Queensland State School Reporting
2012 School Annual Report
/ Postal address / Gore Highway via Goondiwindi 4390
Phone / (07) 4675 4142
Fax / (07) 4675 4197
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 / Principal: Ms Dale Minchenton
Principal’s foreword
Introduction
Kindon State School is situated on the Gore Highway between Goondiwindi and Millmerran. Our one teacher school provides a multigrade co-educational education from Prep to Year 7 for 16 students from this largely farming and grazing area. Our curriculum for Prep to Seven focuses on all Key Learning Areas, with an emphasis on Literacy and Numeracy within all Units taught. We believe in an engaging, real-world approach to learning with a ‘students interests’ directed approach to teaching and learning activities.Within the 2013 School Annual Report, you will find the goals we aimed to achieve in 2013 and believe we have achieved successfully on a positive path with the implementation of programs to ensure our students’ individual needs are being met. It states our focus in 2013, resulting from whole school discussions, will be the purposeful use of data from formal testing, standardised testing (including NAPLAN) and teacher observations with anecdotal evidence taken throughout 2012.
After our Curriculum, Teaching and Learning Audit in 2012, our school has been working very hard to achieve the goals defined in the Action Plan to ensure our students’ education is equal or better to their counterparts in other Small Schools and in comparison to the larger urban schools. With the second CT&L Audit in Semester Two 2012, our main goal is to improve in all domains to reflect on the focus and work being completed to date from all staff and students.
School progress towards its goals in 2012
Kindon State School goals in 2012 were:· Consistent and effective pedagogy
o Implement Explicit Instruction pedagogy at Kindon State School
§ Focus Semester 1 on Warm Ups
§ Directed by Core Module 1
· Consistent and effective curriculum
o Deliver C2C multi-age units in English, Maths, Science and History at Kindon State School
· Consistent and effective assessment
o Ensure assessment consistent with P-12 Curriculum, Assessment and Reporting Freamework
§ Focus on making quality judgments about student performance
§ Use moderation to optimise consistency
· Improved NAPLAN results
o Focus on Reading Comprehension and Mental Maths
o Better identify individual student needs
§ Through effective use of data, drilling down to lower granularity (student/topic level)
§ Expand use of data across English and Maths
§ Focus on targeted students’ needs, Years 5 and 7
o Minimum result of NMS for all students
Future outlook
The key areas for improvement for 2014 are:
Improved student achievement
The objective is to raise students’ achievement from NMS to U2B in literacy and numeracy. Our school will work to improve literacy by implementing Words Their Way spelling program integrated with Multisensory Literacy Program suitable for learners struggling to acquire literacy skills. A dyslexia awareness and literacy intervention program will be implemented with staff trained. A program, Strategies to Achieve Mathematical Success (STAMS) will be completed to enhance numeracy by focus on number strategies for addition, subtraction, multiplication and division.
Consistent and effective assessment
The school will follow P-12 Curriculum, Assessment and Reporting Framework, Guide to Making Judgments and use moderation to ensure consistency.
Catering for Diversity
Teaching and learning will be differentiated through developing individual learning strategies for students different learning styles and academic achievement levels.
Our school at a glance
School Profile
Coeducational or single sex: Coeducational
Year levels offered in 2013: Prep Year - Year 7
Total student enrolments for this school:
Total / Girls / Boys / Enrolment Continuity(Feb – Nov)
2011 / 16 / 6 / 10 / 100%
2012 / 15 / 3 / 12 / 100%
2013 / 13 / 5 / 8 / 92%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
The students attending Kindon State School all reside on nearby properties. The majority of families in the school are property owners and the remainder live on properties as workers. A number of current students are second generation attendees of Kindon State School. The relationship amongst the students is close, as they are all neighbours on their properties and have socialised most of their lives.
There are no Indigenous students currently at the school, nor any ESL.
The school has multi-aged classes due to the size of the school. The grade levels are divided into two main teaching groups – Prep to Year 2 and Year 3 to Year 7. There is a predominance of boys attending in 2013. With an enrolment of 12, the year-level average is 2, with no students currently in Prep or Year 4. The majority of students continue on to Boarding Schools for their Secondary education in either Toowoomba or Brisbane.
All of the students arrive at school on the same bus, which is solely used for the Kindon SS bus run. On average, the families live 50km from school however it is the nearest school for the students to attend.
The school community play a very active role in the school and support the students in all that they do. They unequivocally place a high value on education and work together to provide many extra resources and experiences for the students.Average Class sizes
Phase / Average Class Size
2011 / 2012 / 2013
Prep – Year 7 / 11 / 15 / 12
School Disciplinary Absences
Disciplinary Absences / Count of Incidents2011 / 2012 / 2013
Short Suspensions - 1 to 5 days / 0 / 0 / 0
Long Suspensions - 6 to 20 days / 0 / 0 / 0
Exclusions / 0 / 0 / 0
Cancellations of Enrolment / 0 / 0 / 0
Curriculum offerings
Our distinctive curriculum offeringsSports program including Indigenous Games as well as ball games undertaken at Small School Sports.
Integration of ICTs within all curriculum areas.
Differentiation for all students within the daily teaching and learning program.
Student-directed learning broad curriculum requirements.
Multi-aged classes, benefiting students with learning needs as well as extending students working above their year level.
Art program, teaching art techniques and art elements.
Extra curricula activities
Arts Council Programs when travelling in the area.
Swimming program
Eisteddfod as part of Goondiwindi and District Eisteddfod.Leadership Camp at Boyne Island Environment and Education Centre, combining with Lundavra State School.
Access to sports programs with Tennis coaching and Macintyre District sports coaching in Rugby, Rugby League and Netball.
Visiting school programs for social interaction, such as dance activities, Gymnastics and Jump Rope for heart.
How Information and Communication Technologies are used to assist learning
Students at Kindon State School are given opportunities to present their learning on computers, iPads or with other digital and manual methods. They are continually challenged to see digital technologies and their programs as resources comparable to pen and paper. Students confidently use the internet, email, digital cameras and other ICT devices. Kindon has a computer/student ratio of 1:1. The students have access to 4 laptops and 3 iPads to use for research and assessment purposes.
Social climate
The overall social climate of the school is very positive, with 95% of families being represented at the monthly P&C meetings, and 100% of families attending school events. The staff and students have constructive relationships that enhance the teaching and learning experiences at Kindon State School. Parents and community members lead our STAMS (maths strategies) groups. Staff members are well respected and in turn, they respect all students and take a personal interest in each student’s welfare and education. All families express the belief that their children feel safe at school and are treated fairly. Staff members are committed to the learning of the students and to the school’s direction.Parent, student and staff satisfaction with the school
/Performance measure (Nationally agreed items shown*)
Percentage of parents/caregivers who agree that: / 2012 / 2013
their child is getting a good education at school (S2016) / 100% / 100%
this is a good school (S2035) / 100% / 80%
their child likes being at this school* (S2001) / 100% / 100%
their child feels safe at this school* (S2002) / 100% / 100%
their child's learning needs are being met at this school* (S2003) / 100% / 100%
their child is making good progress at this school* (S2004) / 100% / 100%
teachers at this school expect their child to do his or her best* (S2005) / 100% / 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 100% / 60%
teachers at this school motivate their child to learn* (S2007) / 100% / 100%
teachers at this school treat students fairly* (S2008) / 100% / 100%
they can talk to their child's teachers about their concerns* (S2009) / 100% / 100%
this school works with them to support their child's learning* (S2010) / 100% / 80%
this school takes parents' opinions seriously* (S2011) / 100% / 60%
student behaviour is well managed at this school* (S2012) / 100% / 100%
this school looks for ways to improve* (S2013) / 100% / 100%
this school is well maintained* (S2014) / 100% / 100%
Performance measure (Nationally agreed items shown*)
Percentage of students who agree that: / 2012 / 2013
they are getting a good education at school (S2048) / 100% / 100%
they like being at their school* (S2036) / 100% / 100%
they feel safe at their school* (S2037) / 100% / 100%
their teachers motivate them to learn* (S2038) / 100% / 80%
their teachers expect them to do their best* (S2039) / 100% / 100%
their teachers provide them with useful feedback about their school work* (S2040) / 90% / 83%
teachers treat students fairly at their school* (S2041) / 80% / 100%
they can talk to their teachers about their concerns* (S2042) / 89% / 80%
their school takes students' opinions seriously* (S2043) / 100% / 100%
student behaviour is well managed at their school* (S2044) / 100% / 100%
their school looks for ways to improve* (S2045) / 100% / 100%
their school is well maintained* (S2046) / 100% / 80%
their school gives them opportunities to do interesting things* (S2047) / 90% / 67%
Performance measure
Percentage of school staff who agree that: / 2013
they enjoy working at their school (S2069) / 75%
they feel that their school is a safe place in which to work (S2070) / 75%
they receive useful feedback about their work at their school (S2071) / 75%
students are encouraged to do their best at their school (S2072) / 75%
students are treated fairly at their school (S2073) / 75%
student behaviour is well managed at their school (S2074) / 75%
staff are well supported at their school (S2075) / 75%
their school takes staff opinions seriously (S2076) / 75%
their school looks for ways to improve (S2077) / 75%
their school is well maintained (S2078) / 75%
their school gives them opportunities to do interesting things (S2079) / 75%
* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.
# 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
The parents at Kindon State School are heavily involved in their children’s education with the delivery of curriculum, extra-curricular activities and the general running of the school. We are proud of our ‘Open door policy’ where parents are always welcome. Monthly P&C meetings are held that see a high percentage of representation from families. The concept of holding the meetings at parent’s properties works well as the community are supportive of each other. Meetings are also held at school where parents are able to see the improvements provided by their efforts in our classroom environment. Parents within the community are seen as important role models in the student’s lives and are encouraged to share their knowledge and expertise in a range of areas when participating in relevant learning experiences. Parents are encouraged to communicate with the school through emails, phone calls, informal/formal meetings and general discussions whenever required. These forms of communications are also used by the staff and Principal.The weekly newsletter is emailed to parents and other community members who wish to be on the email list. The newsletter is a form of communication between school and the community and includes photos and examples of student work, community news, upcoming dates and other happenings around the school.
Parents also attend our weekly Assembly on a Monday morning participate in the Weekly Awards presentation. Students run the assembly, rotating through the roles.
Formal reports are sent home each Semester at the end of Terms 2 and 4. Parent-Teacher interviews are formally conducted at the end of Terms 1 and 3. There is an invitation for parent/teacher interviews following report cards being issued.
Each year the P&C fundraising event, ‘Jazz on the Hill’ contributes to activities and resources for the students and their learning.
Reducing the school’s environmental footprint
In 2012 Kindon State School had more solar panel installed on the school roof with the subsequent lowering our electricity bill. Generated power fed back into the grid is accessed by the students.The rainwater tank capturing rain water on from the COLA will be used to maintain the grass used by students in their play. Garden waste will go into a compost bin for the vegetable garden when it is replanted in Spring.
The natural light and wind through the windows is used more often than air conditioning in Summer. All students and staff have made very conscious efforts in lowering our carbon footprint at Kindon. Our electricity bills are monitored and we have seen a decrease in the price of the bills. Due to price increases to support the Carbon Tax, we have seen very little actual decrease in electricity costs. All of the school light bulbs are energy efficient ones which will lower energy usage.
Kindon State School is very conscious of the Carbon footprint being left behind by humans and we endeavour to do as much as possible at our Small School to assist in the lowering of Australia’s carbon footprint.
Environmental footprint indicators
Electricity
kWh / Water kL
2010-2011 / 0 / 0
2011-2012 / 10,837 / 0
2012-2013 / 9,156 / 0
The consumption data is sourced from the validated utilities expenditure return which the school submits at the end of each financial year. The data provides an indication of the consumption trend in each of the utility categories which impact on the schools environmental footprint.