Burdekin School

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Contents

1. Introduction .................................................................................................................... 3

1.1 School context ............................................................................................................. 3

1.2 Review team ................................................................................................................ 4

1.3 Contributing stakeholders ............................................................................................ 4

1.4 Supporting documentary evidence............................................................................... 5

2. Executive summary ........................................................................................................ 6

2.1 Key findings ................................................................................................................. 6

2.2 Key improvement strategies ........................................................................................ 8

3. Findings and improvement strategies against the domains ............................................ 9

3.1 An explicit improvement agenda .................................................................................. 9

3.2 Analysis and discussion of data ................................................................................. 11

3.3 A culture that promotes learning ................................................................................ 12

3.4 Targeted use of school resources .............................................................................. 14

3.5 An expert teaching team ............................................................................................ 16

3.6 Systematic curriculum delivery .................................................................................. 18

3.7 Differentiated teaching and learning .......................................................................... 20

3.8 Effective pedagogical practices ................................................................................. 21

3.9 School-community partnerships ................................................................................. 23

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1. Introduction

This report is a product of a review carried out by a review team from the School

Improvement Unit (SIU) at Burdekin School from 1 to 2 September 2016.

The report presents an evaluation of the school’s performance against the nine domains of

the National School Improvement Tool. It also recommends improvement strategies for the

school to consider in consultation with its regional office and school community.

The report’s executive summary outlines key findings from the review and key improvement

strategies which prioritise future directions for improvement.

The schools will publish the executive summary on the school website within two weeks of

receiving the report.

The principal will meet with their Assistant Regional Director (ARD) to discuss the review

findings and improvement strategies.

For more information about the SIU and reviews for Queensland state schools please visit

the SIU website.

1.1 School context

Location: Young St, Ayr

Education region: North Queensland Region

The school opened in: 1972

Year levels: ECDP – Year 12

Current school enrolment: 5 ECDP

16.4 School

Indigenous enrolments: 9.3 per cent

Students with disability enrolments:

100 per cent

Index of Community Socio-Educational Advantage (ICSEA) value:

n/a

Year principal appointed: 2016 (acting)

Number of teachers: 4.4 (full-time equivalent)

Nearby schools: Ayr State High School, Ayr State School, East Ayr State

School, Kalamia State School, Jarvisfield State School,

Brandon State School, Maidavale State School, Airville

State School, Clare State School, Giru State School,

Millaroo State School, Gumlu State School, Osborne State

School, Burdekin Christian College, Burdekin Catholic

High School, Home Hill State School, Home Hill State

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High School, St Francis Primary School, St Colman’s

Primary

Significant community partnerships:

Adopt-a-Councillor, TalkNQ – Speech Therapists,

Burdekin Bowl

Significant school programs:

We All Matter program, Chaplain support program

1.2 Review team

Wayne Wilkinson Internal reviewer, SIU (review chair)

Barry Tarlinton Peer reviewer, SIU

1.3 Contributing stakeholders

The following stakeholders contributed to the review:

School community:

Principal

Administration officer

Four teachers

Four teacher aides

Parents and Citizens’ Association (P&C) President

Three parents

11 students

Guidance officer

School chaplain

Partner schools and other educational providers:

Private Speech Language Pathologist (SLP)

Government and departmental representatives:

Local Councillor

Assistant Regional Director (ARD)

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1.4 Supporting documentary evidence

Annual Implementation Plan 2016

School Key Strategic Goals 2013-2016

Investing for Success 2016

Strategic Plan 2013 - 2016

Curriculum planning documents School Data Profile 2016

Individual Curriculum Plans (ICP) School budget overview

School Opinion Survey Whole Curriculum and Assessment Plan 2016

PB4L – We All Matter Framework School newsletters and website

School Pedagogical Framework 2016 - 2019

North Queensland Region (NQR) Improving

Classroom Instruction Observation Record

Burdekin School: Explicit Instruction

Walkthrough Record

Whole School Data Plan

Whole School Professional Learning Plan Annual Performance Development Plan for

Teachers

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2. Executive summary

2.1 Key findings

There is clear evidence of positive and respectful relationships between staff

members, students, parents and community members.

Staff members and parents demonstrate an understanding of the importance of establishing

and nurturing positive and caring relationships with students and colleagues and the way this

links with successful learning outcomes. The genuine concern for and appreciation of the

students and their well-being is apparent amongst all staff members.

All members of the school community are committed to school improvement.

The school has a significant number of planning documents which identify a range of school

strategies and actions for school improvement. Most staff members believe these

documents are too extensive in the current context. The need for a clear and concise plan to

reflect the priority needs of staff and students is identified.

The school leadership is committed to developing and promoting plans and

processes to support staff member engagement with school priorities.

All staff members are committed to the improvement of learning outcomes for all learners.

The school leader is strategic in identifying staff member strengths and the developmental

needs of staff members. An opportunity exists to implement a teacher feedback, mentoring

and coaching process. Building staff members’ confidence and knowledge to contribute to

strategic planning processes within the school is developing.

The school leadership and teaching team articulate the belief that the collection and

analysis of data underpins the teaching and learning cycle.

The analysis, use and display of data to identify and track learning outcomes across learning

areas are developing. The school is reviewing data tools to ensure they provide relevant and

meaningful data to inform teaching and learning priorities.

The school undertakes a range of professional learning activities to enhance the

capability of staff members.

A documented professional learning plan 2016 outlines key Professional Development (PD)

activities that occur throughout the year for teachers, teacher aides and ancillary staff

members. The development of disability specific knowledge, specialised communication

approaches and data literacy is recognised as a priority.

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Individual Curriculum Plans (ICP) for all students are completed and align to the

Australia Curriculum (AC).

The understanding of the ICP in regard to meeting student needs is not clear for all staff

members and parents. Some parents do not understand the development of the ICP. The

need to develop a balanced approach to the AC, student needs and evidence-based

approaches to support teaching and learning is identified.

Parents report they ‘love this school’ and are highly supportive of the school leader

and all staff members.

Parents and families express they are valued as partners in their child’s education. The

school keeps them informed through a range of strategies including daily communications,

newsletters, school website and a major, annual fundraising event.

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2.2 Key improvement strategies

Collaboratively develop and communicate a clear and concise Explicit Improvement Agenda

(EIA).

Develop collaborative approaches to ensure all staff members understand and support

school-wide priorities and practices.

Develop teacher skills in data literacy and administer assessment items, record findings and

analyse student results to adjust teaching and learning strategies.

Implement teacher feedback, mentoring and coaching processes to enhance effective

teaching and learning practices across the school.

Develop meaningful ICP processes and documentation which are respectful to student

needs and valued by students, staff members and parents.

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3. Findings and improvement strategies against the domains

3.1 An explicit improvement agenda

Findings

The school leadership is committed to school improvement and articulates an EIA in line with

the North Queensland Region planning agenda.

The 2016 Annual Implementation Plan (AIP) identifies three key priorities: to build teacher

capacity, develop a whole school reading program and to use technology for learning and

assessment. The AIP identifies a significant number of school strategies and actions. Some

staff members are able to speak to the improvement agenda items.

The school leadership is committed to finding ways to build the capacity of new and

beginning teachers. Maintaining improvement strategies in the context of an acting

leadership position, with uncertain timeframes and pending staffing changes, is a current

complexity.

The 2016 AIP and the School Pedagogical Framework 2016-2019 provide significant detail

and a comprehensive list of strategies and actions regarding teaching, learning, assessment

and school improvement. Most staff members believe these documents are too extensive

and overwhelming in the current context. A narrower plan to reflect the priority needs of staff

members and students is desired by the school’s staff members.

Performance Development Plans (PDP) are developed for all staff members and reviews are

conducted by the principal. Staff members comment that this is the first time a review has

been conducted and praise the intent behind this process and support. An Explicit Instruction

(EI) walkthrough record is developed in line with the ‘I Do, We Do, You Do’ framework. Staff

members are positive regarding receiving feedback. These walkthroughs are yet to

commence.

The school leadership has simplified the ICP for teachers and parents. This change is

welcomed. Confidence in the development of ICP goals and planning with parents to identify

appropriate learning expectations is emerging.

The school has a Positive Behaviour for Learning Plan (PB4L) based on the school rules of

‘Being Safe, Being Respectful’ and ‘Being a Learner’. The PB4L program aligns with the

school’s motto ‘We all Matter’ and the ‘Kids Matter’ programs which are delivered throughout

the school. These programs are central to the development of the school’s ‘Learning and

Wellbeing’ framework. Parents and staff members speak positively of these programs and

students enjoy the recognition of ‘Gotcha’ prizes and the student of the week awards

presented each Friday during assembly.

A revised whole of school data plan exists and provides detail to teachers regarding data

tools to be utilised and timelines for completion. Teachers are responsible for using these

tools, recording data and tracking student progress. The development of a school-wide

process to track and analyse data is not yet developed.

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Improvement Strategies

Collaboratively develop and communicate a clear and concise EIA.

Identify priority needs of staff members to build confidence and capability in line with the

school’s EIA.

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3.2 Analysis and discussion of data

Findings

The school leadership and teaching team articulate the belief that the collection and analysis

of data underpins the teaching and learning cycle. The school is initiating the collection of

meaningful data to provide an initial profile for each student.

The school’s data plan outlines data collection in the areas of communication, literacy,

reading, and personalised learning goals. ICP are completed for each student.

The school has implemented literacy diagnostic tools including the Universally Accessible

Emergent Literacy Battery (UAELB) for emergent literacy learners and the Basic Reading

Inventory (BRI) for conventional literacy learners.

The collection and analysis of data to inform numeracy teaching is yet to be developed.

Teachers are supported to make regular assessments to review the students’

communication in collaboration with the Speech Language Pathologist (SLP). The

communication matrix and oral communication screen are utilised to identify and track

student progress biannually. Data accessed from these assessment tools is utilised to assist

in the planning of student communication learning goals.

The analysis, use and display of data to identify and track learning outcomes across learning

areas are in the early stages of implementation. Processes for analysis and interpretation of

data across the school are yet to be developed.

A data wall showing comparative student attendance for Terms 1 and 2 is located in a staff

common area and illustrates improved student attendance across the school. The use of this

wall to guide teacher discussion and to inform planning is developing.

Teachers have varying levels of data literacy. Some teachers are analysing data and utilising

the findings to inform decisions regarding teaching and learning.

Each classroom has data displays relating to their students. Alignment of these data sets

across the school is yet to be achieved.

Awareness of the value of data is demonstrated by all staff members and the school’s

administration.

Improvement Strategies

Develop teacher skills in data literacy and administer assessment items, record findings and

analyse student results to adjust teaching and learning strategies.

Implement and embed the school data plan.

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3.3 A culture that promotes learning

Findings

All staff members communicate a deep commitment to providing quality learning

opportunities for their students. Positive and respectful relationships exist between staff

members, students, parents and community members.

Staff members are positive regarding their students and the working relationships within their

classrooms and work hard to meet the needs of their students. Some staff members indicate

limited opportunities to engage with other students and staff members across the school. A

number of staff members suggest improved communication regarding daily changes and

decision making throughout the school would be beneficial.

The school leadership is committed to developing and promoting plans and processes

regarding how staff members and students will engage with school priorities. Most staff

members express limited confidence and knowledge regarding influencing strategic planning

processes within the school. Teachers are cautious regarding school-wide planning and

programs. The directives and expectations of the school’s leadership regarding

implementing school priorities are fulfilled by most staff members.

The school has experienced a significant number of administration changes and acting

positions throughout the past four years. Most staff members indicate this inconsistency is

frustrating and can affect planning, progress and staff member morale. Many staff members

and parents are positive regarding current leadership continuity and are hopeful that a

decision regarding leadership of the school can soon be finalised.

All teacher aides have great pride in the school and work well to promote the school

throughout the community. Staff members demonstrate an understanding of the importance

of establishing and nurturing positive and caring relationships with students and colleagues

and the way this links with successful learning outcomes. Supporting new staff members and

the development of mentoring and coaching programs are identified as areas requiring

support.

The school website, newsletters and MyTime Facebook are effectively utilised to engage the

community. The Parents & Citizens’ Association (P&C) organises an annual fundraising

event which is strongly supported by the wider school community and local businesses. This

event raises awareness of the school and builds respect and relationships within the

community. Celebration of student achievements and recognition of positive behaviour occur

during school assemblies each Friday.

The data profile indicates the overall level of student attendance is 88.3 per cent with 20 per

cent of students attending less than 85 percent of the time. The current Semester 2 2016

attendance rate is 86.9 per cent with 20 per cent of students attending for less than 85 per

cent of time. Data indicates attendance rates are above state special school rates.

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Parents have an obvious sense of belonging and speak highly of the school. The 2015

School Opinion Survey (SOS) indicates 100.0 per cent of parents agree that ‘this is a good

school’. The overall satisfaction level of parents is 99.6 per cent across all survey items.

Data indicates the school is performing above State Special Schools.

SOS results for 2015 indicate that 100 per cent of staff members believe ‘this is a good

school’. Overall staff member satisfaction for all survey items is 96.6 per cent. Staff member

agreement with staff morale being positive at this school is at 100 per cent which is above

the state average.

Improvement Strategies

Develop collaborative approaches to ensure all staff members understand and support

school-wide priorities and practices.

Identify and implement communication strategies to ensure all staff members are aware of

school operational needs and changes.

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3.4 Targeted use of school resources

Findings

The school leadership places a high priority on understanding the learning needs of each

student. Additional teacher aide time is allocated to classes to meet the varying and complex

needs of students.

Teacher aide time allocations are adjusted in response to student enrolment. A teacher aide

is allocated to each class to provide for consistency of instruction and management of

student needs. In some instances teacher aides are shared across high-support need

classrooms to maintain staff member wellbeing.

An additional two hours per week of teacher aide time is allocated to each class to support

resource development. Additional teacher time is purchased to support the Early Childhood

Development Program (ECDC) program.

The school leader implements an annual process for matching teachers and teacher aides.

The formation of class groups is a collaborative process where preference, expertise,

capacity building and constancy are considered.

Education Support Funding Program (ESFP) is utilised to provide additional teacher aide

support for students in out-of-home care. Funds are used to successfully support a student

in a work experience placement.

The current bank balance is $63 956. The Investing for Success (I4S) grant of $14 679 is

allocated to the support of literacy and communication development. The literacy funding

enabled the collection of explicit reading and writing data. The communication initiative

provides additional Speech Language Pathologist (SLP) support to work with teachers in

reviewing student communication goals. This aligns with the school’s AIP priorities for 2016.

Each class teacher is provided with $200 per term to purchase resources and fund class

programs. Access to these funds is valued by the class teachers.

A 2016 professional learning budget of $10 958 is linked to the school’s improvement

priorities. All staff members are provided with opportunities to attend professional learning

activities which align with the school priorities and individual staff member learning goals.

All teaching staff members were provided with three days to support the development of

curriculum unit plans, the gathering of assessment evidence, and the Gradual Release of

Responsibility (GRR) pedagogy. The school leader believes greater benefit will be realised

by engaging with the North Queensland Region Quality and Teaching Framework

pedagogical process at the earlier level of clarity.

Two twilight sessions focused on developing staff member understanding and support of

students with autism and functional communication training presented by the regional autism

coach. PD regarding Team-Teach is scheduled for Term 4.

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Improvement Strategies

Determine the PD priorities for school improvement in consultation with regional and school

staff members.

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3.5 An expert teaching team

Findings

The school undertakes a range of professional learning activities to enhance the capability of

staff members. A documented professional learning plan 2016 outlines key PD activities that

will occur throughout the year for teachers, teacher aides and ancillary staff members.

School professional development days are used to provide staff members with a range of

school selected and department required professional learning. Staff meetings provide some

opportunities for the sharing of teaching and learning expectations. Meetings rotate on a

three week cycle which includes whole of staff meeting, teacher meeting and case

management.

Staff members are supported by the school to attend a range of professional learning

activities. Alignment to the school’s improvement agenda and the specific professional

learning needs of staff members varies. Professional learning priorities including the need for

disability specific knowledge, specialised communication approaches and data literacy are

recognised.

The annual Performance Development Planning (PDP) process is enacted in the school. All

staff members have development plans. The school leadership meets with teachers and

teacher aides to develop and review the plan. Some staff members believe the plan is a

compliance exercise while other staff members believe their learning needs are being met.

The school has developed an EI walkthrough record process. Teaching and learning walks

are yet to commence this year. There are some informal mentoring processes established.

Some staff members comment that opportunities exist for improving feedback and support

processes in the school.

Strategies are developed through school professional development days, staff meetings and

in-school planning sessions to assist teachers. The school leader provided three full days to

all teachers to discuss and plan curriculum. The success of this day was limited and the

school leadership is investigating improved ways to support and engage teachers in

collaborative planning and professional learning opportunities. Teachers report they value

informal professional sharing.

The principal is part of the North Queensland Region Professional Learning Community

(PLC) which meets each term and offers collegial support and PD programs. The principal

attends the annual Queensland Association of Special Education Leaders (QASEL)

conference in Brisbane and the school is a member of the Special Education Curriculum

Cluster (SECC).

All staff members are committed to the improvement of learning outcomes for all learners.

The school leader is strategic in identifying staff member strengths and the developmental

needs of staff members. Creating consistent staffing expertise to maintain continuous school

improvement in rural location schools is a need understood by the school leader.

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Improvement strategies

Implement teacher feedback, mentoring and coaching processes to enhance effective

teaching and learning practices across the school.

Identify teachers with curriculum and pedagogical expertise to build staff members’

confidence and capability in meeting the learning needs of all students.

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3.6 Systematic curriculum delivery

Findings

The school has a documented plan for curriculum delivery and assessment. The plan aligns

with the AC and accesses the Curriculum into the Classroom (C2C) Students with

Disabilities (SWD) unit plan resources. Teachers develop classroom unit plans informed by

the AC learning areas including English, mathematics, science, history, geography, health

and physical education and the Arts.

Raising awareness to other general capabilities including Information and Communication

Technology (ICT) capability, critical and creative thinking, personal and social capability, and

ethical behaviour and intercultural capability has commenced. Specific attention is given to

unpacking personal and social capability as a means to programming for the individual

needs of students.

The implementation of curriculum, content and unit planning remains the responsibility of

classroom teachers. School-wide systems for unit planning, time allocation per subject,

subject selection and targeted use of resources are developing. Most staff members are

unsure of the current balance between the AC, student needs and evidence-based

approaches to support teaching and learning.

Moderation processes to assist teacher judgement of student learning occurs at a regional

level with the North Queensland Region PLC twice a year. Formalised school-based

moderation practice is yet to develop.

ICP for all students are completed and align to the AC. The understanding regarding the ICP

meeting student needs is not clear amongst many staff members and parents. Some parents

do not participate in the development of the ICP.

Planning in the senior phase of schooling is challenging due to enrolment inconsistency in

this section of the school. The school has no students currently eligible to use the Guidelines

for Individual Learning and the Queensland Certificate of Individual Achievement (QCIA).

A communicated rationale behind class and staff grouping decisions, resourcing and PD

opportunities is challenging in the small school setting. Beliefs regarding curriculum

development and learning priorities to meet the needs of all students differs amongst some

staff members.

School expectations regarding assessment are explicitly stated in the assessment schedule.

A revised range of diagnostic and standardised assessment tools are utilised by teachers.

The extent to which data analysis is informing curriculum decision making is limited.

Teachers report on OneSchool using the state-wide achievement scales. Reporting

protocols are understood by teachers.

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Improvement Strategies

Develop meaningful ICP processes and documentation which are respectful to student

needs and valued by students, staff members and parents.

Develop a whole of school curriculum plan aligned to the delivery of the AC to enable the

development and tracking of units, alignment of assessment and moderation processes and

enable resource sharing.

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3.7 Differentiated teaching and learning

Findings

Students at the school are grouped into four classes. Five students attend part-time in the

Early Childhood Development Program, (ECDP). The 16 school-aged students are placed

into one junior class of 5 students, one middle school class of 6 students or one senior class

of 6 students. Classes are grouped to best align with the students’ year level. The 16

students range from Prep to year 10.

All teachers recognise the need for comprehensive and relevant data regarding individual

student’s capabilities and learning needs. Data collection and analysis to inform teacher

planning is developing.

The leadership team promotes the use of differentiated teaching as the strategy for ensuring

that each student is engaged and learning successfully. This is apparent in the areas of

reading and communication which are supported thorough I4S funds. Some staff members

suggest further opportunities for in-class support would be welcome.

Differentiation in the area of communication is targeted through the introduction of the

communication matrix, communication screen and PM Reading Assessments for P-2.

The school’s Pedagogical Framework 2016-2019 articulates a strong commitment to

differentiation. Teachers differentiate at the unit planning stage and transfer this into learning

episodes through modifying goals and learning expectations.

Learning goals for individual students based on the data provided by the monitoring,

observation and assessment strategies are developing across the school.

The ICP allows for the recognition of individual learning needs relevant to the AC. Some

students have personalised learning goals identified by the teacher and parents. Access to

specialised equipment and resources to meet the individual needs of students is apparent.

Some staff members question the extent to which the AC is meeting the needs of students.

Under the banner of ‘Kids Matter’ a whole school positive behaviour program operates within

the school rules of a ‘Being Safe, Being Respectful’ and ‘Being a Learner’. Some students

are able to articulate the rules and their meaning. Each class has a reward system

supported by visuals to help reinforce the three school rules. Individual behaviour support

plans are developed when necessary to support complex needs.

The Girls Club group operates under the curriculum area of health and physical education to

target the needs of girls in the school. The program is well supported by staff members and

students.

Improvement Strategies

Identify processes and documentation to support the development of personalised learning

plans.

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3.8 Effective pedagogical practices

Findings

The principal accepts responsibility for driving improvements in curriculum teaching and

learning. The principal, teachers and teacher aides are committed to providing quality

teaching and learning programs.

The school has a pedagogical framework based on the Dimensions of Teaching and

Learning (DoTL). This document provides staff members with clear detail regarding school-

based information in each of the dimensions of curriculum intent, feedback, assessment, the

teaching and learning sequence and making judgements. There is some evidence of

teachers using EI as a key component of their pedagogy.

Understanding of evidenced-based approaches in the teaching of school-wide mathematics

and reading is limited. The principal identifies the need to review relevant research and link

with like schools to investigate future planning for mathematics and reading programs in the

school.

Some staff members and parents raise concerns regarding the prioritisation of literacy and

numeracy programs ahead of the development of other essential life skills. Flexible and

responsive programs to meet student learning needs are created by some staff members.

Staff members are identifying the importance of formalising communication approaches

throughout the school. Various practices are emerging across the school including,

Pragmatic Organisation Dynamic Display (PODD), Picture Exchange Communication

System (PECS) and Braille. Provision of additional support, training and expertise to

students, staff members and families is identified as a priority by most staff members. The

consistency of communication approaches across the school is variable.

Most classrooms provide evidence of student learning priorities and goals are displayed on

walls. Classrooms provide stimulating safe environments to support and engage students in

their learning programs.

A number of staff members comment that there are limited opportunities provided to them to

share practice with peers and receive feedback from colleagues or outside expertise. Some

staff members comment that they are overwhelmed by the variety of pedagogical models

and approaches. Most teachers select an approach or model that suits their classroom

needs and teaching style. Consistent pedagogical practices are yet to be understood and

embedded across the school.

The principal is highly committed to exploring evidence-based practices. External PD

opportunities are limited.

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Improvement Strategies

Determine which evidence-based models and practices best support the school-wide needs

of staff members and students.

Embed school-wide feedback models of support for all teachers and determine specific PD

priorities with staff members.

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3.9 School-community partnerships

Findings

Parents and families express that they are valued as partners in their child’s education. The

school keeps them informed through a range of strategies including daily communications,

newsletters, school website and a major annual fundraising event. Parents report they ‘love

this school’ and are highly supportive of the principal and all staff members. A new QParents

mobile application is soon to be available to all parents.

The school has established partnerships with the local secondary and primary schools. A

pathway for the transition of two students to Ayr State School and Ayr State High School is

established. A third student is currently successfully transitioning to East Ayr Primary School.

The principal receives mentoring and collegial support offered through the Assistant

Regional Director (ARD) and the leaders of Mt Isa Special School and Townsville

Community Learning Centre.

The leadership team is part of the Mount Isa Coalition of State Schools (MICOS) and the

North Queensland Region PLC community which meets each term and offers collegial

support and PD programs for school leaders. The leadership team attends the annual

QASEL conference in Brisbane and are members of the Special Education Curriculum

Cluster (SECC).

Access to knowledge and experience in special education and regular local professional

learning communities is a challenging for many staff members.

The partnership with parents and carers is strengthened by the MyTime program which

successfully brings parents and carers together with those from other schools each month.

Guest speakers are provided and a social activity is offered each term. The success of the

program is largely attributed to the school chaplain. Funding to support the program is

accessed through the school’s links with the Cerebral Palsy League.

Positive connections to the community are demonstrated by the willing support provided by

the business community in offering work experience placements for senior students. Under

the Adopt a Counsellor Program the school has established a strong advocate in John

Woods, Deputy Mayor of Burdekin Shire Council, who promotes the school and its needs

through his engagement in the Ayr Rotary Club, the Burdekin business community and the

Shire Council.

The school is working towards a significant fundraiser involving live entertainment and an

Australian celebrity. Representatives of the school and local community view this event as a

large scale fundraiser with the opportunity to raise the profile of the school throughout the

community. The level of community commitment to making the event a success

demonstrates the valuing of the school by the local community. The school is held in high

regard throughout the local community.

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Parent engagement is seen as a positive feature of the school by staff members and the

leadership team. Parents express their satisfaction with the detail provided in student

biannual reports. The SOS survey results of overall parent and carer satisfaction of 99.6 per

cent demonstrates the positive manner in which the school is viewed.

Parents state that the leadership team is approachable and the office staff members are

welcoming and interact with parents in a friendly, efficient and supportive way. A small but

committed P&C manages the fundraising activities and is appreciative of local businesses

which support their fundraising efforts.

The genuine concern for and appreciation of the students and their well-being is apparent

amongst all staff members. The dedication and enthusiasm of long-serving teacher aides

and their commitment to advocating for the needs of every student is recognised.

Improvement Strategies

Identify partnerships which provide all staff members with opportunities to access relevant

professional learning in line with specific staff member needs and school priorities.