2016 Singleton High School Annual Report...models of Quality Teaching, models for...

Singleton High SchoolAnnual Report

2016

8202

Printed on: 4 May, 2017 of 22 Singleton High School 8202 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Singleton High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Ms Jo Scott

Principal

School contact details

Singleton High School75-81 York StreetSingleton, 2330www.singleton-h.schools.nsw.edu.ausingleton-h.school@det.nsw.edu.au6571 1199


School background

School vision statement

We are a forward–thinking school aiming to prepare our students for a rapidly changing world by equipping them withcritical thinking skills, global perspective, and instilling the core values of respect, responsibility, pride, and excellence inlearning. Students will succeed today and be prepared for tomorrow.

School context

Singleton High School is a large comprehensive rural high school in the Hunter network of public schools. The schoolhas a comprehensive curriculum offering a diverse range of traditional subjects and dual accredited vocationaleducation (VET) courses. Students are provided access to TAFE delivered VET courses at Singleton TAFE through theSingleton Education Precinct and as part of Singleton Trade Skills Centre. The school is a Centre for Hospitality,Construction and Primary Industries. The school has a very strong sporting ethos with consistent Regional, State& National representation.

The school's focus is to enhance the educational opportunities for all students. To this end we have developed explicitmodels of Quality Teaching, models for improving literacy and numeracy and innovations in authentic assessment forYear 10. Gifted and talented students are catered for in a well established Stage 4 Enrichment Class Program. Movingforward, the creation of Personalised Learning Plans for identified students and the implementation of a rigorous anddifferentiated curriculum and assessment program are key goals.

There is a 13% enrolment of Aboriginal students who are supported through a designated Executive staff member andAboriginal Workers involved in programs run from the KaWul Aboriginal Education and Resource Centre. KaWul alsorun a Homework Centre and NORTA NORTA tutoring.

With the introduction of the CLONTARF Academy a marked improvement has been noted within our Aboriginal boycohorts. The varied programs supplied by Elders is offering engagment, career education and development alongwith strong direction in boys and mens business.

Singleton High School continues to foster strong friendship links with sister schools in Takahata, Japan where we sharein reciprocal cultural and study exchanges.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

At Singleton High School each Deputy Principal led a team for the three strategic directions. The review process involvedmapping processes against leading, teaching and learning from the School Excellence Framework. Through rigorousanalysis each team discussed the evidence and evaluation to substantiate whether the school was delivering, growingand sustaining, or excelling.

In the School Excellence Framework Domain of LEARNING the on balance judgement of the school is that it isSUSTAINING and GROWING.

In the domain of Learning the school’s focus has been raising the expectations of students in a 21st century learningenvironment. The GATS section of the plan has seen a new PLP format designed, and a Stage 5/6 policy rewritten.Executive have endorsed the policy and students have been identified and started the Elevate program. Studentfeedback was extremely positive. The Learning and Support Team created Learning Adjustment Registers in 2014.Teachers now use these mandatorily to inform required adjustments. Evidence of the super six strategies wasshown through classroom displays and student work. The faculty evaluation model continued in HSIE and Science withimplementation of the recommendations occurring immediately. Early indications of positive change were evidentthrough tightened faculty processes. Student performance measures, however, is an area in which the school is


Delivering and strategies were put in place to address this area.

In the School Excellence Framework Domain of TEACHING the on balance judgement of the school is that it isSUSTAINING and GROWING

In the domain of Teaching the school’s focus has been on staff that provides personalised quality teaching. In the mainthe school is Delivering in Effective Classroom Practice and Learning and development with a strong focus towardsSustaining and Growing. Staff training in data use has emphasised learning culture, with particular focus on the ResultsAnalysis Package. This has uncovered many areas for development in teaching practices across many faculties, andHSC analysis shows that these are being successfully addressed. The ‘Tell Them From Me’ survey has pointed to adeficit in intellectual quality and this is being addressed through staff development and collaborative work with ourpartner primary schools. Our transition programs have been strengthened with a dedicated teaching allowance beinggiven to a transition adviser. This has seen students successfully matched with appropriate post school options. Theemployment of a third deputy principal saw all deputies and the principal return to teaching senior classes, strengtheningthe experience and expertise available for students and staff.

In the School Excellence Framework Domain of LEADING the on balance judgement of the school is that it isSUSTAINING and GROWING.

In the domain of Leading the school’s focus has been on all levels of leadership through better ways of doing business.The school is Sustaining and Growing in all areas except Leadership where it is Excelling. A strong ethos of capacitybuilding is central to the school culture. Student leadership opportunities are promoted, encouraged and celebrated.Specific programs provided intensive individual mentoring experiences for students. Leadership teams were formed ineach year group with representation on the SRC. Succession planning continued with Head Teachers rostered to relieveas Deputy Principals when Deputies are teaching. Within faculties, Head Teachers have nominated staff to fill in as HeadTeacher when required. Staff had opportunities to nominate themselves for leadership opportunities through a writtenEOI processes for relevant roles, such as leading various teams.

Our self–assessment process will further assist the school to refine the strategic priorities in our School plan leading tofurther improvements in the delivery of education to our students.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Raise the expectations of students in a 21st century learning environment

Purpose

Our core school values of Respect, Responsibility, Pride and Excellence in Learning are the framework for all that we do.We expect outstanding student behaviours and outcomes in all settings. Singleton High School students are challengedin a learning environment that prepares them for life and employment in a changing environment. Equity is valued aboveequality in relation to educational outcomes. In alignment with the SEF: learning

Overall summary of progress

Evaluations of the Science and HSIE faculties were conducted and a report listing recommendations respectively wereprovided for action. The evaluations were conducted as follows: Science – Semester One. HSIE – Semester Two.These evaluations have ensured necessary focus and direction for the faculty to concentrate on student improvement.Measurable outcomes will occur in 2017. Staff from each faculty report being positive about the process and arere–focused with the new directions coming from the recommendations.

The curriculum delivery review into hours of learning opportunities in 2015 has continued to support maximising studentlearning opportunities.

Strategies in delivering 21st Century learning have been delivered in staff development workshops. Visits to companionschools and schools of excellence to assist have taken place. Staffs are working across the curriculum areas moreconfidently, presenting learning opportunities through wider delivery techniques and technologies.

Support for our Aboriginal students has grown with the inclusion of the Clontarf program and re–structure of KaWulLearning Centre programs. Students have gained outcomes through these program areas above mainstream classes. Amore confident group of students is growing. The training of staff has continued in the ‘8 Ways of Learning’. Staff nowhave an increased awareness of best practice teaching methods for all students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increase the attainment of Band 5and 6 in all HSC courses by 10%.

This did not occur as anticipated and some resultswere disappointing. A full review using RAPanalysis will be done during T1 2017.

An expansion in numbers of staff being HSCMarkers and across more curriculum. An increasein the number of staff applying to become markersin 2016.

100% GATS students have PLP’s developed forstages 4 and 5,targeted non–GATs students havebeen included in program.

The Elevate program was introduced to stage 6 andselected other stage students. Staff/Parent Elevateprogram workshop held.

HSC holiday workshops were continued by staff tosupport HSC assessment tasks. Band 6 resultswent from 13 in 2015 to 12 in 2016, a decrease of7% and making an increase of 100% on 2014results. Band 5 results went from 62 in 2015 to 66in 2016, an increase of 6% and making an increaseof 38% on 2014 results.

The HSC Seminar Day was attended by studentsfrom years 11 and 12. Specialist leaders in eachsubject area gave cutting edge advise, allowing for

Deputy

$ 98 382.93

(RAM Socio EconomicFunds)

R&R Leadership

$645.46

HSC Seminar Day

$33 502

(Program funds)

HSC Workshop Support

$2 000

(Common Start Funds)

NORTA NORTA

Individual Year 11 and 12

$103 923.76Printed on: 4 May, 2017 of 22 Singleton High School 8202 (2016)




Increase the attainment of Band 5and 6 in all HSC courses by 10%.

questions and sharing of ideas. These sessionswere attended and received favourably.

NORTA NORTA tutoring was provided to seniorstudents, supporting individual subject needs andassessments

YINPI programs provided school to work coursesand transition for seniors.

20% increase of teacherconfident in utilising learningtechnologies to maximise 21stCentury learning opportunities forstudents.

Head Teacher Learning Support appointed toexpand and lead staff through the development /implementation of LARS(Learning andadjustment registers)

Focus On Writing training for staff complementingthe Focus On Reading training in 2015. Enhancingstudent writing outcomes through staff rolemodelling and a staff team–teaching approach.

Proportion of Year 9 students at or above nationalminimum standard in NAPLAN for Reading andNumeracy.

RAM Technical support provided via technicalsupport to all staff and students with BYOD andother classroom technologies.

Faculty evaluations (HSIE and Science) to enhancefuture directions in providing learning opportunitiesfor all students.

Disability Support Flexible

$11 486.08

(HT Learning Support)

$24 319.63

(RAM low level adjustmentfor disability)

Faculty evaluations

$3 760 per faculty

(RAM Socio–economicfunds)

Next Steps

HSC marking opportunities to be promoted T1 2017

Rural and Remote strategy for HSC marking to be offered to all staff T1 2017

Increase the attainment of Bands 5 and 6 in all HSC courses through a specific program of analysis and review

Investigate ALARM (HSC)



Staff that provide Personalised Quality Teaching

Purpose

Teachers are the single biggest influence on student achievement. Supporting the professional development of staffenhances their capability to tailor learning to individuals and maximise student growth. Staff are recognised for theirexpertise and utilised effectively. In alignment with the SEF: learning


The school engaged in the first year of collegial professional development focused on improving the professional practiceof teachers. A significant focus of this fortnightly professional learning was directed toward improvement in literacythrough the ‘Focus on Writing’ program. Through the explicit teaching of the ‘TEEEC’ structure for paragraph writing, theaim of the program was to increase the quality of student written responses by enhancing their ability to construct formalextended responses in an academic voice.

Teaching and learning practices have been enhanced in 2016 by the strengthening of the PDP process. This processhas identified a need for all staff to display their ongoing commitment to the teaching profession. Meetings withsupervisors, lesson observations and using the opportunity to discuss, reflect and plan for individual PDPs has ensuredthat all members of staff have had the chance to look closely at their own practice and how they can improve theirteaching practice.

Learning Adjustment Registers (LARs) have been embedded in classroom practice over 2016. LARs are prepared byLAST and professional development was regularly undertaken at staff professional learning. All student LARs are readilyaccessible to staff in electronic format, attached to student Millennium files.




100% of staff have PDPsreflecting initiatives impacting onstudent growth

All staff participated in the PDP process. In theinitial phase of planning, staff analysed data utilisingSMART and RAP packages to identify studenttrends, areas of strength and development. Professional goals and future professional learningneeds to reflect initiatives impacting on studentgrowth.

All staff have PDP's but observation not completedby all staff.

All TPL logged using MyPL where possible.

Conducted through staffTPL

Beginning Teacher TPL

$38 314.17

TPL

$96 221.18

TPL New curriculum

$4 174.20

100% of faculty registrationsdemonstrate differentiation inprograms and assessment tasks.

Personalised quality teachingis reflected and technologyutilised.

HT T & L and LAST support have assisted facultyleaders and teachers to ensure teaching andlearning programs are inclusive of adjustments andreflect the requirements identified by individualstudent LARs.

Program registers are modified to includedocumentation of adjustments for the collection ofdata.

Most faculty registrations demonstratedifferentiation in programs and tasks.

Monitoring folders utilised.

Technical support ongoing.

Initiatives covered fromRAM staff allocation

(HT T & L)

$55 730.16

Disability support

$11 486.08

HT T&L

$24 319.63

Technical support





100% of faculty registrationsdemonstrate differentiation inprograms and assessment tasks.

Personalised quality teachingis reflected and technologyutilised.

HT T & L and LAST support have assisted facultyleaders and teachers to ensure teaching andlearning programs are inclusive of adjustments andreflect the requirements identified by individualstudent LARs.

Program registers are modified to includedocumentation of adjustments for the collection ofdata.

Most faculty registrations demonstratedifferentiation in programs and tasks.

Monitoring folders utilised.

Technical support ongoing.

$55 730.16

50% increase in staff engaged inquality teaching process utilisingsystems, modelling, practice andfeedback to improve teachingpractice and student outcomes.

11 staff participated as part of the SingletonLearning Community in Quality Teaching Rounds.

In Term 2, all staff along with our partner primaryschools received professional learning fromProfessor Jenny Gore in relation to the QualityTeaching Framework.

Additional PL was conducting on coding lessonsaccording to the QTF.

'8 Ways together programs' completed bydesignated staff.

Faculty reviews completed as specified.

QT rounds completed.

QT rounds

$19 020.77

(RAM funding)

8 Ways of Learning

$14 018.83

Faculty reviews

$4 805.60

TPL

$96 221.18

Next Steps

PDP's to include scheduled observations for all staff to be completed by the end of T3 2017.

Staff Development Day in Term 2, 2017. Engage as a community of learners with our partner primary schools as theSingleton Learning Community.

Teachers continue to engage fortnightly in staff professional learning sessions developed around the strategic directionsand goals of the school. Increased number of teachers engage in Quality Teacher Rounds in 2017.

Continue to embed authentic and engaging differentiation practices into teaching and learning programs, whereteachers differentiate lessons, by process, product or content to engage all learners.

All staff to have completed scheduled observations by the end of T3 2017.

Review of technology based communication systems to be completed by end of T2 2017.

'8 Ways Together' to be offered to new and interested staff T1 2017.

Head Teacher Teaching & Learning appointed for 2017.



Facilitate new and better ways of doing business

Purpose

Policy informs best practice within schools and communicates expectations on conduct. Policies also contribute to theoverall culture of the workplace, because they instill norms and values. Continuous school improvement recognises theneed for systematic evaluation of policy. Singleton High School is an integral component of the community and thecommunity is an integral part of Singleton High School. In alignment with the SEF: learning.


Faculty budgets are variously administered. The need for executive development in this area has been identified as apriority in 2016. Parent and student access to Millennium is inconsistent. The school needs to look at ways to educateparents beyond instructions in the school newsletter. Those who do use it report that it is a very useful way of obtaininginformation about courses, assessments and attendance. Electronic communication has improved enormously in 2016.The school uses an app to inform and remind, and the electronic sign has been favourably received by the community.This assists not only in event information, but also assessment task due dates. The school VET team has improvedcareer and transition practices so that individually tailored information and advice is made available to students from allyears. The school allocated a transition allowance to support these practices and students report that advice given hasbeen useful and has led to further education and/or employment. A timetable of faculty reviews has been implemented.HSIE and Science reviews occurred in 2016. English and PDHPE will take place in 2017.




25% increase of student, staffand parent meaningfullyconnecting with student’swellbeing programs in the school.

A significant increase in staff, parent andcommunity improvement connecting with Wellbeingprograms. As relayed through data collated.Identifying access to School TV; an online platformaddressing wellbeing issues. Staff and parentsengagement with FaceBook and Newsletter.

FaceBook, sign and App regularly used.

Fans provided in MPC and Assemblies revamped.

Networking and computer systems upgraded.

MPC technical upgrade continued

Learning spaces improvement programs continued

GATs program continued

MPC technical upgrade

$ 31 027.80

Fans MPC

$12 034

Learning spaceimprovement

$ 14 147

Networking

$25 621.29

GATs

$10 373.65

10% increase student’s positivebehaviours after effectivelearning.

An increase in staff actions and interventions whichindicates increased confidence in the process andthe basic 5 expectations of the behavioural plan.

Wellbeing programs

$34 522.14


Next Steps

Evaluate school communication system e.g. sign, App, email etc. and investigate consolidation. Evaluate PBLexpectations i.e. "5 expectations" T2 2017. Evaluated specific school areas e.g. playground at Executive meetings.Monitor PBL data collection. Increase media coverage re wellbeing programs. Mapping indicated an increase in studentpositive behaviours within the PBL data analysis.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading A Head Teacher Aboriginal Education wasemployed for 0.3 FTE. allowing forcoordination of whole school Aboriginalprograms. Whole staff development sessionswere targeted to Cultural Intelligence and the8 ways of Learning Symbolism wasimplemented through teaching programs.NORTA teachers provided after schoolhomework centre and targeted teaching andsmall group support. KaWul programsdeveloped new girls iniative programs. Alsocontinued wellbeing and whole school culturaland dance programs. Clontarf Academyestablished in Term 2 2016 introducing boysprograms to support all Indigenous boysprograms. Further enhancing SHS Aboriginalprograms.

Funds were expended on resources such as– SLSO's and Head Teacher, the impact ofthis was improved coordination of other tiedIndigenous programs such as below:

Clontarf Academy – jointly funded.

Overall this assisted in the ongoingimplementation of DoE Aboriginal Educationpolicy and enabled targeted learningopportunities. This was complemented by '8Ways together, NORTA programs and KaWulprograms. Which further enhanced SHS focuson Aboriginal programs.

RAM

$80 110.02


NORTA NORTA

$103 923.76


8 Ways of learning

$14 018.83


English language proficiency Dedicated ESL Teacher enabled:

Improved education for students

Equity in accessing curriculum

RAM Language proficiencyfund

$13 989.45

Strategy Direction 1

Low level adjustment for disability Outreach programs – employment ofadditional LAST to improve educationaloutcomes for disengaged students.

Support for students with learning difficultiesin mainstream.

Head Teacher Teaching & Learning tocoordinate student enhanced programs forlower ability students.

Employment of SLSO's provide equity ofopportunity.

School to work and additional VET programsensured access equity.

Focus on reading has upskilled students inthis area.

Dedicated ATAR information sessions forparents were provided through P&C andparent information sessions. Studentsreported better understanding of the ATARprocess and this was reflected in some

RAM

$116 804.46

HT T&L

$24 319.63

ESS

$442.67

VET

$9 136.91

FoR

$57 934.83

SLSO's

$49 300

Small programs


Low level adjustment for disability improved HSC results. Each faculty improvingone or more of their own classroomenvironments. Students reported feeling moreenergised and inspired by their surroundings.

$10 279.63

Extra SLSO's

$94 706.79

First Aid Officer

$28 941.27

Quality Teaching, SuccessfulStudents (QTSS)

QT rounds and a diverse range ofprofessional development opportunities hasincreased teacher capacity in numerousareas e.g specifically teacher training in theAustralian curriculum for HSIE staff

TPL

$96 221.18

Reviews

$4 805.60

QT rounds

$19 020.77

TPL New curricuum

$4 174.20

Socio–economic background Employment of an IT technician hasincreased student and staff usage of IT.

First Aid officer – maintain medical records,liaise with parents.

Third DP – Better parent communication anda reduction of lower level incidents

Provision of learning spaces to supportSTEM, Clontarf and KaWul has improvedlearning outcomes for GATs students andIndigenous students.

Technology upgrades has enhanced learningopportunities for all students. Softwareprogramming, licensing and maintenance e.g.Moodle and ClickView has broadened andenhanced student learning opportunities andhas allowed access from home.

QT rounds has increased teaching capacity inrelation to teaching and learning practices.

RAM

$712 751.27

RAM

$21 863.72

Support for beginning teachers Funding is for two years from commencementdate so spending may cross financial years.

Moneys expended was in negotiation with theindividual teacher. Moneys were expended one.g. professional development, consultationtime with mentor, time with more experiencedteachers to discuss teaching practices andtherefore improve same

$38 314.17


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 597 613 614 596

Girls 624 604 604 608

In 2016 Singleton High School had a student populationof 1204. The Aboriginal and Torres Straitcohort climbed with 13% recognised as ATSI students.Singleton High School supports high volumes offamilies from mining, agricultural andarmy backgrounds and is the only public high school forall public feeder schools.

Student attendance profile

School

Year 2013 2014 2015 2016

7 92.6 93 90.7 91

8 90 90.3 89.4 86.6

9 88.1 90.3 86.3 87.8

10 89.4 89 85.9 86.6

11 86.1 85.7 84.2 84.2

12 88.4 86.2 86.3 84.9

All Years 89.2 89.4 87.1 86.9

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

In 2016 the average student attendance was 89%which was improved from 2015 and consistent withprevious four year cycle. Parents are notified on theday of absence through a daily SMS program. Partialabsence when arriving late to school is messaged inthe morning, whilst truancy from class is messaged onthe afternoon of the truancy occurring.

Attendance concerns are mailed home periodically

throughout the term. Accumulated absence is referredto the Home School Liaison Office (HSLO) forfollow–up. At all stages parents are informed andinterviewed as required in an attempt to gain a mutualresolve. Solutions are discussed and attendance cardsor attendance improvement plans may be implemented.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

Employment 11.42 17

TAFE entry 1 21.14 4.7

University Entry 26

Other 4.7

Unknown 15 13

Year 12 students undertaking vocational or tradetraining

In 2016, 66 Year 12 HSC students were enrolled in thefollowing vocational education courses as part of theirpattern of study:

Singleton High School– Metals & Engineering, RetailServices, Sports Coaching, Primary Industries,Information Technology and Digital Media, Hospitalityand Construction.

Trade Training Centre Singleton – Electrotechnology,Primary Industries, Construction, Hospitality

TAFE – Animal Care, Outdoor Recreation, Nursing,Aged Care, Hairdressing, Community Services ChildCare, Warehouse Operations

Year 12 students attaining HSC and equivalentvocational educational qualifications

Students enrolled in a VET course received dualqualifications – a Higher School Certificate and anationally recognised Certificate II or III, or Statement ofAttainment towards the Certificate studied. The meanBand average for VET students in the Higher SchoolCertificate was Band 4.

Year 12 students attained VET credentialsin thefollowing subject areas

Construction– 14 students. Electrotechnology – 5students. Hospitality – Kitchen Operations– 12students. Information & Digital Technology – 7students. Metal & Engineering– 5 students. PrimaryIndustries – 14 students. Sport coaching– 9 students.


The Robert Beggs Memorial Vocational EducationAward

The Robert Beggs Memorial Vocational EducationAward was awarded to Mark Henderson for hiscommitment to Metal & Engineering.

Year 12 students attaining HSC or equivalentvocational education qualification

Vocational Educationand Training (VET)

In 2016, 66 Year 12 HSC students were enrolled in thefollowing vocational education courses as part of theirpattern of study:

Singleton High School– Metals & Engineering, RetailServices, Sports Coaching, Primary Industries,Information Technology and Digital Media, Hospitalityand Construction.

Trade Training Centre Singleton – Electrotechnology,Primary Industries, Construction, Hospitality.

TAFE – Animal Care, Outdoor Recreation, Nursing,Aged Care, Hairdressing, Community Services ChildCare, Warehouse Operations.

Year 12 students attaining HSC and equivalentvocational educational qualifications

Students enrolled in a VET course received dualqualifications – a Higher School Certificate and anationally recognised Certificate II or III, or Statement ofAttainment towards the Certificate studied. The meanBand average for VET students in the Higher SchoolCertificate was Band 4.

Year 12 students attained VET credentials in thefollowing subject areas:

Construction – 14 students. Electrotechnology – 5students. Hospitality – Kitchen Operations – 12students.

Information & Digital Technology – 7 students. Metal &Engineering – 5 students.

Primary Industries – 14 students. Sport Coaching – 9students.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 13

Classroom Teacher(s) 59.8

Learning and Support Teacher(s) 2.3

Teacher Librarian 1

School Counsellor 2

School Administration & SupportStaff

18.97

Other Positions 3

*Full Time Equivalent

Additional staff: RAM funded DP and HT Ab Ed.Permancy of third Deputy was agreed to by Director inTerm Three 2016.

Singleton High School has maintained numbers withinthe Aboriginal staff in 2016; Singleton High School haseight full and part–time Aboriginal staff, who work asteachers, administration and support staff. Thestrengthening links with the AECG, Aboriginal familiesand the wider community have contributed to themeasurable progress in closing the gap; especiallywith respect to Aboriginal attendance, retention,academic achievement and post–school furthereducation and employment. Clontarf came on board in Term Two 2016 with two staff members andsuccessfully offered programs to 65 of our Aboriginaland Torres Strait students.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 64

Postgraduate degree 39

Professional learning and teacher accreditation

All teaching staff participate in structured professionallearning within the school. Every professional learningactivity undertaken by the school is supported with adetailed agenda, which ensures that all staff are aware


of the content and expected outcomes of the activitiespresented.

In addition to mandatory presentations, professionaldevelopment activities are linked to the prioritiesdetailed in the school Strategic Management Plan.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30.11.16 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

A full copy of the school's 2016 financial statement istabled at the annual general meetings of the parentand/or community groups. Further details concerningthe statement can be obtained by contacting theschool.

Income $

Balance brought forward 1 398 735.88

Global funds 908 445.73

Tied funds 1 129 582.16

School & community sources 720 078.65

Interest 28 388.21

Trust receipts 136 378.50

Canteen 0.00

Total income 4 321 609.13

Expenditure

Teaching & learning

Key learning areas 302 611.74

Excursions 145 184.96

Extracurricular dissections 239 926.84

Library 29 328.90

Training & development 1 016.96

Tied funds 1 418 507.26

Short term relief 180 333.65

Administration & office 283 472.21

School-operated canteen 0.00

Utilities 162 977.26

Maintenance 195 708.24

Trust accounts 142 298.94

Capital programs 73 954.55

Total expenditure 0.00

Balance carried forward 4 321 609.13

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 7 and 9 literacy and numeracy assessmentsare reported on a scale from Band 1 to Band 10. Theachievement scale represents increasing levels of skillsand understandings demonstrated in theseassessments.

Reading: Year 7 reading results demonstrated anincrease in the number of students achieving B4 and adecrease of students achieving B9.


Year 9 students performed slightly better, showing adecrease in B5&6 and an increase inB9, with a slightdecrease in B10.

Writing: Year 7 writing results showed someimprovement at lower levels, an increase of studentsachieving B8 but a decrease of students achieving B9.

Year 9 writing results also demonstrated improvementin the lower bands, stable B9 results and a decrease inB10.

Spelling: Year7 spelling results demonstrated a slightdecrease in the number of students achieving B8withan improvement in the number of students achievingB9.

Year 9 spelling results demonstrated an increase in thenumber of students achieving B5 and decrease in thenumber of students achieving Bands 9 & 10.

Grammar & Punctuation: Year 7 grammar &punctuation results demonstrated a decrease in thenumber of students achieving B4 and an increase in thenumber of students achieving Bands 7&8. Lessstudents achieved B9.

Year 9 grammar & punctuation results demonstrated aslight increase in the number of students achieving B5and a substantial improvement in the number ofstudents achieving B9 and some improvement in B10.


Numeracy: Year 7 numeracy results showed anincrease in students obtaining Bands 4 & 6 and adecrease of students achieving Bands 8 & 9.

Year 9 numeracy results showed a slight increase inthe number of students obtaining B5 and a slightincrease in the number of students achieving B9 and adecrease in B10.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inBands ranging from Band 1 (lowest) to Band 6(highest).


HSIE: Overall results in 2016 were a slightimprovement on 2015 when comparing SHS HSIEresults to the state average. In 2016 SHS HSIE resultswere also greater than those of similar schools.

Ancient History: Performance consistent withstudents in previous years. Twenty One studentscompleted the course with 20% of students achieving aBand 4 or higher. Many students in the courseachieved a Band 3 and the overall average of thecourse improved by 0.2 points.

Modern History: Fifteen students completed theModern History Examination in 2016, the largest cohortto do so at SHS since 2007. Sixty percent of thesestudents achieved a Band 4 while twenty six percentachieved a Band 3. The course average whencompared to the state has remained stable for thepast three years at approximately –0.4.

Business Studies: Twenty one students completedthe Business Studies examination in 2016, the largestcohort to complete the examination since 2008. Manystudents achieved a Band 3 or 4 and the courseaverage improved by –0.3.

Legal Studies: Fifteen students completed the LegalStudies examination in 2016, the largest cohort to do sosince 2007. Of these 15 students, 46% achieved aBand 3 and more than twenty percent achieved a Band4 or higher. The course average when compared to therest of the state was consistent with 2015 at –0.8.

History Extension: Three students completed HistoryExtension in 2016, with one student achieving an E3and two students achieving an E1. These results werean improvement on previous years with the course

average improving by 0.8 points.

Personal Development Health Physical Education:In 2016 the PDHPE faculty continues to demonstrategrowth in student retention and achievement across ourfour Stage 6 courses of Personal Development Healthand Physical Education (PDHPE), Community andFamily Studies (CAFS), Sports Lifestyle and Recreation(SLR) and VET Sports Coaching.

Substantial academic achievement was evident inPDHPE with the cohort of 28 students achieving oneBand 6 and nine Band 5 results including an equal thirdin the State achieved. The CAFS cohort of 19 studentsalso included an impressive eight Band 5 results. SLRstudent achievement ranged from 52 to 87 in theirschool based assessment with our first cohort in anumber of years of eight Sports Coaching studentsattaining competencies in this VET Framework.

Creative & Performing Arts: Visual Art:Visual Artresults were higher than the last two years. Allparticipating students achieved their highest HSC resultin Visual Art. One third of the students achieved B5 andthe remaining students achieved B4. Greater emphasiswas placed on art theory concepts and thedevelopment of sophisticated artworks. These areasremain an ongoing focus for continued improvement.

Drama: The 2016 Drama results were lower thanexpected. Six students achieved B4 and theremaining4, B3. The results were lower than the school basedassessment.Analysis of the results indicated theindividual characterisation in group performances andwritten responses are areas for improvement.

Music: The HSC Music results were very pleasing.The class achieved results above state average. Themajority of candidatesachieved B5 and one studentreceived a B4. Emphasis was placed on performance,aural responses and viva voces. One student wasselected for Encore.

Mathematics: All Mathematics results from the 2016HSC are below state average. Mathematics Extension2 and Mathematics Extension 1 had very few studentscomplete the course. One Mathematics Extension 1student scored a Band E4. One Mathematics Extension2 received a Band E3 and also a national Band 6 forMathematics.

Three Mathematics students scored a Band 5 and twostudents received a Band 4. There were a largenumber of students who scored a Band 1 whichresulted in a downward overall trend when compared toprevious years.

One Mathematics General 2 student scored a Band 5and nine students received a Band 4. The majority ofother students received a Band 2or3.

Vocational Education and Training (VET): In 2016,66 Year 12 HSC students were enrolled in thefollowingvocational education courses as part of their pattern ofstudy:


Singleton High School– Metals & Engineering, RetailServices, Sports Coaching, PrimaryIndustries,Information Technology and Digital Media, HospitalityandConstruction.

Trade Training Centre Singleton – Electrotechnology,Primary Industries, Construction,Hospitality

TAFE – Animal Care, Outdoor Recreation, Nursing,Aged Care, Hairdressing, Community Services ChildCare, Warehouse Operations.

Year 12 students attaining HSC and equivalentvocational educational qualifications. Students enrolledin a VET course received dual qualifications – a HigherSchool Certificate and a nationally recognisedCertificate II or III, or statement of Attainment towardsthe Certificate studied. The mean Band average forVET students in the Higher School Certificate wasBand 4.

Year 12 students attained VET credentials in thefollowing subject areas: Construction– 14 students.Electrotechnology – 5 students. Hospitality – KitchenOperations– 12 students. Information & DigitalTechnology – 7 students. Metal &Engineering – 5students. Primary Industries – 14 students. Sportcoaching– 9 students.

Science: The performance of candidates studyingsubjects within the Science Faculty at the 2016 HSCshowed improvement in some areas and maintainedtheir performance levels in others:

In Biology, the 2016 average of 72.8 was above thatachieved both by the 2015 group and 0.6 above allNSW DoE students in 2016. The school achieved fourBand 6 results and these students were all part of theacceleration program in 2016. The cohort was 0.1below state average for all students.

In Chemistry, the 2016 cohort achieved an averageperformance of 63.4. This result was 1.2 marks belowstate average performance on z score analysis. Whencompared with SSG this groups achievements weremore comparable.

Students of Senior Science in 2016 performed betterthan the 2015 school cohort and 0.7 marks above thestate average performance.

Students studying Physics in 2016 achieved a z score0.8 below state average performance. However, whencompared to Physics students in the SSG 2016 thisperformance was more comparable.

The 2016 cohort in Earth and Environmental Sciencerepresents a small number of students. The z scoreanalysis of this group shows a performance of 1.3below the average state performance

SCIENCE VALID PERFORMANCE

In 2016 students in Year 8 achieved an overall meanperformance of 83.9 and demonstrated similarstrengths across all four focus areas assessed. This

was below the state average of 86.1 and above theperformance of students in SSG of 82.0. This wasslightly below the performance of students fromSingleton HS in 2015.

In 2016 students in Year 10 achieved an overall meanperformance of 89.6 and demonstrated similarstrengths across all four focus areas assessed. Thiswas slightly below the state average of 90.1 and abovethe performance of students in SSG of 86.6. Thisrepresented an improved performance from studentsfrom Singleton HS in 2015. These students exceededexpectations in the area of expected growth with 76.8%of students showing greater than or equal to expectedgrowth in 2016.

English: English Advanced: No Band 6s and adecreasing amount of Band 5s accords with the trendsince 2011. In each section of both papers our resultswere below the State average. Our best results camefrom Paper 2 Module A.

English Standard: We had no Band 6 or 5 results.

Looking forward: Our school based assessments andespecially HSC Trial results are a better predictor ofHSC success than Year 9 NAPLAN or RAP data. Having experienced HSC markers means that we arevery close to the marks attained in the HSC. There isno evidence of value adding post Trial HSC.


Policy requirements

Aboriginal education

KaWul programs developed new girls and womens'business programs. Elders are involved fully in allprograms. KaWul programs – 95% of ATSI studentshave in–school mentors. Mentor staff trained andprograms implemented. Clontarf established withdeveloped programs supplied by Elders to assiststudents with engagement, career education anddevelopment of boys and mens business.

NAIDOC inspired programs were a huge success withart workshops, award ceremony, guest speakers anddancers performing at a high level. Banda–Ra dancerssuccessfully performed at school and civic functions.

Norta Norta tutoring has worked very well with all seniorand junior students being accessed by tutors in classand withdrawn to ensure best practice and to improveliteracy and numeracy results for the student.

SHS NAPLAN results for our Aboriginal studentsexcelled above state average as indicated in theNAPLAN report. Wiya Wjanta Cultural Awarenessprogram developed and delivered to National Companyfor management of all employees.

Multicultural and anti-racism education

Singleton High School has two ARCO (Anti–racismcontact officers) who received training at NewcastleOffice. Since then there have been presentations aboutracism and its effect both at whole assemblies andthrough whole school wellbeing program.

SHS has begun two new sister school relationshipswith India and China, with whole school assemblydiscussions and presentation occuring.

The school celebrated as a whole ‘Harmony Day’during which multicultural heritage was explored.


2016 Singleton High School Annual Report...models of Quality Teaching, models for...

Documents

Transcript of 2016 Singleton High School Annual Report...models of Quality Teaching, models for...