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Charters Towers Central State School
PO Box 64
Charters Towers
QLD 4820
Telephone: Primary (07) 47872427
Prep (07) 47872194
Special Education (07) 47871949
Fax: (07) 47872481
Email:
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Website: www.chartowess.eq.edu.au
2006 Annual Report
Principal’s foreward
Introduction
Literacy and numeracy learning is our primary focus and is imbedded in all learning activities.
The school supports the special needs of students experiencing a range of disabilities and learning difficulties.
Embedded cultural change that generates positive views about the school, the students, parents and staff is another priority for the ‘Country school in the middle of the ‘City.
Future Outlook
The teaching staff is firmly focused on improving student literacy results. Strategies and programs are being developed to maintain the trend for improved results. Using a suite of planning tools teaching staff have access to very effective planning – ACTSS (Alliance of Charters Towers State Schools) 10 step planning process.
Additionally staff will maintain strategies to improve numeracy results through a revised program that was developed through a process of professional development and subsequent planning workshops in 2006.
Improved financial management over recent years will enable the replacement of significant assets including the school photocopier (to be paid for in full) and ceasing the lease on the previous machine and the complete replacement of computer hardware in the computer lab.
Additionally we are moving into MOE (Managed Operating Environment) and the purchase and installation of a single server for both Curriculum and Admin.
Our strong financial management in recent years will enable the purchase of other significant assets over the coming years including the replacement of the mowing tractor.
Our School at a Glance
Charters Towers Central State School is:
Coeducational.
Preparatory Year to Year Seven.
Inclusive - a special education unit.
A small school with an enrolment of 185 students.
Curriculum offerings
· New Basics Curriculum.
· Special Needs Curriculum including Individual Education Plans.
· Focus on Literacy, particularly in the early years.
· A fully operational computer lab. as well as computers in each classroom.
· A highly developed assessment, moderation and detailed reporting process.
· Distinctive Curriculum programs such as THRASS (Teaching Handwriting, Reading and Spelling Skills), FELIKS (Fostering English Language in Kimberly Schools) and Soundwaye.
· Perceptual Motor Program (PMP)
Strong planning on the Education Adjustment Program (EAP)
Extra curricula activities
Active After School Sport (Soccer)
Social climate
Given that the school is located in the older part of the city and the community population is in decline, management and staff are making the adjustment to a small school environment. This is seen as a positive and the school is being promoted in the community as the ‘Small Country School in the Centre of Town’. For parents and students the small school environment offers a friendly and familiar setting.
Several community organizations including the ministers’ fraternal, CTSHS (Charters Towers State High School), CDEP (Community Development Employment Program), ACTSS, Qld Police Service, PCYC and a large local mining company are actively involved in supporting the school through Life Pathways, SHS (State High School) Pathways, the Breakfast Program, Homework Program, Active After School Care and Religious Education. These programs include pastoral care.
Behaviour management operates around the philosophy of Christine Richmond, a Queensland based teacher and author. A key focus is on intensive professional development for staff, which is conducted annually through individual teacher profiling and workshops.
Involving parents in their child’s education.
Opportunities for parents to become involved in their child’s education include:
A Parents and Citizens Association.
Working in the Tuckshop that operates five days per week.
Assisting with reading or other activities in classrooms.
Active involvement in learning eg. role modelling
Active After School Program
Written reports and Face-to-face reporting to parents/caregivers on student progress occur twice per year.
Our Staff Profile
Qualifications of all teachers
Expenditure on and teacher participation in professional development.
· The distinctive skills of the teaching staff and staff development priorities for 2006 were:
· Focused on further improvement in student literacy outcomes and results.
· THRASS Training for all teachers and teacher-aides involved in literacy teaching roles.
· Training on taking and analyzing running records.
· ESL (English as a Second Language) Training: Including the use of Bandscales and FELIKS.
· Behaviour management training – Christine Richmond Microskills.
· Revision of numeracy program.
The involvement of the teaching staff in professional development activities during 2006 was 100 %.
Average staff attendance
For permanent and temporary staff and school leaders the staff attendance rate was 97.7% in 2006.
Proportion of staff retained from the previous school year.
From the end of the 2005 school year, 78.4% of staff were retained by the school forthe entire 2006 school year.
Performance of our Students
Student attendance
The average attendance rate as a percentage 2006 was 88.6%.
Key outcomes in the early and middle phases of learning
Our reading, writing and numeracy results for the Queensland Years 3, 5 and 7 Literacy and Numeracy Tests.
Other Key Outcomes
Intervention:
Students attending our Reading Recovery program have, over the past year, in 8 week blocks shown a remarkable improvement and are at a acceptable reading levels for continued mainstream literacy.
Charters Towers Central State School employed teacher aides to work exclusively with intervention, focusing on Aboriginal & Torres Strait Islanders students, and those who had been identified through state-wide and in house testing programs as being in need of extra support. Focus was on reading throughout the school for the past three years, with observed noticeable improvements. This was reflected in state wide testing results and school based tests, and showed an increase in literacy levels in the junior classes. A concerted effort is being made to encourage community volunteers to work with all classes on their reading skills.
Through continued Breakfast Program implementation, students are more focused on learning.
Creating a safe, tolerant and disciplined environment for students and staff.
Parent, student and teacher satisfaction with the school
The 2006 School Opinion Survey showed that 57 % of parents and 85.0 % of students believe that they are getting a good education.
82% of parents/caregivers are satisfied that the school is a good school.
80% of staff members are satisfied with the moral in the school.
The overall responses from all students were in the satisfied range and above the State average.
The overall responses from all parents were in the satisfied range and below the State average.
The overall responses from all staff were satisfied, which indicates a positive response, but below the State average.
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