2017 Rouse Hill High School Annual Report - Amazon S3 · Education Index of 64, the FOIE mean being...

Rouse Hill High SchoolAnnual Report

2017

8291

Printed on: 5 June, 2018 of 18 Rouse Hill High School 8291 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Rouse Hill 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.

Kim Chapman

Principal

School contact details

Rouse Hill High School105 Withers RoadRouse Hill, 2155www.rousehill-h.schools.nsw.edu.aurousehill-h.school@det.nsw.edu.au9836 3602


School background

School vision statement

Rouse Hill High School develops dynamic, accountable, resilient and engaged learners. To support our purpose, thisschool plan focuses on developing insightful thinkers through purposeful learning with a future focus.

School context

At Rouse Hill High School we offer challenging and diverse learning programs providing excellent opportunities forindividual success. Knowing our students and their learning needs allows us to help them on their pathway to success.Our senior students benefit from unique, flexible Higher School Certificate pathways with wide subject choice and theopportunity for Year 12 subjects in Year 11. Strong educational leadership and dedicated teachers create a supportive,dynamic learning environment. Since opening in 2009, our dedicated staff members have actively engaged in highquality professional development, investing strongly in all aspects of our vibrant public school.

Rouse Hill High School is a medium sized comprehensive high school located in the rapidly developing north–westcorridor of Sydney. The school serves an above average socio–economic community with a Family Occupation andEducation Index of 64, the FOIE mean being 100. Of our students, 26% are from a language background other thanEnglish and less than 1% are Aboriginal. Currently, the school has an enrolment of 840 students and 59 teaching staff.

Developing leadership and engagement programs and building confidence, resilience and success in our students is apriority. Analysis of data shows we have made progress in these areas but still have room for growth, particularly in thearea of student voice. The school has above average attendance, students wear full school uniform and the culture of theschool is viewed as a positive place to learn.

Since opening, the school has shown high growth in NAPLAN results, however, results have not been consistent. 2013was the first year that external data for the HSC was available for analysis. The data shows the school has more work todo in consistently improving value–added results for students and moving students from the middle achievement bandsto higher achievement levels.

The Parents and Citizens Association works closely with the Principal to determine the strategic directions of the schooland support the school in many ways including purchasing resources, providing advice on school programs andstructures, initiating community activities to increase parental involvement and actively participating in the selection ofstaff. Links with the local community and wider educational community are priority areas within this plan.

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.

In the domain of Learning our priorities have focused on curriculum and learning, and learning culture. During 2017there has been a demonstrated commitment within the school community to strengthen and deliver on school learningpriorities. Through Project Flourish, Project Keystone and Project D, teachers collaboratively reflected on how they wereembedding school priorities into their lessons and how to improve their own and each other’s practice. The impact eachProject had on teaching was shared with Principals and members of the Schools of the Future Project with all facultiesdemonstrating growth. The active partnerships established with the Mitchell Institute and the University of TechnologySydney has helped to promote continuity of learning for students and reinforce the school's focus on developing futurefocused learners. The Rouse Hill High School Learning Support policy continued to unify programs and processes tobetter identify, address and monitor student learning needs. This has enabled a targeted approach to tiered learning andwellbeing supports delivered by teachers, the Learning and Support Team and Year coordinators. Staff furtherembedded effective questioning, growth mindset feedback and Raising Responsibility into their teaching, providingstudents with opportunities to connect and succeed in their learning and personal growth. In 2017 the school focused onreviewing and consolidating student leadership and wellbeing policies and programs to develop a three year plan forinclusion in the 2018–2020 school plan.


In the area of Teaching, our efforts have focused on data skills, collaborative practice, and learning and development.Professional learning delivered throughout 2017 focused on implementing effective teaching methods in the areas ofliteracy and numeracy and developing differentiated teaching practices within the classroom. To support improvement inpractice, teachers developed their understanding and ability to interpret data and how to design assessment fordifferentiation through ongoing professional learning. In Term 1, all staff worked in faculty based professional learningcommunities to embed professional learning focused on reading and writing strategies. Faculties incorporated dataanalysis in their planning for learning with teachers actively sharing learning from their classrooms and their observationsof practice. Teachers provided and received planned constructive feedback from peers and students to improve teachingpractice. In Term 2, professional learning communities supported teachers to differentiate teaching and learning methodsby using Lesson Study as a professional learning strategy. Faculties engaged in professional learning activities focusedon the differentiated needs of each KLA in Term 3. In 2018, professional learning communities will focus on strategies toenhance teaching practices for HSC students.

Our focus in the area of Leading has been on leadership and school planning, implementation and reporting.Throughout 2017 the school has solicited student feedback on how their teachers have implemented school priorities inthe classroom. This has enhanced the information provided to the school from the Tell Them From Me survey andformed one of several assessment tools used to measure the impact of teaching. The Rouse Hill High School facultyexcellence framework was adapted to focus on the specifics of Project Keystone and Project D, providing a cleardescription of the key elements of high quality products and practices outlined in the school plan. Faculties utilised thisframework to self–assess and plan for differentiated professional learning to meet the needs of their faculties andindividual teachers as they progressed from delivering to excelling. Executive staff engaged in professional learning todevelop skills in building staff capacity. Through modelling and ongoing coaching meetings with executive staff, theseskills were further refined to enable school leaders to more effectively lead faculties. In 2017 the school focused onproviding a minimum of 10 hours of NESA approved professional learning and established school based systems tosupport the maintenance of accreditation for all teachers from 2018. Our self–assessment process assisted the school torefine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to ourstudents.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Student engagement in school life is reflective, resilient and insightful.

Purpose

To foster successful student participation in school life by investing in raising individual responsibility for learning andbehaviour through a growth mindset approach. A focus on participation, recognition, feedback and reflection is required.

Overall summary of progress

Staff further embedded effective questioning, growth mindset feedback and Raising Responsibility into their teaching,building on professional learning delivered throughout 2015. To support implementation, school wide systems reinforcedthese initiatives including: aligning behaviour monitoring processes with the ABCD model; ensuring report commentsreflected a growth mindset philosophy; using posters to promote the ABCD model in all classrooms; providinginformation regarding the ABCD model to the community through school publications; information sessions and trainingstudents in Raising Responsibility.

Staff and students conducted a pilot study as part of the school’s involvement with the Mitchell Institute’s YoungEntrepreneurial Program. The pilot involved establishing seminar groups with a cross–section of students from Years7–12.The pilot aimed to improve student engagement by; providing opportunities for senior students to mentor middleschool students and delegating student responsibility in delivering a student driven wellbeing curriculum.

Staff evaluated the use of effective questioning, growth mindset feedback and Raising Responsibility throughcollaborative professional learning structures, as part of Project Flourish. Staff shared their practice in faculty groups bycritically reflecting on their observations of classrooms, student work samples and data from the Student LearningSurvey, to collectively improve the effectiveness of each faculty’s practice.

Senior and Middle School wellbeing support structures were reviewed and adjusted to reflect the Department ofEducation's Wellbeing Framework for schools (WFFS). In 2017, the Senior School seminar lessons were aligned to thecentral themes of the WFFS; connect, succeed and thrive. Middle School seminar lessons focused on relationships,positive mental health and diversity. Year coordinator roles were redefined in 2016, allowing staff to progress with theiryear groups and emphasise the importance of developing positive and respectful relationships in 2017. In addition, Yearcoordinators initiated targeted and cohort directed programs to build personal success.

In 2017 the Rouse Hill High School Learning and Support Policy was embedded as a process and refinement of earlierschool practices. The policy outlines the school's tiered support model (intensive, targeted and universal support) and theresponsibilities of the teachers, Learning and Support Team and Wellbeing teams in supporting the needs of all students.Additional curriculum and wellbeing based supports for students in the intensive and targeted tiers were deliveredthroughout 2017 including, MacqLit – an explicit and systematic reading intervention program, and Raise Mentoring – a20 week community based mentoring program. In 2018 Quicksmart numeracy lessons will be implemented.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Tell Them From Me data showsimprovements in socialengagement and institutionalengagement measures by anincrease of 15%

Low level disability funds:$47000

Socio–economicbackground funds: $14000

Aboriginal backgroundloading:$3000

English languageproficiency: $10000

Professional learningfunds:$11000

Tell Them From Me data shows static growthoverall in social and institutional engagementmeasures.

Key points include;

• Student participation in sporting activities hasincreased by 5.1%

• Boys with positive relationships has increased by5.5%%

• Students with a positive sense of belonging hasdecreased by a smaller value of 1%, compared to4% in the previous period.

• Students with positive behaviour at school hasPrinted on: 5 June, 2018 of 18 Rouse Hill High School 8291 (2017)





Tell Them From Me data showsimprovements in socialengagement and institutionalengagement measures by anincrease of 15%

continued to increase from 91% in 2016 to 92% in2017, above the state government schools mean of87%.

Students with positive relationships with theirteachers has increased by 3.3%.

Millennium data shows adecrease in student behaviourreferrals

Professional learning funds:$3000

Behaviour resulting in suspension reduced by 24%between 2016 and 2017.

There was a 75% reduction in bullying incidentsacross the year 10 –11 cohort between 2016 and2017, however, the year 8 – 9 cohort experienced aslight increase.

Attendance data is maintained at,or above 92%

Attendance data has been maintained at 92%.

Next Steps

• Implement targeted wellbeing programs in Senior School to address student stress levels and their capacity toinitiate and maintain effective study programs.

• Embed QuickSmart mathematics intervention program for students requiring intensive support. • Redefine the role of School Learning and Support Officers to include facilitating small group literacy and numeracy

programs . • Research strength based approaches and positive psychology models to plan and develop a professional learning

program for implementation in 2018. • Implement a peer support program for Year 7 students with Year 1.0 students as leaders. • Implement a performance and development plan (PDP) for Year Advisors, to complement curriculum goals, and

focus on developing staff capacity to support cognitive, emotional, social, physical and spiritual domains.



Student learning is dynamic, personalised and connected in a purposeful way.

Purpose

To deliver learning that is personalised for each student within a connected KLA approach. It is linked with real worldproject based learning and encourages students to: take ownership of and risks in their learning; challenge them in newways; and move beyond 'the known' toward higher order literacy, numeracy and critical and creative skill development.


In partnership with the University of Technology Sydney, Rouse Hill High School trialled the UTS–REVIEW web tool in awider range of KLA’s, including Science and HSIE, to assist in reporting and tracking the development of generalcapabilities. The trial identified the suitability of the software for the needs of a high school and the professional learningrequirements for staff to participate in a pilot research project. Staff in multiple faculties participated in a collaborativeworkshop developing skills in writing assessment criteria based on capabilities. The REVIEW trial was conducted inSemester 1 of 2017.

In 2017 the collaborative professional learning structure known as Project Flourish was embedded as common practiceacross the school. Based on Dylan William’s ‘Teacher learning communities’, staff were responsible for reflecting on theprofessional learning delivered in literacy and differentiation at the conclusion of 2016 and early in 2017. Thesestrategies were then embedded into their classroom practice with staff sharing their experiences within and acrossfaculties. Individuals identified where they were operating against indicators in our Rouse Hill High School FacultyExcellence Framework, modified specifically to address the requirements of each professional learning cycle,includingProject Keystone, Project D and Project Flourish. Throughout Terms 1, 2 and 3 faculties met weekly to discuss theirclassroom practice drawing from observations of classrooms, student work samples and data from the Student LearningSurvey to inform their critical reflection on literacy and numeracy, differentiation and faculty identified areas ofdevelopment.

In 2017, Rouse Hill High School role in the Schools of the Future Project led by the Futures Learning Directorateexpanded. The team of teachers involved in the project helped to develop our school’s case for change, analysing abroad range of quantitative and qualitative data sources. The project also developed staff understandingof design andevaluative thinking, prototyping, and scaling and diffusion. This informed the design of Project Flourish and was utilisedin future professional learning programs and curriculum review processes in 2017. The role of Rouse Hill High School inthe Schools of the Future Project further involved mentoring and coaching teams of teachers form the second cohort ofschools involved in the project.

All staff embedded Google Apps for education into their teaching. The effective use of Google Apps has been enhancedby professional learning as part of Project Flourish, illustrations of practice by leading practitioners, and the introductionof the ClickView curriculum library.

Google Apps for Education were used to enhance student collaboration and effective collection of diagnostic data for usein differentiation. As part of our Transition Program, Year 7 students have developed knowledge and understandingabout how to be a responsible digital citizen.

The focus of whole school professional learning throughout 2016 was developing students’ literacy, numeracy and criticaland creative thinking skills. In 2017, teachers implemented a range of new strategies within their classrooms.Professional learning developed staff knowledge, confidence and understanding in thefollowing areas:

• using formative assessment to improve the responsiveness of teaching to student need, • assessing skills and using the ACARA learning continua to report on skill development, • designing pre–tests and assessments to allow and cater for differentiation, • developing strategies to teach collaboration and creative and critical thinking skills, • 5 using z–scores, effect size and data analysis to measure our impact as teachers, and • delivering targeted literacy and numeracy skills to address areas of need identified in student NAPLAN data.





Tell Them From Me data shows Professional Learning Intellectual engagement fell slightly below the state






improvements in intellectualengagement measures by anincrease of 15%

funds: $14000

Socio–economic funds:$15000

mean in 2017, with the most significantdifferentiations occurring within the 8 and 9 cohorts.

Year 7 students demonstrated a 13% increase inengagement from the previous year, well above thestate mean.

Rigour increased a further 9% in 2017, remainingabove state average, along with effective learningtime and relevance.

Measurement of effective student differentiation onthe high skills – high challenge measure increasedfrom 41%to 44% during 2017, this was 4% abovestate average.

All Year 7 students participated in a joint projectwith UTS on self–assessment and reflection acrossachievement of skills and capabilities for Scienceand HSIE.

HSC results in all courses areequivalent to, or better than stateaverage


In the 2017 HSC 16 out of 23 subjects performedabove state average compared to 12 out of 20 in2016, this is an increase of 10%.

85% of students achieve orexceed expected growth ininternal and external measures

Professional Learning funds$17000

English Language funds:$7000

71% of Year 9 students achieved or exceededexpected growth in numeracy in 2017 with 53 % inreading. This is an increase of 12% and 2%respectively.

The percentage of students achieving in the top twoNAPLAN bands in Year 9 in reading rose from 15%in 2016 to 19% in 2017, whilst numeracy remainedstable at 18%. The percentage of students in thetop two NAPLAN bands in Year 9 for writing nearlydoubled from 7% in 2016 to 13% in 2017.

64.3% of Year 10 students achieved or exceededexpected growth in VALID in 2017, an increasefrom 51.2% in 2016.

100% of teachers demonstrated growth against theFaculty Excellence Framework through 2017.

Internal student data shows growth in the use ofwriting and numeracy strategies in classrooms andin student confidence using writing and readingstrategies.

Next Steps

• Faculties focus on developing the authenticity of project based learning units delivered across all Middle Schoolclasses.

• Staff analyse external and internal data sources including diagnostic pre and post testing and assessment andsurvey results, to measure and report on the impactof their teaching, including implementing the use of TheEducator Calculator(TEC).

• The percentage of guardians provided with weekly updates of their child’s Google Classroom activity throughGoogle Apps for education increases.

• The Project Flourish, professional learning community model is adopted to support staff embedding the followinginto teaching and learning programs: Project HSC; Practices outlined in the faculty excellence framework andschool plan 2018 – 20.



Students thrive in a sustainable, accountable and future focused school community.

Purpose

To enhance positive school experiences through the development of 21st century skills by supporting collaboration,technology, engagement and the wider community, and supportive school structures within a culture of professionalpractice.


All staff embedded Google Apps for education into their teaching practice. The effective use of Google Apps has beenenhanced by professional learning as part of Project Flourish, illustrations of practice by leading practitioners, and theintroduction of the ClickView curriculum library. A Technology consultant continued to provide ongoing support in 2017as staff developed their skills in engaging with Google Apps for Education. As part of our Transition Program,Year 7students have developed knowledge and understanding in how to engage with technology responsibly and ethically as adigital citizen.

Senior School students engaged in seminar programs focusing on study skills, ethical responsibility throughout the HSCand issues of health, safety and wellbeing ata time when they face significant changes and challenges in their lives.Senior School workshops, excursions and Careers lessons have helped students build connections across year groupsand develop their confidence in transition beyond high school.

All Executive staff completed ongoing professional learning relating to performance management and difficultconversations in 2017. Coaching conversations and the underlying principles of growth coaching were utilised byExecutive staff to build capacity of teachers throughout the annual performance and development process. Indetermining performance goals, staff mapped to the Australian Professional Standards for Teachers then recorded andmonitored progress towards the achievement of their Performance and Development Plans through the Google Suiteplatform.

A Rouse Hill High School Facebook page was initiated in 2016 in response to feedback from the school P&C.Professional learning to all staff has enabled the effective and responsible use of this medium which has been used as acommunication and promotion tool by all faculty areas. Throughout 2017 the use of Facebook has enhanced the school'scommunication strategies which include the Skoolbag App, website, newsletter, email and paper notifications.

Rouse Hill High School strengthened our engagement with the wider community through our involvement with theMitchell Institute Young Entrepreneurial Program, UTS Review project and the Schools of The Future Project in 2017.These initiatives have provided authentic opportunities to work with experts in innovation and inform our school basedpractices. Four students travelled to Melbourne to participate in an inter–state conference for the Young EntrepreneurialProgram. Local community engagement projects included: MADD, a combined arts based curriculum showcase withpartner primary schools; and DARE week, a whole school project involving all staff, partner Primary schools, localbusinesses and a P&C led trivia event. These projects provided positive school experiences for students and staff andpromoted a sense of belonging.

In 2017 a curriculum review was conducted in order to gather staff, student and parental perceptions of what was offeredat Rouse Hill High School. The evaluation involved a recommendation for more flexible learning opportunities forstudents. In 2018 Year 7 students will engage with new curriculum to enhance 21st century learning that focuses oncross–curriculum priorities, titled 'Project Stream'. Teachers were selected via expression of interest and participated inplanning sessions for preparation.





Parent perception of their child'sexperience at school improves tostate average in all areas. (TellThem From Me survey)

Socio–economic funds:$15000

Parents who identify as being involved in the schoolcommunity increased from 8% in2016 to 15% in2017.

Parent satisfaction will school communication hasimproved, from 88% in 2016 to 92% in 2017.

Rouse Hill High School Skoolbag app has beenPrinted on: 5 June, 2018 of 18 Rouse Hill High School 8291 (2017)





Parent perception of their child'sexperience at school improves tostate average in all areas. (TellThem From Me survey)

loaded to 1432 devices

778 users like the Rouse Hill High School Facebookpage in 2017, an increase from 606 in 2016.

93% of parents found the school website useful in2017.

Parent perception of their child's experiences atschool has increased towards state average insome areas. TTFM data indicates that schoolsupport for positive behaviour increased by further1.5%, however, there are some areas of decline,including a 9% reduction parents suggesting theywould recommend the school.

95% of students planning tertiaryeducation when leaving school

School to work funds:$5190

•77% of students plan on finishing high school, withan increase of 7% of students in Year 10 planningto pursue the HSC.

32% of students plan on completing a VET or TAFEcourse, a 2% reduction from 2016.60% of students plan on going to university, adecrease from 66% in 2016 with the reductionexperienced by girls, bringing the statistic more linewith state expectations.

The school provides opportunitiesfor teachers to show growth in asupportive and professionalenvironment.


Beginning Teacher funds:$65000

All staffcontributed to professional learning offaculty and reported growth against FacultyExcellence Framework through Project D andKeystone .

Staff participated in 294 external professionallearning activities to support teacher PDPs and theimplementation of school priorities.

10.5 hours of NESA approved registeredprofessional learning was provided to 54 staffmembers through whole school and faculty basedsessions.

All teachers completed three 4 – 6 weekprofessional learning projects (19.5 hours) in theareas of differentiation, literacy and numeracy, andother priorities identified in the school plan.

Five teachers completed accreditation processes atproficient level.

Individualised Professional Development Plans foreach staff member aligned with the AustraliansProfessional Standards for Teachers and wholeschool priorities.

Next Steps

• School based systems established to support school wide maintenance of accreditation from 2018. • Re–establish collaborative primary partnerships for the next cycle of the school plan. • Pilot Project Stream in stage 4, with a view to providing more authentic project based learning opportunities for

students in Year 7 that may enable students to develop networks; engage in creative and entrepreneurial product


oriented learning experiences; and, benefit local and global communities. • extend Guardian provision of weekly updates of their child's Google Classroom activity. • NESA approved professional learning designed and delivered to address learning needs specific to Rouse Hill

High School. • Review faculty curriculum documentation to ensure compliance and improve the quality of teaching and learning

strategies across the school. • Establish a community of aspiring leaders across the school and enhance opportunities for career development,

including additional professional learning and the implementation of action research plans. • Stage 6 and post school readiness is improved through: an evaluation of Careers lessons and the work experience

program; accessing PAT REading and Mathematics benchmarks to guide HSC subject selection; and, theintroduction of a HSC student shadow program for year 10 students.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $5945 The eight Aboriginal students at Rouse HillHigh School had Personalised Learning PlansIn place and support provided to encouragesuccess at school. Our Aboriginal Coordinatorutilised professional learning addressing the 8Aboriginal Ways of learning in thedevelopment of these PDPs. The schoolcontinued the facilitation the connection toAboriginal Communities by continuing theAcknowledgement of Country at allassemblies and embedding Aboriginal historyand perspectives in the curriculum.

English language proficiency $17773 Students with English language needs havebeen slowly increasing within the schoolcommunity. Students with a high needs havebeen supported in the classroom with SchoolLearning and Support Officers. Other highneed students have been included in theMacLit program. In 2018, professionallearning in this area for all staff is required.

Low level adjustment for disability $47870 The Learning and Support Team havecoordinated support for students withdisabilities. This has included: • access to Student Learning SupportOfficers in classroom settings • inclusion in targeted literacy and numeracyprograms, Scaffolding Numeracy in theMiddle years and MacqLit – readingintervention program • providing special provisions forassessments and examinations • monitoring and evaluation the effectivenessof Personalised Learning and Support Plans.

Socio–economic background $51989 Financial support has been provided tostudents from low–socio–economicbackgrounds. This has included providingsupport for school fees, camps andextra–curricula activities, uniforms andlaptops. Some students have receivedadditional support based on their performancein NAPLAN and in internal assessment data.These students have been involved in MacLitand access the support of Student LearningSupport Officers within classroom settings.

Support for beginning teachers $19000 In 2017, Rouse Hill High Schoolsupported one beginning teacher in their firstyear and three in their second year ofteaching. All beginning teachers have hadtime build into their timetable to meet withtheir mentors. As part of a induction process,beginning teachers met with the ProfessionalPractice mentor three times per term tocollectively discuss their practice and provideach other with support.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 335 351 379 420

Girls 351 369 384 409

Due to growth in the local community, student numberscontinue to grow at a steady pace.

Student attendance profile

School

Year 2014 2015 2016 2017

7 95.2 94.6 94.6 93.2

8 95 92.4 93 92.9

9 92.5 92.7 91.2 91.1

10 92.9 90.1 89.1 89.6

11 93.8 92.2 92.5 90.2

12 91.2 90.7 91.7 91.1

All Years 93.6 92.2 92 91.5

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

While student attendance has shown a slight decrease,attendance rates are still above state average.

Attendance is managed at a number of levels:1. Deputy principal fortnightly monitoring with the

HSLO using attendance reports. This identfiesactions to be taken by the HSLO and the LearningSupport Team.

2. Deputy principal's table attendance trend data atthe Learning and Support Team meeting. Actionsfrom this include Year Coordinator interviews withstudents, calls home or the development of anattendnace plan..

3. Letters are posted home for unexplainedabsences.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 1

Employment 20 26.5 18.5

TAFE entry 12 30 6.4

University Entry 65 41 71

Other 0.5 1.5 1

Unknown 2 3 2.4

Students are combining employment with part–time andfull–time study. The students completingapprenticeships have been included in the employmentdata rather than TAFE entry. Some students havechosen to defer enrolment in University due to eitherfinancial circumstances, overseas travel or familyreasons.

One student from Year 12 is still seekingemployment. The Year 11 cohort includes students thatare part of the school’s Autism class. The Year 11cohort in 2017 indicated a stronger inclination towardsVocational pathways rather than University entry oncompletion of their HSC.

Year 12 students undertaking vocational or tradetraining

In 2017 61% of students in Year 12 undertookvocational or trade training with some studentsachieving more than one qualification.

The short course qualifications undertaken included theFirst Aid Certificate and White Card courses (WorkingSafely in the Construction Industry).

Students enrolled in TVET completed certificates inConstruction, Animal Studies, Human Services, andTourism.

Twenty–three students completed Certificate 11 inHospitality–Food and Beverage.

Year 12 students attaining HSC or equivalentvocational education qualification

In 2017, 125 students achieved their HSC. During thecompletion of their HSC, 61% of students also achieveda VET qualification.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 9

Classroom Teacher(s) 42.9

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

11.48

Other Positions 1

*Full Time Equivalent

In 2017 Rouse Hill High School had two staff with anIndigenous background.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 62

Professional learning and teacher accreditation

Four teachers completed accreditation at the proficientlevel in 2017. Six staff completed maintenancerequirements.

Rouse Hill High school provided 10.5 hours ofregistered professional learning for all teaching staff. Inaddition to this registered professional learning, theschool provided an additional 21 hours of professionallearning for all teaching staff. This professional learningwas aimed towards achieving school plan targets.Other than mandatory training all professional learningwas delivered by the 'project model' where initialprofessional learning is provided to all staff ona specified area. Faculties then take this professional

learning and embed it at a faculty level with additionaltraining and support. Faculties are required to provideevidence of implementation and impact on studentoutcomes.

Additional to this school developed professionallearning all staff had the opportunity to attend externallyprovided professional learning that either furthersupported school based priorities or focused on PDPpriorities.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.


Receipts $

Balance brought forward 1,038,442

Global funds 354,404

Tied funds 136,288

School & community sources 299,456

Interest 15,066

Trust receipts 38,521

Canteen 0

Total Receipts 843,735

Payments

Teaching & learning

Key Learning Areas 46,727

Excursions 71,744

Extracurricular dissections 74,416

Library 4,939

Training & Development 0

Tied Funds Payments 149,440

Short Term Relief 95,622

Administration & Office 91,482

Canteen Payments 0

Utilities 11,815

Maintenance 25,354

Trust Payments 22,120

Capital Programs 0

Total Payments 593,660

Balance carried forward 1,288,517

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 1,910,344

Appropriation 1,645,830

Sale of Goods and Services 40,659

Grants and Contributions 220,870

Gain and Loss 0

Other Revenue 0

Investment Income 2,986

Expenses -469,988

Recurrent Expenses -469,988

Employee Related -154,558

Operating Expenses -315,430

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

1,440,356

Balance Carried Forward 1,440,356

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

The Finance Management Team meet monthly toreview expenditure. The Finance Management Teamseek input from the P&C and the Executive Team atRouse Hill High School when seeking funding for majorexpenses and finance requests. The money carriedover to 2018 includes funds being saved four majorcosts:1. Air conditioning2. Double COLA over the basketball courts3. Replacement technology costs4. STEM and VET course requirement costs.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 7,280,180

Base Per Capita 117,395

Base Location 0

Other Base 7,162,785

Equity Total 226,578

Equity Aboriginal 5,945

Equity Socio economic 51,989

Equity Language 17,773

Equity Disability 150,871

Targeted Total 220,680

Other Total 104,068

Grand Total 7,831,506

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Trend data for reading shows a pleasing increaseabove NSW DoE in years 7 and 9. The average scaledmark being 53.6 for the school with the DoE being 50.7but only 52.8 % of students achieved equal to orgretaer than expected growth.

Writing trend data also show movements towards thepositive but only 51.7% of students achieved equal toor greater than expected growth.

57.2% of students achieved equal to or better thanexpected growth in the area of spelling. 51.7% ofstudents achived equal than or better than expectedgrowth in the area of grammar.

Percentage in Bands:Year 7 - Reading

Band 4 5 6 7 8 9

Percentage of students 2.9 10.6 26.5 35.3 15.3 9.4

School avg 2015-2017 2.9 13.4 29.9 29.2 17.2 7.5

Percentage in Bands:Year 7 - Writing

Band 4 5 6 7 8 9


School avg 2015-2017 6.4 21.3 33.2 18.1 16.4 4.5

Percentage in Bands:Year 9 - Reading

Band 5 6 7 8 9 10


School avg 2015-2017 5.3 23.0 27.2 29.4 11.4 3.6

Percentage in Bands:Year 9 - Writing

Band 5 6 7 8 9 10


School avg 2015-2017 16.9 23.4 24.8 24.9 5.8 4.2

Student results in the Numeracy aspect of NAPLANhave show a pleasing turn in trend data.. This includes70.8% of students showing greater or equal toexpected growth. This was a very pleasing result. Theaverage Numeracy scaled score for the school was53.6 with the NSW DoE being 50.7.

Percentage in Bands:Year 7 - Numeracy

Band 4 5 6 7 8 9


School avg 2015-2017 1.9 13.3 25.7 34.5 16.6 8.1

Percentage in Bands:Year 9 - Numeracy

Band 5 6 7 8 9 10


School avg 2015-2017 2.0 16.6 35.3 29.7 11.2 5.2

The My School website provides detailed


information and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

Premier's Priorities: Improving education results – In2017 Rouse Hill High School achieved results higherthan the NSW Department of Education average in allareas with the exception of Year 9 numeracy. ProjectKeystone introduced in 2017 focused on staff sharingpractice and collaborating in the integration of literacyand numeracy skills in all KLAs. In 2017, Year 7NAPLAN, Rouse Hill High School achieved improvedpercentages of students in the top two NAPLAN Bandsfor writing and numeracy and maintained percentagesfor reading (24.8% in 2016 and 24.7% in 2017). In2018, the school will continue to focus on embeddingliteracy and numeracy strategies into teaching andlearning programs in all KLAs.

State Priorities: Better services – Improving Aboriginaleducation outcomes – In 2016, four Aboriginal studentsat Rouse Hill High School completed NAPLAN. Twostudents exceeded state average in reading, numeracyand language conventions. One student performedwithin the range of achievement for the middle 60% ofYear 7 students in Australia. The fourth studentreceived ongoing one to one SLSO support while atRouse Hill High School.

Higher School Certificate (HSC)

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

Subject School2017 SSSG State

Ancient History 69.8 72.2 68.1

Biology 73.2 73.7 70.9

Business Studies 70.3 72.2 68.2

Chemistry 68.3 73.8 72.1

Community and FamilyStudies

72.9 74.3 70.7

Earth and EnvironmentalScience

66.4 73.2 73.6

Economics 74.3 72.2 73.6

Engineering Studies 71.0 73.5 74.8

English (Advanced) 81.2 80.4 77.6

English (Standard) 71.5 70.4 65.6

Hospitality Examination(Food and Beverage)

73.3 73.7 71.5

Industrial Technology 75.2 69.4 64.8

Legal Studies 77.2 76.3 72.1

Mathematics 70.7 76.6 73.2

Mathematics General 2 66.9 69.8 63.6

Modern History 71.7 73.2 69.6

Personal DevelopmentHealth and PhysicalEducation

69.9 71.6 67.7

Physics 67.2 70.8 70.4

Senior Science 60.5 73.0 68.3

Society and Culture 80.3 78.7 76.4

Visual Arts 81.3 80.7 77.7

The average HSC reported score for the school hasequalled state average after being 3 marks below forthe past 3 years (72). The middle range of studentsperformed well above state average as measured bytheir combined HSC score, reversing a downward trendfor this group over the past 3 years. The one Aboriginalstudent achieved a course average of 78.5 and the twostudents with English Language Proficiencyneeds achieved an average of 81.

Parent/caregiver, student, teachersatisfaction

The school community participated in the Tell ThemFrom Me survey for students, teachers and parents.Results from these survey results have been reportedon in various parts of this report.

Students and teachers also completed a surveyfocused on various priorities in the school plan targetedon classroom practice. The survey data provided bystudents enabled individual teachers to focus on theidentified feedback from students. These data setswere collected at the start and end of 2017 to enablegrowth data to be shown by teachers.

The school employed an administration officer tocontact parents to seek feedback about various aspectsof school life. Approximately 25% of randomly selectedparents from each year group were contacted andasked a series of questions relating to their child'sexperiences at school and what they thought of theschool. Some of this feedback has been reported inother areas of this report. One area of feedback relatedto not knowing what the school is doing and a lack ofcommunication strategies. The area related todeveloping communication and understanding betweenschool and home has been identified as a priority areafor action in the next school plan 2018–2020.

Policy requirements

Aboriginal education

The eight Aboriginal students at Rouse Hill High Schoolhad Personalised Learning Plans In place and supportprovided to encourage success at school. OurAboriginal Coordinator utilised professional learningaddressing the 8 Aboriginal Ways of learning in the


development of these PDPs. The school continued thefacilitation the connection to Aboriginal Communities bycontinuing the Acknowledgement of Country at allassemblies and embedding Aboriginal history andperspectives in the curriculum.

Multicultural and anti-racism education

Multicultural and anti–racism programs have been leadby the Senior School Leadership team. They haveimplemented a number of fundraising activities andco–ordinated Harmony Day celebrations successfullyplacing a school wide focus on promoting respect,fairness and a sense of belonging for all.

The Middle School Team have embedded the focusareas into the weekly seminar lessons undertaken bystudents. In 2017, students and staff promoted diversitythrough the China Club and planning for a sister cityvisit in 2018. The Anti–Racism contact officer (ARCO)managed less than five incidents in 2017.


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