2026

Spring Mountain State School

Spring Mountain Early Years initiative

Spring Mountain State School's Early Years Transition Framework is a whole-school approach that promotes continuity of learning from early childhood settings into Prep, Year 1 and beyond.

Guided by the school vision, the framework recognises that a successful transition begins well before a child's first day at school. It brings together families, early childhood providers, community agencies and school staff to build partnerships that help every child to thrive.

The school's weekly community playgroup, supported by the Allied Health Hub, provides an important connection between families and the school. It draws on the Australian Curriculum, Early Years Learning Framework, age-appropriate pedagogies and the Abecedarian Approach Australia.

By working closely with early childhood services, and through observations, professional dialogue, parent information sessions, student voice and enrolment conversations, staff develop a strong understanding of each child's strengths, interests and needs.

'Monty's Mates' helps children build confidence, familiarity and a sense of belonging, while individualised pathways provide additional support, where needed.

Abergowrie State School

Growing together: Abergowrie's learning pathway to culture and connection

Abergowrie State School's Growing together: Abergowrie's learning pathway to culture and connection is an innovative early years initiative aligned with the Starting Strong phase of the Brighter futures education strategy.

Through its Cheeky Monkeys Outdoor Nature Playgroup, kindergarten program and Positive Behaviour for Learning approach, the school has created a seamless nature-based learning pathway from playgroup to Year 2 in its remote community.

Guided by the Early Years Learning Framework, Queensland kindergarten learning guideline and the school's Quality Improvement Plan, the initiative combines child-led inquiry, intentional teaching and strong community partnerships.

Children's interests and strengths drive play-based and inquiry learning, building strong foundations in literacy, numeracy and engagement. Bush Kindy encourages exploration, creativity and connection with the natural environment, while partnerships with local Elders strengthen cultural understanding and connection to Country.

Strong transitions, family engagement and evidence-informed teaching have improved school readiness, learning engagement and a sense of belonging for every child.

Murgon State School

Reading at Murgon State School

At Murgon State School, the teaching of reading is characterised by consistency, high expectations and a commitment to every student's success. Teachers use evidence-informed practices to explicitly teach phonemic awareness, phonics, fluency, vocabulary and comprehension through structured and systematic instruction.

High expectations for every student and teaching tailored to individual learning needs ensures students receive targeted support and extension opportunities, enabling a strong progress in reading.

Central to this work is a firm belief in every student's capacity to succeed. Staff build trusting, respectful relationships that foster confidence, belonging and resilience. Teachers at Murgon know their students well, they celebrate individual strengths and maintain a firm belief that every child can succeed, regardless of their background or starting point.

The combination of explicit reading instruction and nurturing relationships creates an engaging learning environment where students are motivated to become successful readers.

Through collaborative practice, consistent routines and a focus on continuous improvement, Murgon State School supports every student to reach their full potential.

Springsure State School

Cultivating Excellence in Achievement initiative

Springsure State School's Cultivating Excellence in Achievement initiative uses a deliberate, evidence-based approach to improve English and mathematics outcomes while developing confident and capable learners. Grounded in a culture of belonging and participation, the initiative aligns curriculum, teaching and learning to ensure consistent, high-quality instruction.

Staff implement the Australian Curriculum with a strong focus on reading, vocabulary development and explicit teaching. Evidence-based approaches, including the science of learning and Rosenshine's principles of instruction, support strong literacy and numeracy foundations.

A multi-tiered system of support ensures every student is known, monitored and challenged to do their best. Data-informed practices and school-developed tracking tools help teachers to identify needs, personalise learning and respond effectively to progress.

These strategies have contributed to strong student outcomes, with achievement in English and mathematics exceeding state targets. High expectations, strong community confidence, and student attendance and engagement also support successful transitions to junior secondary.

Atherton State High School

Junior School Engagement initiative

Atherton State High School has implemented a Junior School Engagement initiative to strengthen student participation, wellbeing and learning outcomes. Central to the approach is the Engagement Continuum, an evidence-based framework that helps staff understand, monitor and respond to student engagement. It supports students to develop greater ownership, agency and independence in their learning.

Implementation focuses on 5 key areas informed by the work of education researchers Dr Doug Fisher and Dr Amy Berry that support student engagement. Through professional development, faculty workshops, classroom observations, coaching and collaborative discussions, staff have developed a consistent approach to creating learning environments where students feel connected and capable of success.

The initiative is being systematically embedded across all Year 7 learning areas. Key strategies include targeted professional learning, student voice processes and regular classroom walkthroughs to monitor implementation and ensure consistency.

Together, these strategies support a positive transition to secondary school and provides students with an engaging and supportive environment from the beginning of their high school journey.

Aldridge State High School

Walking together on Butchulla Country: Where every child has a champion

At Aldridge State High School, the belief that every child needs a champion drives a whole-school approach to student wellbeing, participation and achievement. Through collaboration with families, Elders, staff and community partners, the school has created an environment where every student is known, valued and supported to succeed.

On Butchulla Country, the school's Local Community Education Board, co-chaired by the Principal and a respected Community Elder, brings together community aspirations with school improvement priorities. Originally focused on improving outcomes for Aboriginal and Torres Strait Islander students, the approach has strengthened inclusive practices for all learners.

The Community Education Counsellor provides an important link between students, families, staff and support agencies, ensuring coordinated responses to attendance, wellbeing and learning needs. Through data-informed case management, targeted interventions, cultural programs, Rights of Passage initiatives, career planning and strong family partnerships, students receive personalised support and guidance.

This collaborative model has strengthened trust, fostered a sense of belonging, increased participation and supported successful pathways beyond school.

Sunnybank Hills State School

Leading an unrelenting pursuit of excellence

Sunnybank Hills State School's leadership initiative uses a structured, data-informed approach to improve student writing through strong leadership involvement, targeted teaching strategies and deliberate capability building. A key feature is the active role of deputy principals, who work alongside teachers and students throughout the year to develop a deep understanding of student progress, model effective teaching practices and support consistent approaches across the school.

The initiative makes strategic use of leadership expertise, with deputy principals extending high-achieving students while supporting teachers to strengthen explicit whole-class instruction. This shift towards a more consistent, evidence-based approach has improved teaching clarity and student outcomes. Leaders monitor progress closely and provide targeted feedback, supporting accountability and continuous improvement.

Collaborative practices, including coaching, classroom observations and professional dialogue, ensure teachers are actively involved in school improvement. These efforts have contributed to sustained gains in literacy achievement, reflected in stronger NAPLAN results and increased numbers of students achieving an A standard in English.

Together, these results demonstrate the impact of aligned leadership and teaching practices on student achievement.​