School Vision A thriving community where we: Belong. Innovate. Create.

School Mission Our mission is to encourage the development of a confident sense of self through belonging to a community which values excellence, creativity and responsible citizenship. We seek to engage students in learning that is challenging, rewarding and lifelong. We strive to develop their critical thinking, a sense of justice, resiliency and generosity of spirit to support making a positive difference in their future endeavours.

School Values

Our values embody the beliefs of our school community. Members of our school community promote:

Self-belief and confidence to strive to achieve in all aspects of schooling to the best of their ability.

Self-respect and self-acceptance by developing the social capabilities to self-regulate emotions and build positive relationships.

Respect and understanding of others including respect for the history and traditions of indigenous

Australians and intercultural diversity in the local and global community.

Integrity in our behaviour, actions and decisions that reflect the principles of justice, ethical and moral behaviour.

School Motto

Understanding the Annual Report

The Annual Report provides parents, caregivers and members of our community with an overview of Denmark Senior High School's performance in 2018. The report seeks to highlight significant events, milestones, achievements and celebrations within the year as a small component of the total reporting that the school undertakes.

It is my pleasure to present to you the 2018 Annual Report for Denmark Senior High School. Our school is situated on 19 hectares of land just east of the Denmark township and near the picturesque banks of the Denmark River that meanders between the surrounding tall forests and wilderness areas before making its way to the Wilson Inlet then through to the rugged Southern Ocean coastline. The school’s surrounding natural environment along with modern education facilities provide an ideal venue for students to engage in their Year 7 to 12 secondary school education. In 2018 the school introduced a new planning for improvement cycle with the commencement of a new Business Plan for the period 2018-2020. The school has been an Independent Public School since 2015 with its inaugural Business Plan coming to a close at the end of 2017. The new Business Plan 2018-2020 was developed based on rigorous self-assessment of school performance up to the end of 2017. This involved school staff and members of the School Board analysing school performance data to set directions for school improvement through identified priorities, targets and milestones to be achieved by the end of 2020. During 2018 the school continued to use the flexibilities of its IPS status to resource and provide a range of educational programs that were not only aligned to the needs, interests and aspirations of its students, but that also reflected the context of the Denmark community. The combined efforts of staff and students throughout 2018 enabled the school to record one of its most successful years in its near 20-year history. Following the release of the 2018 ATAR results Denmark SHS was acknowledged as one of WA’s most improved schools. The mean student ATAR ranked the school 39 in the State, third in regional schools and the highest in the Great Southern. In addition to the outstanding ATAR results, the school had a 100% WACE, 100% VET and 100% OLNA achievement rates. For the 34 ATAR students, 12 students received a SCSA award with one student receiving two awards that included a subject Certificate of Excellence. Denmark SHS continued this trend in the 2018 NAPLAN assessments with mean NAPLAN scores in excess of both the Western Australian Public School and the National mean NAPLAN scores for most assessments. For the Year 7 NAPLAN, the school exceeded the expected performance in Reading, Spelling, and Grammar & Punctuation. For the Year 9 NAPLAN, the school exceeded the expected performance in Numeracy, Reading and Spelling.

The school was congratulated by the Australian Curriculum, Assessment and Reporting Authority (ACARA) for achieving substantially above average gain or progress from Year 7 in 2016 in Numeracy and Reading for students who did the Year 7 NAPLAN in 2016 then did the Year 9 NAPLAN in 2018. ACARA acknowledged that an improvement in student numeracy and literacy of this magnitude was a significant achievement for Denmark Senior High School. In addition to the successful academic and VET programs, a further point of difference that Denmark SHS has compared to other schools in the region is the school’s accredited basketball program, annual school production and the music program. In 2018 the school’s senior boys’ basketball team travelled to Melbourne where they won their division of the National Schools’ Basketball Championships. Large and appreciative audiences from the local community were in attendance to witness the outstanding student talent on display at the school’s annual school production in August and music showcase in December. Throughout 2018 the school was well served by two very hard working community groups. The School Board continued to play an important governance role in the school while the members of the school’s P&C worked tirelessly throughout the year in its support for the school and in particular with the school production and the school’s music program. A warm thank you to the members of the School Board and the P&C. Finally, thank you to the dedicated and hardworking members of the school staff whose contribution throughout 2018 continued the growth of our school as an outstanding educational institution. I hope you enjoy reading, in our 2018 Annual Report, about the academic and non-academic experiences and outcomes achieved by our students in 2018.

As it is everywhere change is the only constant, as such our school continues to evolve and improve upon our culture of safety and mutual respect for all. This year has seen the genesis of an effective student council, with their sights set upon building a strong leadership model for the student body. We have a new and effective media position to better interface with our wider community. A new position of Program Coordinator Senior School Pathway was introduced to facilitate developing our non ATAR focused students. We have renewed our three year business plan, and completed, collated and reported on an in depth survey. Our Drama facilities have been refurbished with outstanding flooring, lighting and sound proofing which allows our students to accomplish their dreams. Again this year the board has focused on openness, collegiality and fairness through mutual respect, friendship and a healthy sense of humour. I am grateful for the effective and professional leadership team as they guide our school into the future.

DSHS School Board Chair

Student Numbers (as at Semester 2, 2018)

Student Numbers – Trends (as at Semester 2, 2018)

The increasing student enrolment trend is expected to continue in 2019 to be approximately 440.

Planning for student and school improvement in the 2018-2020 Business Plan identified the following school priorities, known as Focus Areas:-

1. Successful Students 2. High Quality Teaching and Leadership 3. Collaboration and Partnerships

For each Focus Area a number of Targets and Milestones for improvement were set along with strategies to achieve the Targets and Milestones. In this Report, information is provided to show progress in 2018 the school has made in its achievement of the Targets and Milestones for each Focus Area by the end of the planning cycle 2018-2020. The school’s Business Plan for 2018-2020 is located on the school’s website and should be read in conjunction with the following pages in this Report which will address the school’s progress for each Focus Area.

NAPLAN Target 1: The percentage of Year 9 students who are in Band 8 or above in Numeracy, Reading and

Writing will show a positive trend on a three year moving average to 2020 and which will be in

the range 6% to 10% above that for Like Schools.

2015-2017 Average for Numeracy: 62% (LS: 56%)

2015-2017 Average for Reading: 63% (LS: 50%)

2015-2017 Average for Writing: 47% (LS: 38%)

Achievement in 2018

Comment – 2018 Performance

2016-2018 Average for Numeracy: 63.7% (LS: 59.7%) 2016-2018 Average for Reading: 64.7% (LS: 54.7%) 2016-2018 Average for Writing: 45.3% (LS: 39.3%)

The percentage of Year 9 students achieving Band 8 or higher in 2018 for Numeracy and Reading was greater than that for 2017 and resulted in an increase in the three-year average for 2016-2018 compared to that for 2015-2017. The school is on track to achieve a positive trend or improvement. The percentage of Year 9 students achieving Band 8 or higher in 2018 for Writing was well down from previous years impacting negatively on the three average for 2016-2018 compared to that for 2015-2016 Target 2: The percentage of Year 9 students who are above the National Minimum Standard in each

assessment will show a positive trend on a three year moving average. The moving average will increase

by 3% to 7% from 2017 to 2020.

2015-2017 Average for Numeracy: Year 9 88%

2015-2017 Average for Reading: Year 9 83%

2015-2017 Average for Writing: Year 9 71%

2015-2017 Average for Spelling: Year 9 80%

2015-2017 Average for Grammar: Year 9 78%

Achievement in 2018 Percentage of Year 9 students achieving above the National Minimum Standard

2016

2017

2018

Numeracy 91% 87% 88%

Reading 92% 81% 86%

Writing 79% 75% 62%

Spelling 80% 79% 77%

Grammar 86% 79% 79%

Comment – 2018 Performance

2016-2018 Average for Numeracy: Year 9 88.7%

2016-2018 Average for Reading: Year 9 86.3%

2016-2018 Average for Writing: Year 9 72.0%

2016-2018 Average for Spelling: Year 9 78.7%

2016-2018 Average for Grammar: Year 9 81.3%

The relative performance of the Year 9 cohort in 2018 showed at or improvement compared to the 2017 cohort in Numeracy, Reading and Grammar. A positive or improvement trend for the period 2016-2018 compared to 2015-2017 occurred for Numeracy, Reading, Writing and Grammar. The school is on track to meet this target for these four assessments.

Target 3: For each assessment the Year 9 average test score will be above that for Like Schools for the

period 2018 to 2020.

Achievement in 2018 The following graphs show the longitudinal average test score for each assessment for the school (green line) and Like Schools (black dotted line).

Numeracy Reading

Writing Spelling

Grammar & Punctuation

Comment – 2018 Performance The Year 9 average test score in 2018 was above average test score for Like Schools in Numeracy and Reading. In 2018 the school introduced a whole school approach to literacy with a focus on writing. This strategy will be further developed and implemented in 2019. A whole school approach to numeracy will be developed in 2019 for implementation in 2020.

OLNA – Year 10 Target: The percentage of Year 10 students who, by the end of Year 10, have achieved Category 3 in

OLNA for all assessments will show a positive trend on a three year moving average to 2020 and

to be at least 5% higher than the average in 2017.

2015-2017: 78.4%

Achievement in 2018

Year 10 Students

2016

2017

2018

85.2%

87.5%

90.6%

Comment – 2018 Performance

2016-2018: 87.8%

The school continues to have a large percentage of Year 10 students who achieve Category 3 in OLNA for all assessments before they commence Year 11. The school is on track to achieve the target. Year 12 Target 1: The percentage of students to achieve the WACE will show a positive trend, from a baseline of

94% in 2015-2017, on a three year moving average to be above 95% by 2020.

2015-2017 Average: 94%

Achievement in 2018

Comment – 2018 Performance

2016-2018 Average: 95%

The outstanding results achieved by the 2018 Year 12 cohort included a 100% WACE achievement resulting in the three-year average for 2016-2018 exceeding that for 2015-2016. The school is on track to achieve the target. Target 2: The median ATAR will be at or above the median ATAR for Like Schools.

Achievement in 2018

Comment – 2018 Performance Median ATAR: 83.5

The school’s median ATAR in 2018 ranked the school 39th in the state, an improvement from 48th in 2017. This score was the 3rd highest for country schools and the highest in the Great Southern Region. The school is on track to achieve the target.

Target 3: The percentage of students in the top third of ATAR Triciles in the State will be at or above that for Like Schools. Achievement in 2018

Percentage of students in the top third of ATAR Triciles is 29%, compared to 27% in Like-Schools. Comment – 2018 Performance In 2018 the school continued to perform well in the WACE examinations with a significant number of students achieving an ATAR score in the top third of the State. This number has exceeded that for Like Schools in 2017 and 2018 The school is on track to achieve the target. Target 4: By the end of Year 12, the percentage of VET students completing a Certificate II or higher will

show a positive trend, from a baseline of 73% in 2015-2017, on a three year moving average to

2020.

2015-2017 Average: 73%

Achievement in 2018

Comment – 2018 Performance

2016-2018 Average: 100% In 2018 the school had a 100% VET achievement rate for students completing either a Certificate II or a Certificate III. This 100% achievement has occurred each year from 2016 to 2018. The school is on track to achieve the target.

Target 5: OLNA achievement at the end of Year 12 will be 93% or better.

Achievement in 2018

Year 12 Students

2016

2017

2018

94.7%

95.1%

100.0%

Comment – 2018 Performance OLNA achievement at the end of Year 12 in 2018: 100% The school is on track to achieve the target. Year 12 - Comment The Year 12 priority identified in Focus Area 1 ‘Successful Students’ was supported and resourced by the strategy ‘Appointing a WACE Coordinator to monitor and support the progress of each Year 11 and year 12 student towards WACE achievement’. The appointment of the L3 coordinator to support and monitor the progress and achievement of students in both the ATAR and VET pathways was instrumental in the school being on track to achieve the Year 12 targets in the Business Plan 2018-2020. The VET targeted initiative funding received by the school contributed to the funding of the coordinator’s position. Aboriginality funding was used to mentor students to qualify for OLNA.

Student Attendance Target 1: The percentage of unauthorised student absences as reported in SAR will decrease to below

25%, on a three year moving average, by the end of 2020.

2015-2017 Average: Semester 1 28.3% Semester 2 34.7%

Achievement in 2018

Semester 1

Semester 2

2016

29%

34%

2017

26%

33%

2018

22%

30%

Comment – 2018 Performance

2016-2018 Average: Semester 1 25.7% Semester 2 32.3%

In 2018 the school continued the improvement trend in the reduction of the percentage of unauthorised student absences. The school is on track to achieve the target. Target 2: Student Semester 1 regular attendance will show a positive trend, from a baseline of 57.0% in

2015-2017, on a three year moving average with an aspirational target of 62% by the end of 2020.

2015-2017 Average: 57.0% (LS: 68.5%)

Achievement in 2018

Denmark SHS

Like Schools

2016

56.9%

66.9%

2017

56.0%

70.1%

2018

62.5%

70.6%

2016-2018 Average: 58.5% (LS: 69.2%)

Comment – 2018 Performance Student regular attendance for Semester 1 in 2018 increased due to a greater focus at assemblies and

in the school Newsletter to students and to parents on improving student attendance. Incentive schemes

and recognition for students with high levels of attendance were introduced.

The school is on track to achieve the target. Target 3: Student Semester 2 regular attendance will show a positive trend, from a baseline of 42.7% in 2015-2017, on a three year moving average with an aspirational target of 45% by the end of 2020.

2015-2017 Average: 42.7% (LS: 57.0%)

Achievement in 2018

Denmark SHS

Like Schools

2016

37.7%

54.3%

2017

50.6%

61.5%

2018

53.3%

59.9%

2016-2018 Average: 47.2% (LS: 58.6%)

Comment – 2018 Performance Student Semester 2 regular attendance has historically been very low at Denmark SHS. Strategies to improve attendance in 2018 continued the improvement trend since 2016. The school is on track to achieve the target. Attendance - Comment Student regular attendance, whilst improving, is a concern. In 2019 the Student Attendance Plan will focus on improved student attendance. The school’s Good Standing Policy will be updated and will have a focus on students having high levels of attendance if they are to remain in Good Standing.

Students at Educational Risk Target: All students with a diagnosed disability to have, in all Learning Areas, a personalised Individual

Education Plan that is prepared, implemented, monitored and reviewed by the class teacher in consultation with the Learning Support Coordinator.

Comment – 2018 Performance The school established productive partnerships with key external agencies to ensure each student with a diagnosed disability had an Individual Education Plan that linked to the particular learning needs of the student. Student disability funding received by the school was used to employ Special Needs Education Assistants and the school’s Learning Support Coordinator. The Learning Support Coordinator worked with the Education Assistants and with teachers to prepare and monitor the Individual Education Plans for each student. In 2019 a continued focus will be on the consistency and effectiveness of the delivery of the Individual Education Plans by class teachers.

Learning Environment Target 1: By 2020, parents will report in the National School Opinion Survey a level of satisfaction rated

at 4.0 or higher to the question ‘Students’ learning needs are being met at this school’ (Rated at 3.6 in 2014 and 3.6 in 2017).

Achievement in 2018

Parent Rating

2014

3.6

2017

3.6

2018

3.5

Comment – 2018 Performance The survey was conducted in September 2018 and had a parent response rate of approximately 25%. Given the school’s outstanding achievements and the breadth of education programs delivered in 2018, the parent rating of 3.5 is bewildering. In 2019 school staff will be encouraged to maintain regular contact with parents – in particular when students fall behind in their expected progress and achievement. Target 2: By 2020, parents will report in the National School Opinion Survey a level of satisfaction rated

at 4.0 or higher to the question ‘Student behaviour is well managed at this school’ (Rated at 3.3 in 2014 and 3.3 in 2017).

Achievement in 2018

Parent Rating

2014

3.3

2017

3.3

2018

3.5

Comment – 2018 Performance The survey was conducted in September 2018 and had a parent response rate of approximately 25%. To improve parent understanding of the management of student behaviour at the school, in Term 4, 2018 work commenced on reviewing and updating the school’s Student Behaviour Plan. This plan is to be distributed to all parents in 2019 and will be placed on the school’s website. Target 3: The Student Services Team will have developed and maintained a Protective Behaviours

education program across the school. Achievement in 2018

In Years 7-10 Students follow the SDERA resilience program as part of their Health Curriculum. This encompasses Protective Behaviours and is delivered by Health and Physical Education Teachers with the additional support of the School Health Nurse. This is augmented by the PARTY program in Year 10 and a visit from Dr Yes to Years 9 and 10. The School Chaplain is trained in Rock and Water and the Year 10 students also participate in the Wellness Day. Year 11 and 12 students received visits from Red Frog and Adele Heaton. Adele also followed up with one-to-one appointments for students in need.

Comment – 2018 Performance Year 7 -10 Protective Behaviours is fully implemented and delivered to students by competent staff. In Year 11 and 12 delivery of the Protective Behaviours program is limited by time constraints. Students have a 20-minute form period, that is also required for dissemination of important information. Voluntary sessions are not well attended and do not meet the needs of students most at risk.

Student Health and Wellbeing Target 1: The Student Services Team will have developed and maintained a comprehensive approach

and range of programs to address the emotional and mental health, wellbeing, and social development needs of all students.

Achievement in 2018

Years 7 and 8 students received presentations from the School Chaplain, School Nurse and Youth Focus Counsellor. The purpose of the presentations was to introduce key Student Services staff and teach students about healthy relationships. Year 9 students received a presentation from Denmark Police about Sexting and selected students attended a collaborative leadership camp funded by the Shire. Year 10 Students participated in a Wellness Day with presentations from Palmerston (Drugs and Alcohol), Aboriginal Health (Rock and Water), Study Skills, Nutrition, Relaxation and Relationships. Year 9 and 10 students received presentations from the Dr Yes program. Year 10 students attended the PARTY program at Albany Hospital and completed Teen Mental Health First Aid Courses. Year 11 and 12 students received presentations from Red Frog and Adele Heaton.

Whole School events included the Hawaiian Ride for Youth – mental health awareness, RUOK Day with guest speaker Murray Brooker. Students from Denmark Senior High School were active participants in organising the Denmark 4 Youth Festival, which was planned with the support of staff and students from the school.

There is a breakfast club on Tuesday and Thursdays where the students can chat with Student Services staff on an informal basis. Comment – 2018 Performance Where possible students were surveyed pre and post event, so presentations could be tailored and

feedback obtained. Most of the emotional health and wellbeing presentations/training has been held with

the Year 10 groups. We find that given the time constraints in senior school, we need to equip students

well in Year 10. Presentations in Years 7-9 are more flexible and guest speakers are invited to reflect

student need.

Target 2: All teacher members of the Student Services Team will have participated in professional learning

related to student emotional health, mental health, well-being and social development. Achievement in 2018 All student services staff have received training in Youth Mental Health First Aid and/or Gatekeeper training where available. Comment – 2018 Performance Going into 2019 many staff members’ professional learning is due for renewal. Time and resourcing will need to be available to keep Year Coordinators trained. All frontline Student Services staff are up to date.

In early 2018 the school invited members of the Quality Teaching Support Team in the Department of Education to support the School Leadership Team to develop teacher performance and development documentation and processes in relation to the performance management of teaching staff. The purpose was to align the school’s documentation and processes with system wide best practice as well as the inclusion of the Australian Professional Standards for Teachers (APST). The outcome has been that the school’s performance management of the teaching staff now has a greater focus on teachers demonstrating higher quality teaching in the classroom through their development and understanding of the APST. The concept of a ‘Professional Learning Community’ was introduced in 2018 whereby Heads of Learning Area engage their staff as a team in conversations that allow the teachers to learn from each other and to therefore improve their own effectiveness in the classroom. A further strategy to improve the quality of teaching in the classroom that is still to be developed is the engagement of teachers in peer classroom observation, reflection and feedback. A whole school literacy plan was developed that had a focus on student improvement in Writing. A member of the teaching staff was trained in ‘Tactical Writing’ and delivered workshops on this to the teaching staff. The Aboriginal Cultural Standards Framework was embraced by teachers in their planning and instruction. A focus in 2019 will be for teachers to focus on their development and progress along the continuum in the Framework. School staff aspiring to a school leadership role at L3 or higher were given opportunities in a leadership role throughout 2018 as staff in leadership roles took long service leave. In 2018 all L3 members of the School Leadership Team attended a four-day Leading School Improvement program in Albany that was conducted by the Leadership Institute. School leaders in the latter part of 2018 commenced preparation on a “Driving School Improvement’ program with school staff in 2019. School staff continue the practice of attending morning tea in the staff room on Fridays. This provides an opportunity to maintain and enhance a safe, supportive and caring culture for staff by acknowledging the work of staff in the school and also in support of their colleagues. Target: By 2020, parents will report in the National School Opinion Survey a level of satisfaction rated at

4.0 or higher to the question ‘My child’s teachers are good teachers’ (Rated at 3.8 in 2017).

Achievement in 2018

Parent Rating

2017

3.8

2018

3.8

Comment – 2018 Performance The survey was conducted in September 2018 and had a parent response rate of approximately 25%. For a parent who has more than one child attending the school, the parent’s response to this question could be an aggregate of the many teachers the children have throughout the year. Given that there is variation between teachers in every school, a rating of 3.8 which equates to an average parent response of just below ‘agree’ with the question (‘agree’ has a rating of 4.0) is a satisfactory outcome. Target: By 2020, parents and teachers will report in the National School Opinion Survey a level of

satisfaction rated at 4.0 or higher to the question ‘The school is well led’ (Parents: - Rated at 3.4 in 2014 and 3.3 in 2017; Teachers: - Rated as 3.2 in 2016 and 3.5 in 2017).

Achievement in 2018

Parent Rating

Teacher Rating

2014

3.4

2016

3.2

2017

3.3

3.5

2018

3.1

3.6

Comment – 2018 Performance The survey was conducted in September 2018 and had a parent response rate of approximately 25% and a teacher response of 75%. The parent response shows that they are becoming more inclined, on average, to ‘neither agree or disagree’ with the question where the trend for the teachers is that they are more inclined since 2016 to agree with the question.

To raise the profile of the school and to improve communication to parents and the community a school officer has been assigned a media and marketing role. This has involved liaising with the local and Albany print media organisations and updating the school’s website. The school’s VET program and the school’s Student Services program is heavily reliant on the coordinator for each program establishing and maintaining productive partnerships with relevant businesses, organisations and key agencies to value add learning opportunities and support to students. The success in 2018 of the VET program and the effectiveness of the Student Services program in its support for students is indicative of the partnerships that have been established and the ongoing collaboration between the school and its partners. The 2018 school production was very successful and well received by appreciative audiences. Each year, and again in 2018, the school production draws on the expertise of skilled musicians and choreographers who live in Denmark to assist with the production. In addition, the school’s P&C also has a pivotal role in support of the production. Students in the school’s music program were invited to perform at a number of community events throughout 2018. In addition to the recital evenings held at the school, the school’s music program held its annual Showcase which was also well received by a large and appreciative audience. The school’s P&C also has a pivotal role in support of the program. Throughout 2018 Year 5 students from the local primary schools visited Denmark SHS to participate in day long activities in various learning areas across the school. In Term 4, 2018, in collaboration with the local primary schools Denmark SHS hosted a successful Year 6 to Year 7 transition day for Year 6 students. Target: Through the National School Opinion Survey, parents will report an average school rating of 4.0

or higher in their level of satisfaction with the school.

Achievement in 2018

Parent Rating

2014

3.8

2017

3.8

2018

3.7

Comment – 2018 Performance The survey was conducted in September 2018 and had a parent response rate of approximately 25%. A rating of 4.0 indicates that overall in their responses to the 20 questions, on average, the parents agree to the questions / comments they were asked to respond to. An average rating of 3.7 indicates close to a high degree of parent satisfaction with the school, although much work needs to be done to improve on this level of parent satisfaction.

Target: By 2020, students will report in the National School Opinion Survey a level of satisfaction rated

at 4.0 or higher to the question ‘This school takes student opinions seriously.’ (Rated at 3.0 in

2014 and 2.9 in 2017).

Achievement in 2018

Student Rating

2015

3.0

2017

2.9

2018

2.9

Comment – 2018 Performance In 2018 the Student Council was not well organised as an effective functioning Student Council and this would have impacted on the lack of ‘student voice’ in the school. In 2019 a new coordinated approach to further engage students in a functioning and representative Student Council will be implemented.

National School Opinion Survey – September 2018

QUESTIONS Parent

Average Staff

Average Student Average

1. Students are expected to do their best.

4.1

4.4

4.1

2.Teachers provide useful feedback school work.

3.6

4.2

3.3

3.Teachers at this school treat students fairly.

3.8

4.4

3.2

4.This school is well maintained.

4.0

4.2

3.3

5.Students feel safe at this school.

4.2

4.2

3.6

6.Teachers are approachable – by students

4.2

3.0

7.Teachers are approachable – by parents

4.1

4.4

8.Student behaviour is well managed at this school

3.5

3.5

3.0

9.Students like being at this school

3.8

4.1

2.9

10.This school looks for ways to improve

3.4

3.8

3.2

11.This school takes opinions seriously

3.2

3.4

2.9

12.Teachers at this school motivate students to learn

3.6

4.3

3.3

13.Students’ learning needs are being met at this school

3.5

3.9

14.My child is making good progress at this school

3.8

15.This school works with parents to support student learning

3.3

4.0

16.My school gives me opportunities to do interesting things

3.3

17.I receive useful feedback about my work at this school

3.5

18.Staff are well supported at this school

3.7

19.The school has a strong relationship with the local community

3.3

3.9

20.The school is well led

3.1

3.6

21. I am satisfied with the overall standard of education achieved at the school

3.6

4.3

22. I would recommend this school to others

3.6

4.5

23. Teachers at this school are good teachers

3.8

4.4

3.4

24. Teachers at this school care about their students

4.0

4.7

3.3

The above table shows the average response rate by parents, school staff (teaching staff only) and

students. for each question. Each response is given a rating score as follows:

Rating Score

Strongly Agree 5

Agree 4

Neither Agree or Disagree 3

Disagree 2

Strongly Disagree 1

Findings – 2018 Surveys (a) Overall, there are a number of concerns for the school to address although they may or may not be

critical as indicated by the mean average scores and given the low percentage of parents who responded to the survey.

(b) The large number of parents not committing to ‘agree’ or ‘disagree’ to a question could be interpreted to the low level of understanding of the parent in relation to the question to commit to a view one way or the other.

(c) For many questions in the survey, a large percentage of the parents did not commit to agree or disagree.

(d) For 50% of the questions the reality as perceived by the staff does not match the reality that is perceived by parents and students ie the parents and the students do not agree with the teachers and this is a concern for the school.

It is worth noting that a weakness of the survey with a low percentage of parents (25% or 70 parents which is still significant) responding is that a broad brush approach or endemic situation is inferred when it may only be a small number of incidents / teachers that impact on the beliefs of the parents and students.

(e) Concerns (ie by indicating low levels of agreement to the question) that many of the parents had relate to:

teachers not providing useful feedback to parents (Q2),

management of student behaviour (Q8),

the school not looking for ways to improve (Q10),

the school not taking parent opinions seriously (Q11),

teachers not motivating students to learn (Q12),

student learning needs are not being met, (Q13),

the school not working with parents to support students’ learning (Q15).

the school not having a strong relationship with the local community (Q19)

the leadership of the school (Q20),

satisfaction with the overall standard of education achieved at the school (Q21) – 58% in 2018, down from 71% in 2017 and 73% in 2014.

recommending the school to others (Q 22) Students had the same concerns as parents for Q’s 2, 8, 10, 11, and 12. Teachers had the same concerns as parents for Q’s 8, 10, 11, 19, and 20

(f) From (e) above, in 2018 common operational concerns raised by Parents, Teachers and Students are:

management of student behaviour (Q8)

the school not looking for ways to improve (Q10),

the school not taking parent opinions seriously (Q11),

the school not having a strong relationship with the local community (Q19), and

the leadership of the school (Q20).

(g) Q17 and Q18 were for Teachers only. The percentage responses to both represent further operational concerns to be improved by the school although the responses in 2018 were significantly higher when compared to 2016 and 2017. The questions are:

Q17 ‘I receive useful feedback about my work at this school’: 54% agree, up from 44% in 2016.

Q18 ‘Staff are well supported at this school’: 65% agree (3% disagree), up from 51% agree (28% disagree) in 2016.

(h) The school’s Business Plan 2018-2020 has listed 6 questions from the Surveys as a target for

improvement in the rating for each question by the end of 2020. Whilst 2018 is the first year of the 3-year Business Plan, none of the targets have yet to be achieved with little to no progress made for some of the questions.

Compared to the previous surveys conducted:

(a) The mean average score (out of 5.0) in 2018 is at its lowest for Parents (3.7), at its highest for

Teachers (4.1) and at its lowest for Students (3.3). Whilst the satisfaction rating for both Parents and Students has fallen, the rating achieved for Parents is still favourable, which is not the case for the Student rating.

(b) In 2018, the mean average level of satisfaction, compared to the previous survey, had the highest increase of 0.4 for any one question and all occurred with the level of satisfaction by teachers:

Q13 ‘Students’ learning needs are being met by this school (from 3.6 to 4.0 – the parent rating fell from 3.6 to 3.5).

Q15 ‘This school works with parents to support students’ learning’ (from 3.5 to 3.9 – the parent rating fell from 3.5 to 3.3).

Q21 ‘I am satisfied with the overall standard of education achieved at the school’ (from 3.9 to 4.3 – the parent rating remained at 3.6).

Recommendations and key findings that are evident from the surveys: 1. Parent, teacher and student satisfaction levels with the school in 2018, are, on average, in agreement

with what the school does. However, the overall level of satisfaction compared to the previous surveys has reduced marginally for parents and students and has increased for teachers. The parents and teachers have made it clear that they are not satisfied with the: (a) management of student behaviour (Q8) (b) school not looking for ways to improve (Q10), (c) school not taking parent opinions seriously (Q11), (d) school not having a strong relationship with the local community (Q19), and (e) leadership of the school (Q20).

Further, the teachers would like to have improvement in how they: (a) receive useful feedback about their work at this school (Q17), and (b) are well supported at this school (Q18).

2. Reflective practice is required by teachers and school leaders to strategically engage in and improve

satisfaction levels, and to focus on developing solutions to vastly narrow the gap between what the teachers believe is happening in the school and what both parents and students believe is happening in the school – the surveys suggest polarised beliefs for many aspects of the school’s operations.

3. The school needs to better engage parents with the school and enable the parents to see at first hand the opportunities for their children and to better understand the school’s virtues and achievements.

4. Communication to parents, teachers and students has to be more effective and in particular in terms of

the school’s operations as per the questions in the surveys. 5. The school is to find ways of eliciting from teachers and parents what it is, how and what it will take to

have them become more satisfied with the school. 6. The school finds ways to listen to and to value parent, teacher and student opinions and to differentiate

to them that valuing an opinion does not necessarily mean the opinion is adopted. 7. Mechanisms are put in place for teachers to confidently express their views at the point of concern and

for further/improved teacher engagement in school planning and decision making processes including opportunities to make informed decisions.

8. Members of the School Board and the P&C develop strategies to proactively immerse in a greater

understanding of the school’s operations and use this understanding in the community to leverage increased engagement by parents with the school and to encourage parents to complete the survey.

The next National Schools Opinion Survey is scheduled in 2020.

1 26,000.00$ 28,888.00$

2 183,795.42$ 182,417.43$

3 -$ 0.91$

4 24,710.00$ 25,940.82$

5 -$ -$

6 15,718.00$ 15,718.00$

7 -$ -$

8 58,825.52$ 64,039.59$

9 22,727.00$ 22,727.00$

10 -$ -$

11 Farm Revenue (Ag and Farm Schools only) -$ -$

12 -$ -$

331,775.94$ 339,731.75$

146,555.82$ 146,555.82$

Student Centred Funding 638,813.82$ 642,208.44$

1,117,145.58$ 1,128,496.01$

-$ -$

1,117,145.58$ 1,128,496.01$

Locally Raised Funds237,247.16$

Student Centred Funding642,208.44$

Other Govt Grants15,718.00$

Other 64,039.59$

Transfers from Reserves22,727.00$

981,940.19$

1 41,950.00$ 27,035.72$

2 61,837.00$ 56,208.17$

3 229,120.00$ 217,783.82$

4 249,157.32$ 156,157.36$

5 439,345.84$ 384,308.18$

6 30,000.00$ 30,810.66$

7 30,000.00$ 30,000.00$

8 23,580.31$ 23,079.51$

9 -$ -$

10 -$ -$

11 -$ -$

12 Farm Operations (Ag and Farm Schools only) -$ -$

13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$

14 Camp School Fees to CO (Camp Schools only) -$ -$

1,104,990.47$ 925,383.42$

-$ -$

1,104,990.47$ 925,383.42$

12,155.11$

Bank Balance 911,249.95$ Made up of: -$

1 General Fund Balance 203,112.59$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 668,349.51$ 5 Suspense Accounts 43,948.85$ 6 Cash Advances -$ 7 Tax Position 4,161.00-$

911,249.95$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure - Cash and Salary

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Revenue from Co, Regional Office and Other Schools

DENMARK SHS Financial Summary as at

Actual

31 December 2018

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash & Salary Allocation

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

0

20

40

60

80

100

120

140

160

180

200

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds24%

Student Centred Funding

65%

Other Govt Grants2%

Other 7%

Transfers from Reserves

2%

Current Year Actual CashSources

0

50

100

150

200

250

300

350

400

450

500

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

110

210

310

410

510

610

710

$000

Cash Position

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required