Post on 25-Aug-2019
1
Annual School Report 2016
Donnybrook District High School
2016 Staff
Principal
Mr James Milne
Mr Jeff Brown (Term 2)
Associate Principal
Mr Jeff Brown
Mr Garry Davis (Term 2)
Deputy Principals
Mr Garry Davis
Mr Neil Robertson
(Terms 3&4)
Manager Corporate
Services
Miss Deborah St Laurenz
Mrs Sarah Bible (Term 4)
School Officers
Mrs Karen Long
Mrs Delveen Cross
Mrs Jane Lockhart
Mrs Sue Williams
Teachers: 41
Teaching Assistants:
15
School Chaplain
Mr Len Van Aarde
School Psychologist
Ms Amber Newsome
Principal’s Message
In 2016, Donnybrook District High School participated in its 2nd Independent Public School Review. The review was to assure the Minister for Education, the Director General of Education and the school community, that Donnybrook District High School is meeting its commitments as outlined in our Delivery and Performance Agreement and Business Plan.
This was a comprehensive review that commended the school on its achievements since the 1st Independent Public School Review back in 2013. These commendations should be celebrated by the school community and are highlighted throughout various parts of this report. Importantly the thorough review is designed to assist the school in identifying areas for further improvement. These recommendations are touched on throughout this report and importantly will be used to support the establishment of the school’s 2017-2019 Business Plan.
My sincere thanks to the staff, School Board and parents and carers who were involved in this process. There is no doubting that it was a very thorough and exhaustive process, and one that required a collaborative and supportive approach. It was heartening to work with all stakeholders in the lead up and during the review.
I am genuinely pleased with where the school is currently positioned and the direction in which it is heading. We have been on an exciting journey over 2015 and 2016 and the next 3 years are looking equally exciting. We have a great deal of work ahead of us, but are certainly up for the challenge!
Donnybrook District High School is shaping up to be a distinctive school that has a great deal to offer the Donnybrook/Balingup Shire.
A key objective in 2016 was to take advantage of the very fact that the school isn’t a traditional Primary or Secondary school, rather a combined K-10 school. Through careful planning and innovative thinking, we were able to capitalise on some points of difference and begin to offer our students a truly unique educational journey. The Year 5/6 Option program, Year 4 Art program and Year 9/10 Certificate programs were all evidence of our work in this area.
Another key objective in 2016 was to provide our Secondary students with additional unique opportunities. The students were provided with a chance to attend a Year 7/8 Camp to Perth or a Year 9/10 Trip to Canberra, Jindabyne and Sydney. Both were truly magnificent opportunities that were of immense benefit to the students and their academic and social and emotional development.
I thoroughly enjoyed 2016 and thank the school community for this. It certainly passed by at a rapid pace. but the changes and improvements have inspired me to continue our journey on making certain Donnybrook District High School meets the needs and expectations of our school community.
James Milne
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Donnybrook District High School
Financing our School
Financial Income and Expenditure Summary
The Donnybrook District High School Annual Budget is reviewed and endorsed by both the Finance
Committee and the School Board. The Principal and Manager Corporate Services monitor the relationship
between the one line budget and actual expenditure to ensure that Donnybrook District High School’s
expenditure does not exceed budget allocations. Below is the Finance Summary as at 31 December 2016:
1 22,373.50$ 23,694.70$
2 126,942.00$ 133,323.09$
3 2,150.00$ 1,115.91$
4 10,823.00$ 7,672.75$
5 468.00$ 468.00$
6 26,840.00$ 24,451.38$
7 -$ -$
8 33,179.55$ 30,153.49$
9 144,952.00$ 144,892.83$
10 -$ -$
11 Farm Revenue (Ag and Farm Schools only) -$ -$
12 -$ -$
367,728.05$ 365,772.15$
50,868.48$ 50,868.48$
Student Centred Funding 417,292.00$ 417,292.08$
835,888.53$ 833,932.71$
4,673,210.00$ 4,673,210.00$
5,509,098.53$ 5,507,142.71$
Locally Raised Funds165,806.45$ Student Centred Funding417,292.08$ Other Govt Grants24,919.38$ Other 30,153.49$ Transfers from Reserves144,892.83$
783,064.23$
1 63,012.01$ 67,411.67$
2 44,600.00$ 47,191.18$
3 267,539.45$ 245,427.61$
4 170,358.46$ 198,478.23$
5 235,389.88$ 258,015.61$
6 15,000.00$ 12,388.57$
7 -$ -$
8 5,069.00$ 13,339.30$
9 -$ -$
10 -$ -$
11 -$ -$
12 Farm Operations (Ag and Farm Schools only) -$ -$
13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$
14 Camp School Fees to CO (Camp Schools only) -$ -$
800,968.80$ 842,252.17$
461,212.00$ 4,621,212.00$
1,262,180.80$ 5,463,464.17$
34,919.73$
Bank Balance 150,625.56$ Made up of: -$
1 General Fund Balance 8,319.46-$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 169,870.11$ 5 Suspense Accounts 3,606.91$ 6 Cash Advances 45.00-$ 7 Tax Position 14,487.00-$
150,625.56$ Total Bank Balance
Cash Position as at:
Residential Boarding Fees to CO (Ag Colleges only)
Cash Budget Variance
Total Forecast Salary Expenditure
Total Expenditure
Total Goods and Services Expenditure
Other Expenditure
Buildings, Property and Equipment
Curriculum and Student Services
Total Salary Allocation
Total Funds Available
ActualBudget
Residential Operations
Total Locally Raised Funds
Fundraising/Donations/Sponsorships
Opening Balance
Total Cash Funds Available
Camp School Fees (Camp Schools only)
Expenditure
Payment to CO, Regional Office and Other Schools
Administration
Lease Payments
Utilities, Facilities and Maintenance
Professional Development
Transfer to Reserve
Transfer from Reserve or DGR
Residential Accommodation
Other State Govt/Local Govt Revenues
Revenue from Co, Regional Office and Other Schools
Actual
Other Revenues
Commonwealth Govt Revenues
BudgetRevenue - Cash
Voluntary Contributions
Charges and Fees
Fees from Facilities Hire
0
20
40
60
80
100
120
140
160
$000
Revenue Source
Contingencies Revenue - Budget vs Actual
Budget Actual
Locally Raised Funds21%
Student Centred Funding
53%
Other Govt Grants3%
Other 4%
Transfers from Reserves
19%
Current Year Actual CashSources
0
50
100
150
200
250
300
$000
Expenditure Purpose
Contingencies Expenditure - Budget vs Actual
Budget Actual
10
60
110
160
210
$000
Cash Position
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Donnybrook District High School
Memories of
2016
Wellington Discovery
Centre
Three Little Pigs
Cruising Sydney
Harbour
Electric Vehicle
Challenge
Financing our School
Voluntary Contributions and Charges 2016
The Western Australian Government’s priority is to ensure that all students are
entitled to participate in an educational program that satisfies the requirements of the
Western Australian Curriculum and Assessment Outline. Donnybrook District High
School’s Voluntary Contributions and Charges financial procedure guides parents
and carers to understand the flexibilities of school fee structures and to determine
the estimated total cost of their child’s education. It is a requirement of the School
Education Act 1999 that all possible contributions and charges are identified two
months prior to the beginning of the school year. The School Board endorsed the
schedule of contributions and charges for 2016.
1. Contributions
This term relates to the monies requested from parents towards the cost of
materials, services and facilities used by Kindergarten to Year 10 students in the
standard educational program which the school is required to provide. The total
amount of contributions parents and carers are being asked to pay for Kindergarten
to Year 6 is $60.00 and for Year 7-10 is $235.00. Money collected was used to
supplement school expenditure in various areas such as materials for art, technolo-
gies and science, photocopy materials, classroom materials, web based curriculum
materials and resources. While contributions are voluntary, the quality of the
teaching and learning program will be maximised when each family makes its
contribution.
2. Charges
These are amounts paid for participation in separate events such as sporting
activities, incursions, excursions and interm swimming. The school hopes that all
students will attend these activities, but only those who pay will attend. The amounts
reflect similar charges that have been made over previous years and are consistent
with other Independent Public Schools. Students will only incur cost when they are
involved in a particular activity. Parents and carers are asked to make payment to
the school for each activity as it approaches. Charges include costs associated with:
Specific learning activities made available to all students, but conditional on a
payment being made eg: incursions, excursions.; and
Specific learning activities made available to select students, but conditional
on payment being made eg: School of Instrumental Music (SIM) program.
The table below outlines the Voluntary Contributions and Charges collections rates
in 2016:
Item Year Collection Rates 2016
Voluntary Contributions K PP P K-6 7-10
58.70% 61.90% 62.89% 62.24% 50.79%
Course Charges 7-10 73.07%
Extra Cost Optional Charges K-6 76.33%
Combined Total Charges (Course Charges + Extra Cost Optional Charge)
7-10 88.95%
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Donnybrook District High School
Professional Engagement
Expenditure in Professional Learning
All teaching staff engaged in Professional Learning that had clear links to the school’s Business
Plan and Operational Planning, Action Learning Models, together with the priorities of the
Department of Education as set out in its 2012-2015 Strategic Plan - Excellence and Equity and
Focus 2015.
Key professional learning for 2016 included:
Western Australian Curriculum - English, Mathematics, Science and History.
School Planning (Operational and Classroom) - Western Australian Curriculum
Spelling - Diana Rigg
Information Communication Technology - iPads and Science, Technology, Engineering and
Mathematics (STEM)
Positive Behaviour Support (PBS)
In School Collaboration
Cross School Collaboration
Network and District High Executive Meetings
The table below outlines the expenditure breakdown relating to professional learning for all staff
during 2016:
EXPENDITURE TYPE
AMOUNT
(rounded)
Teacher/Support Staff Relief $85,100
Course Registration $11,400
Travel and Kilometrage $3,900
Accommodation
$2100
Meals / Catering $1,250
TOTAL $103,750
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Donnybrook District High School
Report On Priorities
Priority: Excellence in Teaching and Learning
What was intended? What was achieved?
Build staff capacity to meet the needs of our school community
To achieve at least the same average (mean) growth as
the National Average (mean) from Yr3-5, Yr5-7 and Yr7-9 NAPLAN.
Full implementation of the Western Australian
Curriculum Phase 1 (depending on advertised timelines).
Teaching staff work towards implementation of the
Western Australian Curriculum Phases 2-3 as applicable (depending on advertised timelines).
Teaching staff report against Phase 1 of the Western
Australian Curriculum Standards (depending on advertised timelines).
General Capabilities and Cross Curricula priorities are
evident in teaching.
Whole School English and Mathematics Plans
embedded throughout K-10.
From 2015 establish a positive trend in NAPLAN results
against the National average.
From 2014-2016, the Growth Target was achieved in 9
of the 15 National Assessments. See page 11 for
further information.
Primary and Secondary teachers are implementing
Phase 1 of the Western Australian Curriculum.
Primary and Secondary teachers are positioning
themselves to implement Phases 2-3 of the Western
Australian Curriculum.
Primary and Secondary teachers are reporting against
Phase 1 of the Western Australian Curriculum.
Engagement with the Western Australian Curriculum has
ensured Primary and Secondary teachers are covering
the General Capabilities and Cross Curricula priorities.
Whole School English and Mathematics Plans are
developed, but are yet to be embedded throughout the
school.
The 2014-16 NAPLAN results indicate that a positive
trend against the National Average was achieved in 9 of
the 15 National Assessments.
Align Performance Management to the AITSL Professional Standards
All staff self-reflect on their professional practice for
continuous improvement (e.g. AITSL Professional Standards).
Classroom planning is connected to operational and
strategic plans and measured via self-reflection in Performance Management.
Staff National School Opinion Survey (NSOS) results are
positive.
Reflection against the AITSL Professional Standards
was linked to Action Learning Models and Performance
Management processes.
Classroom planning, Operational planning and Strategic
planning need to demonstrate stronger links.
NSOS data is positive in elements specifically related to
excellence in teaching and learning, however an
additional focus is needed on meeting student needs.
See pages 15 and 16 for detailed information.
Strengthen digital fluency across all year levels and learning areas as appropriate
ICT and Critical and Creative Thinking are embedded in
teaching and evident in student learning.
Increase student access to and availability of ICT.
The whole school ICT Plan is moving from a General
Capabilities focus to the WA Digital Technologies Curriculum.
Student access to ICT equipment increased significantly
in 2016.
Embed the Western Australian Curriculum in planning, teaching and assessment
As per Build staff capacity to meet the needs of our
school community (Above).
Evidence of moderated teacher judgement in Western
Australian Curriculum Phase 1.
As per Build staff capacity to meet the needs of our
school community (Above).
Primary and Secondary teachers are utilising
Department of Education exemplars to assist in
moderating student work samples.
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Donnybrook District High School
Report on Priorities
Priority: Excellence in Teaching & Learning continued;
What was intended? What was achieved?
Students adopt increasing responsibility and accountability for learning
As per Build staff capacity to meet the needs of our
school community (Above).
Evidence of moderated teacher judgement in Western
Australian Curriculum Phase 1.
Some Primary and Secondary teachers utilise strategies
that support self reflection and goal setting on a regular basis. A whole school focus on Assessment for Learning will support this.
Certificate Courses, Work Experience and Work
Placement programs are supporting Secondary students to participate in a meaningful pathway. There is still a concerning number of Year 9/10 students who are not engaged at school nor focussed on their future.
What was intended? What was achieved?
Maintain and strengthen positive school community partnerships
Parent National School Opinion Survey (NSOS) results
are positive.
Results and feedback are analysed and discussed and
actions planned and implemented to address areas of concern.
Positive School Board feedback regarding the school’s
self-assessment process and performance against its
Strategic direction.
NSOS data is positive in elements specifically related to
school community partnerships, however an additional
focus is needed on altering the perception around
parent opinions not being taken seriously. See pages
15 and 16 for detailed information.
The 2016 Independent Public School review
emphasised the depth of the school’s self assessment
process. In particular it highlighted the consultation
undertaken with parents and carers and the actions
taken as a result of this feedback. For example;
introduction of Positive Behaviour Support and the
formation of teaching and learning expectations.
The 2016 Independent Public School review
demonstrated the School Board’s support for our self-
assessment process and Strategic direction.
Ensure the distinctiveness of the school meets the expectations of the School Community
Results and feedback are analysed and discussed and
actions planned and implemented.
The 2016 Independent Public School review
emphasised the depth of the school’s self assessment
process. In particular it highlighted the consultation
undertaken with parents and carers and the actions
taken as a result of this feedback. For example;
modifications to Primary Specialist programs,
introduction of Year 4 Visual Arts program, introduction
of Year 5/6 Options program and introduction of Year
9/10 Certificate Courses
Ensure consistent branding across all communications
Donnybrook District High School style guide used in all
communications and templates.
Formal communication by the Administration team
utilises a professional format with some differences
between campuses noticed and being rectified.
Report on Priorities
Priority: School Community Partnerships
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Donnybrook District High School
Report on Priorities
Priority: Learning Environment
What was intended? What was achieved?
Build on the current facilities to create contemporary and purposeful facilities
Evidence of enhancements to the environment by
means of planned and documented improvements.
The Learning Environments on both the Junior Campus
and Senior Campus have been enhanced in 2016. The
Kitchen Garden facilities at the Junior Campus have been
expanded to include additional garden beds, an orchard,
chicken coop and hothouse. A Kitchen Garden area was
established at the Senior Campus to further support the
Agrifoods program. The functionality of the Junior
Campus Library has been improved through new shelving
and seating. The Junior Campus Undercover Area has
been enhanced by the installation of blinds. Primary
classrooms that contained old furniture have been
upgraded. A new kiln was purchased for the Senior
Campus Art room.
Provide a safe, caring and inclusive learning environment
Evidence of student engagement in reflective learning
practices to identify their strengths and focus areas and plan for improvement.
Identify the specific skills and understanding students
require to effectively monitor and support mental health and well-being.
Student National School Opinion Survey (NSOS)
results are positive.
Some teachers use written reflection sheets or verbal plenary sessions at the conclusion of a lesson or unit of work for students to reflect on what they have learned and what they need to do next. Some teachers provide goals for a lesson using the ‘We Are Learning To’ (WALT) or ’What I’m Looking For’ (WILF) approach and a plenary session at the end of a lesson. To support student learning as well as engagement and participation, the school needs to continue its focus in this area and explore alternative ways to encourage reflection.
The school has not yet documented the specific skills and understandings students require to effectively monitor and support their mental health and wellbeing.
NSOS data is positive in the elements specifically
related to learning environment, however an
additional focus on managing student behaviour.
See pages 15 and 16 for detailed information.
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Donnybrook District High School
Key Student Outcomes - Student Achievement
The percentages of students in Years 3, 5, 7 and 9 achieving the National Literacy
and Numeracy benchmarks in 2016
NB: Percentages may not add up to 100 due to rounding
NAPLAN
Donnybrook District High School’s NAPLAN data highlights the Literacy and Numeracy performance
of the Year 3, 5, 7 and 9 cohorts in the annual National Assessments. The above table outlines the
percentage of students within the various benchmarks in 2016.
Through our thorough analysis of all available data and ongoing self review, there are a number of
key strategies that are being incorporated into the 2017-2019 Business Plan to drive school
improvement. These include:
Embed and consolidate whole school (K-10) approaches to the teaching of English and
Mathematics
Provide targeted professional learning focused on enhancing whole school pedagogical
teaching approaches
Build the capacity of staff to embed evidence-based instructional strategies
Differentiate teaching to cater for the learning needs and abilities of all students
Develop and implement a whole school approach to supporting high achieving students
Students and teachers collaboratively negotiate student learning goals, based on the students’
performance data and aspirations
Embed a team-orientated environment in which staff collaborate effectively to support student
learning
Year 3 Reading Writing Spelling Grammar Numeracy
Top 20% 18% 7% 9% 11% 0%
Middle 60% 57% 68% 75% 77% 77%
Bottom 20% 25% 25% 16% 11% 23%
Year 5 Reading Writing Spelling Grammar Numeracy
Top 20% 11% 18% 7% 16% 12%
Middle 60% 70% 66% 66% 70% 75%
Bottom 20% 18% 16% 27% 14% 13%
Year 7 Reading Writing Spelling Grammar Numeracy
Top 20% 28% 21% 24% 12% 13%
Middle 60% 53% 67% 55% 73% 81%
Bottom 20% 19% 12% 21% 15% 6%
Year 9 Reading Writing Spelling Grammar Numeracy
Top 20% 9% 18% 3% 15% 6%
Middle 60% 62% 70% 82% 70% 76%
Bottom 20% 29% 12% 15% 15% 18%
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Donnybrook District High School
Key Student Outcomes
Student Achievement and Value Adding - Literacy and Numeracy
The graph below looks at both the achievement and the progress of students in Literacy and
Numeracy compared to that of students in all Australian schools. Achievement is the average
NAPLAN result for a cohort of students. Progress is the difference between the average NAPLAN
score for students tested at the school in two test cycles (stable cohort). There is no progress
result for Year 3 students, the graphs can only represent the achievement and progress of Year 5,
7 and 9 students. The two zero (0) lines represent the achievement (horizontal) and the progress
(vertical). The dots represent both the achievement and progress of the school’s stable cohort in
either/or Year 5, 7 and 9.
The graph provides a visual representation (progress and achievement) of the school’s NAPLAN
results from 2014 to 2016 and the value adding that has occurred in Literacy and Numeracy. As a
school, we sought to be measured on the growth of the students and set out to achieve at least the
same average (mean) growth as the National Average (mean) from Yr 3-5, Yr 5-7 and Yr 7-9.
The school achieved its target in 9 of the 15 assessments.
Year 3 2014 to Year 5 2016. Target reached in Reading, Writing, Grammar and Punctuation and
Spelling.
Year 5 2014 to Year 7 2016. Target reached in Reading and Writing,.
Year 7 2014 to Year 9 2016. Target reached in Writing, Grammar and Punctuation and Spelling.
In most cases where the target wasn’t achieved, the school fell short by a small margin (1-5 points).
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Donnybrook District High School
Attendance
The tables below display the overall Primary and Secondary attendance
percentages for Donnybrook District High School over a three year period.
Attendance – Primary (Years 1-6)
Primary student attendance was higher than the State Average in 2016. which
maintained the school’s positive performance in this area over a three year
period.
Attendance – Secondary (Years 7-10)
Secondary student attendance was marginally lower than the State Average in
2016 and significantly below 2015.
At Risk Attendance
It is well documented that regular attendance (90% or above) supports a student
reaching their individual potential. A student who isn’t attending school regularly
is deemed at risk and requires intervention to support gaining or maintaining
regular attendance.
74.5% of our Primary students attended school regularly in 2016, dropping from
75.6% in 2015 and 76.4% in 2014.
59.2% of our Secondary students attended school regularly in 2016, dropping
from 60.7% in 2015, however up from 52.5% in 2014.
This is potentially a direct reflection of our dropping Index of Community
Socio-Educational Advantage (ICSEA). ICSEA provides an indication of a
school’s demographic. Since 2008 this has fallen from 1007 to 975.
In 2016 0.3% of Primary students and 6.4% of Secondary students were within
the Severe Risk (60% or less) category. These figures were less than the WA
Public School averages of 2% and 7% respectively which is certainly positive.
The school will continue to implement an Attendance and Engagement Plan that
is designed to promote the importance of regular attendance and support
students and parents and carers.
Memories of
2016
Primary Faction
Athletics
Mathematics
Maddame Tussauds
Wax Museum
Certificate 1
Agrifoods
2014 2015 2016
School WA Public
Schools
School WA Public
Schools
School WA Public
Schools
92.6% 92.1% 92.9% 92.7% 92.9% 92.6%
2014 2015 2016
School WA Public
Schools
School WA Public
Schools
School WA Public
Schools
85.6% 86.9% 88.9% 87.9% 87.5% 87.7%
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Donnybrook District High School
Memories of
2016
Dream Catchers
Measuring Muscles!
Information Technology
Christmas Boxes
Junior Campus
The school had its second independent school review in 2016 which provided a fantastic opportunity to reflect on our achievements of the past 3 years. The review itself, with commendations and recommendations is available on the School Website and we encourage all parents and carers to take the time to read it. Literacy Towards the end of 2015, all primary staff undertook professional learning with Dianna Rigg (PLD) and we initiated a whole school approach to teaching spelling. 2016 saw full implementation of the whole school approach for Literacy, using Dianna Rigg’s strategies for developing phonemic awareness, sight word recognition and spelling. We undertook regular monitoring of student progress and an annual SA Spelling Test to provide an independent measure of progress. In 2016, representative teachers from each cluster were involved in the Brightpath process of assessing student writing with an expectation that this will result in a cyclic schedule for teaching being developed and improved teacher understanding of aspects of writing that require explicit teaching, then ultimately, improved writing from students. Numeracy 2016 saw the whole school operational plan for Numeracy implemented from K-10, ensuring teachers continued the good practice developed during our previous years as a mathematics Teacher Development School. All teachers used Best PerformanceTM information to analyse NAPLAN data and used this to focus on areas of need. Science and Technology 2016 saw the continuation of our specialist science program for Years 4, 5 and 6. We added to this by embracing the latest STEM initiative (Science, Technology, Engineering and Maths) with Mr Edwards and Mr Roberts attending professional learning and sharing the role of teaching coding to nearly all year levels. The initiative was supported by the Department of Education which supplied a range of resources for our use. Visual Art and the Transition Program We continued the transition program in 2016, with Year 5 and 6 students travelling to the Senior Campus to undertake studies in STEM, D&T, Home Economics and Art. We were able to extend this to the Year 4’s with Mrs Jessop coming up to the Junior Campus to teach Visual Arts and the occasional trip for those students down to the Senior Campus. Attendance and Behaviour Our average attendance rate compared favourably to other Western Australian Schools, with Years 2, 3 and 4 having higher than state average attendance. In terms of behaviour, across 2016 we recorded 142 positive behaviour recognitions and 30 negative behaviours (shared among a small group of regular “offenders”). Jeff Brown Associate Principal
12
Donnybrook District High School
Memories of
2016
Parliament House
Canberra
Cerificate 1 Metals and
Engineering
Secondary Science
Year 10 Graduation
Dinner
Senior Campus
The 2016 year established new learning frameworks for students attending the Senior Campus. There was an amazing take up of the Certificate 1 courses on offer, with the students rising to the challenge of these new opportunities.
The Certificate 1 in Engineering, run by Mr Len Strother, gave the students a new set of key skills within the Design and Technology workshop. Students were challenged to keep up with the more regimented framework of this course, whilst tasked to complete each unit to a high standard. They were also given the basic outline of how to achieve success in the Engineering field as a precursor to high level Certificate courses. A number of these students also used their Engineering skills in designing and maintaining the Electric Vehicle Challenge vehicles with some success.
The Certificate 1 in Horticulture added a completely new dimension to the Senior Campus, which aligned us more closely to the horticultural industry around the town. Students developed key skills which they could apply to local horticultural and agricultural industries: seedling production, safety consideration on farms, managing plant beds, vegetable and fruit gardening and managing fertilizer application are some examples of the skills learnt. Students also saw the wide range of employment opportunities available through horticulture when they visited the Wagin Woolarama. Mrs Rachel Seton established a vibrant, challenging environment for the Horticulture students. The greening of the quadrangle at the Senior Campus and the integration into the Gallipoli Garden at the Junior Campus allowed cross-site links to be strengthened.
The continuation and further embedding of Certificate 1 in Hospitality saw many students achieving their Certificate 1. Their impeccable work, high level dress standards and quality serving skills in providing quality meals was again a highlight of the year. The Barista Certificate also added value to this course. Mrs Robertson and Mrs Alison Kelly provided excellent guidance to achieve success and possible future employment in the catering field.
The Year 5/6 Junior Campus visits to the Senior Campus were also a huge success. The Year 5/6 students integrated with the Senior Campus starting at lunch times on a Wednesday. All students settled into the challenging options made available: Food and Textiles, Science Technology, Engineering and Maths (STEM), Metalwork and Woodwork as well as Art classes all gave the new students a taste of what the Senior Campus has to offer. Special thanks to all the Secondary teachers for providing engaging and meaningful programs to the Primary students.
The 2016 Year was enjoyable at the Senior Campus due to the drive and passion of staff, both teaching and non-teaching. I have been blessed to work with a team that has given 100% towards improving the outcomes for every student. Added to this is the pastoral care support for the students, ensured all were catered for to achieve better educational outcomes. The continued positive integration of Year 5/6’s has ensured students and parents are aware of the strengths and the opportunities the Senior Campus delivers when they seamlessly move into Year7 and beyond. I wish all students a positive future
Garry Davis
Secondary Deputy Principal
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Donnybrook District High School
Parent and Carer
Comments
“The teachers and EAs
are very caring and
show great interest in
the students”
“Independent Public
School willing to adapt
to offer students more
educational
opportunities”
“It is a community
minded school that
structures its teaching
programs around what
opportunities are
available to students in
their local community
as they progress
through their learning
journey”
“Ability to meet with
teachers whenever
required or needed as
they are very
approachable”
“Concerns regarding
bullying are addressed”
“I like the emphasis on
emotional and social
development as well as
academic”
“The consistent effort
by the school to
improve e.g. using
community, staff and
student feedback”
National School Opinion Survey
In 2016 all parents and carers were provided with an
opportunity to participate in the biennial National
School Opinion Survey. The school was
appreciative of the 81 families who engaged with the
survey and importantly took up the chance to provide the school with valuable
feedback
Data collected from the responses was used to support our Self Reflection prior to
our 2016 Independent Public School Review and now forms part of a
comprehensive collection of documents that is steering the 2017-2019 Business
Plan.
Statement
Parent Average
Students are expected to do their best 4.2
Teachers provide useful feedback 3.8
Teachers treat students fairly 3.9
The school is well maintained
4.2
Students feel safe at school 4.2
Teachers are approachable 4.3
Student behaviour is well managed 3.6
Students like being at school 4.2
The school looks at ways to improve 3.9
The school takes parents’ opinions seriously 3.7
Teachers at the school motivate students to learn 4.0
My child is making good progress at school 3.9
My child’s learning needs are being met at school 3.7
The school works with me to support my child’s learning 3.8
Strongly agree 5
Agree 4
Neither agree nor disagree 3
Disagree 2
Strongly disagree 1
14
Donnybrook District High School
Student Comments
“The teachers at this
school are very caring”
“I like the opportunities
to go on excursions
and go on camps when
we get to High School.
That is why I’m excited
to reach Year 7”
“I like the way the
teachers push you to
do your best and tell
you how to improve”
“I love going to the
High School every
Wednesday and doing
Options”
“I like that Donnybrook
has a great sense of
community, we are all
close to one another”
“I like that Donnybrook
contributes to
community events”
“I like the Certficate 1
Programs”
“I love the bush land
because most schools
don’t have this”
“The teachers are nice
and helpful with
anything and
everything”
National School Opinion Survey
In 2016 the Year 5-10 students were also provided
with an opportunity to participate in the biennial
National School Opinion Survey. A total of 182
students completed the survey, providing valuable
feedback to the school community.
Data collected from the responses, together with information gained from
discussions with the Student Leadership group, were used to support our Self Re-
flection prior to our 2016 Independent Public School Review.
Strongly agree 5
Agree 4
Neither agree nor disagree 3
Disagree 2
Strongly disagree 1
Statement
Parent Average
Students are expected to do their best 4.4
Teachers provide useful feedback 3.9
Teachers treat students fairly 3.8
The school is well maintained
3.7
Students feel safe at school 4.1
Teachers are approachable 3.7
Student behaviour is well managed 3.3
Students like being at school 3.9
The school looks at ways to improve 4.0
The school takes students’ opinions seriously 3.5
Teachers motivate students to learn 4.0
The school provides opportunities to do interesting things 3.9
15
Donnybrook District High School
P&C 2016
President
Mrs Yvonne Kilmurray
Mrs Katya Tripp
Vice President
Mrs Jodi Thomas
Mrs Michelle Wiseman
Secretary
Mrs Miranda Harrison
Treasurer
Mrs Sandra Dillon
Book Week
Dance Off
P&C Association’s Report
Congratulations to everyone on the completion of another year. Coming in ‘cold’
to the Committee in March last year saw me on a very steep learning curve. I
would like to thank the Committee for their assistance and support as I found my
way through what were at times difficult situations.
This year, thanks to everyone’s support (committee, staff, parents & community),
we have provided approximately $14,000 in funding to the school. Thanks to our
fundraising coordinator Melinda Ward, her sidekick Michelle Wiseman (plus
others) and all the parents and carers and community members who chipped in
their time and money to support the events we ran. These activities and events
included footy tipping, raffles, cake stall, dance offs, body shop products, and a
movie night.
The money raised went to the following items:
Reading Eggs (Interactive ABC Reading Site) Junior Campus Assembly Area Outdoor Blinds Year 6 Graduation Family Picnic (Whole School) School Band Ties Pizza Oven for the Secondary Campus Year 1/2 Extension Reading program Student Awards Canteen Support (Including New Fridge) Welcome Packs (New Families) New initiatives we have worked on through the year and will see implemented in
2017 include:
Written applications for funding requests over $500 to assist with budgeting and to target our fundraising
Welcome packs to all Kindergarten parents and carers and new families entering the School
A calendar to help advertise our events and assist us to plan better and meet deadlines
A regular blurb in the school newsletter Thank you cards to volunteers and sponsors An annual budget A P&C brand/logo Actions so that the canteen can ‘break even’ financially Reviewed items and/or new additions to the school uniforms such as a skirt at
the Junior Campus Thank you to all office bearers who have at times been overburdened with work. I
believe we have now embedded a great team who are going from strength to
strength with their ideas and efforts to support the students, their families and the
school.
I would like to thank you all for working with such passion and enthusiasm over
this last year.
Katya Tripp
P&C President