2019 Gunnedah High School Annual Report · 2019 was a positive year for Gunnedah High School...

Gunnedah High School2019 Annual Report

8188

Printed on: 1 May, 2020 of 27 Gunnedah High School 8188 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Gunnedah 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.

School contact details

Gunnedah High SchoolMarquis StGunnedah, 2380www.gunnedah-h.schools.nsw.edu.augunnedah-h.school@det.nsw.edu.au6742 0155

Message from the principal

2019 was a positive year for Gunnedah High School students, staff and community. We continued our journey towardscontinued excellence this year with a number of goals that we set out to achieve. These goals were based around ourstrategic directions as outlined in our 2018–2020 strategic plan. The premise of everything we believe in and everythingwe set out to achieve has been grounded by our vision to help students to be the "best person they can be" that is, toprepare our students to fulfill their potential and pursue excellence in all fields of endeavour. We value culture andpositive self–worth to empower students to lead purposeful lives by contributing to local and global communities tosucceed in an everchanging world. We strive to provide a holistic and inclusive education for all learners by fosteringresilience and creating, respectful and responsible life–long learners who do their best via the principles of "VisibleLearning". We have worked tirelessly to develop a shared vision and narrative to establish a culture for continuousimprovement and have embedded key goals across the school to which all stakeholders of our school community haveagreed to including the premise that "Every student is known, valued and cared for" and that "All students have a strongfoundation in literacy and numeracy".

Particular highlights for Gunnedah High School in 2019 have been acknowledged through our social media platforms,newsletter, radio segments, conversations with parents and the community, or, conversations with students throughoutthe year. Of key importance in showcasing our success in 2019 are the achievements of both students and staff in theareas of Teaching and Learning, Sport, the Arts, Cultural Pursuits, and Wellbeing.

Gunnedah High Schools' NAPLAN data has shown significant value adding for many of our students, and especially forour Aboriginal student skills in literacy and numeracy; In some cases achieving more than one year of growth for oneyear of learning. This is a direct result of the continued differentiation and ongoing development of our specific Literacyand Numeracy lessons for all of our students in stages 4 & 5.

An increased focus on Wellbeing was evident in 2019 with an increase in the number of available support services beingoffered to Gunnedah High School students and their families and the continued success our "Girls Academy" program.The temporary appointment of a third Deputy Principal and restructure of the Gunnedah High School Wellbeing andLearning and Support Teams also provided an increased level of wrap–around support provided to students and families.These new systems and processes resulted in a reduction in the number of and duration of suspensions and an increasein attendance when compared to data from 2018.

I would like to thank the parents, P & C and AECG members as these organisations continue to support our school in avariety of ways. We are grateful for their tireless efforts that the individuals who make up these groups provide to ourschool. In 2020 we will continue our journey towards excellence and achieving our school status targets. Our focus areasfor 2020 include our continued commitment to our secondary writing program, improving student literacy (in reading), andimproving student numeracy, further development of our Wellbeing Programs through the appointment of a temporaryHead Teacher Wellbeing position, the restructure of our special education faculty, the development studentre–engagement programs , further expansion of our cultural programs and a continued focus on high expectations for allin achieving learning goals. None of our achievements would be possible without tireless work of our staff (teaching andnon–teaching) and their continued commitment to Gunnedah High School.


The end of the 2019 school year, like all others, includes inevitable staff changes. I would like to thank all staff who willbe leaving the school and wish them all the best in their future endeavours. Finally, I would like to thank Gunnedah HighSchool and its learning community for their support during my tenure as relieving principal during 2019, and welcome MrShane Kelly back to the school in 2020 as he resumes his role as substantive principal of the school.

Mr Ken White

Relieving Principal


School background

School vision statement

Gunnedah High School is a comprehensive High School which caters for a broad range of interests and abilities and hasa strong community focus. Our core values revolve around he words Respect, Responsibility and Doing Your Best.Members of our school community demonstrate Respect for themselves, others and the environment in a safe supportiveatmosphere in which the rights of all to learn is acknowledged. Students accept Responsibility for all facets of theireducational endeavours and reflect the strong values and high expectations of Gunnedah High and its community.Through the diverse curriculum offered at Gunnedah High school, students and staff strive to Do Their Best to achievepersonal goals and become lifelong learners.

School context

Gunnedah High school is situated in the North West of the state. Gunnedah High is situated 78 kilometres west ofTamworth in the New England Region of the state. It is a comprehensive co–educational high school which serves thetown as well as the surrounding rural districts bounded by Boggabri, Mullaley and Somerton. The Gunnedah and localarea communities are experiencing renewal after a period of economic decline. This is due to the abundant supply ofenergy, raw materials and open space for manufacturing facilities. It is predicted that this will lead to increasedenrolments at Gunnedah High and its partner primary schools in coming years.

Gunnedah High School has a student population of 430, 42% of whom identified as Aboriginal. There is a Gifted andEnrichment program and a Special Education Unit. Many of our students come from a low socio–economic backgroundand the school attracts significant equity funding to improve the outcomes for those who attend Gunnedah High. Studentparticipation and achievement is encouraged in the academic, cultural and sporting areas of the curriculum andrecognised in both the school and local community.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Delivering

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Delivering

LEARNING: Student performance measures Working towards Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Working towards Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Delivering

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Working towards Delivering

LEADING: School resources Delivering

LEADING: Management practices and processes Delivering


Strategic Direction 1

Curriculum & Operations

Purpose

Curriculum content, programs and related operations provide structure and guidance for teachers to implement plannedand strategic learning opportunities for students. Operational systems are essential for a smooth operation of the wholeschool environment; they will be formulated, implemented, evaluated and updated to support the implementation ofQuality Teaching and Learning through a whole school and collaborative approach. Through improving the accuracyand efficiency of processes and procedures it will support and promote successful learning outcomes and engagement ofstudents. Improved attendance will lead to further student opportunities and success. Improved processes in studentdiscipline and wellbeing systems will allow recognition, acknowledgement, responsibility and the encouragement ofstudents to do their best in a safe and respectful learning environment.

Improvement Measures

Increase all attendance Years 7–12 by 2% through a whole school improvement plan and building positivepartnerships with families

5% student engagement and wellbeing in quality feedback as evidenced in the Tell Them From Me student survey

5% increase in quality feedback as evidenced in the Tell Them From Me staff survey

100% of staff have completed all mandatory DoE professional learning requirements

Progress towards achieving improvement measures

Process 1: Currriculum and Operations – VET • Improved organisation and implementation of VET requirements

Evaluation Funds Expended(Resources)

VET

Q Is work placement process working and are they all completed and loggedon ebos? Have students subject selections for VET course been analysed.Are ATDs correct for what we are offering? Staff training satisfactory?

D subject selection data, EBOS data, VET QA

A

I

USI ––all numbers collected from year 10 students for Term 1 2020

NESA

Q Have students met quals? N award systems and Process..dates. HSCMonitoring is it working? Subject selection do we need to evaluate? Yr 12study room effectiveness?Mandatory training.. did all staff get trained? Howabout those starting sem 2? Year 12 exit survey. Faculty Plans do they exist?

D

A

I

VET coordinator / EBOS coordinator



Process 2: Attendance • Improved procedures to enhance tracking of student attendance • Improved relationships and contact with parents and carers to take a holistic approach to attendance • A variety of wellbeing and procedural strategies implemented to promote increased attendance


Attendance award/ voucher for students who have improved theirattendance by 10% or more from Term 3 to Term 4.

Award 100% Attendance Term 4

Official Roll Check Data

Question: Has there been an improvement? Demographic data consideredand are current systems working?

Yes attendance has improved by 1.17% from 2018 overall attendance rate.Demographically we have a high percentage of ATSI students at GHS:

ATSI Boys Years 7–12 attendance rate is 72.43% (highest attendance ratesince 2016). ATSI Girls Years 7–12 attendance rate is 70.97% (highest ratesince 2016).

Non ATSI Boys Years 7–12 attendance rate is 84.14% (highest since 2014)

Non ATSI Girls Years 7–12 attendance rate is 88.18% (highest since 2013)

Data: for 2019 Attendance rate for GHS:

*2019 GHS Overall: 80.09% Attendance rate (Increase of 1.17% from 2018data)

*2019 GHS ATSI: 70.2% Attendance rate (end of Semester 1, 2019 for Girlsand Boys combined)

(Note: End of Semester 2 attendance data will not be available until Term 42019 has finished)

Data for 2018 Attendance rate for GHS:

*2018 GHS Overall: 78.92% Attendance rate

*2018 SSSG Overall rate: 76.98% (GHS were higher with 78.92% attendancerate)

*2018 State Overall rate: 87.82%

GHS Historical Attendance data Overview:

*2015 Overall rate: 79.61%


Scout and Sparrow Attendance Data

LWO

HSLO

ASLO

AEO

School counsellors

Budget





*2019 Overall rate: 80.09% (End of Semester 1 attendance data)

Analysis of Data:

Trends visible from this data is that GHS attendance is gradually improvingfrom year to year. In 2018 GHS attendance data was slightly higher 78.92%compared to 2018 SSSG overall rate of 76.98%. We are still below the Stateoverall attendance rate.

Areas of weakness:

Roll call errors at the start of the day.

Some students not entering morning Roll call in the gym.

Truancy

Implications:

Continue HT Attendance position.

Roll23 to continue this has a list of regular non–attending students due tovarious reasons.

Rewards to continue on assemblies and canteen vouchers awarded tostudents who achieve Attendance Improvement Plans (AIPs).

Possible change to Roll Call structure for 2020 to further prevent errors withroll marking at the start of each school day.

Process 3: Student Behaviour and Wellbeing • Review and implmentation of Wellbeing and Discipline system • Effective monitoring of student engagement through supportive structurea within the Wellbeing andLearning and Support teams


Q Do we have Exec support? Have we communicated what we are doing tostaff? What do we already do at school that may match Pos Ed research?What do other schools do for wellbeing ie KNOX, Scone HS, Mt View,Inverell HS, What does our discipline data tell us about LD's and Core values.What use does our previous core values program have ? How ill we deliverPOs Ed / core values in 2020 and who by?? Who will coordinate?

D staff well being survey, Doe Wellbeing self assessment tool. Staffanecdotal reports from conference. Sentral data

A

I

PL funds

Staff meeting time



Teaching, Learning & Engagement

Purpose

Teaching and learning is essential to students success in becoming productive citizens with a well–rounded educationwho will participate fully in our society. A partnership of professional practice, student engagement, high expectationsand productive learning environments are the keystones to allowing all students to receive the support needed tolearn,achieve and progress.


• 100% of all staff have participated in the PDP process and produced a PDP aligned with the school plan, VisibleLearning and personal goals • 5% increase in the number of students at the proficient level in Year 9 Writing • 5% increase in the number of students at the proficient level in Year 9 Grammar and Punctuation


Process 1: Building Staff Capacity • Providing Professional Learning ooportunities to enhance teaching and learning practice and skills aswell as completing mandatory training • Setting personal targets and goals to improve knowledge and expertise


Q What are staff capacity needs? Are we aware of staff capacity strengthsand weaknesses? What options do we have for PL training. Restorativejustice future options

Data: PDP documentation, observation documents, survey staff on PDneeds.

Analysis – PDP process completed however not within the initial timeframe.Policy document created to improve timeframes.

Implications – amend timeframes and document to be created to set outexact dates for each section of the PDP process to be completed. Placedates on the calendar. PDP needs to have a more deliberate link to the TPLstaff undertake. Each level of process has clear expectations ofwhat/when/who etc. responsibilities.

Process 2: ALARM • Providing staff with a structured method to teach students how to plan and complete long responses • Providing staff with skills and methods to support student development across a variety of KeyLearning Areas


Staff unavailable to drive program and professional learning forward.

Implications: Look at moving the ALARM or a type of writing scaffold into theLiteracy and Numeracy milestones.

Process 3: Visible Learning • Through a whole school approach Visible Learning will be implemented to provide staff with theknowledge to empower students with strategies to become more independent and confident learners • Through a whole school approach Visible Learning will be implemented to provide staff with theknowledge to empower students to develop skills required to become engaged and self reflective • Through a whole school approach Visible Learning will be implemented to provide staff with a morepositive approach to teaching focusing Hattie's mindframes and creating a supportive teaching and



Process 3: learning environment.


Learner disposition – focus of assembly presentations by Senior Councilstudents.

Faculty programs.

Completed Impact Cycles.

PD google slides and resources.

Walkthrough data.

Process 4: Data • Teachers engage in professional learning increasing their understanding of dat to build skills inanalysis, interpretation and use of student progress and achievement data • Data team regularly analyses data to inform future planning. • External summative data analysed for consistent and comparable judgement eg. NAPLAN & HSC


Q How is data analysed and by whom? Who will communicate it? Execmeeting time to look at data? How will it inform planning practice at GHS?

D NAPLAN RAP, PAT, Reports/ class tests, Sentral, attendance census

A No clear structures for data analysis and communication, need for timeallocation in role of LASTs in this exec and staff meetings. No informedactions on item analysis , Why have aboriginal students improved in 2019?

I Need for data team and leader, allocation of time in staff meetings and execmeetings to communicate. part of VL?



Community

Purpose

A collaborative, supportive and positive school community promotes inclusive practices in a sustainable way to embed asystem of values and a culture of high expectations and success.

Through enhancing the schools image in the community our expectation is to improve relationships through effective andmeaningful partnerships. Stakeholders are then empowered to contribute positively to the school and its community tosupport student learning.


• 100% of staff completed Aboriginal Awareness Training • 5% improved student engagement and wellbeing as evidenced in the Tell Them From Me Student Survey • 5% Increase in parent satisfaction and effectiveness of school strategies as evidenced in the Tell Them From MeParent Survey


Process 1: Community Partnership • Increased involvement in community activities • Increased communication and relationships between school, parents and community partners


Q How have events gone? Evaluation of events? Do we expand to othertypes of events? If so what? Parent communication has it been effective? TellThem From Me surveys...linked to DE? Parent teacher nights do we continuein same format? Special Assemblies feedback? Do we continue?

D

A

I

Process 2: Marketing • Increased and improved marketing strategies to share positive events and activities at GunnedahHigh • Improved appearance of external school grounds focusing on signage to improve aesthetics of school


Q Has there been an improvement in school aesthetics? Other areas thatmay need work? How are enrolment nos looking for 2020?. What is thereadership of the newsletter

D surveys, anecdotal feedback, Enrolments

A

I Distribution method of newsletter How many hardcopy??

Process 3: Aboriginal Education • Increased attendance and retention of Aboriginal students • Increased opportunities for staff and students to improve Aboriginal Cultural Awareness • Increased resources and specialist support for embedding Aboriginal perspectives into the curriculum




Q Have aboriginal perspectives in learning programs increased? Are wemeeting aboriginal cultural expectations for our students? Are attendanceand suspension rates disproportionally showing Aboriginal students incomparison to mainstream? What is our retention of Aboriginal students 9–12?

D Girls academy survey, census and sentral data. Program reviews

A

I Boys program?, Girls Academy functioning in 2020?. Girls Academyreporting process

RAM aboriginal


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency Students identified and provided individualsupport by LaSTin classroom, small group and individualenvironments.

Low level adjustment for disability Students identified through referrals tothrough LST and additionalSLSOs were hired to support studentlearning.

Socio–economic background HT Attendance role effective in identifying andsupportingstudents who are at risk Support classes andprograms successful in promotingattendance and minimising wellbeingconcerns. Improvement in overall schoolattendance. A HT Instructional Leader wasengaged at the start of the year butthis concept was not successful when theperson left in term 1 and it was notpossible to fill the position for the rest of theyear.

Support for beginning teachers Continued internal mentor support beingoffered to new schemeteachers. Refining current practices andprocedures to support the inductionand ongoing support for new staff. Theformation of a staff committee being tosupport both supervising staff and newscheme teachers being considered.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 213 201 204 219

Girls 207 190 208 206

Student attendance profile

School

Year 2016 2017 2018 2019

7 85.7 91.6 90.1 86.3

8 82.9 84.2 83.3 82.8

9 81.4 81.5 79 78.9

10 76.4 74.1 74.8 75

11 66 71.9 69.8 72.2

12 76.8 72.4 81.3 85.8

All Years 78.5 79.7 80 80.1

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 58 9

Employment 18 19 51

TAFE entry 36 11 9

University Entry 0 0 20

Other 10 4 0

Unknown 36 8 11

Year 12 students undertaking vocational or trade training

40.68% of Year 12 students at Gunnedah High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

92.1% of all Year 12 students at Gunnedah High School expected to complete Year 12 in 2019 received a Higher SchoolCertificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Head Teacher(s) 7

Classroom Teacher(s) 30.5

Learning and Support Teacher(s) 2

Teacher Librarian 1

School Counsellor 1

School Administration and Support Staff 12.58

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,183,794

Revenue 8,158,349

Appropriation 8,025,651

Sale of Goods and Services 4,053

Grants and contributions 122,698

Investment income 2,939

Other revenue 3,009

Expenses -7,752,319

Employee related -6,647,407

Operating expenses -1,104,911

Surplus / deficit for the year 406,030

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 950,943

Equity Total 1,465,091

Equity - Aboriginal 340,164

Equity - Socio-economic 782,746

Equity - Language 27,989

Equity - Disability 314,192

Base Total 4,978,995

Base - Per Capita 103,067

Base - Location 61,052

Base - Other 4,814,875

Other Total 395,974

Grand Total 7,791,002

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 4 5 6 7 8 9

Percentage of students 27.0 33.8 18.9 13.5 5.4 1.4

School avg 2017-2019 26.1 27.8 20.3 19.9 3.7 2.1


Band 4 5 6 7 8 9


School avg 2017-2019 16.8 31 28.4 16.8 6 0.9

Band 4 5 6 7 8 9


School avg 2017-2019 21.6 22.4 26.1 17.8 10.8 1.2


Band 4 5 6 7 8 9


School avg 2017-2019 32.2 31.4 24.6 8.5 3 0.4

Band 5 6 7 8 9 10


School avg 2017-2019 26.8 33.8 20.7 12.6 4.5 1.5


Band 5 6 7 8 9 10


School avg 2017-2019 28.4 23.9 23.4 18.9 4.5 1

Band 5 6 7 8 9 10


School avg 2017-2019 29.8 23.2 28.3 12.1 4 2.5


Band 5 6 7 8 9 10


School avg 2017-2019 57.1 22.2 10.1 9.6 1 0

Band 4 5 6 7 8 9


School avg 2017-2019 11.4 29.7 30.9 21.6 5.1 1.3


Band 5 6 7 8 9 10


School avg 2017-2019 9.2 38.5 33.3 14.4 4.1 0.5


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.

Subject School 2019 SSSG State School Average2015-2019

Biology 60.9 60.5 69.9 65.4

English (Standard) 61.0 60.4 67.3 62.1

Mathematics Standard 2 53.1 57.9 67.7 53.1

Personal Development, Health andPhysical Education

63.1 63.1 70.5 62.2

The 2019 HSC results were disappointing. Results wereadversely affected through staff change over and issues with the school notbeing able to employ specialist staff. The Executive have conducted a HSCanalysis examining strengths, weaknesses and areas for improvement. Areas fordevelopment that have been identified include stronger contact with home by HSCteachers informing student progress or issues with work not being completed,priority of teaching staff being given to teaching HSC classes, eg avoidingattending events that will interrupt the continuity of HSC course delivery andprofessional learning to staff on the use of the RAP package for analysing HSCresults.


Parent/caregiver, student, teacher satisfaction

Tell Them From Me survey results should increased student and community satisfaction from 2018 results.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

An Aboriginal Education Committee was formed that was lead by a Deputy Principal. The Girls Academy and AboriginalEducation Officer were part of this committee. The major project undertaken by the committee was the gaining of a grantfunding the construction of a yarning circle, located at the front of the school next to the Hall. An opening ceremony forthe circle where community were invited in was conducted during Term 4.

The Girls Academy continued to grow in strength with four Indigenous girls completing the HSC, one of these studentsrepresenting in the Australian Indigenous Girls Cricket team. Fifty girls were on contract with the Academy, 39 of thesegirls showing attendance rates of 85% and above.

Aboriginal equity funds were used to employ a Head Teacher Attendance and overall school attendance improved by1.4%

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

The school currently has two trained ARCOs and plans are in place to train the Aboriginal Education Officer as an ARCOas well. Professional learning was provided to staff on accessing ARCO support if required.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

A Chaplain is employed a day a week and works with staff in the area of student well being.

Harmony Day was acknowledged during a school assembly.

Cultural diversity acknowledged through teaching and learning programs.

Other School Programs (optional)

The implementation of Visible Learning (VL) continued. The partnership with the Corwin in implementing Visible Learningwas discontinued. The practices of are embedded in most programs and reflected in teaching practice through theschool.

Establishing the offsite Agricultural farm, names "new farm" continued. However progress and being able to put muchlivestock on new farm was hampered because of the drought.


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