be a vital link between the school and the wider community and resulted in an increase of enrolments in the early years.
The aim of this service and the school’s, is to provide a happy place for learning to take place, where each child can experience success in a safe and supportive environment.
Parent, student and staff satisfaction with the school
Performance measurePercentage of parent/caregivers who agree# that: / 2012 / 2013 / 2014
their child is getting a good education at school (S2016) / 82% / 80% / DW
this is a good school (S2035) / 91% / 93% / DW
their child likes being at this school* (S2001) / 91% / 94% / DW
their child feels safe at this school* (S2002) / 100% / 88% / DW
their child's learning needs are being met at this school* (S2003) / 91% / 88% / DW
their child is making good progress at this school* (S2004) / 91% / 81% / DW
teachers at this school expect their child to do his or her best* (S2005) / 91% / 94% / DW
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 91% / 88% / DW
teachers at this school motivate their child to learn* (S2007) / 91% / 88% / DW
teachers at this school treat students fairly* (S2008) / 91% / 81% / DW
they can talk to their child's teachers about their concerns* (S2009) / 100% / 94% / DW
this school works with them to support their child's learning* (S2010) / 91% / 88% / DW
this school takes parents' opinions seriously* (S2011) / 100% / 81% / DW
student behaviour is well managed at this school* (S2012) / 91% / 75% / DW
this school looks for ways to improve* (S2013) / 100% / 88% / DW
this school is well maintained* (S2014) / 100% / 94% / DW
Performance measure
Percentage of students who agree# that: / 2012 / 2013 / 2014
they are getting a good education at school (S2048) / 93% / 96% / 82%
they like being at their school* (S2036) / 89% / 88% / 77%
they feel safe at their school* (S2037) / 82% / 100% / 77%
their teachers motivate them to learn* (S2038) / 100% / 100% / 68%
their teachers expect them to do their best* (S2039) / 100% / 100% / 77%
their teachers provide them with useful feedback about their school work* (S2040) / 82% / 100% / 68%
teachers treat students fairly at their school* (S2041) / 89% / 92% / 59%
they can talk to their teachers about their concerns* (S2042) / 89% / 96% / 55%
their school takes students' opinions seriously* (S2043) / 96% / 72% / 52%
student behaviour is well managed at their school* (S2044) / 82% / 85% / 50%
their school looks for ways to improve* (S2045) / 100% / 96% / 68%
their school is well maintained* (S2046) / 96% / 96% / 73%
their school gives them opportunities to do interesting things* (S2047) / 100% / 85% / 55%
Performance measure
Percentage of school staff who agree# that: / 2012 / 2013 / 2014
they enjoy working at their school (S2069) / 91% / 100%
they feel that their school is a safe place in which to work (S2070) / 91% / 100%
they receive useful feedback about their work at their school (S2071) / 82% / 100%
students are encouraged to do their best at their school (S2072) / 90% / 100%
students are treated fairly at their school (S2073) / 91% / 100%
student behaviour is well managed at their school (S2074) / 91% / 100%
staff are well supported at their school (S2075) / 91% / 100%
their school takes staff opinions seriously (S2076) / 91% / 100%
their school looks for ways to improve (S2077) / 91% / 100%
their school is well maintained (S2078) / 91% / 100%
their school gives them opportunities to do interesting things (S2079) / 90% / 100%
* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.
# ‘Agree’ represents the 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.
DW = Data withheld to ensure confidentiality.
Involving parents in their child’s education
At Kenilworth SCC we encourage all parents to take an interest in their child’s education. We believe that a positive partnership between parents and staff has a very beneficial effect on students’ attitude to school in learning.
Parents are encouraged to:
* Talk to teachers about their child’s progress at school through attending formal parent-teacher conferences and informal conversations as questions or interests arise.
* Read with their children regularly.
* Support their children with homework and assignment tasks and discuss with them what they are learning about at school.
* Help out at school; in the classroom; tuckshop; sporting events or any other activities.
*Attend school parades and special occasions
* Attend P&C meetings and assist in fund-raising activities.
* Read the school newsletter and other correspondence from the school.
* Speak to the class teacher or Principal about any issue that maybe concerning them.
* Assist with the Sporting Schools active after school program
Communication between the parent group and the school continues to be developed by providing the school Newsletter electronically to those families that have the facilities to do so.
Reducing the school’s environmental footprint
It has been a pleasing report to note that the school’s environmental footprint is certainly stepping in the right direction. Students are encouraged to “look after the environment” by making small changes to some of their practices. Staff and students are encouraged to minimize the use of electricity, through ensuring lights are turned off when not needed, air conditioner use is kept to a minimum and water use is lessened through turning off taps fully.
Environmental footprint indicatorsYears / Electricity
kWh / Water kL
2011-2012 / 1,452 / 1,083
2012-2013 / 36,114 / 1,333
2013-2014 / 22,665 / 489
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.
Our staff profileStaff composition, including Indigenous staff
2014 Workforce Composition / Teaching Staff* / Non-teaching Staff / Indigenous StaffHeadcounts / 6 / 10 / <5
Full-time equivalents / 4 / 6 / <5
Qualification of all teachers
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2014 were $8000
The major professional development initiatives are as follows:
- CPR whole staff
- Principal business days
- Principal’s Conference
- Behaviour Audit
- ASOT Literacy and Numeracy
- Bronze Medallion PE teacher
- SWD Professional Development
- Early Childhood PD
The proportion of the teaching staff involved in professional development activities during 2014 was 100%
Average staff attendance / 2012 / 2013 / 2014Staff attendance for permanent and temporary staff and school leaders. / 95% / 97% / 94%
Proportion of staff retained from the previous school year
From the end of the previous school year, 57% of staff was retained by the school for the entire 2014 school year.
School income broken down by funding source
School income 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 says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry webpage.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.
Performance of our studentsKey student outcomes
Student attendance / 2012 / 2013 / 2014The overall attendance rate for the students at this school (shown as a percentage). / 90% / 90% / 88%
The overall attendance rate in 2014 for all Queensland Primary schools was 92%.
Student attendance rate for each year level (shown as a percentage)Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6 / Year 7 / Year 8 / Year 9 / Year 10 / Year 11 / Year 12
2012 / 92% / 94% / 85% / 89% / 86% / 93% / 92%
2013 / 91% / 85% / 90% / 92% / 89% / 90% / 92%
2014 / 70% / 93% / 95% / 89% / 89% / 88% / 85%
DW = Data withheld to ensure confidentiality.
Student attendance distribution
The proportions of students by attendance range.
*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of previous years.
Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.
Overall our parents at Kenilworth are very supportive in letting the school know the reasons for their child’s absence. Rolls are marked by teachers twice a day, once in the morning, after the students have settled and once in the afternoon, after second break.
If a student is away for any reason, parents phone the school providing a reason for their child’s absence. To record an absence, the administration staff will record this information on OneSchool. Should a child be away from school without a call from home, the school has a form that is sent home for the parent to complete and return to school. This information is then entered onto OneSchool.