Springfield Lakes State School

Queensland State School Reporting

2015 School Annual Report

/ 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,

Principal’s foreword

Introduction

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 2015. It provides details about staff qualifications and the professional development activities undertaken in 2015. 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.

2015 has seen a slight decrease in our student numbers to below 1000. It is believed that the future development of further local development will once more increase our numbers.

School progress towards its goals in 2015

Each year, schools establish goals as a focus for student achievement. In 2015 our school priorities were:-

  • Continued implementation of the Australian Curriculum.
  • Numeracy- Supported through the utilization of GRG funding to purchase a Numeracy coach.
  • Writing- Supported through the utilization of GRG funding to purchase a Writing Master teacher. This position will continue through 2016.
  • Utilise staff expertise to provide peer coaching to staff.
  • As a result of the above, student academic achievement increased as measured by NAPLAN and school based assessment.

Future outlook

The clear focus for Springfield Lakes State School in 2016 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.

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 glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2015: Prep Year - Year 6

Student enrolments for this school:

Total / Girls / Boys / Indigenous / Enrolment Continuity
(Feb – Nov)
2013 / 1046 / 530 / 516 / 25 / 92%
2014 / 1020 / 522 / 498 / 25 / 92%
2015 / 989 / 500 / 489 / 37 / 93%

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 2015, there were no students enrolled in a Pre-Prep program.*

Characteristics of the student body:

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 od students are from defence force families who are supported by the Defence Force School Transition teacher aide.

Average class sizes

Phase / Average Class Size
2013 / 2014 / 2015
Prep – Year 3 / 24 / 23 / 23
Year 4 – Year 7 Primary / 22 / 24 / 27
Year 7 Secondary – 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.

School Disciplinary Absences

Disciplinary Absences / Count of Incidents
2013 / 2014* / 2015**
Short Suspensions - 1 to 5 days / 52 / 36 / 49
Long Suspensions - 6 to 20 days / 5 / 0 / 0
Exclusions / 0 / 1 / 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.

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

Extra curricula activities

  • Student Council
  • Breakfast Club
  • National Competitions
  • Seasonal after school sports activities

How Information and Communication Technologies are used to improve learning

Students have access to networked computers and iPads in their classrooms and a computer lab in the Resource Centre. Technology is intergrated 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.

Social Climate

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 ur students, staff and parent community.

Schoolwide Positive Behavior Support (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. Springfild Lakes State School is a warm, friendly school with a senseof community pride in it’s 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 with the school

Performance measure
Percentage of parent/caregivers who agree# that: / 2013 / 2014 / 2015
their child is getting a good education at school (S2016) / 97% / 94% / 84%
this is a good school (S2035) / 93% / 89% / 89%
their child likes being at this school (S2001) / 93% / 91% / 92%
their child feels safe at this school (S2002) / 86% / 90% / 89%
their child's learning needs are being met at this school (S2003) / 93% / 98% / 89%
their child is making good progress at this school (S2004) / 93% / 98% / 87%
teachers at this school expect their child to do his or her best (S2005) / 100% / 97% / 92%
teachers at this school provide their child with useful feedback about his or her school work (S2006) / 93% / 92% / 89%
teachers at this school motivate their child to learn (S2007) / 96% / 97% / 84%
teachers at this school treat students fairly (S2008) / 96% / 87% / 83%
they can talk to their child's teachers about their concerns (S2009) / 100% / 98% / 89%
this school works with them to support their child's learning (S2010) / 96% / 92% / 81%
this school takes parents' opinions seriously (S2011) / 92% / 73% / 86%
student behaviour is well managed at this school (S2012) / 82% / 63% / 63%
this school looks for ways to improve (S2013) / 92% / 79% / 84%
this school is well maintained (S2014) / 90% / 90% / 86%
Performance measure
Percentage of students who agree# that: / 2013 / 2014 / 2015
they are getting a good education at school (S2048) / 94% / 95% / 97%
they like being at their school (S2036) / 95% / 95% / 95%
they feel safe at their school (S2037) / 97% / 93% / 94%
their teachers motivate them to learn (S2038) / 96% / 99% / 96%
their teachers expect them to do their best (S2039) / 97% / 100% / 98%
their teachers provide them with useful feedback about their school work (S2040) / 93% / 96% / 91%
teachers treat students fairly at their school (S2041) / 88% / 90% / 85%
they can talk to their teachers about their concerns (S2042) / 86% / 91% / 84%
their school takes students' opinions seriously (S2043) / 85% / 95% / 81%
student behaviour is well managed at their school (S2044) / 78% / 88% / 71%
their school looks for ways to improve (S2045) / 93% / 98% / 94%
their school is well maintained (S2046) / 89% / 94% / 91%
their school gives them opportunities to do interesting things (S2047) / 90% / 95% / 88%
Performance measure
Percentage of school staff who agree# that: / 2013 / 2014 / 2015
they enjoy working at their school (S2069) / 98% / 94% / 93%
they feel that their school is a safe place in which to work (S2070) / 95% / 97% / 93%
they receive useful feedback about their work at their school (S2071) / 89% / 81% / 83%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) / 85% / 90% / 81%
students are encouraged to do their best at their school (S2072) / 100% / 97% / 97%
students are treated fairly at their school (S2073) / 95% / 91% / 90%
student behaviour is well managed at their school (S2074) / 80% / 73% / 80%
staff are well supported at their school (S2075) / 84% / 86% / 76%
their school takes staff opinions seriously (S2076) / 97% / 88% / 72%
their school looks for ways to improve (S2077) / 100% / 96% / 93%
their school is well maintained (S2078) / 95% / 97% / 93%
their school gives them opportunities to do interesting things (S2079) / 94% / 92% / 79%

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld toensure 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.

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 indicators
Years / Electricity
kWh / Water kL
2012-2013 / 289,387 / 6,958
2013-2014 / 256,335 / 654
2014-2015 / 253,679 / 2,414

*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 profile

Staff composition, including Indigenous staff

2015 Workforce Composition / Teaching Staff* / Non-teaching Staff / Indigenous Staff
Headcounts / 68 / 40 / <5
Full-time equivalents / 59 / 26 / <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 2015 were $55,414.71.

The major professional development initiatives are as follows:

  • The skilling of school based staff to work as coaches across the school. This also included release time for the classroom teachers.
  • John Flemming Model - Explicit Instruction and Differentiation
  • Mathematics – Problem Solving and planning
  • School Wide Positive Behaviour
  • Annita Archer workshops
  • Curriculum Planning
  • Teacher Release Days
  • Coaching and Mentoring

The proportion of the teaching staff involved in professional development activities during 2015 was approximately 100%

Average staff attendance / 2013 / 2014 / 2015
Staff attendance for permanent and temporary staff and school leaders. / 96% / 95% / 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 97% of staff was retained by the school for the entire 2015 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 ‘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.

Performance of our students

Key student outcomes

Student attendance / 2013 / 2014 / 2015
The overall attendance rate for the students at this school (shown as a percentage). / 93% / 93% / 93%
The attendance rate for Indigenous students at this school (shown as a percentage). / 94% / 94% / 93%

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 attendance rate in 2015 for all Queensland Primary schools was 93%.

Student attendance rate for each year level (shown as a percentage)
Prep / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6 / Year 7 / Year 8 / Year 9 / Year 10 / Year 11 / Year 12
2013 / 93% / 93% / 92% / 92% / 93% / 93% / 92% / 92%
2014 / 92% / 93% / 94% / 92% / 93% / 93% / 94% / 92%
2015 / 93% / 92% / 93% / 94% / 93% / 93% / 93%

*From 2013, themethodology used for calculating attendance rates effectively countsattendance for every student for every day of attendance in Semester 1.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.

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

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 Absencesand Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

The school utilizes an attendance monitoring system called ID Attend. The electronic class rolls are marked twice daily by the class teacher. When a teacher is absent, the rolls are marked manually and the data is entered by office staff. All parents are expected to advise the school of the reason for any student absence from the school. Should a child be absent from the school for three consecutive days or more without a satisfactory explanation, the parents or caregivers are contacted by telephone or mail. The attendance rates for each class are closely monitored by the Principal and the classes with the best attendance rates are acknowledged and rewarded on parade. In addition to this, all children are encouraged to attend every day they are well. This message is enforced during parades, in the newsletter and on the school-community sign. All major events such as Sports Days and Talk Like A Pirate Day are held at the end of the week or on last days of the term. This is to encourage full attendance.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

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

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 says ‘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 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.

Closing the Gap

Our school community works closely together to identify the specific learning needs of all our children. There is a relentless focus on the academic performance of each child. The Aboriginal and Torres Strait Islander children are not only acknowledge but also valued as important members of our school community. NAIDOC Celebrations and Harmony day are held annually and the school employs an Indigenous education teacher aide who is timetabled to work with the children and proactively work with the community. Acknowledgements to Country are performed all school events and ceremonies and the Aboriginal and Torres Strait Islander flags are flown daily. Our school has a very low percentage of children who identify as having Aboriginal or Torres Strait Islander ancestors.