Waterford West State School (1856)
/ Postal address / John Street Waterford West QLD 4133
Phone / (07) 3442 0333
Fax / (07) 3299 7923
Email /
Webpages / Additional reporting information pertaining to Queensland state schools is located on the My School website and the Department’s Right to Information site.
Contact Person / Di Carter - Principal
Principal’s foreword
Introduction
/Waterford West State School has continued to engage in several innovative and successful partnerships, programs and projects in order to improve the achievement of our students in Literacy, Numeracy, and Science. Now in its third year as a National Partnership School (low socio-economic), and through a continuous focus on learning as the driving force for our processes and procedures, we have this year made substantial progress with the improvement agenda around literacy and pedagogical practice. We continued our focus on reading and reading comprehension with the appointment of extra teacher-aides so that all teacher-aides could deliver a reading program based on one-on-one support for readers reading below their chronological age.
To ensure that our school has a positive school climate, and that all students are given the best opportunity to learn, the continued implementation of School Wide Positive Behaviour Support and the teaching of the Virtues support our continuous improvements in behaviour and learning attitude. Waterford West has continued to work to ensure that our Indigenous students have equal opportunity to achieve academically and are supported culturally.
Enrolment is reasonably stable with the school hovering above the 600 mark annually in number of students. A rich mix of cultural characteristics, socio-economic backgrounds and ability levels has meant that our school offers a very wide range of targeted programs. Our involvement in the district initiative “Every Child Counts” has enabled us to provide free lunch time programs and student welfare support that otherwise may have not been possible. A full time Chaplain and Indigenous Liaison Officer support target groups to achieve to the best of their ability. All students, whatever their needs, interests and ability levels, are catered for.
School progress towards its goals in 2011
/Waterford West students have had the opportunity to reach age appropriate reading levels with one-on-one tuition. PLIP reading is a home grown program which seeks to improve fluency and comprehension. We began this program in 2010. The school focus on literacy is supported by the work being done in the LL4LL (Literacy Lessons for Logan Learner’s) project which is a partnership with Griffith University. The digital multi-literacies project with Queensland University of Technology has continued to build teacher’s skills in relation to using modern methods of communication in order to engage students in the acquisition of literacy skills.
The implementation of the new national curriculum will take place in 2012 and Waterford West State School is well placed in its preparation. A NAPLAN preparation plan outlines appropriate content and teaching practice to ensure students get the best support for their needs in achieving their best in this national test. In many categories of NAPLAN, our students are improving at faster than the national rate of improvement.
Professional development for staff has very much focussed on implementing powerful teaching practices so that the pedagogy that best works for our students is at the forefront of the core business of our school.
Our school behaviour programs are still based on School Wide Positive Behaviour Support with support being given by one of our families to provide the school rules posters that are positioned throughout the school. Students continue to be rewarded for demonstrating positive behaviours through sector assemblies and end of term barbecues for full attendance, effort and behaviour. Our data on School Disciplinary Absences continues to improve and the number of behaviour referrals continues to decrease.
Again in 2011 the P&C supported our drive to provide Waterford West with first class facilities with 2 portable stages for the hall purchased and a grant provided 600 chairs. We have purchased 4 banks of laptops for class borrowing and teachers continue to develop their skills in using Information Communication Technologies as tools for effective teaching.
Future outlook
/1. Continued focus on powerful teaching practices to provide ‘best fit’ pedagogy for our students.
2. Implementation of National Curriculum and LOTE as the Indigenous language Yugambeh.
3. A comprehensive NAPLAN strategy that is transparent and focussed firmly on school improvement.
4. Continuing the work on closing the Gap on Indigenous and non-Indigenous student performance.
5. Continued professional development in teaching practices to address the individual needs of every student through differentiation.
6. Skilful use of One School as the operational environment for school data, plans and financial operations.
7. Continued implementation of SWPBS as a means of ensuring whole school consistency in implementing the teaching of appropriate behaviours and the application of rewards and consequences.
8. Refinement of the PAC construction to build teacher skill and capacity for powerful professional dialogue in a reflective culture based on data analysis and student needs
/ 2011 School Annual Report
Page 1 of 13
Our school at a glanceSchool Profile
/Coeducational or single sex: Co-educational
Year levels offered: Prep-7
Total student enrolments for this school:
Total Enrolment / Girls / Boys / Enrolment Continuity (Feb 2011 – Nov 2011)609 / 283 / 323 / 81%
Characteristics of the student body:
Waterford West is a band 9 state co-education school located in the South East Region. It serves the immediate community of Waterford West and its adjoining suburbs of Marsden, Loganlea and Waterford in southern Logan City. As a National Partnership school (low-socio economic), the school receives extra funding to supply programs that cater for the specific needs of our student community.
The school was established in 1976, is situated on 6.8 hectares of land, with ovals, basketball/netball/tennis multipurpose court and two adventure playgrounds. Permanent buildings house double teaching spaces and the construction of a hall and resource room and computer lab has enhanced the school. Features of our school include garden areas of predominantly native plants, covered walkways and covered outdoor learning areas. Indigenous representations are in the outside areas in painted poles and murals.
The school encourages school excursions that enhance the learning experiences of the students and their life experiences. Excursions are generally within the Brisbane and Gold Coast areas but there are no excursions abroad.
Students come from a diverse range of backgrounds and cultures and religions. This is representative of the broader local community since most of our children live in the immediate area or close by. The number of Indigenous students varies between 12 and 14% each year, and there are a further 23 cultures represented. We value the richness of this diversity and have a number of student for whom English is a second language.
The school is surrounded by a mix of urban public housing, housing estates and unit dwellings. The majority of our students come from these homes. We have a number of second generation students. Very few students travel from outside the area. Many students walk or ride bicycles to school and others come by bus or private transport. The majority of our students transition from Waterford West State School to Loganlea SHS, Marsden SHS and Kingston College.
Of students who leave the school prior to finishing year 7 the predominant reason is because of moving. Students with disabilities are catered for with programs delivered individually or integrated into the mainstream program by 4 special education teachers supported by teacher aides. We have approximately 30 students who receive support from an ESL teacher and teacher-aide.
Class sizes – Proportion of school classes achieving class size targets in 2010
Phase / Average Class Size / Percentage of classes in the schoolOn or under target / Under Target / On Target / Over Target
Prep – Year 3 / 24 / 91% / 64% / 27% / 91%
Year 4 – Year 10 / 25 / 100% / 100% / 0% / 0%
All Classes / 24 / 20% / 83% / 13% / 4%
School Disciplinary Absences
Disciplinary Absences / Count of Incidents
Short Suspensions - 1 to 5 days / 104
Long Suspensions - 6 to 20 days / 12
Exclusions / 1
Cancellations of Enrolment / 0
Curriculum offerings
/Our distinctive curriculum offerings
Information and communication technologies are evidenced across the curriculum
Computers are available in classrooms for rotational activities and a computer laboratory is available for whole class work. 4 banks of 8 laptops are available for classroom borrowing.
All units of work indicate differentiated learning and cultural inclusivity
Interactive white boards are used to enhance teaching and learning
An instrumental music program is available and music is available to all students as a curriculum offering on a semester rotational basis
Physical Education and Music are also offered to all cohorts of students.LOTE subjects of Japanese and Yugambeh are offered to all year levels.
Whole school celebrations such as Harmony Day, NAIDOC Day, Science day, Arts week, Literacy and Numeracy week, Book Fair, Education Week.
Interschool sports program years 5-7
Extra curricula activities such as choir and dance group
Lunch time extension activities are provided by outside providers in the areas of dance, physical recreation activities and sports
Clubs such as knitting, girls’ deportment, soccer, rainbow room, Rewards craft room, Mathsletics, chess are offered.
School choir sings the National Anthem in Yugambeh at public events.
Other sporting programs such as AFL, rugby league and soccer are offered by the appropriate sporting bodies at different times.How Information and Communication Technologies are used to assist learning:
With the addition of 20 new computers in the Technology Laboratory, whole class instruction and learning experiences can take place
Individual class rooms are equipped with computers to offer technological learning experiences when combined with other rotational activities
The opportunities to use smart boards to enhance learning is offered to all teachers
Parent sessions on using Power-point and using the internet with your child have been offered to parents through our partnership agreement with the Queensland University of Technology
Weekly professional development sessions are offered by the Resource Manager to improve teacher skill levelsA Media Arts teacher has been working in the school predominantly with year 4, working on improving literacy learning through digital multi-literacies.
Social climate
/The student population combines a rich blend of socio-economic and culturally diverse elements. 14% of students are Aboriginal and/or Torres Strait Islander.
The school benefits from a high level of commitment from administration, staff and support personnel.
Stakeholders of Waterford West State School have developed an extensive network to provide positive learning support to our students through a fulltime Behaviour Teacher, Learning Support teachers, Reading Tutors, an ATSI Liaison Officer, Teacher Aides, individualised programs, Guidance Officer, Behaviour Advisory Teacher, support for students in the care of the Department of Child Safety and ESL (Education as a Second Language) support.
The Peace Room continues to operate. The Peace Room operates from 9:00am and is open all day with a fulltime behaviour teacher supporting students with behavioural needs by developing the skills of students who are not following the Responsible Behaviour Plan.
The 2011 Opinion Survey sent home to parents indicated a positive response about the climate of the school and Waterford West students being very satisfied that they are getting a good education at school. 74% of students were either satisfied or very satisfied with how well they are learning at this school.
Parent, student and teacher satisfaction with the school
/In the 2010 survey, 81% of staff was either satisfied or very satisfied with staff morale with the response that there is good team spirit among the staff. The majority of parents (79%) surveyed are satisfied that their child is getting a good education at school. 74% of the students surveyed were satisfied that they were getting a good education at school. Staff attendance at school provided professional development was good with 84% of teachers and non-teaching staff satisfied with their access to professional development.
Performance measure / Result 2010
Percentage of parents/caregivers satisfied that their child is getting a good education at school / 91%
Percentage of students satisfied that they are getting a good education at school / 84%
Percentage of parents/caregivers satisfied with their child’s school / 83%
Percentage of school workforce satisfied with access to professional development opportunities that relate to school and systemic initiatives / 79%
Percentage of staff members satisfied with morale in the school / 79%
Involving parents in their child’s education.
/School strategies used for involving parents in their child’s education include:
Site-based education sessions for parents e.g. Ready Reader program
School newsletter/website – includes the use of children’s work and photos
Monthly calendar – helps with forward planning
Monthly Assemblies to celebrate achievements where parents are invited.
Parent/teacher/child reporting each semester
Communication books
Publishing good news in newspaper
Class showcases to celebrate children’s learning - at least one per semester
Shopping centre displays to display our students achievements (e.g. for displays of work during Literacy and Numeracy Week)
Parents and Citizens Association Committee monthly
Parents encouraged as classroom /tuckshop/library helpers
Sports Days with parental support encouraged
Large board on main road for advertising events/achievements to community
Principal’s assembly monthly – parents welcome
Aboriginal and Torres Strait Islander Committee and Aboriginal Liaison Officer
Celebrations of special events (NAIDOC, Harmony Day, Under Eights Week, Education Week etc)
Behaviour Plans that involve/encourage parent communication
Parent Handbook
Responsible Behaviour Plan Brochure
Need based interviews with parents in regard to academic and behaviour issues – open door policy
Reducing the school’s environmental footprint
In 2010, solar panels were installed on the roof of the Admin building. Selected students undertook a camp at Jacob’s Well Environmental Centre to learn about sustainability. Compost and mulch has been used to reduce watering on gardens. We collect aluminium cans for recycling. We received and planted 50 free trees from Logan City Council to supplement the garden areas to improve aesthetics and shade cover.Year / Total / Electricity / Sewerage / Waste / Water / Gas / Other / Electricity
KwH / WaterKL / GasMJ
2010 / $72,694 / $31,070 / $27,081 / $8,462 / $695 / $0 / $5,386 / 145,869 / 309 / 0
2009 / $65,651 / $25,880 / $0 / $0 / $2,068 / $0 / $37,703 / 5,309 / 1,210 / 0
% change 2009 - 2010 / 11% / 20% / N/A / N/A / -66% / N/A / -86% / 2648% / -74% / N/A