Annual Report 2015

Le Fevre High School

Annual Report

2015

Annual Report 2015

Cover Art work by Year 10 student, Hayley Jarrett

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1. CONTEXT

School Name: Le Fevre High School School Number: 0814

Principal: Rob Shepherd Partnership Le Fevre Peninsula

Le Fevre High School is a comprehensive co-educational secondary school with a number of

key programs including

o the IBO Middle Years Program

o comprehensive SACE Program

o High Achievers Program

o the Maritime High School, STEM and Advanced Technology and Vocational Programs

o Western Adelaide Trade School for the Future

o International activities and International Fee Paying Student programs

o South Australian Aboriginal Sports Training Academy (SAASTA)

o Elite Sporting programs including Ice Hockey, Rugby and Football programs. During 2015 it was decided by staff and Governing Council to phase out the special Rugby program and replace it with a Soccer Academy initially for year 8 and 9 students in 2016 in association with the local soccer clubs and FFSA. Dr John Moriarty OAM, recently inducted into the FFA Hall of Fame, has kindly agreed to become the Patron of the Le Fevre Soccer Academy.

o The school is a member of a federation of Western Adelaide state schools that shares the teaching of senior classes and access to vocational courses across sites. There is a High Achiever’s program for years 8-10. The school has a strong emphasis on case management of student progress through its pastoral care programs and the ‘Focus on Learning’ program.

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o A Pastoral Care Program which supports students with successful transitions to post schooling options including University, TAFE and work.

o The school has approximately 21% Aboriginal enrolment. An understanding of educational disadvantage is expected through a commitment to inclusive teaching practice and flexible delivery in order to improve educational outcomes for all students.

o The school’s enrolment has increased steadily over recent years and recently stabilized including a significant rise in the proportion of FLO students.

Enrolment

2010 2011 2012 2013 2014 2015

527.7 570.5 609.5 610 614 612

These figures include approximately 80 FLO students, 23% ATSI, 24% NESB of which 35% are ESL, 70 + mainstream students with Negotiated Education Plans and 12 Special Class students

76 staff: 57 teaching staff (a number of whom are part time = 43 FTE) 14 SSOs, 2 School Based Apprenticeship Brokers (1 relocated to Henley High), 2 Aboriginal Community Education Officers, 1 Christian Pastoral Care Worker

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2. REPORT FROM GOVERNING COUNCIL

Le Fevre High School continues to work towards the level of excellence on many different

levels. This involves the commitment of students, support staff, teachers and the leadership

team. The school continues to advance the International Baccalaureate program and both

staff and students are committed to this program and its’ superior methods of teaching and

learning. The way in which the staff has embraced this challenge and used it to better their

own teaching skills has been greatly appreciated and the students attitudes and results

speak for how well this culture has been accepted and how well it is working. The governing

council is fully supportive of the continuance and development of this culture within the

school community.

We were fortunate to receive funding from the state government this past year to initiate

some much needed property upgrading. Although the amount received will not allow us to

upgrade the facilities to the extent we had hoped it gives us a substantial start on some of

the areas of greatest need. These plans are well underway and will be completed during the

2016 year.

The governing council would both like to thank and show our continued support of all of the

staff of Le Fevre High School. We believe we have teachers who are deeply committed to

the students and the community. They are constantly trying to deliver new and exciting

educational opportunities for the students and this is seen through many of the excellent

programs from the Medieval Day to the sporting programs and engineering competitions,

which the students have excelled in on a state level. The vision laid out by the leadership

team has been the guiding path for the past seven years and is in place for the next four

years. We are fortunate to have our Principal, Rob Shepherd and our Business Manager,

Leanne Hembrow who work so well together to share a vision that has brought us both

stability and progress as a community. Both teachers and the leadership team are

supported by a dedicated group of support staff that makes all of the processes and systems

work. Without them and their commitment to the school community we would not achieve the

levels of success we have experienced on a number of different levels.

An example of this was the commitment this past year to developing and delivering an

overseas learning opportunity for our students through a trip to Cambodia and Laos. In the

past we had relied on a group that was not part of the school system and by bringing the

opportunity within the school system we are able to provide a much broader and deeper

learning experience for the students. This took a combined effort from the leadership team,

teachers and support staff to make this happen and be as successful as it was. This is the

kind of opportunity that we can provide for our students that many others can only dream of.

The development of our international students program over the past few years and the

hosting of international teachers as well continue to be a highlight for the school. These

interactions offer opportunities for the visiting students and staff as well as our resident

students and staff. We are proud to recognized so positively in this field where we get more

requests each year than we are able to accommodate.

Last but certainly not least is the continued commitment that the school has in recognizing

the importance of Aboriginal culture in both our community and all of Australia. Our school is

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a leader within our nation from this perspective and we continue to both learn and grow as a

community because of the presence of many of our First Nations People. Our recognition as

a SAASTA Program and the level and quality of our Aboriginal students and the positive

impact they have on our school community is one of the things that set us apart from other

learning communities. Our students have the opportunity to learn both culturally and

communally from each other.

On behalf of the Governing Council I would like to express our appreciation to all of the

students, staff and families of Le Fevre High School for their commitment to the continued

growth of our community as a school of excellence on all levels.

Rev Ian Hunter

Chairperson,

Le Fevre High School Governing Council.

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3. 2015 HIGHLIGHTS

2015 has been yet another remarkable year for our school community in many ways, just

some of the highlights include:

the implementation of the new version of International Baccalaureate Middle Years Program into our curriculum through the guidance of our curriculum AP, Troy Barker.

The level of student engagement and the results are a testament to this program.

another very successful Graduation and Prize ceremony at Elder Hall as well as a very interesting IBMYP Graduation Ceremony which included a display of the spectacular Personal Projects as many of our current year 10 students have participated in this program since year 6 in their former Primary settings

the work of Literacy Coach, Rachel McLaine and Numeracy Coach, Nick Kyriazis with our staff teams and development of whole school plans and improvement targets

the further alignment of our PLCs (Professional Learning Communities) with our school priorities and strongly developing attention on school improvement through data analysis, tracking of individual students and the implementation of pedagogical approaches led by our Curriculum Team Leaders, Executive Team members and our literacy and numeracy coaches in response to our findings

The success of specialized literacy programs for students by Lina Ruggiero, Susan Kauschke and Tricia Gardner

the welcoming of international students representing Thailand, Finland and Japan. We have also had many educators visit and work with us including such diverse locations as Mongolia, Indonesia and China. Liam Narcys had a wonderful opportunity to work in Mongolia in September and October.

A very successful visit to Laos and Cambodia by a team of staff and students and the partnering with the Luang Prabang Orphanage School in northern Laos.

the many advances made in the STEM and Maritime School programs through the leadership of Liam Narcys, the creative excellence of Thierry Herman, Learning Area leader Eddie Grzeskowiak and the ongoing trade skills development of Chris Chrisakis and Liam Narcys.

the continuing success of the School Based Apprenticeship program through the work of Vicki Bryant

outstanding commitments by our students to a range of community in service activities through the IBMYP

our ongoing relationships with our sister schools in Indonesia

the successes of our high achievers classes

Our students Rhonda Brown, Rikiesha Miller, Corey Mancini, Finn Marshall and Aaron Hansen very capably presenting the Kaurna welcome to country in a wide range of locations including at Adelaide Oval, Citizenship ceremonies, The Australian of the Year Ceremony, the statewide Principal’s meeting and so on…

Support from a very active and involved Governing Council in relation to the development of an application for the upgrade of buildings at the school and the further development of a strong community focus of our governing council through the enthusiastic work of the fundraising and functions committee

numerous sporting, cultural and academic achievements by our students with particularly notable achievements in the areas of Ice Hockey, Cricket, SAASTA Football and Netball.

the outstanding contributions of the Student Ambassadors as student representatives at official school functions

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the use of the Bill Davis Scholarship for Special Education and at risk students to support a number of students in various activities related to their courses

There have been a number of new initiatives and programs including STEM transition visits for the local primary schools on a really large scale, led by Eddie Grzeskowiak and facilitated by Craig Bailey in collaboration with many staff has been wonderful and I especially acknowledge the support of UNI SA in these programs.

the involvement of students in many community events and enterprises, the national SUBS in Schools program, the ANZAC 100th anniversary recognition events, Remembrance Day at the West Tce Cemetery, SCOSA fun run, AIME, two SAASTA students Anthony Stengle and Kym Le Bois along with their AFL demonstration matches and cultural exchange program, Active 8 Camp, The Laos Cambodia trip, Liam Narcys in Mongolia, a truly great year 11/12 Drama performance, Students involved in the PAE Arts festival, reconciliation activities, …., ….girls in engineering

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The wonderful announcement of the $1 million capital works program in the state budget (thanks to our local MPs for their support of this project) which will see the demolition of most of the old prefabricated buildings, the building of a new wing of General Learning classrooms, the extension of the Administration building, the redevelopment of the old drama studio into a specialist arts facility and significant landscaping and playground redevelopments throughout 2016.…the list goes on

On behalf of the school, I would like to take this opportunity to thank all our parents, particularly the members of the Governing Council, staff, students, our industry partners and community organisations who work with us, for their ongoing commitment, support and dedication to Le Fevre High. I am immensely proud of our school, its students and its staff. I humbly acknowledge the work of all staff and students in these achievements. I would also like to publically acknowledge the career of staff Ms Val Thompson, who has been on leave this year. She is to formally retire from a long and distinguished career in

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education. Mr Rod Hunter will go on leave for all of 2016 and will not be returning to Le Fevre High School. Both of these have contributed much to the lives of so many young people. I would also like to wish Mr Sean Carey our congratulations and best wishes as he takes up his new role at Alberton PS as DP next year after huge contributions to LFHS through his various roles, most recently as VET coordinator and Career and Course counsellor. Similarly I wish Mr Ian Houston success with as he moves on to Salisbury High School and thank him sincerely for his work at LFHS as Arts Coordinator. And I sincerely thank Mr Dash Taylor Johnson for his wonderful work over many years here as he takes up his appointment as the Vice President of the AEU for the next two years. We wish them all much happiness in their future endeavours and adventures. Just as important as our learning together is our social purpose as an educational organisation. As a community of learners we learn so much about the importance of working together, enjoying the special moments at school and the preparations that we are continuously undertaking in developing lifelong skills, attitudes and dispositions as successful citizens. Rob Shepherd Principal

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4. SITE IMPROVEMENT PLANNING AND TARGETS

2014-2015 Key Foci of the Site Improvement Priorities

During 2015 this plan was significantly reviewed by the Executive team, the Co-ordinators and the staff teams to develop a more focussed and achievable set of foci for 2016.

CONTINUOUS IMPROVEMENT

Using evidence based on practice through:

o DIAF/TfEL

o Links to our vision of a successful school

o PLC Findings

TEACHING AND LEARNING

o MYP Next Chapter

o SACE Improvement

o Literacy – SSI deliverable

o PLC Data to inform strategic decisions

o PAT R and PAT M data – inform differentiation

RELATIONSHIPS FOR QUALITY

LEARNING

o Pastoral Care Program

o Child Protection Curriculum

o Career and Vocational Pathways

o Community in Service

o Staff Wellbeing strategies key

priority - staff members supported

in their role to create the best

possible learning entitlement via

Line Managers, Coordinators, Exec

Team.

RESOURCES FOR LEARNING

o Implement Daymap functionality

o Full staff program with “New Era” in 2015 “ICT for Pedagogy”

o School Care Plan for upgrade of buildings suitable for purpose

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4 Better Schools Funding

Better Schools funds have helped to give existing programs a future and to give them a “kick

start”

In particular the funds have supported our whole package of pastoral care through funding

time release of the Year Level Coordinators and for Aboriginal programs.

A major success for the school is the Australian Indigenous Mentoring Experience program,

run in conjunction with the University of South Australia, where students are exposed to

various university courses in an intensive year-long program.

It’s highly motivating and also an opportunity for children to feel supported with Aboriginal

adults accompanying them, and then they meet Aboriginal people in those venues who are

studying and part of the delivery program.

Another program with a very positive effect on students is the teaching of the local Kaurna

language.

It’s important to have an environment where Aboriginal students can be really proud of who

and what they are, and their cultural links. And there’s no doubt that access to Indigenous

language is a powerful self-esteem issue for Aboriginal people, because the languages were

not allowed to be spoken. This is highly significant for this particular school community,

because of the many stolen generation Aboriginal people who have been a part of this

community.

Meanwhile, the contribution of extra Gonski funds to the staffing budget has allowed the

creation of more flexible roles, employed extra teachers, including Indigenous teachers, and

support staff for the language program. It’s allowed the school to release curriculum

coordinators from year level duties and there’s a new third assistant principal role covering

“innovative programs and wellbeing”.

It’s really reinforced the sense of cultural celebration and acknowledgement, as well as

academic success, because they’re very interlinked – wellbeing, self-esteem, being valued,

having a voice, having a presence, being recognised, and being an important part of a

school community.

5. STUDENT ACHIEVEMENT

2015 was the third year the school offered the full International Baccalaureate Middle Years program after being accredited in December 2012. This has meant a complete change in the way we report to parents. The grades A-E were replaced with a seven point scale where 1 is the lowest standard and 7 is the highest.

In December the school conducted its third IBMYP graduation ceremony. This cohort of students had potentially studied within the program over the last 5 years if they came from partner primary schools also delivering the program. Of the 110 Year 10 students graduating approximately 94% received the official IBO Certificate of successful completion and 6% were awarded the school based IB Certificate of recognition for participation. These

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students had either recently joined the school or had not successfully completed the mandatory IBO personal project.

5.1 NAPLAN

Year 9 Mean Scores

Table 2: Year 9 Mean Scores

Mean Scores

by Test

Aspect

Year 9

2013 2014 2015

Numeracy 538.2 539.3 550.0

Reading 557.5 553.4 541.2

Writing 527.5 491.7 503.4

Spelling 566.1 550.1 566.2

Grammar 549.7 533.0 536.5

Figure 3: Year 7-9 Growth

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NAPLAN School Growth: Year 7-9

Year 7-9 Growth

Growth by

Test Aspect

Year 7-9

Progress Group Site

Numeracy Lower 25% 36.5

Middle 50% 42.3

Upper 25% 21.2

Reading Lower 25% 26.7

Middle 50% 61.7

Upper 25% 11.7

Our NAPLAN data remains relatively stable with the variances being less than statistically significant.

There were marginal improvements in all categories for 2015 except for reading. Our goal remains to

achieve a higher proportion of students having stronger growth rates. This improved in relation to

Numeracy the most in 2015.

The PAT R and Pat M testing regime has given us another really valuable set of data which provides

significant diagnostic information regarding student achievements in reading and Mathematics.

The results in the PAT M data show growth, predominantly in the year 9 and 10 cohorts and very

strongly in one of the year 8 cohorts. We have individual student PAT R and PAT M data which is

diagnosed collectively and individually by staff and via the learning areas. The work of our Literacy

and Numeracy coaches and the opportunities provided to staff through access to PD in both areas

has been significant throughout 2015 and places our staff team in a strong position to work

systematically in these areas throughout 2016 and beyond.

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PAT M results for 2015

Year Level No. Of Students Average Score

8 71 129.23 (128)

Group A 24 137.05

Group B 19 126.45

Group C 21 125.50

Group D 7 121.11

9 76 126.39 (130)

Group A 22 129.83

Group B 19 128.68

Group C 15 126.16

Group D 20 122.49

10 51 132.48 (132)

Group A 22 139.28

Group B 10 127.20

Group C 9 128.92

Group D 10 126.01

The numeracy coach has done extensive work with the staff teams on interpreting the results for each student and the overall growth rates have been very sound.

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Pat R results for 2015

There was strong cohort participation in this process during 2015. A significant number of students made strong growth and teaching staff have been able to access individual student growth data and specific skill performance for their students. There were however a number of our students who do not take their participation in the testing very seriously and give quite ‘random’ responses and thus achieving very poor results according to the supervising teachers of the process. In addition we had significant new enrolment proportion at year 10 level throughout the year. This has led to the skewing of our data and produced negative average growth figures which we believe is misleading.

Year 7-8: -1.06 Year 9: -1.9 Year 10: -1.4 The strongest impact of improvement was seen for the year 10 cohort for 2015. In 2016 the Year 9 cohort will be a key focus of our literacy coach and staff members to address specific skill sets for individual students. Further our PLCs this year have been devoted to ALL teaching staff being involved in working on specific literacy improvement measures within a nominated year level from 8-12 to make this our most unified intervention strategy.

Literacy intervention and support provided for students

Program Purpose

Levelled Literacy Intervention (Fountas &

PInnel)

Develop comprehension skills in students with

low reading levels used with ATSI, EALD and

Special Ed students

Flexi Centre Support students with NEP.

SSO support Provide 1-on-1 support to students with NEP

ATSI Centre Provide support for ATSI students in year 10,

11 and 12 in completing assignments.

Agreed Literacy approaches led by the

literacy coach, eg word walls, levels

Support for all students in all classes

Homework Centre Support for all students with completing

homework and assessment tasks.

Leadership structure:

Leadership is provided by the Principal, three Assistant Principals, a Regional Trade School for the

Future/Senior Secondary Deputy Principal based on site, Literacy and a Numeracy Coach (Senior

Leader 2), Coordinators covering the learning areas and school-wide projects. In addition two

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Assistant Principal level Apprenticeship Brokers are based at the Le Fevre High site. We have Year

Level Coordinators to manage year levels. The Business Manager provides leadership to the School

Support staff. Two AETs and two ASETOs support our Aboriginal students. We have an EALD

teacher who provides support for eligible students.

The processes used by the school to identify teacher participants-

Once again teachers volunteered to work with the literacy coach in a specific coaching cycle. The

number of teachers working with the coach for extended periods of time fell this year, however overall

engagement with the coach increased.

The physical structure of a secondary site leads to many teachers working in isolation from their

peers. This impacts the work of the literacy coach through a general caution towards working

collaboratively with other educators in a classroom, many teachers therefore are reluctant to work

with a coach for extended periods, or in class, if they are not a full time member of the teaching staff.

Teachers were more confident in approaching the coach over specific aspects of their subject or for

support with a particular assessment task. In this way the coach worked with over half of all teachers

in the school.

It is noted that the work of the literacy coach has steadily gained a higher profile across the teaching

staff as they actively shared their work with other teachers.

The genre mapping task also provided another way for teachers to connect with the coach in a

meaningful way. Many teachers were more comfortable in asking questions during learning area

meetings to support their understanding; these teachers were reluctant to approach the coach to

work one on one.

Many of the initiatives that were started by the coach have been continued as valuable and

necessary contributions to the overall improvement of teacher pedagogy.

Summary of Strategies and outcomes used to work with the identified staff. (eg.

Coaching Cycle, Staff meetings, pupil free days, others...)

Strategy Outcomes

Learning area meetings professional

development - Worked with the science and

maths learning areas to develop a genre map

and set of teaching strategies across years 8-12.

This work is ongoing due to changes in the leadership of these learning areas. The teachers have developed a greater understanding of the needs of their students in relation to literacy and the role it plays in student achievement.

Staff meetings – student data analysis Provided teachers with structured processes to engage with student data.

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Senior Secondary

Students in Yr 12 Undertaking Vocational or Trade Training

The senior school achievements at Stage 1 and 2 have remained relatively consistent and

very sound. Since the introduction of the high achievers classes there is a strong top to the

achievement of our graduating cohorts.

79.5% of Stage 1 results were at a C grade or better.

84.62% SACE completion rate for the year 12 Cohort (87.9 in 2014, 79.63 in 2013) TBA of Stage 2 results were at a C- or better grade. This compares favourably with previous

years data: A significant number of Stage 2 students achieved high ATARs and received entry into highly competitive tertiary programs.

Students in Year 12 Undertaking Vocational or Trade Training

54% of students in Year 12 undertook some form of vocational or trade training as a part of their

program of study.

78% of SACE completers also had studied VET as part of their Stage 1 or Stage 2 SACE offerings

Staff have a greater understanding of the information provided by student data such as PAT-R. Provided teachers with a range of strategies that support literacy improvement based on the data analysis from PAT-R data.

Training in assigning EALD Language and Literacy

Levels

All staff from English and Humanities learning areas were trained in assigning EALD L&L levels. Teaching staff have a greater understanding of the skills and abilities of EALD students and a range of strategies to move them forward. Many staff are using the EALD L & L levels to inform planning.

Facilitation of the school’s literacy committee Literacy Committee provided staff with a range of resources and teaching strategies to support student reading and writing. Including grammar and genre resources.

Tactical Teaching: Reading training Continue to provide staff training in Tactical Teaching: Reading. All current staff have completed three modules of the TT:R training program. An accountability framework is being developed to track the use of TT:R strategies across the curriculum.

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Students in Year 12 Attaining a Year 12 Certificate or Equivalent VET Qualification

87% of students in Year 12 attained a SACE or VET qualification.

SAASTA (South Australian Aboriginal Sports Training Academy)

Over 90% of Le Fevre High Students enrolled in this program achieved their

SACE certificate

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6. STUDENT DATA

6.1 Attendance

Figure 4: Attendance by Year Level

Table 4: Attendance by Year Level

Attendance by Year Level % Attendance

2013 2014 2015

Year 8 88.3 86.6 87.6

Year 9 82.0 87.5 85.3

Year 10 82.9 82.8 87.1

Year 11 81.3 82.8 85.8

Year 12 85.3 83.9 82.6

Secondary Other 92.8 73.0 80.5

Total All Year Levels 84.0 84.3 85.3

Total ACARA 1 TO 10 84.2 85.6 86.6

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With the introduction of Day Map during 2014 and the consolidation of its use throughout 2015 we had access to significant live data of attendance for the day and at classes. This improved many of our year level attendance rates. NESB and ATSI/Non-ATSI subpopulation data is not available at the time of writing. Anecdotally ATSI attendance rates are lower than non-ATSI but have improved in certain categories, particularly for students within the SAASTA program.

There were again a number of chronic non-attendees in each year level who were referred to the regional support team attendance officer for further support.

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6.2 Destination

Table 5: Intended Destination

Leave Reason 2014

School Index DECD

No % % %

Employment 5 2.7% 4.8% 2.9%

Interstate/Overseas 14 7.6% 7.4% 9.5%

Other 2 1.1% 1.7% 1.4%

Seeking Employment 18 9.8% 5.7% 3.8%

Tertiary/TAFE/Training 7 3.8% 3.8% 3.6%

Transfer to Non-Govt Schl 6 3.3% 6.6% 9.8%

Transfer to SA Govt Schl 33 17.9% 48.5% 48.8%

Unknown 99 53.8% 21.6% 20.3%

Unknown (TG - Not Found) 0.0%

The timing of this data collation by DECD does not provide a particularly reliable data set as

many of the leavers are unaccounted for when the snap shot its taken.

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7. CLIENT OPINION

20 responses were received (14 in 2014) from the 100 distributed. According to the respondents, parents’ satisfaction with the school continues to be positive in many areas. The levels of satisfaction for virtually all categories were higher than the previous year. On a five point scale almost all were on average between 4 and 5. There was strongly positive recognition of the learning programs of the school and the high quality and enthusiastic teaching and leadership within the school. They noted that the school provides ample opportunities to discuss their child’s progress, and that if there are concerns the school would respond appropriately. There were sound levels of satisfaction with the opportunities for parental involvement in the development of the school’s programs, decision making and the development of school plans (such as the Site Learning Plan which was widely promulgated to the school community).

There continues to be a clear indication from parents that the school provides helpful information about their child’s progress and achievement. Parents noted that programs evolve and change to suit the cohort, that staff care highly for the well-being of students in their care and that the school provides good levels of information to its students about other agencies within the community.

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46 staff members participated in the opinion survey. (38 in 2014)

There was a very strong positive skew throughout the categories

Staff satisfaction with the school continues to be very positive in the surveyed categories.

There were high levels of recognition for supportive leadership in the school and the school’s

desire to look for ways to improve. There was also very high support for the concept that

there are positive relationships between staff and students at the school. Values of support,

care and safety of students, the well-being and high expectations for student achievement

are highly recognised by the respondents.

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65 students of the 100 offered the opportunity to participate did. 53% of the respondents

were male and 47% were female. There was a positive skew throughout the various

categories of the national questions. In addition we asked a series of questions relating to

the IBMYP and student well-being which again presented a strong positive skew across the

categories. We note that 75% of students felt they had a strong connection with at least

one or two staff. The 25% who do not is significant and will be an area of focus for us in

designing our pastoral activities in 2016.

For further information regarding the school, please visit My School website http://www.myschool.edu.au/

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8. ACCOUNTABILITY

8.1 Behaviour Management

Year Level 2012 2012 2012 2013 2013 2013 2014 2014 2014 Change Change

Year Level M F T M F T M F T 2012-2013 2013-2014 Year 8 11 5 16 4 4 8 9 1 10 -8 2

Year 9 6 3 9 6 6 6 2 8 -3 2 Year 10 8 1 9 8 8 1 1 2 -1 -6 Year 11 4 2 6 1 1 2 3 3 -4 1

Year 12 3 3 2 2 4 2 6 -1 4 Total 32 11 43 21 5 26 23 6 29 -17 3

Overall suspension rates available indicate a downward trend. For the years 2012-2014.

2015 suspensions data form Ed SAS indicates that there were 150 external suspensions in the school for the whole year. This included 35 for actual or threatened violence and 7 internal suspensions for the same category.

Incidents of bullying and harassment recorded for 2015 were as follows:

Year Level number

8 15

9 19

10 6

11 4

12 0

This represents a decrease in the overall number of incidents recoded compared to the previous year.

8.2 Relevant History Screening

The school has established policies and practices compliant with the guidelines provided in the DECD Relevant History Screening 1 guidelines PDF. We use the recommended storage methods and cross check against these guidelines when organizing any events, camps, excursions, work placements, enrolment of Adult students, employment of cleaners, appointment of Governing Council members, mentors, volunteers, tertiary students and their supervisors, taxi drivers, and vocational trainers. We also keep copies of all collected documentation on file in the school or a record of sighting the required documentation such as is the case for taxi drivers. Refer to: http://www.decd.sa.gov.au/docs/documents/1/RelevantHistoryScreenin-1.pdf

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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.

Qualification Level Number of

Qualifications

Bachelor Degrees or Diplomas 104

Post Graduate Qualifications 46

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

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9. FINANCIAL STATEMENT

Income by Funding Source

Please see attached the appendix detailing the sound financial position of the school.

Independent auditors for the school, Perks and Associates made no significant

recommendations for changes to accounting practices again in 2015. The school met DECD

guidelines in all areas for financial systems. Further the school has allocated sums of money

for significant curriculum and facilities improvements over the coming year in specified assets

and reserves lines.

The school was randomly selected to participate in the DECD internal controls audit and was

found to have exemplary practices, systems, policies and procedures.