Every three years state schools must undertake a comprehensive review of school operations and students achievement. Based on this review and future directions set by the State Education system, all state schools must then define a strategic direction for the following three years. 

 This strategic plan forms the summary of our school’s review as well as outlining future direction. It is based on data obtained through:

�     a whole of school community survey

�     considerable discussion with members of the parent community

�     in depth staff consultation including staff surveys and interviews with an independent person

�     school based information

�     information obtained from the corporate data warehouse

�     interpretation of Education Queensland strategic documentation

�     a review of our 3 year plan from 2004 - 2006.

 

The school’s yearly operational plans and report will detail how we are to achieve the targets set in this document as well as a review process.

 This school strategic plan was developed in consultation with our school community. 

 

Statement of Purpose

 The primary function of Sunbury State School is as a place of academic and social learning with a sharp focus on:

�     The development of functionally literate & numerate future citizens who are strategic thinkers, risk takers with a sense of personal competence and pride

�     The provision of a supportive, warm, nurturing, respectful, caring and safe environment for students and staff

�     Challenging children – academically, socially, culturally, emotionally

�     Developing life long learners through fostering a love of learning

�     Recognizing that it is the positive relationships between staff and students that are fundamental for success.

 

School Community Context

 Sunbury State School is a co-educational primary school providing a quality education for all students from prep through to year 7. Our school serves a diverse community which is made up of a range of families who have made lifestyle choices to live on small acreage allotments, farming families, families who live in housing commission homes as well as families who own their own homes. Our school draws its enrolment mostly from the outlying Maryborough areas of Oakhurst Gardens, Yengarie, Aldershot, and the local suburbs of Baddow and Sunbury.

 We enjoy a cohesive community where we strive to work together to achieve the best for students.  We celebrate success and diversity and recognize that different people work in different ways.  Positive relationships with students and their families maximize learning outcomes. Our unique school community is characterized by:

�     Steady enrolment growth

�     Often being described as a school of choice by many local Indigenous families with around 15% of our students from an Aboriginal or Torres Strait Island back ground 

�     Approximately 6% of our students are identified as having a disability. These students have an individual education plan and are supported by both class teachers and the specialist staff of the “beehive” (special education class)

�     A range of family structures including two parent families, single parents families, children living with grandparents or carers, and same sex families

�     10% of the student population has been appraised as having a learning difficulty and are working on a modified program

�     The richness that our four students from a non-English speaking background provide for our school.

 At Sunbury we work towards students recognizing that they are part of a school community and that our school community is part of the wider and global communities.

 

 

 

 

 

 

 

 

Our enrolment data shows a steady increase in student numbers. Census data is collected in February and August each year.

 Whilst enrolment increase is a definite trend, so is the increasing rate of transience with our school community.  Consequently, even though we have significantly higher number of student enrolled at the school, we have more children who come and go.   

 

During the past three years student attendance was monitored daily and our policy for absenteeism followed strictly. Sadly, despite this, student absences remain at an alarming rate. Contact with JAB and the Department of Child Safety are part of our policy and common practice.   There is no doubt that student absenteeism negatively impacts on the learning outcomes of our student population.

 

Year	Number of students absent for:
	0 days	1 to 6 days	7 to 12 days	>13 days
2001	66	71	103	88
2002	10	121	110	119
2003	63	150	104	107
2004	21	151	93	161
2005	40	116	103	160

 

Further analysis of the data shows that in 2005  of the 160 students absent for > 13 days:

Number of days absent	13 – 19	20 –30	31-40	41-50	51-60	61-70	71-80	> 100
# of students	69	52	20	9	4	2	3	1

 In our recent parent survey, we asked families to comment directly on the alarming student absence data. The responses indicated that parents are also worried about the number of children staying away from school.  In general they explained the data as:

�     Student illness, or

�     A lack of value placed on education in some families.

 Our parent community told us through our survey that they believe there are many things that our school does well including (direct quotes):

�     Encouraging all kids to have a go at everything and to do their best

�     Is aware of the needs of the individuals and addresses issues quickly

�     Prepares my child for life in education

�     Community involvement

�     It does well in promoting a positive approach to each individual student – a very happy encouraging environment

�     Positive influences on children

�     Brings out the best in each child.  I love the reward systems and I love the way that you help children reflect on the way they behave or behave inappropriately

�     Teachers are very approachable

�     Provides a good mix of things for kids to do –both educationally, musically and sporting

�     Encourages our kids to be healthy through better tuck shop menu, daily activity and healthy eating. Great new playgrounds and equipment to use

�     Sunbury works as a team and care of one another is fostered and encouraged

�     Each person involved in the school is working towards the common goal of helping each child in their learning process.  There doesn’t seem to be any dissension from this goal.

 Our surveys also indicated that there are some issues where parents have varying opinions often which are in direct conflict.  For example, most parents indicated that they believe the behaviour management processes in place and processes in place to prevent and deal with bullying are very effective, where as a small minority indicated they were very dissatisfied with this.  The same conflict was evident in the issues of general communication between school and families and vice versa. The issues around bullying and behaviour management will be addressed through the implementation of our school’s code of behaviour with parent communication and involvement a strategic focus for the next three years.

 

Learning

Learning Outcomes

Our school prides itself on catering for individual and group needs by embracing and valuing difference within our community. Through a wide variety of processes students gain the confidence and support needed to engage in an interactive curriculum at an individualized pace. These processes include: 

�     High expectations of student behaviour and self-management

�     Positive relationships between teachers and students are recognized as pivotal to the teaching and learning process 

�     A focus on the development of student leadership across all year levels

�     An engaging curriculum that encourages diversity in teaching and negotiation from students

�     High levels of human resource support particularly in our junior primary years with focusing on the acquisition of literacy and numeracy skills as well as social and personal learning

�     Inclusive practices which sharpen the focus on individuals through modification of class and school practices ensuring that opportunities for academic, social, physical and emotional successes are available for all students

�     The employment of a range of teaching strategies that match the different needs of the students in different phases of learning.  Eg recognizing that middle years students learn through active manipulation and physical engagement with the world around them and teachers linking this learning from theory to practice.

 

Our classes for the past three years have been able to be arranged in a traditional year level approach with student numbers allowing for 2 drafts of each year level including the two classes of part time prep program.  Teachers have chosen to work in partnership or separately in each of these year levels with there being the opportunity for sharing of ideas, resources and planning.  Teachers have team meetings each fortnight, with  a whole staff meeting and staff lead professional development once a month.

Our teacher aide staff have been an invaluable resource to support student learning and school’s operations.  Staff at other schools have often commented jealously about the levels of teacher aide support for our classes.

  Quality relationships and positive interactions flourish in a positive climate, the hall-mark of which is mutual respect.  At Sunbury we aspire to build students with integrity, positive self-esteem and citizenship. As such we have developed a set of standard expectations which are based on a common set of values which are described in the diagram below.

 

Learning Performance Data and Reporting to Parents

 Our school has a range of assessment processes which we rely on to determine individual children’s needs as well as student cohort needs.  This data informs teachers’ planning, teaching and assessment. We use our student’s individual literacy profiles which are based on staff assessments, standardized tests, individual assessment tasks and work samples over time, to keep staff, students and parents well informed about student progress.

 Every year teachers compile formal written reports which are issued to parents at the end of each semester. Opportunities are provided for parents to discuss these reports in further details with teachers during parent teacher interview sessions.  However, at Sunbury if we have a concern or an issue we do not wait until the end of each semester to communicate with parents. 

 We believe that it is critical that parents are included as partners in education, so we are in regular contact with our families. 

In the past three years most teachers have generated computer produced reports to parents which provide an indication of how their child is developing in comparison to what is expected for a child of their age.  In addition, teachers have modified the reports to ensure that the units of work that the children have studied are also reported upon. The levels of support that each child receives and number of days absent is also documented through these formal report cards. Modified school reports are created for students with significant learning difficulties or for those students who have a disability. 

 All students have an individual port folio which is kept up to date with a variety of types of data.  Standardized assessments, teachers assessment tasks, work samples, reports from specialists such as paediatricians, Guidance Officers, Speech Language Pathologists, Occupational Therapists and specialist teachers are all kept together in these portfolios and are used as a learning record.  At the end of each year, these portfolios are passed on to the new class teachers with opportunity for discussion between current and previous teachers proving to be very valuable. 

 The Year 2 Diagnostic Net, process promotes the effective learning and teaching of early literacy and numeracy. It supports teachers in developing learning programs that address children’s diverse needs.  It involves a process in which teachers:

�     Observe and map all children’s progress using developmental continua for aspects of literacy and numeracy

�     Validate observations of children requiring additional assistance through specifically designed assessment tasks

�     Provide appropriate learning support to children by way of intervention programs;

�     Report to parents about these aspects of children’s literacy and numeracy learning and development.

 

The developmental continua/individual student profiles provide a framework of milestones, or key indicators, of children’s development in aspects of literacy and numeracy. Key indicators which provide additional detail about children’s learning are clustered together into phases of development.

 Sunbury Year 2 Diagnostic Net figures:

	% of all students requiring additional support for:
	Reading	Writing	Number
2001	40	32	38
2002	41.9	25.6	34.9
2003	37.2	27.9	23.3
2004	13	9	23
2005	51	18.4	49
2006	27.5	23.5	27.5

 

 

 

 

 

 

 State Wide test data is used mainly at our school to track students’ growth and development over time. Every year students in years 3, 5 and 7 in all state schools are required to sit formal tests developed by the Queensland Studies Authority. At our school, we recognize that this data is the result of one assessment device on one day with no lead up preparation or development for content or process. Our state wide test data shows an overall improvement over time in both literacy and numeracy.

 Year 3 state wide test data 

	Mean score all Year 3 Sunbury students		Mean score all Year 3 students state wide.		% of Year 3 Sunbury Students identified as being in the bottom 15% of state
	Literacy	Numeracy	Literacy	Numeracy	Literacy	Numeracy
2002	489	487	521	540	32	39
2003	510	491	533	534	33	42
2004	518	510	530	529	16	24
2005	527	516	522	536	13	21
2006	510	470	523	523	17	38
Shaded sections denotes equal to or higher than state average.
Our state wide data demonstrates that despite our student mean being consistently below the state average the gap between the Sunbury average and state averages is getting less.

 The mean scores for data do not always tell the whole story, so the table below has been included to show the percentage of students who are actually exceeding the middle range of scores and those who are fitting into the middle range of scores.

 

	% of Year 3 Sunbury students identified above the middle 50 % of scores state wide.
	Numeracy	Measurement and data	Space	Reading and Viewing	Writing	Spelling
2002	0	11	4	0	11	9
2003	13	11	11	15	22	13
2004	13	25	32	23	2	17
2005	8	17	21	25	23	29
2006	4	15	21	6	32	19
	% of Year 3 Sunbury students within the middle 50 % of scores state wide.
	Numeracy	Measurement and data	Space	Reading and Viewing	Writing	Spelling
2002	55	26	47	43	26	49
2003	24	50	22	39	35	39
2004	45	51	38	43	64	42
2005	56	54	58	60	42	60
2006	40	42	47	64	40	57

Year 5 state wide test data

 

	Mean score all Year 5 Sunbury students		Mean score all Year 5 students state wide.		% of Year 5 Sunbury students identified as being in the bottom 15% of state
	Literacy	Numeracy	Literacy	Numeracy	Literacy	Numeracy
2002	582	548	606	601	35.5	33
2003	606	586	608	607	17	21
2004	589	571	605	614	18	31
2005	592	579	602	604	23	28
2006	595	594	611	594	25	17
Closer examination of the data shows when we compare student development in literacy and numeracy for students who were at our school for both the year 3 and year 5 tests we have had very significant growth and development. In fact of many of these students who fall into this category, more than 55% improved their skills in literacy at a rate higher than that of the state, and 50% demonstrated the same increased improvement for numeracy.

The mean scores for data do not always tell the whole story, so the table below has been included to show the percentage of students who are actually exceeding the middle range of scores and those who are fitting into the middle range of scores.

	% of Year 5 Sunbury students identified above the middle 50 % of scores state wide.
	Numeracy		Measurement and data		Space		Reading and Viewing		Writing		Spelling
2002	4		4		11		20		20		20
2003	10		29		10		19		17		17
2004	5		8		3		13		31		23
2005	19		17		38		13		28		19
2006	20		24		33		19		11		24
	% of Year 5  Sunbury students  within the middle 50 % of scores state wide.
	Numeracy	Measurement and data		Space		Reading and Viewing		Writing		Spelling
2002	51	62		67		42		42		42
2003	56	38		42		52		54		48
2004	49	41		54		49		10		54
2005	30	38		32		45		51		40
2006	57	37		43		41		43		44

 Year 7 state wide testing data

	Mean score all Year 7 Sunbury students		Mean score all Year 7 students state wide.		% of Year 7 Sunbury students identified as being in the bottom 15% of state
	Literacy	Numeracy	Literacy	Numeracy	Literacy	Numeracy
2002	680	657	679	680	12	21.5
2003	664	608	687	681	25	58
2004	688	649	694	665	16	20
2005	696	652	708	660	21	18
2006	629	603	680	647	38	39
In some cases individual students improved at a rate double or even treble that of the state average growth.

The mean scores for data do not always tell the whole story, so the table below has been included to show the percentage of students who are actually exceeding the middle range of scores and those who are fitting into the middle range of scores.

	% of Year 7 Sunbury students identified above the middle 50 % of scores state wide.
	Numeracy		Measurement and data		Space		Reading and Viewing		Writing		Spelling
2002	12		10		0		14		31		33
2003	4		7		9		9		29		15
2004	14		6		14		18		6		26
2005	15		25		38		21		21		23
2006	2		5		9		9		5		7
	% of Year 7 Sunbury students within the middle 50 % of scores state wide.
	Numeracy	Measurement and data		Space		Reading and Viewing		Writing		Spelling
2002	57	55		50		43		57		48
2003	35	29		20		36		49		33
2004	25	72		34		50		78		44
2005	54	46		31		40		50		40
2006	48	45		45		45		64		57

 The Sunbury School Opinion Survey data for 2005 demonstrates that parent satisfaction with student outcomes was higher at our school than state averages.

Our curriculum framework:

Our curriculum framework continued to provide focus and direction for teaching staff with the outcomes contained in current syllabus documents included in a school scope and sequence chart.  This framework then served as a guide for teachers to be able to negotiate the curriculum with their students in a meaningful way creating engaging learning programs.  Teachers continue to report that they value the freedom that this approach offers and indicate that it demonstrates trust in their professional capacity.  Our curriculum framework:

�     Outlines our school’s guiding beliefs and values

�     Demonstrates how our school plans to meet the learning needs of all students

�     Is a reflection of how we intend to integrate systemic requirements and curriculum in meaningful ways to meet our community’s needs and expectations

�     Recognizes the unique community that is Sunbury State School

�     Has been developed by our entire staff and is an integral component of teacher planning, encouraging flexible approaches to the teaching and learning process

�     Blends sound educational practices with the principles of equity and social justice

�     Is used as a guide for school management and resourcing as well as teaching and learning.

 Core Learnings

Core learnings at Sunbury combine a strong focus on the traditional academic curriculum as well as the development of skills that enhance student confidence and competence in social interactions:

�     Each child is provided with a range of opportunities to reach their individual potential in literacy and numeracy. Specific learning programs in both of these areas will be implemented by each teacher ensuring a whole school approach and common language which assists continuity of learning across the years

�     A culture of active citizenship exists with a particular focus on team work and leadership development

�     The development of social skills enabling students to be confident and socially capable; to succeed individually, and in teams and to develop a range of strategies to resolve conflict

�     Communicating with others effectively

�     Learning how to learn and learning for life means that a range of authentic learning opportunities exist

�     Year level overviews are used to plan the timelines for teaching each outcome as well as tracking when the outcomes have been taught

�     A committed and determined focus on water safety for our junior years 

�     A community supported home reading program for all year levels

�     Adoption of Maryborough cluster curriculum plans will be investigated to enhance continuity of learning between local schools

�     The recognised systemic key learning areas of:

¬      Literacy ¬      Technology ¬      The Arts (including instrumental music, choir, dance and class music and choir) ¬      Japanese (Language other than English)

¬      Numeracy ¬      Science ¬      Studies of Society and the Environment ¬      Health and Physical Education

Teaching Practice

Our whole school approach to pedagogy is based on the following beliefs and values:

�     Students learn best in a supportive, disciplined environment

�     Teachers at Sunbury embrace and value the opportunity to be creative and flexible in their planning to meet the learning and interest needs of students in their classes

�     Teachers recognize that a balanced program incorporates a range of strategies and that individual teachers develop their own style. All teachers must provide opportunities for children to:

¬      be active learners,

¬      become independent,

¬      take responsibility,

¬      think for themselves,

¬      value diversity,

¬      learn how to learn.

�     Teachers cater for all learning styles. The learning experiences they plan will reflect a wide range of teaching strategies. Eg use of the Four Resources model, thinking skills frameworks, problem solving approaches to maths and science

�     Students will experience a diverse range of teaching styles 

�     Students with special needs are catered for within the mainstream classroom setting with both teachers and students supported by specialist staff.

 Our staff recognize that there are key phases in learning that we encounter in the primary years and that as children progress through these phases they require differing teaching techniques and a variance in curriculum offerings.

�     As the Early Years Curriculum is implemented it will define a philosophy in our early years which will be articulated in all junior primary operations

�     Teaching in the middle years requires that teachers understand how a learner in this phase of life changes and grows.  Teaching pedagogy must reflect this to maximize learning

�     Teachers at our school value their freedom to develop units of work reflecting systemic curriculum as well as class and individual student needs and interests.

 

School Learning Environment

 Sunbury has responded innovatively to community needs where we have been able to.  During 2005 staff investigated the feasibility of operating a playgroup on site to provide a much needed service to members of our community.  One of our early childhood teachers formed partnerships with Playgroup Queensland and started the playgroup running each Friday morning.  Effective modeling plus components of parent education and quality early literacy experiences formed the corner stone of our playgroup.  In 2006 our region provided funding for a teacher to continue to run the playgroup weekly which has proved to be highly valued by parents.  We have been training one of our teacher aides in order to ensure that our playgroup can continue operating into the future in spite of funding withdrawal.

Supportive School Environment and Behaviour Management

Sunbury students speak proudly of their school and our achievements.  The majority of students are well mannered, well behaved students who strive to do their best and who are capable of working and learning with others.  Our strong focus on active citizenship enables students to develop and practice many social strategies that will assist them in becoming responsible members of the community and future leaders of society.

 Our school’s behaviour management policy has been comprehensively reviewed and re-written. A trial of the new processes takes place in term 4 2006 with full implementation to commence at the beginning of 2007. 

We believe that essential to effective learning is a safe, supportive and well-disciplined environment that respects the following rights:

�     The rights of all students to learn

�     The rights of teachers to teach

�     The rights of all to be safe.

 Sunbury State School has a proactive approach to maintain peaceful, non-violent environments in which children and adults develop positive views of self and of others, learn positive appropriate ways of relating and are equipped with strategies enabling them to cope with difficulties in life in positive and appropriate ways. 

 Students are expected to:

�     Support and cooperate with school staff

�     Participate actively in the school’s education program

�     Take responsibility for their own behaviour and learning

�     Demonstrate respect for themselves, other members of the school community and the school environment

�     Behave in a manner that respects the rights of others, including the right to learn.

 

Sunbury State School is expected to:

�     Provide safe and supportive learning environments

�     Provide inclusive and engaging teaching and curriculum

�     Initiate and maintain constructive communication and relationships with students and parents/carers

�     Promote the skills of responsible self-management to students

�     Promote our motto of learning for life through their actions and interactions.

 

Families are expected to:

�     Provide safe and supportive environments

�     Meet their child’s basic physical and emotional needs

�     Initiate and maintain constructive communication and relationships with students and schools

�     Promote the skills of responsible self-management to their children

�     Support the school’s efforts to manage groups of and individual students.

At Sunbury all teachers develop their own individual class behaviour management plans which are based on our shared values, standards and common language. This is a proactive approach where the plans clearly outline and identify the strategies that teachers use to ensure:

�     Their classes are well-disciplined with minimum disruption to learning

�     Appropriate student choices are recognized

�     Responses to inappropriate student choices are planned, reducing the reactionary responses of staff.

These plans are developed in collaboration with students, and will show how teachers will explicitly teach the values and standards to their class.

 

Value	Definition	Common language used to develop consistent understanding
Respect	To communicate in a courteous and considerate manner that acknowledges individuality and an appreciation of each person, process or object.	Courtesy, acceptance, consideration, listens, tolerance, manners, pride, polite
Safety	To promote well being by behaving in ways that minimises the risk of injury, emotional or physical to self and others.	Sensible movement, look, hygiene, think, calm, cleanliness, care, healthy eating
Effort	To focus physical and mental energy to actively participate and work towards attaining goals, self-initiating or otherwise.  To have self-control even when it is challenging.	Think, patience, organisation, listen, co-operation, ownership, positive.
Responsibility	To make appropriate choices in all contexts.  To expect and accept consequences, both positive and negative to accompany our choices. To be accountable for outcomes of our actions and inactions.	Ownership, learn from mistakes, truthful, tenacity, honesty, trustworthiness, persistence

 

Students are taught that for every choice or action there is a consequence.  When they work hard, their efforts are rewarded with good marks and improved learning, and others notice their improvement often resulting in praise and an increase in self pride and confidence.  When students make poor choices, they understand that a consequence will be incurred, such as forfeiting the right to play.

 During 2005 we introduced Fun Day as a way of recognizing and rewarding the majority of students who consistently meet our behaviour expectations.  Fun Day takes place during the last week of each term and involves all students who have had no more than one time out (lunch-time detention) playing games and participating in fun activities for a couple of hours. Teachers and students have all expressed their enjoyment of these activities which have included:

�     Water pistol fights,                                �     Old fashioned games, �     Party games,

�     Craft activities, �     Team sports, and �     Dance.

 

Students who do not participate in Fun Day work with the Principal and Deputy Principal.  Collaboratively each individual student develops a plan for what they need to do to improve their behaviour working towards being included in the next fun day. Fun day has been considered successful with high levels of student participation. Over time we are seeing Fun Day as a motivating factor to make sustained changes to behaviour.

Primary students only	Term 3 2005	Term 4 2005	Term 1 2006	Term 2 2006	Term 3 2006
# of participants	292	285	299	296	293
# of non-participants	49	53	51	44	51
% of student non-participation	14.4%	15.7%	17%	12.9 %	17%

In the 2005 the school opinion survey 90% of parents reported that they were satisfied or better that their child is safe at our school.  87% of parents reported that they were satisfied or better that their child is treated fairly whilst 79% reported satisfaction or better with student discipline at the school.

 

 

 

 

 

 

Our school employs suspension as a useful tool to manage student behaviour sending a clear message about the standards of behaviour that are acceptable at our school.  During the past twelve months, most students who had been suspended modified their behaviour after just one suspension.

 New Technologies

During the past three years we have increased our technological capability by purchasing many new and different resources.  We added to our collection:

�     Digital cameras purchased by the P&C

�     Digital microscopes

�     Drawing tablets

�     Wireless laptops and

�     New computers.

 Staff and students alike have taken to these new technologies. Children had a lot of fun using the new digital microscopes with office staff regularly shown the printed versions of what students had been examining.  Nostrils, eyeballs and garden bugs were the hot favourites under the microscopes!

 In 2006 we commenced the cabling of the last two demountable blocks with networked facilities expected by the year’s end.  In addition to the new technologies we purchased significant amounts of teacher aide time to train individual students with the use of the new tools and how to lead other children’s learning.  In turn, these students were then used by class teachers to teach others how to utilize the new equipment.

 Approximately 85% of our computers meet the current Education Queensland Managed Operation environment (MOE). Several switches need to be purchased and servers upgraded to manage the anticipated network use in the future.  Staff have identified that technology is a priority at our school and have expressed frustration with a lack of consistently working technology tools with limited funded time to maintain our system.

 Facilities

We have seen significant improvement to our school’s facilities in the past three years. Many of these activities have taken place due to grants applied for and won by the school community.  Improvements include:

�     Complete upgrade of the toilet facilities

�     The creation of a new room currently housing our “bee hive” – special education class leaving a multi-purpose space in one end of one of the demountables

�     Installation of a sound proof door between the music room and multi-purpose space

�     Complete external repaint of both D-Block and A-Block

�     Installation of a new telecommunication service to all areas of the school

�     Fibre optic cabling for network access to D and E Blocks and the new beehive space

�     A new adventure playground space to physically challenge students and promote agility and strength

�     Toilet upgrade to the prep toilets

�     A new sand pit accessible by students of all ages

�     Installation of a new agility, strength and fitness circuit

�     Upgrade to the current pre-school facility allowing greater storage and a kitchenette facility that is more appropriate for student use

�     The inclusion of a disability toilet and shower facility

�     Ramp to the music room

�     Re carpeting of the D block and three classrooms in A block

�     Re-roof of E block

�     A planned systematic removal of aging and/or weed trees.

 We have recently compiled 3 submissions for further school facility improvements.

 The permanent facilities now include:

­      14 general teaching units housed in permanent and modular buildings (double/single spaced classrooms) all networked ­      A well resourced prep. classroom  ­      Resource Centre ­      2 sand pits

­      A tuckshop ­      2 covered games areas ­      4 adventure playgrounds ­      4 ovals ­      1 multi purpose basketball court ­      Two cricket practice nets ­      A variety of storage sheds

 Significant issues for storage of resources exist in addition to a lack of facilities for visiting specialist staff.  Further development around the school is required to ensure that wheel chair access is available and that the environment is safe for wheel chair use.

 School Workforce- Capability and Flexibility

 Sunbury Staff

Sunbury enjoys a very dedicated staff who work hard to provide the best possible learning environment for students.  Our teaching and non-teaching staff all go the extra mile to ensure that children are happy, safe and learning to the best of their capabilities. Staff morale at our school has been higher than the state average for the past three years as assessed by the School Opinion Survey.   We have a diverse range of staff catering for children’s needs.  These include:

�     Principal �     Deputy Principal (with a 0.5 teaching role) �     Business Service Manager �     Administrative Officers �     14 General Teachers (full and part time) �     4.3 Special Education Teachers �      0.8 Learning Support Teacher �    1 Chaplain �     Teacher/Librarian �     Physical Education Teacher �     Music Teacher

�     Instrumental Music Teachers �     Janitor groundsman �     Cleaners �     System technician �     A plethora of regular volunteers to our school. �     LOTE Teacher �     12 Teacher Aides (full and part time) �     Indigenous Home Liaison Officer (shared with other schools) �     Tuck Shop Convenor

At Sunbury we have a range of staff at varying junctures of their careers and from a variety of backgrounds.  Our staff survey has indicated that this diversity is an asset to our school as it also brings varying ideas and interest.  A more effective induction program is an area of improvement for our school. 

 We have an active recruitment strategy to ensure that our staff community is reflective of the community we serve.  We are proud to be a host school to many pre-service teachers.  We have an active strategy to encourage volunteers to support our school.  As well as the wonderful parent helpers we also access around 600 hours per year of time from people training in the role of teacher aides.

Staff professionalism

Staff at this school are passionate about education and are here for students. The majority of staff feel that they are well consulted and are encouraged to take on greater leadership roles.  Staff indicate they enjoy the professional freedom they are offered.  All staff identify that the morale at this school is high and that they feel well supported.  In general staff teams are operating well, but there needs to be better communication structures between some teams.

 At our school we place great emphasis on staff maintaining currency of skills as well as the development of innovative teaching practice and school leadership. All staff are actively engaged with learning opportunities throughout the year on pupil free days as well as paid release days.  Teachers identify that they enjoy the flexibility to be able to pursue areas of their own interest as well as being involved in school wide or systemic initiatives. 

 At Sunbury all staff have been involved in the Early Years curriculum training as we have enjoyed the spoils of having a prep. curriculum facilitator on staff.  Our teaching teams have identified that professional development and sharing lead by Sunbury teachers is always very useful and practical.

 Over the past 18 months our staff have been involved in a diverse range of professional development activities:

�     3 teachers trained for four days each on Bandscales – a specific literacy program focusing on Indigenous students.

�     5 teachers trained to develop and implement Teacher Generated Tasks – which is part of a state wide trial process.

�     All staff trained with the mandated Code of Conduct, and Child Safety, and Celebrating Diversity training.

�     Many staff holding current First Aid certificates.

�     2 staff attending conflict management training.

�     Numerous teachers engaged in syllabus implementation in-service.

�     One staff member trained as a prep. facilitator to provide training for district staff and all Sunbury staff.

�     Attendance at both science and maths professional development.

�     Involvement in the middle phase of learning network within Maryborough.

�     90% of staff attending workshops run at school about brain development and the John Josephs learning styles.

�     All staff attended the Cross Cultural training as part of the Partners for Success program as well as spending a half day at a Dare to Lead workshop.

�     All staff attended an inspirational day at the Brolga Theatre with Robyn Moore as a key note speaker.

�     Teaching staff continue to work individually and in small teams with our deputy with a critical focus on planning and current syllabus.

 

Teachers identify that leadership density on staff is high with there being a fairly clear understanding that there is high value placed on autonomy.  Staff at this school act with honorable intent at all times and whilst there are times when mistakes are evident, they learning opportunities to be gained from.

 Whilst our school always over runs the allocated Teacher Replacement Scheme for sick special and emergent leave, this is due to the allocation not being high enough to cover the real and significant needs that our teachers have to take leave.  Teachers at Sunbury take sick, special or emergent leave only when absolutely necessary and are not abusive of the system at all.

 Work Place Health and Safety at Sunbury

During 2006 we trained our second Work Place Health and Safety officer for our school because we believe that it is critical that we provide the safest environment possible for our community.  We have spent significant funds across the past three years to improve the facilities and enhance safety.  Staff at Sunbury are vigilant in their approach to safety issues and are quick to identify and act of potential safety hazards. Work place health and safety audits are carried our each term and assist staff to keep these important issues at the forefront of their minds. Safety is one of the identified school values.

  Partnerships

The school has close partnerships with the following groups:

�     The local Paediatric team, their medical specialist on request from parents and the school nurse

�     Local Sporting Associations

�     Local cluster schools through a variety of contexts

�     Meca Network (Maryborough Early Childhood Association)

�     Maryborough Police

�     Department of Child Safety

�     University of Southern Queensland

�     Maryborough TAFE

�     Korrawinga Development Scrub Hill.

 

The school community supports the following Parents and Citizens Association groups:

�     P & C Association

�     Prep Parent Group

 The following committees also operate in the school but are not part of the P & C Association:

�     The Safety House Committee

�     Neighbourhood Watch.

 School Resources and Management

 Sunbury State School is a self managing school.. A budget is prepared on a yearly basis to provide direction for the school’s fiscal management.  It is funded primarily from the State Government through the grants allocation process.  Some of this funding is directed for particular expenditure eg facilities maintenance, payment for supply teachers etc, where as some of the funding is to be used at the school’s discretion in order to access resources to support student learning.

 We receive federal funds for special programs linked with enhancing literacy and numeracy because our demographics place the community in the lower socio-economic bracket.  We also received IESIP and ITAS funding to enhance outcomes for indigenous students.

 Our school’s supportive P&C and student representative council also provide additional funds for the school to use.

During the past three years our school has successfully secured grants from the gaming commission, federal sources and additional stat government areas.