Contact Information
Postal address: / PO Box 4106 Springfield 4300
Phone: / (07) 3437 9888
Fax: / (07) 3437 9800
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: / Greg Horrigan – Principal Springfield Lakes State School
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School OverviewSpringfield 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 ForewardIntroduction
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.
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 continuity across the school and year levels.
- As a result of the above, student academic achievement increased as measured by NAPLAN and school based assessment.
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.
Our School at a GlanceSchool Profile
Coeducational or single sex: / CoeducationalIndependent 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 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
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.
Average Class Sizes
The following table shows the average class size information for each phase of schooling.
AVERAGE CLASS SIZESPhase / 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
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 senseof 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.
Parent, Student and Staff Satisfaction
Parent opinion survey
Performance measurePercentage 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%
their child's learning needs are being met at this school* (S2003) / 98% / 89% / 83%
their child is making good progress at this school* (S2004) / 98% / 87% / 87%
teachers at this school expect their child to do his or her best* (S2005) / 97% / 92% / 96%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 92% / 89% / 82%
teachers at this school motivate their child to learn* (S2007) / 97% / 84% / 87%
teachers at this school treat students fairly* (S2008) / 87% / 83% / 90%
they can talk to their child's teachers about their concerns* (S2009) / 98% / 89% / 90%
this school works with them to support their child's learning* (S2010) / 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%
Student opinion survey
Performance measurePercentage 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%
they can talk to their teachers about their concerns* (S2042) / 91% / 84% / 91%
their school takes students' opinions seriously* (S2043) / 95% / 81% / 86%
student behaviour is well managed at their school* (S2044) / 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%
Staff opinion survey
Performance measurePercentage of school staff who agree# that: / 2014 / 2015 / 2016
they enjoy working at their school (S2069) / 94% / 93% / 90%
they feel that their school is a safe place in which to work (S2070) / 97% / 93% / 97%
they receive useful feedback about their work at their school (S2071) / 81% / 83% / 82%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) / 90% / 81% / 87%
students are encouraged to do their best at their school (S2072) / 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%
* 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 approachhave 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.
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 ABSENCESType / 2014* / 2015** / 2016
Short Suspensions – 1 to 5 days / 36 / 49 / 31
Long Suspensions – 6 to 20days / 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 INDICATORSYears / 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 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.