Tanya Scanlan

Steve Hastwell

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Stradbroke School began 2018 with an enrolment of 821 students. 19% of students’ access school card, 5.7% are identified asstudents with disabilities and 24.8% are identified as EALD students (English as an Additional Language or Dialect).

Our core business is to provide a strong, contemporary education for our students, educate them for the future and help them toreach their potential in life.

We are authorised to offer both the internationally accredited World Class IBPYP and IBMYP programmes. We value thecultural diversity of our community which is recognised and celebrated through our school transdisciplinary program.

The Reception teachers have investigated the Walker Play Approach focusing on developing a play program based on theeducation of the whole child, personalised learning, explicit teaching, skills in literacy and numeracy, self-efficacy andself-management. They have worked hard to collaboratively develop their practice to ensure the learning program is designedto optimise young children’s learning through a play based pedagogy.

An early years educator, science teacher and Year 2 class were involved in a 3D Printing Project. Developing learning throughthe STEM disciplines to engage and challenge learners and to grow and enrich their teaching pedagogy. The Year 2s designedand printed 3D pencil holders to ensure they no longer lost their pencils.

In Term 3 the Year 5 Primary Years Programme Exhibition was held. The Exhibition involved students working collaboratively toconduct an in-depth inquiry into real life issues or problems; demonstrating all of the essential elements of the PYP culminatingin a night of sharing with the whole school community.

Students from years 5, 6 and 7 participated in a program with NMHS called STEMies. This program built capacity of ourstudents’ knowledge, understanding and application of STEM problem solving through a mentoring program.

The Year 7 Stradbroke School State Da Vinci Decathlon Team was invited to compete at the National Da Vinci DecathlonCompetition- Knox Grammar School in Sydney, NSW. Students competed across 10 disciplines, engineering, mathematics,chess, art and poetry, science, English, ideation, creative producers, cartography and general knowledge. A great opportunityfor the students to use their higher order thinking skills, problem solving skills and creativity.

It really does take a community to raise a child and I am proud to say that we have a very special community here at StradbrokeSchool. Our school is full of awesome students, great teachers, a professional leadership team, specialist support staff andwonderful parents and volunteers. I take this opportunity to recognise everyone that played a part in providing a highlyregarded learning environment for our students. As our historic gumtrees continually change their leaves, they keep their solidroots, so too does Stradbroke School change their leaves- our students, staff, learning methods, technology and site- we retainour solid roots and Stradbroke School community values.

There has been significant change this year. I congratulate Tanya Scanlan on her appointment as Principal of Stradbroke. Icongratulate Greg Johnston, our former Deputy Principal, on his promotion to a DECD Leadership role. The school appointedSara Scott and Sheree Wingard as the Acting Deputy Principals, Tania Ireland as our new Business Manager and RebeccaWaddingham as the Student Services Officer and a number of new teaching staff. In 2018 we welcomed over 97 new receptionstudents and 23 Year 1 -7 students as we farewelled 95 Year 7s at the end of the year. I commend Tanya Scanlan and theprincipals before her, for building such solid roots that although we lost a lot of leaves, and even a few branches, Tanya and herteam have managed this significant change with aplomb.

I sincerely thank Rebecca MacQueen our OSHC Director for her excellent leadership of this growing facility and thank her andher team for the quality service they continue to provide to our community.

We have an extremely well-run School Canteen. I thank our canteen manager, Kate Majewski for her leadership of the canteenand the wonderful volunteers who help each week.

We recognise the continued dedication and work of the leadership team, teachers, school service officers and grounds staffwho make this school a wonderful place of learning for our children.

Thank you to the Governing Council and committees and school volunteers for their dedication and work throughout the year.Please consider the rewarding volunteer opportunities at Stradbroke.

I commend this annual report to our community. It is a great insight into our wonderful school and the direction that thestudents, teachers and staff are taking it.

Steve HastwellGoverning Council Chair

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Stradbroke School staff were involved in a Morialta Partnership PD initiative with Lee Watanabe-Crockett, to develop strategiesto engage students with how to solve real world problems using the 6D’s solution fluency model. This learning continued to bedeveloped through a site action team and staff meetings.

Two staff members participated in STEM 500 and became STEM leaders in technologies. They shared their learning andinsights at staff meetings and through mentoring programs.

Staff were identified to participate in the final 7/8 Collaborative Inquiry Project with NMHS to improve the design, delivery andassessment of STEM units in a collaborative setting. As a result of this project the Partnership has seen an 8% increase infemales considering a career in mathematics, 6% of year 7 females no longer considering science as a difficult subject, another6% of year 7 females believing that they will need Science for their future work and a 20% increase in year 7 females’self-efficacy in technology. Stradbroke teachers were identified to present their high level of success in student agency at thefinal collaboration day.

A range of additional learning opportunities have seen an increase in student participation in STEM activities, such as;STEMies, Digital Leaders, lunch time Code, Lego and Chess Clubs, STEM Ambassadors and STEM Professional Developmentfor STEM student leaders in Morialta Partnership. The 7/8 Collaborative Inquiry Project provided the students with the chanceto critically and creatively articulate their thinking and learning to community members at the first Stradbroke School STEMshowcase.

Learning Design, Assessment and Moderation (LDAM) in Term 2 Stradbroke staff met with teachers from across the MorialtaPartnership to take part in a moderation day. Year level teachers worked together to moderate a maths portfolio of workpresented by each teacher; culminating in assigning a grade for the samples, justifying their response and providing feedbackto the teacher. Specialist staff focused on critical and creative thinking within their subject. In Term 3 teachers from thePartnership met again in a cross-site staff meeting to further explore formative assessment in their classroom context and shareresources. Moderation work will continue into 2019 led by the LDAM network comprising of members of leadership and stafffrom all sites. The focus will be on formative assessment.

This year we have had 5 Early Career teachers on site. Site leaders, mentors and colleagues have worked together to providea professional network and targeted learning for our new graduates. They accessed coaching opportunities, were involved inthe Felixstow Portfolios EC career development program and worked in year level PLCs. Feedback from EC teachers hasindicated they feel more confident and have further experience in teaching literacy and numeracy, differentiating tasks andassessment and reporting.

A focus on building on, scaling up and embedding PLC practice across the school site. This has included the introduction of aleadership PLC, defining PLC purpose and structure, protocols and tools to guide the work of leaders, mainstream andspecialist teachers R-7. The focus has been, deep analysis of school data, creating an intentional inquiry, building and sharingteacher expertise, curriculum differentiation, precision planning and assessment, moderation and enriching teaching practice.Teachers have been provided with time during the school day to meet in year level/specialist groups and are supported by amember of the leadership team. This systematic approach has enabled teachers working in PLCs to work with clear purposeand focus on intervention and improving achievement for all students.

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In 2015 analysis of NAPLAN Numeracy data identified top two band retention in Numeracy between year 3-5 as an area forimprovement. Each year 30-50% of year 3 students achieve in the top two bands however many of these students do not retainhigh band achievement at year 5. Through an analysis of PATM data at year 3 and year 4 we were able to identify the studentsmost likely to be retained and those at greatest risk of not being retained. Beginning in 2016 we implemented Focus Groups forteachers at years 3, 4 & 5 - a structure based on the duFour professional learning community model. Through the FocusGroups teachers examined the learning of identified students and intentionally targeted their teaching to addressmisunderstandings. This rigorous focus increased our year 3-5 NAPLAN Numeracy retention rate from 48% in 2016 to 86% in2017 and our mean score rose by 13 points and was the highest mean score achieved at Stradbroke over the past 10 years.Following the success of this model, at the end of 2017 all teachers examined their student's NAPLAN and PAT data in yearlevel teams in Numeracy and Literacy. Through this analysis teachers identified an area for improvement in either literacy ornumeracy and identified a group of students who became the focus group for 2018 PLCs.In 2018 our Focus Teams responded to analysis of trend data including:- a focus on reading at year 7 in response to a drop in students achieving the year 7 SEA- a focus on top two band retention in writing at year 5 and year 7- continuing to target the students identified for top two band retention in year 4 and 5

Analysis of our NAPLAN data over the past 6 years reflects sustained improvements in student achievement dataNAPLAN Reading high band achievement increased:- at year 3 from 38% (2013) to 56% (2018)- at year 5 from 26% (2013) to 45% (2018)NAPLAN Numeracy high band achievement increased:- at year 3 from 31% (2013) to 40% (2018)- at year 5 from 10% (2013) to 36% (2018)

In 2019 our Focus Teams will respond to analysis of trend data including:- a focus on reading at year R-2 in response to a drop in students achieving the SEA- a focus on writing at year 3-5 , particularly the use of rich vocabulary in response to an analysis of NAPLAN Writing data- a focus on Numeracy at year 6-7, particularly problem solving

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The community is aware of attendance expectations and responsibilities. Early identification of irregular attendance,non-attendance, lateness & intervention is a site priority. Parents, school & support agencies work in partnership to manageattendance & lateness issues. Staff work hard to create a safe & friendly school climate, provide quality educational programsto engage students & build strong relationships with students. In 2018 attendance reflects a slight .9% increase. Attendancehas remained within the 93.2-94.1% range over the past 5 years.

Stradbroke School is committed to creating a safe, supportive and respectful teaching and learning community. Weacknowledge the strong interconnections between student safety, student wellbeing and learning. Guiding documents includethe Stradbroke School Behaviour Management Policy, the Anti-Bullying and Harassment Policy and the Stradbroke SchoolBehaviour Code. Play is the Way was implemented in 2016 and behaviour education conversations are guided by the 3Rs –Reflection, Repair and Restitution. Negative incidents and bullying have decreased in 2018. There were 22 suspensionsinvolving 8 students. Incidents of low level negative behaviour were dealt with by classroom teachers and when necessaryinvolved leadership and families.

The online Parent Opinion Survey is completed biannually and occurred in 2017. As a result of the survey completed in 2017, atrained 123 Magic and Engaging Adolescents staff member, offered courses for interested parents in contemporary parentingapproaches. Staff leading intervention programmes communicated with parents at the commencement of an interventionprogramme to explain and provide information about supporting learning at home. In 2018, Kylie Shipard, Student WellbeingLeader, facilitated the parent network, to promote a stronger community feel. The challenge for this network in 2019 is to sourcea school community member who would be prepared to take on the responsibility of coordinator for the parent group.

Students in Year 4 – Year 7 participated in the Wellbeing and Engagement Collection (WEC) in 2018. The WEC data provideda valued insight into the students' wellbeing and their engagement with school. Identifying what drives children, makes themfeel supported and what they need to develop will determine the differentiated support required to help them reach their fullpotential. Strengths and areas of growth during 2018 have been emotional engagement with teachers, academic self-conceptand friendship intimacy. Areas to focus on for 2019 include emotional regulation, overall health and combating verbal bullying.

Early on in 2018, students in years 3-7 completed a school developed bullying and harassment survey. The purpose of thissurvey was to identify specific children who required support. In response to the survey needs of students were addressedthrough classroom pro-social skills programmes, 'Play Is The Way' and Child Protection Curriculum, and targetedindividual/small group programmes, 'What's The Buzz" programme, run by the Wellbeing Co-ordinator and Pastoral SupportWorker.

The organisational climate surveys, which are conducted bi-annually, have continued to provide direction for staff development.The 2017 responses indicated an increase in the understanding, engagement and efficacy of the performance developmentprocesses. During 2018 the Growth Coaching Model was continued with the training of staff in relation to guided reading andliteracy circles. In 2018 a staff member was elected as a Health & Safety Representative (HSR) and attended level 1 training.

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All parent & community volunteers at Stradbroke attend volunteer training in Reporting Abuse & Neglect (RAN).If a volunteer isa coach/camp supervisor they must have a DECD Relevant History Screen.The Student Services Office maintains a databaseof the details of volunteers with DECD Relevant History Screening & when due reminders are provided to them to re-submit thepaperwork. All TRTs are required to provide copies of their current registration, pre-service teachers must provide a copy oftheir Criminal History Screen. In 2018 approximately 90 volunteers attended RAN training at Stradbroke.

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