DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT
Queensland State School Reporting – 2011
Bald Hills State School (0004)
Postal address PO Box 40 Bald Hills 4036
Phone (07) 3261 1554
Fax (07) 3261 1715
Additional reporting information pertaining to Queensland state
Webpages schools is located on the My School website and the Department’s
Right to Information site.
Contact Person Principal, David Turner
This report provides a snapshot of Bald Hills State School in 2011. It presents information related to the school’s current profile,
strategic development plans and performance on a range of indicators that are of interest to members of the school community.
School progress towards its goals in 2011
The school’s staff made substantial progress in 2011 towards meeting its goals of improving reading and numeracy outcomes for
students. Work undertaken in the adoption of new, research informed approaches to the teaching of reading and comprehension, and
the use of data collected through student assessment, improved professional practices across the school. The quality of the foundations
being laid for students at Bald Hills State school were recognized in the school winning the 2011Network 10 Showcase Award for
Excellence in the Early Phase of Learning, and securing a $20000 development grant for further investment in this area.
Significant for the school in 2011 was the appointment of a new principal in July. The likelihood of additional new leadership
appointments in 2012 presents the school with opportunities to consolidate its current performance, but also utilise strengths and
expertise that new members of the leadership team bring to the school.
The 2012 Annual Improvement Plan for Bald Hills State School identifies four key priorities;
The Implementation of the Australian Curriculum in English, Maths and Science using the Department of Education’s C2C
(Curriculum into the classroom) units in all year levels,
A focus on evidence based teaching and expert teaching teams. This priority will continue to address the reading (QAR) and
numeracy agenda, but also commence the implementation of a pedagogical framework at the school in 2012,
An increased number of Bald Hills State School students being represented in the top levels of performance in the nation, in all areas
of the curriculum areas but with a particular focus on literacy and numeracy outcomes,
Instructional leadership and capacity building that supports the achievement of the three other priorities.
The school will continue to manage its enrolment numbers through the Enrolment Management Plan to ensure facilities and
resourcing levels are not over-stretched. In line with this plan a maximum intake of four prep classes will be recruited in 2012 and
Our school at a glance
Coeducational or single sex: Coeducational
Year levels offered: Prep - Year 7
Total student enrolments for this school:
Total Enrolment Girls Boys Enrolment Continuity (Feb 2011 – Nov 2011)
620 293 327 96%
Characteristics of the student body:
The Index of Community Socio-Educational Advantage (ICSEA) for Bald Hills students in 2011 was 1010. The average ICSEA
value for all schools is 1000. Bald Hills State School has a small number of students from ethnically diverse backgrounds with 4%
identifying as indigenous and another 4% with a language background other than English. The school draws a significant number
of enrolments from outside the Bald Hills catchment area.
Class sizes – Proportion of school classes achieving class size targets in 2011
Prep – Year 3 22
Year 4 – Year 10 25.9
Year 11 – Year 12
All Classes 23.4
School Disciplinary Absences
Disciplinary Absences Count of Incidents
Short Suspensions - 1 to 5 days 13
Long Suspensions - 6 to 20 days 1
Cancellations of Enrolment 0
Our school at a glance
Our distinctive curriculum offerings
The Bald Hills State School curriculum is concerned with the essential basics of literacy and numeracy. However the school also has
a proud and long history and this is reflected in curriculum offerings including local area studies with a focus on the area’s contribution
to Brisbane’s history, and environmental education supported by the school’s historic forestry plantation and outdoor learning areas.
In addition a renewed focus on science education has been facilitated through the provision of a quality science laboratory and
investment in teaching of the science curriculum.
Extra curricula activities
The school offers an excellent music program including Junior and Senior choirs, instrumental programs in strings, brass, woodwind
and percussion and special events allowing students to showcase and develop their talents. These activities include annual music
camps, a school community talent night, a Spring Spectacular concert and opportunities to perform on assemblies and other school
The annual ANZAC Day ceremony is a key event in the school calendar and has developed a reputation as one of the best
ceremonies in Brisbane enjoying board community support.
Inter school sport is facilitated through the Bramble Bay Sport District and provided students in Year 5-7 opportunity to participate in
summer and winter sports.
How Information and Communication Technologies are used to assist learning
All students have access to computers in classrooms and the library. Teachers can also book the school’s computer lab for whole
class instruction. In 2011 most classes also had an Interactive White Board. There are plans to ensure all classrooms have access to
this technology for the start of the 2012 school year to support the introduction of the Australian Curriculum.
The staff, parents and students of Bald Hills State School are proud of the school’s positive social climate. The school enjoys the
support of a Chaplain three days a week, has a student leadership team and a strategies to respond to bullying. The “high five”, five
ways to deal with someone who is harassing you, underpin an approach designed to build confidence and resilience in students.
86.7% of parents are satisfied or very satisfied that their child “is safe at this school” and that they are “happy to go to this school.”
Our school at a glance
Parent, student and teacher satisfaction with the school
Parents and student levels of satisfaction remain “at” or “above” state levels across the questions on the annual School Opinion
Survey. Staff levels of satisfaction with access to professional development fell slightly in 2011 but remain in line with state levels.
Performance measure Result 2011
Percentage of parents/caregivers satisfied that their child is getting a good education at school 90%
Percentage of students satisfied that they are getting a good education at school 86%
Percentage of parents/caregivers satisfied with their child’s school 97%
Percentage of school workforce satisfied with access to professional development opportunities that
relate to school and systemic initiatives
Percentage of staff members satisfied with morale in the school 94%
DW – Data withheld
Involving parents in their child’s education
In 2011 the Parents and Citizens’ Association was the main body used by the principal for consultation on matters to do with school
improvement and development. Significant investment was made by the P&C Association in improvements to the school hall, the
provision of Interactive White Boards in classrooms and air conditioning classrooms.
The Support Teacher: Literacy and Numeracy coordinated a range of programs that utilise parent helpers in classrooms. These
programs included individual and small group reading, numeracy support and general classroom support in the visual arts.
A “Community Café” was piloted in the second semester of 2011. This hour long presentation by either a member of the school staff,
or invited guest speaker, followed the weekly assembly and was designed to inform the community about the school’s programs and
boarder issues regarding educational and child development. This strategy will continue in 2012.
A range of prep information and induction sessions were also conducted by school staff for new parents to the school. These
sessions were designed to support the transition to school as well as provide parents with general information about the school.
Reducing the school’s environmental footprint
Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.
The school installed solar panels on the library that lessened the use of electricity. Students also took part in a walk to school day and
a variety of educational programs to reduce litter and recycle paper and cardboard.
Environmental footprint indicators, 2010-2011
2011 100,605 1,310
2010 117,718 1,795
% change 10 - 11 -15% -27%
Our staff profile
Staff composition, including Indigenous staff
Workforce Composition Teaching Staff Non-teaching Staff Indigenous Staff
Headcounts 41 19 0
Full-time equivalents 35 12 0
Qualifications of all teachers
Highest level of
at the school
Doctorate 2 30
10 2 4
Masters 4 0 0
Bachelor degree 34
Certificate 0 Diploma
Our staff profile
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2011 were $ 23,659.56.
All teachers took part in professional development related to the school’s 2011 improvement agenda. This included the reading
program QAR (question-answer relationship) and planning session with the school’s Head of Curriculum related to preparing for the
introduction of the Australian Curriculum in English, mathematics and science.
Teachers also had the support of a teacher with expert knowledge about the teaching of science as part of the Science Spark
Program. In addition, all teachers of Year 4-7 students accessed the equivalent of a day of professional development to improve their
knowledge of, and confidence in teaching, science.
Some teachers also accessed professional development in the use of new electronic technologies and in particular Interactive White
The proportion of the teaching staff involved in professional development activities during 2011 was 100%.
Average staff attendance
For permanent and temporary staff and school leaders, the staff attendance rate was 96% in 2011.
Proportion of staff retained from the previous school year
From the end of the previous school year, 92% of staff was retained by the school for the entire 2011 school year.
School income broken down by funding source
School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.
To access our income details, click on the My School link above. You will then be taken to the My School website with the following
‘Find a school’ text box.
Where it says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>’. Read and follow the
school’s My School entry web page.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry
web page. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.
Performance of our students
Key student outcomes
Student attendance - 2011
The overall attendance rate for the students at this school (shown as a percentage) in 2011 was 92%.
The overall attendance rate for all Queensland state Primary schools over the same period was 92%.
Student attendance rate for each year level
Year Year Year Year Year Year Year Year Year Year Year Year
1 2 3 4 5 6 7 8 9 10 11 12
91% 93% 92% 94% 93% 94% 91%
Student Attendance Distribution
The proportions of students by attendance range.
Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing Student Absences and SMS-PR-
036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.
Rolls are marked by 9:00am and again in the afternoon session after the school lunch break. Classroom absences are followed up
by office staff by reconciling messages left on the school’s absentee phone line, and emails or sent by parents to the school, to class
rolls. Unexplained absences are followed up with a letter requesting parents to complete a form explaining the absence. Parents of
students with regular or excessive absences receive a letter from the school’s principal.
Where students are away for an extended explained period prior approval is required from the principal. Forms for requesting this
approval are available in the school office.
Performance of our students
National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing,
spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9.
Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My
School website at http://www.myschool.edu.au/.
To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following
‘Find a school’ text box.
Where it says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select
able to access NAPLAN data.
If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.
Achievement – Closing the Gap
Small numbers of indigenous students at Bald Hills State School mean significant variations can occur when year by year
comparisons are made. In 2011 the average attendance rate for indigenous students was 89.7%, slightly down on 2010 at 90.8%,
and below the non-indigenous rate of 92.4%. However, the number of indigenous students attending less than 85% had been
reduced from 6 students, to 4 students in 2011.
While there are individual indigenous students not performing at satisfactory levels, overall NAPLAN results show that Bald Hills
student performance met or exceeded system aspirations on achievement and improvement levels. The distribution of A-E grades
and Queensland Common Assessment Task (QCAT) data also indicate, with few exceptions, indigenous students are achieving in
line with their non-indigenous classmates.
School processes will continue to identify and address indigenous student underachievement with targeted funding being directed to
support students requiring interventions.