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Contact InformationPostal address: / PO Box 22 Jambin 4702
Phone: / (07) 4996 5272
Fax: / (07) 4996 5398
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: / Mrs Kerry O’Brien
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School OverviewJambin school is a multigrade co-educational state school. Our classes are Prep – Yr 3 and Yr4 – Yr 6 Our successful curriculum is based on the Australian Curriculum. The school's aim is to provide a positive and beneficial learning environment where all students are able to reach their potential. We focus on and believe in, providing an atmosphere which allows for student growth and development, through a challenging and stimulating curriculum. Within this environment we map, record and report every student's progress against indicators relating to what a student should know and be able to do. Parents are satisfied that their children are happy to go to this school and all are satisfied that their children are treated fairly. Our 'open-door' policy encourages parents to spend time in their children's classrooms. Everday within our school our school motto is very evident “Rising to the Challenge”
Principal’s ForwardIntroduction
Queensland schools annually publish meaningful information to parents about student and school performance. This document contains important information about our school’s journey in 2016 and can be obtained on the school website and in hard copy from the office.
School Progress towards its goals in 2016
Implement a consistent approach to delivering improved writing outcomes. / JSS has developed Writing Framework and has constantly reviewed and adjusted the framework.Teachers have been unpacking units and identifying writing demands of all key learning areas
Build stakeholders data literacies skills through writing
Research and network to identify best practice and identify JSS digital technology action plan for the future. / Investigations are ongoing within this area.
The regions STEM champion has assisted with the schools future goals.
This will be continued in 2017
Future Outlook
Implement a consistent approach to delivering improved writing outcomes. / Refine and embed Jambin State School Writing FrameworkContinue to unpack units and align writing demands across all learning areas.
Professional development “visible learning literacy.”
Tighten and embed writing framework across whole school.
Digital Technologies / Continue as a launch school for C2C Digital Technologies.
Ongoing Professional development within STEM area.
Un pack units to include ICT in all learning areas.
Our School at a Glance
School 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 / 47 / 20 / 27 / 93%
2015* / 35 / 18 / 17 / 2 / 89%
2016 / 31 / 14 / 17 / 88%
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
Jambin S.S is predominantly a ‘country school’ with a large percentage of students coming from surrounding farming/grazing properties, and we are not situated in the township of Jambin therefore all our students are required to travel to school by either bus or car.
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 / 8 / 20 / 19
Year 4 – Year 7 / 16 / 17
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
The school aims to provide our learners with strong literacy, numeracy and life-skills (including ICT) to be active citizens in complex, multicultural, networked societies.
Prep orientation sessions where students that will attend Prep, in the following year, are given the opportunity to integrate with existing students at the school as an introduction to schooling at Jambin S.S.
Our multi-age approach to school organization, including class groupings that are organized to help cater for the individual learning needs of students at the school.
The school also offers music and HPE to all students with specialized teaching staff and Japanese as our LOTE subject, for Years 4, 5 & 6 also by a specialized teacher.
Extra curricula activities
Extra curricula activities: Jambin State School is a member of the Callide Valley Schools Cluster and participates in extra curricula events such as sporting, arts and social activities.
Many students participate in Eisteddfod, music programs and sporting activities in the nearby town of Biloela. These include soccer, netball and dancing.
Jambin State School holds a whole school play for the parents and local community in the last term as part of the school curriculum.
The Year 6 students participate in the Callide Valley speaking competition.
How Information and Communication Technologies are used to improve learning
IT plays a crucial role in the development of students learning both in ICT and across all other learning areas. The Jambin State School Curriculum plan acknowledges that ICT’s are embedded and integrated through classroom unit plans and that ICT’s are seen as an integral part of teaching and learning on a daily basis to foster, support and consolidate student learning.
Staff use ICT as a resource to communicate with others, to locate, create, record, store, organize and retrieve information and when they plan classroom units of work. Students use ICT resources such as digital cameras, electronic whiteboards, Ipads and computers to support achieving curriculum goals, to gather information and to communicate with others.
All students from prep to Year 6 have timetabled lessons each week. The computer ratio in the school is very favourable and all classrooms are equipped with wireless and networking technology
Social Climate
An extremely warm and positive environment exists within the Jambin State School community. This is supported by above state Mean, positive parent and staff to school climate questions in the 2016 School Opinion Survey.
Jambin State School is able to access specialist teachers, guidance officers and specialist staff such as speech and occupational therapists as a member of the Callide Cluster.
The school also has a non-denomination religious educational program. Jambin State School is supported by a cluster shared chaplain every Monday. The chaplain not only supports pastoral needs, but also participates in school activities such as literacy blocks, sports day and school camps.
The school also has a strong supportive P&C and parents involved in the supporting the education of their students with a home reading program carried out by volunteering parents every morning.
Bullying-As per the schools Responsible Behaviour Plan, we acknowledge students, staff and parents have responsibilities in regards to being part of the school community.
At Jambin S.S there is a broad agreement among students, staff and parents that bullying is an observable and measurable behaviour. We also believe that if disruptive behaviour is minimized that secondary behaviour such as bullying will be less common. At Jambin S.S bullying is rare, as is the case with inappropriate behaviour of students. At Jambin positive behaviour is encouraged and rewarded by acknowledgement each week at school parades and Student of the Week awards.
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) / 92% / 100% / 71%
this is a good school (S2035) / 100% / 78% / 71%
their child likes being at this school* (S2001) / 92% / 100% / 100%
their child feels safe at this school* (S2002) / 92% / 100% / 86%
their child's learning needs are being met at this school* (S2003) / 85% / 89% / 71%
their child is making good progress at this school* (S2004) / 85% / 89% / 71%
teachers at this school expect their child to do his or her best* (S2005) / 100% / 100% / 71%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 85% / 89% / 57%
teachers at this school motivate their child to learn* (S2007) / 77% / 89% / 71%
teachers at this school treat students fairly* (S2008) / 92% / 67% / 57%
they can talk to their child's teachers about their concerns* (S2009) / 85% / 89% / 71%
this school works with them to support their child's learning* (S2010) / 77% / 67% / 71%
this school takes parents' opinions seriously* (S2011) / 85% / 67% / 57%
student behaviour is well managed at this school* (S2012) / 85% / 100% / 57%
this school looks for ways to improve* (S2013) / 92% / 89% / 71%
this school is well maintained* (S2014) / 100% / 100% / 71%
Student opinion survey
Performance measurePercentage of students who agree# that: / 2014 / 2015 / 2016
they are getting a good education at school (S2048) / 100% / 100% / 100%
they like being at their school* (S2036) / 100% / 100% / 100%
they feel safe at their school* (S2037) / 100% / 100% / 100%
their teachers motivate them to learn* (S2038) / 100% / 100% / 100%
their teachers expect them to do their best* (S2039) / 100% / 100% / 100%
their teachers provide them with useful feedback about their school work* (S2040) / 100% / 100% / 100%
teachers treat students fairly at their school* (S2041) / 94% / 100% / 92%
they can talk to their teachers about their concerns* (S2042) / 94% / 100% / 92%
their school takes students' opinions seriously* (S2043) / 100% / 100% / 100%
student behaviour is well managed at their school* (S2044) / 94% / 100% / 100%
their school looks for ways to improve* (S2045) / 100% / 100% / 100%
their school is well maintained* (S2046) / 100% / 100% / 92%
their school gives them opportunities to do interesting things* (S2047) / 100% / 100% / 100%
Staff opinion survey
Performance measurePercentage of school staff who agree# that: / 2014 / 2015 / 2016
they enjoy working at their school (S2069) / 100% / 83% / 100%
they feel that their school is a safe place in which to work (S2070) / 100% / 83% / 100%
they receive useful feedback about their work at their school (S2071) / 100% / 83% / 100%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) / 100% / 75% / 100%
students are encouraged to do their best at their school (S2072) / 100% / 83% / 100%
students are treated fairly at their school (S2073) / 100% / 83% / 100%
student behaviour is well managed at their school (S2074) / 100% / 83% / 100%
staff are well supported at their school (S2075) / 100% / 83% / 100%
their school takes staff opinions seriously (S2076) / 100% / 83% / 100%
their school looks for ways to improve (S2077) / 100% / 83% / 100%
their school is well maintained (S2078) / 100% / 83% / 100%
their school gives them opportunities to do interesting things (S2079) / 100% / 83% / 100%
* 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
All parents agree that this is a great school and would recommend the school to others. Students at Jambin feel that they are safe, very well educated and always encouraged to do their best. Staff at Jambin school work well as a supportive and committed team who are very happy with the professional development opportunities offered to them. This level of satisfaction has been a characteristic of the Jambin school community for several years.
Jambin staff consult with parents and regional school support staff to ensure adjustments are made to assist students with diverse needs enabling them to access and participate fully at school.
Jambin State School actively encourages and welcomes the support of parents and caregivers. Parent volunteers regularly assist learning in class activities, sporting and social events. Parents and staff are encouraged to communicate regularly on child progress and an open class policy exists. The school holds a term orientation afternoon at the beginning of each term so parents are informed on what the students will be doing for that term. Student reports are issued at the end of each semester and parent teacher interviews arranged at the end of term 1 and term 3.
At the end of each semester a ‘Celebration of Learning’ is held at the school. This enables parents and the wider community to view and be part of the learning that has been conducted during the semester. Parents are encouraged, and nearly all do, take an invested interest in their individual children’s educational development. Many parents come into school to assist in classroom programs such as our Home readers Program which is completed every day by volunteer parents. Many also come in and support the P-2 class at the most crucial time of our children’s development, their early years.
Jambin State School P&C is extremely active and supportive of the school and it meets every third Thursday each month. The school P&C consists of a very broad representation of the parent body. School performance in formal testing is addressed regularly at P&C meetings
Respectful relationships programs
The school has developed and implemented a program that focus on appropriate, respectful and healthy relationships. The school’s chaplain incorporates the program into their weekly visits.
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 / 0 / 1 / 0
Long Suspensions – 6 to 20days / 0 / 0 / 0
Exclusions / 0 / 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
Strong links with appropriate external providers (Banana Regional Council) to help maintain our sustainable practices. The school has a paper/cardboard recycling bin provided by the council and students have a scraps bucket that goes to feeding a parents chickens.
Our current sustainable practices include:
Waste streaming – after successfully applying to the ‘Do the right thing, use the right bin’ project, the school has begun practices help increase waste streaming and therefore limit the amount of waste going in to land-fill.
Solar Schools Program – following the installation of solar panels we look forward to reducing the schools electricity usage in future years.
ENVIRONMENTAL FOOTPRINT INDICATORSYears / Electricity
kWh / Water
kL
2013-2014 / 18,884 / 0
2014-2015 / 19,415
2015-2016 / 16,158
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.
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.
Our Staff ProfileWorkforce Composition
Staff composition, including Indigenous staff
2016 WORKFORCE COMPOSITIONDescription / Teaching Staff / Non-Teaching Staff / Indigenous Staff
Headcounts / 3 / 6 / 0
Full-time Equivalents / 3 / 3 / 0
Qualification of all teachers
TEACHER* QUALIFICATIONSHighest level of qualification / Number of classroom teachers and school leaders at the school
Doctorate
Masters
Graduate Diploma etc.**
Bachelor degree / 2
Diploma / 1
Certificate
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Professional Development
Expenditure On and Teacher Participation in Professional Development
The total funds expended on teacher professional development in 2016 were $3394.70
The major professional development initiatives are as follows:
Digital Technologies
Griffith University online STEM courses.
Resilience in the classroom.
Teacher aide, How to write online modules. First aide
Cleaners training.
Peer learning Circle
Mandatory inductions
The proportion of the teaching staff involved in professional development activities during 2016 was 100%.
Staff Attendance and Retention
Staff attendance
AVERAGE STAFF ATTENDANCE (%)Description / 2014 / 2015 / 2016
Staff attendance for permanent and temporary staff and school leaders. / 98% / 96% / 98%
Proportion of Staff Retained from the Previous School Year
From the end of the previous school year, 100% of staff was retained by the school for the entire 2016.
Performance of Our StudentsKey Student Outcomes
Student attendance
The table below shows the attendance information for all students at this school:
STUDENT ATTENDANCE 2016Description / 2014 / 2015 / 2016
The overall attendance rate* for the students at this school (shown as a percentage). / 93% / 94% / 94%
The attendance rate for Indigenous students at this school (shown as a percentage). / 84%
*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 student attendance rate in 2016 for all Queensland Primary schools was 93%.