Henley High School Annual Report 2014 High School... · 28 students are accessing Flexible Learning...

Henley High School Annual Report 2014

Henley High School

Annual Report

2014


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1. CONTEXT

School Name: Henley High School School Number: 0809

Principal: Ms Liz Schneyder Partnership Western Adelaide Shores

Henley High School is an Internationally Accredited (CIS), DECD School situated in the Western Suburbs of Adelaide. The school attracts students from a wide range of primary schools as applications for enrolment continue to grow from students who are not in the Henley HS zone. The school offers a comprehensive educational program to cater for students who have diverse aspirations including tertiary pathways, pathways to apprenticeships and other skilled employment. The educational offerings at Henley HS include specialised programs in STEM (Science Technology Engineering and Mathematics), Specialist Sports, Vocational Education and Training (VET) (in Arts, Technology, Physical Education and Home Economics) which allow students to access a diverse curriculum that enables them to achieve their preferred post school pathways. Henley HS’s, special entry, Specialist Interest Sports Program offers eleven sports for students with proven, high level abilities and support programs for elite athletes in sports other than those specifically offered by the school. This program is offered to students’ state wide and is not restricted by zoning. The school has a population of 1338 students with diverse interests who come from increasingly diverse backgrounds with students identifying 71 different cultural backgrounds mostly in small numbers. The school’s population has 38% of students who identify a cultural background other than Australian, with the largest groups being Italian (7%), Greek (6%) and Chinese (6%), 2% of students identify as Aboriginal or Torres Strait Islander and the International Student Program has grown to over 90 full fee paying international students. The population of the school also comprises 14% school card holders, 15% of students identify as having English as Another Language or Dialect(EALD), 28 students are accessing Flexible Learning Options (FLO), 5% of students have Negotiated Education Plans (NEP) with a further 2% being identified as having learning difficulties. Henley HS has ‘child site’ Special Education Unit catering for 32 students with a range of intellectual disabilities. Enrolments in this unit were formally determined through the regional office but now are allocated through special options process in consultation with school principals and Disability Services. The general trend of the enrolments in this unit have shown that the degree of disability and hence the support and modification of curriculum is increasing with new enrolments. Students enrolled in the Henley High School Disability unit have high success rates in transitioning to employment in the main or sheltered workforces. There is continued strong demand for enrolment at Henley HS with significant numbers of students accessing the school from outside of the Henley HS zone through the special entry program, exercising sibling rights and through the central office managed enrolment process. For the past 5 years Henley HS has experienced significant waiting lists at year 8 and 9. In 2014 the waiting list from the Yr. 8 enrolment process was approximately 80 students; this despite having a small zone that has been experiencing significant variations in the total enrolments of year 7 students due to normal demographic variation. The staff at Henley work very hard to ensure that students and parents experience a high quality learning community to ensure that retention and success of students is ensured. The sharing of the successes of Henley students and staff with our broader community is expected to support the continued view of parents that Henley is a preferred option for their children on the western side of Adelaide.


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2. REPORT FROM GOVERNING COUNCIL

The students of Henley High School are to be congratulated on the 2014 year, with many academic (including a university scholarship and more than a dozen ATAR’s over 90), individual and team sporting achievements being earned. The staff are also to be commended and congratulated for the continued high levels of professional success and growth throughout 2014. The various awards nights celebrating student’s achievements again highlighted the continued improvement by students in all areas including Academic and Outstanding Academic Achievements. The school continues to focus on improving curriculum outcomes for students, helping “C” students achieve “B’s” and “B” students to achieve “A’s”. The schools focus on Science, Technology, Engineering and Mathematics (STEM) continues to deliver partnerships and relationships with local businesses and universities that will provide ongoing opportunities for our students. The Governing Council has continued working closely with the school principal and has appreciated the various faculty areas delivering progress reports on their respective 3 year plans. We look forward to this close relationship continuing throughout 2015. The Governing Council met on the last Wednesday of each month with the AGM held in Term 1 of the 2014 school year. The makeup of the Governing Council in 2014 was:

The Principal 3 Teacher Representatives

2 Student Members 2 Community Members

9 (minimum) – 16 (maximum) parents

Total members minimum 17 – Maximum 22 Governing Council meetings in 2015 will be held in at 7:00pm on Wednesday’s during week 3 and week 8 in Term 1 and week 2 and week 6 during Terms 2, 3 and 4. The 2015 AGM was held on Wednesday, 18 February 2016. The 2016 AGM is planned for Wednesday, 17 February 2016. The 10 year plan was the subject to significant community discussion throughout 2014. The Governing Council will be working with school staff, City of Charles Sturt and other interested parties. We hope to progress these ideas to some concrete outcomes, particularly with student numbers at record levels and looking set to stay high in the foreseeable future. The uniform committee has continued with the maintenance of the uniform and uniform policy and it continues to reflect the values of Henley High School while providing a uniform that is workplace appropriate, being functional and cost effective. The Governing Council strongly encourages all families to continue supporting the schools consistent approach to uniform. Internationalism at Henley High School continues to have a high profile thanks to the ongoing and tireless work of team responsible for the International Student Program. There were several visits during 2014 with Henley High School students travelling to Japan, New Caledonia, Vietnam and Laos, as well as several group visits to Henley High School from international students and teachers. The feedback from these students and teachers continues to be extremely positive. During 2014 the Governing Council agreed again seek accreditation via the Council for International Schools (CIS). The review will be conducted during 2015. The efforts of the ICT team at Henley High School to deliver functioning laptops to the students (and staff) is to be commended, with the cost of 24x7 access to a laptop with warranty and onsite repairs in 2014 being slightly more than $1.00 per day. This is outstanding value. From 2015 the laptop program will deliver each student 2 laptops during their 5 school years with the cost apportioned equally over the 5 years. The second laptop will be delivered to students at the start of year 11 providing a newer, up to date device for the last 2 years of secondary school.


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The Finance team at Henley High School has worked tirelessly behind the scenes this year, ensuring monies allocated to curriculum areas are spent at the right times, when students need it most, and also in the uncomfortable area of debt recovery. Our outstanding debt has been reduced again in 2014. A heartfelt thanks to those families that have entered into early payment plans with the school to ensure the agreed school fees are paid to the school. It makes the thankless task of the finance team easier. If you experience hardship, please contact the school early to enter into a payment plan or to find out about applying for school card. During 2014 Henley High School installed new signage at our main entrance and on our main approach from Henley Beach Road. This digital signage has already improved the delivery of messages to the local community. We continue to assess other ways to increase the effectiveness of delivering information to our school community. Finally, thank you to the parents, community members, students and staff that participated on the Henley High School Governing Council during 2014, with special mention to retiring members Jim Fitzpatrick – community member and Sonia Searles – Secretary for their dedicated service. Peter Evans Chairperson


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3. 2014 HIGHLIGHTS

Internationalism In 2014 Henley HS internationalism and the development of intercultural understandings amongst staff and students were priorities that were further strengthened in the Site Improvement Plan and this program is seen as an integral part of the strategic directions of the school. The International Student Program continues to go from strength to strength with an increasing demand for enrolments from study abroad (study in classes for up to one year) and graduate (complete their secondary education) students from varied countries of origin. Demand for enrolments from China remains strong but the school is experiencing an increase in demand for enrolments from other European, South East Asian and South American countries. In 2014 that the international student enrolment grew significantly with the introduction of a second ISEC (Intensive Secondary English) and an increase in the ceiling for international enrolments to 100. By the end of 2014 the program had already reached its ceiling for 2015 as Henley maintains a reputation of providing a high quality, supportive program. The profile of the graduate program is given below.

Graduates Country Numbers China 57

Hong Kong 16 Italy 1 Japan 1 Total 75

The graduate population is complimented throughout the year by students who study abroad for a shorter period of time, not intending to gain their SACE accreditation, the length of the students’ stay can range from weeks to months. The students are traditionally from diverse cultural backgrounds and further enrich the intercultural understandings of the entire Henley HS community.

Table 1: International Graduate Enrolments for 2014

Study Abroad Country Numbers Brazil 2 Denmark 1 Germany 2 Japan 7 Sweden 1 Thailand 1 Total 14

Coupled with the strong demand for study abroad and graduate enrolments there has also been a significant increase in the number of Study Tours (groups visiting for 1 – 2 weeks). In 2014 Henley hosted study tours for students, teachers, leaders and government officials. There were 7 student study tours School

Table 2: International Inbound Study Tours 2014 Study Tours Country When Students Kofu Daiichi High School Japan Term 1 20 Assumption College Thailand Term 1 13 Jay Pritzker Academy Cambodia Term 2 10 Thai Ministry of Education Thailand Term 3 2 Koishikawa Junior High School Japan Term 3 20 Ushiku High School Study Tour Japan Term 3 20 Ritsumeikan Jr High School Japan Term 4 14

and 5 professional development tours supporting teachers, leaders and administrators from a number of countries to observe and experience the high quality education that South Australian Government Schools provide.


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Table 3: Professional Training Programs 2014 Group Country When Participants Indonesian Training Program Indonesia May/June 4 Assumption College Thailand March/April 9 New Caledonia New Caledonia November 1 Thai Internship Teacher Training Thailand March/April 2 Thai Ministry of Education (OBEC) Thailand April/May 2

There were a number of outbound international visits in 2014 which gave Henley HS staff and students unique opportunities to develop strong international relationships with international schools, promote collaborative learning opportunities and develop and share their intercultural understandings. 2014 marked the 10 year anniversary of the cooperative relationship with Kofu Daiichi High School which was celebrated by a highly successful visit of Henley HS students to Kofu at the end of Term 3.

Table 4: Outbound Study Tours for 2014 Outbound Study Tours Country When Students Staff Kofu Daiichi High School Japan Term 3 8 2 Ritsumeikin Junior & Senior HS Japan Term 1 5 2 World Challenge Cambodia/ Laos Term 4 28 4 Choir New Caledonia Term 10 2 Staff Exchanges India Term 2 1 Thailand Term 1 2 Korea Term 2 1

Plans are well underway for travel to China, Germany, Japan, New Caledonia and New Zealand in 2015/16 and the continued participation of staff in overseas study tours (Korea and Thailand). The school is also continuing to pursue and consolidate ‘sister school’ relationships with schools in a range of countries encouraging the two way communication between students these countries as a part of the everyday curriculum. Quality Teaching Quality teaching is seen as a continuing focus of endeavour at Henley HS supported by the appointment of a Band 1 leadership position in 2014 to foster innovative and engaging teaching methodologies and support the staff to embrace new methodologies facilitated by the changing learning environment. In 2014 the Australian Curriculum introduction in the ‘phase 2’ subjects and a revision of the ‘phase 1’development has promoted further refinement and development of the Yrs. 8, 9 and 10 curricula, assessment methods and the associated pedagogies. A priority in this development is to ensure that the learning activities are relevant and engaging for the modern learners that are entering our schools. For each of the Student Free Days in 2014 the priority focus was the sharing of good practice and the further refinement of curriculum that meets the Australian Curriculum Standards. The staff at Henley HS have been utilising innovative pedagogies such as flipped classrooms, in time feedback, use of virtual classroom and other methods of delivery that are enabled by the access to the technology that is prevalent throughout the school. A key focus in 2014 was the implementation of strategies that would improve the critical thinking skills of the students. An examination of the achievement, SACE and PAT data showed that critical thinking was an area in which Henley students were performing below expectation. The main focus of this program of training and development was the recognition of the pedagogies that could be used across and within each curriculum area that promoted critical thinking and to examine task design so that tasks were designed in a way the enables students to demonstrate these skills. This is an ongoing initiative. Student Successes


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As can been seen below (Section 5.2 Senior secondary) there has been consistent improvement in the achievement of the stage 2 students at Henley HS with a consistent improvement in the achievement in the A and B grade bands and also an improvement in the D & E grade bands with very few students achieving in these bands. 14 Students earned an Australian Tertiary Admission Rank (ATAR) of 90 or more Erica Ghezzi 99.80 Zoe Anastasiou 98.15 Shanna Mcgrath 97.35 Jessica Gibbons 95.70 Tara Andrews 95.40 Georgia Lornie 95.00 Joey Loielo 93.35

Joey The 93.20 Marni Lopian 92.85 Kelly Ross 92.85 Georgia Evangelistis 92.55 Rian Pate 92.30 Shannon Harris 92.05 Stuart Pattison-White 91.80

and 29.2% of students who sought an ATAR score achieved over 80. With a range of students achieving meritorious achievement in a range of competitions and artistic endeavours. In the sporting arena Henley HS continues to show high levels of participation and success. Students continue to represent the school on the National and International stages with • 58 representatives at national competitions • 4 representing Australia in International competition.

o Declan Carruthers (Pole Vault) o Josephine Bulmer (Kayaking) o Stefan Norodom (Tennis) o Charlie Ellis (Canoe Sprint)

• SSSSA Champions in Open Mixed & Girls Hockey, 8/9 girls, 8/9 boys and 10 boys Soccer, Open Teams Triathlon, Open Boys Football and Open Girls Volleyball, Open boys Tennis

• Sam Durdin (2014 AFL draft) Henley High School has once again retained the Howard Mutton Shield which acknowledges outstanding participation and achievements in sport in Secondary School Sport SA's programs. This is the third year in a row that this has been achieved.

4. SITE IMPROVEMENT PLANNING AND TARGETS

The site self-review of the strategic plan has shown that Henley HS has met many of the targets set and is still working towards others. The governance and management of the site has undergone some change over the past 12 months with a review of the leadership structure and many of the school processes. The leadership has been reviewed and further refined to ensure that the school is able to meet the targets it sets for improvement. An emphasis on the development of processes and strategies to review and measure the improvement evident across the site has occurred and will continue to evolve as the school heads toward the CIS 5 Year visit in October 2015. A comprehensive review of the improvement that has occurred over the past 4- 5 years and identification of further areas of improvement through a thorough self-review has begun and will continue into 2015. The advent of different DECD Site and Partnership Review processes currently in development may broaden the use of the self-study that is currently been undertaken to support these processes. There has been a further investment in the student welfare teams with the appointment of a 2nd Coordinator Counsellor to work alongside the student welfare teams as it is believed this will further enhance the support for middle and senior school students in an endeavour to improve the social and academic outcomes for all students in meeting their post school aspirations. Each of the coordinators from the non-practical subjects (Maths, Science, HASS and English) have been allocated more non-contact time for 2015 to enable them to lead the improvement in literacy and numeracy outcomes for the students in their curriculum areas. Quality Teaching continues to be a focus with the role being incorporated into the STEM Assistant Principal’s role so the gains made in 2014 can be consolidate across the learning areas.


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The Australian curriculum implementation is in its advanced stages for the ‘Phase 1’ subjects with the development of teaching and learning programs and appropriate, diverse and authentic assessment tools. The planning and implementing of the ‘Phase 2’ subjects was delayed by the slower than expected release of the final curriculum documents by ACARA. The development of the programs, planning and assessment tools for these subjects, even though well advanced, will continue into 2015. The reporting against the Australian Curriculum for ‘Phase 1’ subjects continued throughout 2014 with continued refinement of the reporting criteria taking place throughout the year. With the implementation of an initiative in 2014 that sees the students’ reports being accessed through the Parent Portal further development of reporting for ‘Phase 1 & 2’ subjects will continue in 2015. The NAPLAN data and SACE completion data continue to be above state and national averages and show a strong academic development for students in all areas of the school. A continued focus on STEM has seen the implementation of a ‘specialist stem’ group for Year 8s in 2014 and a maintenance of the strong growth that occurred in 2013 in the demand for STEM subjects through course counselling process. One of the STEM initiatives that has seen an increase in enrolment and participation has been the Girls Technology offered for the 1st time in 2014. With a focus on clean manufacturing the increase in ongoing participation of girls in this pathway has been a highlight of the STEM initiatives. A review of the communication strategies used to inform parents, students and staff of events, important announcements, student achievements and the opportunities to have input into the running of the school have resulted in a range of new strategies which have resulted in overwhelming positive parent and community feedback regarding the operations of the school. The International Program at Henley has continued to grow with the projected 2015 starting enrolment at a new high, almost double the enrolment at the beginning of 2014. The feedback from IES and our international partners continues to be strongly positive with a projection of a greater number of study tours and study abroad students for 2015. This is continuing to contribute to the development of intercultural understandings across the school community with continued strong buddy and homestay support from students and families. The advent of the Partnerships model of organisation throughout DECD has seen a greater level of collaboration, planning and support with our Western Shores Partnership schools. A commitment to the many of the WASSN secondary development groups continues to provide opportunities for collaboration between the secondary schools in the former Western Adelaide Region. Further links with the broader community are being fostered through the use of the website, which was redesigned and relaunched in 2014 along with a new branding for school information and communication. The 10 Year Plan has a significant intention of engaging the community with the school by establishing the school as a community hub with access for local community groups to high quality facilities. The 10 Year Plan has continues to gain promotion and the school is pursuing interest from a range of organisations in the seeking of funding partners to make the plan a reality. Links with the three local universities has continued with joint programs in teacher training, STEM and SSP. In 2014 Performance and Development processes based on the Australian Professional Standards for Teacher was further refined to ensure that it is of maximum benefit in terms of promoting quality teaching. The students have given a strong indication that they value the opportunity to provide feedback to their subject teachers and would like to see this result in further change in the classroom. The student feedback, coupled with classroom observations by a peer and the examination of student achievement data is assisting teachers to critically reflect on their practices and improve teacher quality. In 2014 the Quality Teaching initiative saw the sharing of innovative practice amongst staff on a more regular basis through ‘show and tell’ in curriculum meetings and on training and development days outstanding across the year. The school environment has shown itself to be a talking point with the visitors to the school, local and international, as many have commented on the excellent state of the gardens and student facilities. This has been an intentional exercise to design and execute a plan to improve the learning environments for the students which, as a consequence, has resulted in an obvious improvement in the overall appearance of the school. Student access to drinking fountains, seating and shaded areas for students has been significantly improved in 2014 and further plans will be implemented as budget measures allow. The new learning spaces in the middle and senior schools have been widely embraced by the students with a high level of continued use of the facilities especially the senior centre, which has seen a large increase in the number of students using the centre for private study. This has enhanced positive study habits of the senior school students throughout 2014. During 2014 many staff have found innovative and highly effective ways to provide feedback to students though utilising existing technologies to provide richer and more comprehensive feedback to students about their work. It has been identified that the use of Microsoft OneNote and cloud storage has the potential to provide an efficient and effective way to consolidate all these methods in a secure and school managed environment. Henley’s ICT executive team have been working with central


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office and Microsoft to work through the logistics and technical aspects of delivering this to all staff and students at Henley and it is envisaged that the roll pout of this exciting technological tool will begin in 2015 The implementation of the 1:1 laptop program has been further enhanced by the agreement of the parent population through the Governing Council approving the delivery of 2 computers to students across the 5 years of their school maintaining their access to high quality, modern and reliable technology in the students’ senior years. This coupled with access to a virtual library and the continued integration of various technologies and partnerships will provide further opportunities and tools to enhance learning outcomes.

4.1 Better Schools Funding

The money received under the Better Schools funding model has provide some of the resource that has enabled each of the curriculum coordinators from the non-practical subjects (Maths, Science, HASS and English) to be allocated more non-contact time for 2015 to enable them to lead the improvement in literacy and numeracy outcomes for the students within their curriculum areas. There has also been an allocation of this resource toward curriculum based SSO time to support students in achieving successful outcomes (D to C) and also to support aspirant students to achieve to their potential (B to A). http://www.decd.sa.gov.au/SchoolFundingReform/

http://www.decd.sa.gov.au/SchoolFundingReform/


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5. STUDENT ACHIEVEMENT

Henley High School has every reason to be proud of its endeavours to improve the performance of all students. It is by its nature a comprehensive school, offering an extensive range of subjects for its diverse group of students to study that enables them to fulfil their post school aspirations. The results are excellent in the middle school as evidenced by the NAPLAN results. At the senior secondary level Henley has a very good record of ensuring students gain their SACE and achieve their chosen post school pathway, be it a tertiary or workplace pathway. There has been a continuous focus over the recent years to minimise the number of students who do not meet satisfactory standards (D&E) and to increase the number of students who are achieving outstanding results (A). The data below is evidence of the fact that despite the work being inherently complex and difficult the staff and students are experiencing successes in both endeavours. Henley HS has invested significant resource (SSO and Teacher time) into the support of students who have identified that they want to achieve at a level higher than they are, students who have English as another language or dialect and those students who are identified through achievement data as having difficulty in attaining success. These programs have been a highly successful, with a continued lowering of the number of students who have achieved a D or E and an increase in the number of students in the higher grades bands. There has also been an anecdotal shift in the way the students are accessing assistance, being more proactive in their studies to ensure success.

5.1 NAPLAN

NAPLAN Student Proficiency Bands

Table 5: Year 9 Proficiency Bands by Aspect

% Proficiency Band by Test Aspect

Year 9

Exempt 5 6 7 8 9 10

Numeracy 4.1 1.7 13.6 33.5 27.3 15.3 4.5

Reading 4.1 4.5 16.0 28.4 27.6 15.6 3.7

Writing 3.7 9.0 14.3 29.0 26.5 9.4 8.2

Spelling 3.7 3.7 12.7 30.3 25.8 16.4 7.4

Grammar 3.7 10.2 13.9 32.8 23.8 12.7 2.9

Figure 1: Year 9 Proficiency Bands by Aspect

NAPLAN Student Mean Scores Table 6: Year 9 Mean Scores

Mean Scores by Test Aspect

Year 9

2012 2013 2014

Numeracy 577.7 572.9 584.9

Reading 572.6 581.2 578.9

Writing 563.8 576.6 573.7

Spelling 579.5 591.4 590.5

Grammar 570.2 580.2 571.5

Figure 2: Year 9 Mean Scores


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NAPLAN School Growth: Year 7-9

Table 7: Year 7-9 Growth

Growth by Test Aspect

Year 7-9

Progress Group Site

Numeracy Lower 25% 22.3

Middle 50% 47.2

Upper 25% 30.5

Reading Lower 25% 23.9

Middle 50% 53.8

Upper 25% 22.3

Figure 3: Year 7-9 Growth

The NAPLAN results show that Henley HS students have improved in most areas over the past three years. A continued focus on the improvement of numeracy skills in 2014 saw an increase in the proficiency of students in numeracy which compliments the high proficiency in literacy. Henley HS students have shown improvement in all areas of the NAPLAN assessment over the past 3 years and are consistently achieving higher than state and national averages in all areas. With almost a quarter of the students in the upper quartiles of the Year 7-9 Growth data gives clear evidence that the middle school curriculum is servicing the students very successfully to develop the skills measured in the NAPLAN. In 2014 Literacy and Numeracy was again supported with the appointment of leadership and the implementation of a comprehensive numeracy and literacy plan for Henley HS. Henley used for the first time the PAT data assessments to determine the students who were performing above their year level in literacy and/or numeracy and those who required extra support. The further implementation and development of the literacy and numeracy strategy that Henley has developed will be taken up by the English, Maths, Science and HASS Curriculum Coordinators in 2015 with extra non-teaching time allocated for them to assess the literacy and numeracy data from NAPLAN and PAT and integrate literacy and numeracy strategies across their curriculum areas. This will be supported by the Director of Studies.


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5.2 Senior Secondary

Figure 4: Year 12 Achievement 3 Year Comparison

Figure 5: SACE Completion

Figure 6: SACE Student Achievement C- or Above

Figures 4, 5 and 6, displayed above, show a continued, ongoing improvement in the achievement of the students in the SACE subjects. Henley HS has an exceptional SACE completion rate of 98.6% which is well above state average and better than or comparable with any like school. Henley HS has also a very high proportion of students who complete SACE subjects once they are enrolled with very low levels withdrawal and unsatisfactory achievement. The student achievement in Stage 1 and Stage 2 show a consistent and improving trend toward the A and B grade bands. Over the past 3 to 4 years a systemic change has been implemented by the teaching and administrative staff that have established supportive systems, allocated human resource and identification processes that enable aspirant students to continue to strive for better results. The success of these programs is still tempered by the realization of the work still to do in continuing the implementation of strategies that will support further improvement in what will be increasingly incremental ways. Increasing the number of students in the A band at Stage 1 and 2 continues to be focus the school with the allocation of further resourcing and review of assessment design and curriculum delivery to support students to achieve in these grade bands.

16.8

47

33.8

2.20.2

15.7

48.5

32.1

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14.5

45.5

31.3

5.62.1

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Year 12 Results 2012 -2014

2014 2013 2012


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This improvement is also complimented by the reduction of student achieving in the D & E grade bands to a stage where the number of students in the lower, unsatisfactory bands is very small. The support systems that have been put in place to support those students, identified upon the termly examination of student achievement data by the student services teams, have enable almost all students to achieve success in their studies. Students in Yr. 12 Undertaking Vocational or Trade Training As a critical aspect of the providing a comprehensive education for the students at Henley HS and those in the western region Henley offers a number of VET courses in a range of vocational pathways. Henley offered VET courses in Hospitality (7), Metal Engineering(7) , Construction(16), Sport and Recreation(13), Cert III in Fitness (20), Furnishing(2), Electronics (20), Technical Production(8), Multimedia(5), Information Technology(17), Community Services: Child Care (8) and Sports Trainer (6). These courses are also accessed by students from other western region schools and 13 Henley HS students also accessed VET courses in other schools. Henley HS also had 32 Year 12 students who accessed Australian School Based Apprenticeships. Nearly 67% of students who complete their SACE at Henley HS have achieved some VET accreditation throughout their schooling. It is more frequent and encouraged that students begin their VET studies at Year 10, completing, if possible certificates in Year 11 and completing their traditional Stage 2 subjects in their 12th Year.

Figure 7: SACE Achievement with some VET Studied

Figure 8: SACE Achievement Using VET


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6.1 Attendance

Figure 9: Attendance by Year Level

Table 8: Attendance by Year Level

Attendance by Year Level % Attendance

2012 2013 2014

Year 8 92.4 91.3 91.5

Year 9 89.6 89.4 89.3

Year 10 88.3 88.3 86.3

Year 11 89.2 90.0 92.3

Year 12 94.3 96.4 95.8

Secondary Other 91.7 93.5 94.1

Total All Year Levels 90.7 91.1 91.0

Total ACARA 1 TO 10 90.1 89.7 88.9

An examination of the data showing the attendance rates at Henley High School indicate that the data is somewhat skewed by the attendance of students who are absent from school for extended periods of time for family events and holidays. This contributes significantly to the overall lowering of attendance rates. Parents are often reminded of the need for the children to be engaged in their learning by ‘attending’ school but there is also an acknowledgement of the learning opportunities that exist for students in other environments and through other activities. Continued spot checking of class rolls throughout the day via the Learner Management (Scholaris) system and greater examination of ongoing attendance data through interim and end of term reports will provide the sub school managers with a greater understanding of the underlying attendance issues and be able to support the attendance at school of those students who are frequent non-attenders. Henley High School reports a student’s absence to their Parent / Guardian on a daily basis via email and parents are able to check attendance ‘live’ through the parent portal. This system has worked well and has limited truancy. The high attendance rates also indicate that students are positively engaged in their learning at Henley.


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6.2 Destination

Table 9: Intended Destination

Leave Reason 2013

School Index DECD

No % % %

Employment 19 5.6% 2.0% 3.0%

Interstate/Overseas 43 12.8% 10.9% 10.1%

Other 2 0.6% 0.5% 1.4%

Seeking Employment 5 1.5% 1.3% 3.6%

Tertiary/TAFE/Training 21 6.2% 5.4% 4.6%

Transfer to Non-Govt Schl 22 6.5% 12.9% 9.7%

Transfer to SA Govt Schl 19 5.6% 46.1% 47.4%

Unknown 206 61.1% 20.9% 20.1%

Destination data continues to provide a challenge in obtaining valid data from students regarding their post school pathways. There have been a significant efforts made to gather this information with very little return. The number of students who applied for a tertiary placement remains high with the majority, in excess of 95%, receiving first round offers. The high proportion of students from Henley have received offers in sciences and commerce fields but the diversity of fields in which Henley students have been offered places is wide and reflects positively on the ability of Henley HS to cater for a wide range of students to support toward their preferred post school pathways.


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7. CLIENT OPINION

Parent Opinion Survey

Figure 10: Quality of Teaching and Learning

The parents have indicated that an area for improvement in the Quality of Teaching and Learning at Henley HS involves the communication of the requirement of the courses of study that their children are undertaking. There is a high level of satisfaction regarding the quality of teaching and that there are high expectations of the students. Parents have also indicated that they believe the school provides a diverse curriculum that supports students' preferred pathways and that the students have access to a wide range of learning technologies that enhance their engagement and learning experiences at Henley High School.

Figure 11: Support of Students and Their Achievement

Parents have demonstrated that they are consistently satisfied with the supportive environment that is provided for the children at Henley HS. The parents indicated that Henley High School provides a safe and secure environment for their children and that the behaviour management processes are clear and consistent and enable their children to know how they are expected to behave at school.

Figure 12: Relationships and Communication

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Strongly Agree Agree Disagree Strongly Disagree

Quality of Teaching and Learning

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Support of Learning

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Parents responding to this section of the survey showed that they would like be more consistently provided information regarding how well their child is performing at school and as a consequence an interim reporting process will be used in 2015. Parents did however feel that their child’s teachers were approachable to discuss their progress and that they received helpful information about their child's progress and achievement through the reporting mechanisms and through opportunities to discuss their child's progress with teachers and leaders. Most parents also indicated that they believed that if they have concerns or suggestions, the school would respond appropriately. Figure 13: Leadership and Decision Making

The Henley High School parent community have indicated that they would like to be provided with greater opportunities to provide input into the schools educational programs, learning technologies and uniform matters and would also like more opportunities to be involved in a range of events relating to their child’s schooling. Parents were clear in the fact that they thought the school leadership was effective and that they were satisfied with the school's planning. They also believed that the decisions made reflected the school’s philosophy and objectives. Comments made by Parents Include: “I feel my child is receiving the best education at Henley High School” “I think that earlier intervention regarding students not meeting requirements or struggling prior to report being sent would improve outcomes. In particular as teenagers are often unlikely to discuss school progress with parents, and if teachers are not proactive in providing updates throughout the term it can come as a surprise when reports arrive home.” “I am very happy with Henley High School, having had one child there from 2009 to 2013, 1 in 2014, and now 2 in 2015.” Student Opinion Survey


The student body indicate that they are generally satisfied with the quality of teaching they receive. The ability for the students to give feedback to staff through the performance and development process and the staff reflecting on their classroom practice is having an effect. There has also been a significant program of exploring and quality teaching practices which has positively impacted on the classroom experiences for the students.

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Figure 15: Support of Students and Their Achievement The students mostly recognise the extensive support structures that the school has in place to ensure that students are provided with opportunities to be successful. The successful use of ILPs for those students who are identified through the examination of achievement data at the end of each term are at risk of not being successful is further supporting the students.


The data in Figure 16 shows that students reflect mostly positively on the relationships they share with their teachers. The structure of the middle school and the mentoring program that is in place in the senior school promotes the formation of sound working relationships between students and the school staff. The students believe that the communication is mostly effective and positive, supporting their learning. The use of technologies to support teacher – student communication is improving the communication, however both students and teachers

Figure 18: Leadership and Decision Making The Students believe that the leadership of the school is effective. The student’s participation in decision making has been improving and a new structure for the students to contribute further to the decision making at the school has been implemented to ensure their views are represented at all levels of decision making.

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Comments made by students include: “The teachers at this school are incredible but Henley just isn't the school for me.” “Classrooms need to be converted to "modern age" and should incorporate more technology - interactive white boards. Also some should be designed to look like university lecture theatres, especially in year 11 and 12 classes that have a large number of students.” “Year 8 PLP should be used as a time to learn effective study habits, motivational learning exercises and also, teaching students basic coding and binary language. Perhaps have representatives from The University of Adelaide, come in and help facilitate these classes.” Staff Opinion Survey


The staff at Henley HS (all staff Teaching and Support Staff) believe that students receive quality learning experiences within and outside of the classroom. The can be attributed to the recognition of quality teaching which has been an integral part of the improvement model that underpins the performance and development processes. This has required staff to develop a common understanding of what constitutes quality teaching and reflect on their practice with peer observations, students’ feedback and examination of class data. To support this program the curriculum areas regularly share high quality practice with each other and the whole school in curriculum area meetings and student free days. Figure 20: Support of Students and Their Achievement The majority of staff recognise the extensive support structures that the school has in place to ensure that students are provided with opportunities to be successful. The successful use of ILPs for those students who are identified through the examination of achievement data at the end of each term are at risk of not being successful is further supporting the students.

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The staff believe that the relationships that they engage in in the school are largely positive and supportive. The structures of the mentoring programs encourages good relationships between staff and students and the staff work areas are structured in a way to enhance collaboration which supports good working relationships.

Figure 18: Leadership and Decision Making The Staff believe that the leadership of the school is effective. The staff’s participation in decision making has been extensive with the decision making process being highly consultative. The use of email to support communication is still evolving and will be enhanced once O365 can be implemented. This should reduce the volume of emails that are received as more direct messaging may be available. Comments by Staff Include: “Being new to the school I have found the staff and students friendly, very welcoming and helpful. I feel valued and have been given and encouraged to improve my learning through training. Enjoying the experience.” “Henley High is a positive environment to work in and it is inclusive of diversity and of students with disabilities. There is a hard working management team who have created an environment which focuses on achievement for all of our students. There is very real focus on improvement and maintaining the relevance of what we offer to our students.” My School website http://www.myschool.edu.au/

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8. ACCOUNTABILITY

8.1 Behaviour Management

Table 10: Suspension Comparison by Sex and Year Level. Year Level

2012 2012 2012 2013 2013 2013 2014 2014 2014 Change Change

M F T M F T M F T 2012-2013

2013-2014

Year 8 1 1 2 1 3 -1 3

Year 9 1 1 1 1 1

Year 10 3 1 4 3 2 5 3 3 1 -2

Year 11 4 2 6 2 2 2 2 -4

Year 12 3 3 3 -3 Secondary Other 1 1 2 2 1 -2

Total 8 4 12 11 2 13 8 1 9 1 -4

Figure 14: Total Suspension 3 Year Comparison

It can be clearly seen in Figure 14 that there is has been a significant reduction in the number of overall suspension at Henley HS over the past 3 years. Many of the suspensions can be attributed to a small number of students who experience repeated suspensions for ongoing behavioural concerns. The largest group of behaviours that are requiring intervention are those that relate to behaviour in the classroom and the reluctance to complete the work that has been set. Reflecting on this has prompted other strategies to be put in place as an intervention to reduce this concern including ‘Work Catch-up’ at lunch times and Saturday mornings. Henley has invested a significant amount of human resource into the supporting of students and the management of behaviour with 5 Sub School Managers, Band 1 and Band 3 leadership positions in both the Middle and Senior School. These teams work alongside the counselling service in the school which include 2 Band 1 Students Counsellors in 2014 (an extra Band 1 Counsellor was employed for the 2014 school year). This high level of support has significantly reduced the overall number of serious behavioural matters despite normal variations in the behaviours of the student cohort. Within this high level of behavioural support there is a significant emphasis on the promotion of positive student/student and student/teacher relationships and a zero tolerance of bullying and violence of any form. In 2015 a further review of the Student Services will be undertaken to ensure that the school delivers the most effective support for students, their academic and social wellbeing within a framework of fiscal responsibility, subsequent recommendations to be implemented for 2016. The parent opinion survey supported the positive behavioural environment that exists at Henley HS indicating that they believed the school was a safe and supportive environment in which the students had clear behavioural guidelines and hence behaved in an appropriate manner. http://www.decd.sa.gov.au/aboutdept/files/links/cossey_report_document.pdf

8.2 Relevant History Screening (formerly Criminal History Screening)

A rigorous process of compliance is in place at Henley High School for the screening of any persons who will have contact with Henley students that enables them ‘to form any type of relationship’. All staff who visit the site in a capacity where they are in contact with students on any regular basis are required to provide a DCSI Criminal History

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Clearance. This clearance is sighted by the Deputy Principal, copied, signed and filed for future reference. A database of all persons and their roles is kept in the administration area. The process required for each staff member to follow in the procurement of the services is articulated on the schools requisition documentation. All staff have been informed of the need for vigilance in this matter. If a staff member has a clearance which has expired and is yet to receive a renewed clearance they are excluded from working on site and also excluded from working with any student data whilst their clearance is lapsed. A program of renewal is being undertaken whereby all staff requiring re certification are encouraged to place their applications well in advance of their expiry (3-6months). http://www.decd.sa.gov.au/docs/documents/1/RelevantHistoryScreenin-1.pdf

8.3 HUMAN RESOURCES - Workforce Data

8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board. Table 11: Staff Qualification

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 173

Post Graduate Qualifications 51

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

8.3.2 Workforce Composition including Indigenous staff

Table 12: Workforce Composition

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 1.00 92.90 0.00 34.46

Persons 1 102 0 41

9. FINANCIAL STATEMENT

Income by Funding Source Table 13: Income Funding by Source

Funding Source Amount

1 Grants: State $13,113,853.62

2 Grants: Commonwealth

$ 19,359.10

3 Parent Contributions $ 1,541,661.00

4 Other $ 1,116,512.68

http://www.decd.sa.gov.au/docs/documents/1/RelevantHistoryScreenin-1.pdf

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