2018 Gilgandra High School Annual Report€¦ · Self-assessment using the School Excellence Framework ... expanding the repertoire of strategies which maximise growth and improvement

Gilgandra High SchoolAnnual Report

2018

8349

Printed on: 1 May, 2019Page 1 of 20 Gilgandra High School 8349 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Gilgandra High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Neal Reed

Principal

School contact details

Gilgandra High SchoolCourt StreetGILGANDRA, 2827www.gilgandra-h.schools.nsw.edu.augilgandra-h.school@det.nsw.edu.au6847 2276


School background

School vision statement

Our students will learn and thrive in a culture of inclusivity and high expectations. Every student will learn the skills toequip them to connect with their local community and a dynamic and changing world. Students will be valued lifelonglearners who are inspired to explore pathways to future success and wellbeing.

School context

Gilgandra High School is located on the Western Plains of News South Wales, approximately 65kms north of Dubbo.The land upon which the school is situated is of the Wiradjuri, Kamilaroi and Wailwan people. We draw on the knowledgeand customs of the traditional custodians, curating and nurturing connection to culture. We are a comprehensiveco–educational school serving the community of Gilgandra and surrounds. Every student is provided opportunities todevelop skills that will carry them beyond their school years. Our students thrive in an environment that promotesindependent, confident learners. We value a breadth of curriculum taught by expert teachers who are passionate abouttheir subjects. Students have the opportunity to undertake a traditional academic pattern of study, as well as access toan extensive range of Vocational Education subjects and alternative patterns of study. Our school also offers a broadrange of subjects throughout our junior school.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading. The results of this process indicated that:

In the domain of Learning, our school is focussed on building a strong culture to engage and inspire students. Ouron–balance judgement is that we are delivering in this domain. The importance of nurturing learning is a key priority, andinclusive of this are our efforts to improve the delivery of wellbeing initiatives, curriculum, assessment, reporting andstrengthening student reporting measures. We have expanded and developed the relationship between our partnerprimary schools and are continually working to embed systems to support students.

In the domain of Teaching, our on–balance judgement is that we are delivering in this domain. We are using andanalysing internal and external assessment data to inform our teaching practice and to guide future targets for ourstudents. Continued professional learning to further enhance effective teaching practices has been a strong focus for ourstaff.

In the domain of Leading, our on–balance judgement is that we are delivering in this domain. We continue to focus ourenergy on building partnerships with our parents, the community and industry. We have also strengthened ourpartnerships with universities to further enhance post–school options for students. Leadership opportunities for studentsand staff have been provided and aspects of compliance and innovation work together comfortably in our setting.

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Embed evidence based practices

Purpose

Our school has high expectations for students and staff to be successful in an ever changing world.

Our purpose is to develop a culture of learning where every student succeeds, and which prioritises improvement,evaluation and growth.

Our school community will be challenged to adopt learning practices which result in measurable improvements throughexplicit instruction, assessment practices and visible thinking.

Overall summary of progress

Over the course of the year's planning, adjustments were made to our milestones. We invested in release time and weused 2018 as a platform to embed evidence based research into the team's thinking in preparation for our learningjourney in 2019. Time and effort was dedicated to the development of a professional learning scaffold and professionallearning teams were further utilised to build staff capacity in our priority areas. Professional learning was provided byteaching staff, as well as outside agencies, to better target and develop staff capacity to understand assessmentpractices, explicit teaching practices and differentiation.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All classes taught using explicit,consistent lesson structures,including visible thinking.

$20,000 (staff release andtravel costs).

Analysis of baseline data indicated furtherimprovements required in this area. John Flemingwill be leading professional learning with staff in2019 following a joint visit to Proserpine HighSchool by the Gilgandra High School and GilgandraPrimary School coordinators.

All teaching and learningprograms are adjusted forindividual student learning needsand demonstrate syllabus contentmeasured by program evaluationand student work samples.

$75,000 – Support Teacher(Terms 2 – 4)

A school–wide intervention to support thedevelopment and implementation of differentiationresulted in an increased number of programsdemonstrating differentiation at the point of need forstudents. Support will continue to be put in place tofurther embed these practices.

All assessment tasks have aconsistent framework andbranding, incorporating feedbackand student reflection

$10,000 (staff release) The Assessment Team utilised baseline data todevelop a school–wide understanding ofassessment practices. The team will continue tosupport the development of consistent, school–widepractices.


Next Steps

Embedding consistent school–wide assessment practices across the school.

The development of the EDI Team to support the implementation of Explicit Direct Instruction.

The purchasing of teaching aids to assist with the implementation of targeted student support.

Further refinement of school wide assessment data analysis and its use to drive student learning and facilitate culturalchange.



Learn and thrive in a culture of collaboration

Purpose

In our school every teacher is supported, and supports one another, to continuously develop their skills and knowledge.

Our purpose is to develop collaborative practices, and the language of collaboration, across the school. This is a sharedexpectation, where teacher expertise, passion and inspiration is valued thereby enriching teaching practices andexpanding the repertoire of strategies which maximise growth and improvement for all students.

Our school community will be challenged to decide 'where to next' for our students through the close and regularcollection of reliable and valid data, with a focus on literacy and numeracy.


The culture of collaboration was developed further in 2018. Staff undertook professional learning around SCOUT andleadership in this space assisted staff to develop their understanding of data analysis and to collaborate within faculties.Professional learning was also delivered to support the collaborative analysis of student achievement in their historicalNAPLAN performance in literacy and numeracy and to utilise this data to stimulate collaborative discussion surroundingstudent growth and targeted support.





All students, including equitygroups, at or above expectedgrowth in literacy and numeracy.

$10,000 (Staff release) forprofessional learning

Professional learning was targeted to support thebaseline development of literacy and numeracyanalysis. Professional learning was delivered tostaff to support the use and implementation ofSCOUT.

All teachers collaborating to plan,evaluate and reflect on practice.

$20,000 Release to support supervisors meeting with staffand addressing literacy and numeracy needs. Thiswas also done in the context of the release of newsyllabus documentation and to drive data–informedimplementation.


Next Steps

Targeted professional learning in 2019 with a continued focus on data analysis, capacity building and feedback.

Further development of Sentral to record literacy and numeracy data as a point of ready access for staff.

Continued professional development for all staff at staff meetings.



Sustain and grow authentic learning partnerships

Purpose

In our school we provide opportunities for students to develop student voice, agency, and leadership.

Our purpose is to sustain and grow authentic learning partnerships where students, parents/carers, teachers,non–teaching staff and communities collaborate to provide opportunities to support student achievement in all its forms.

Our school community will thrive through projects which develop leadership, wellbeing, family and communitypartnerships so that our students grow into confident, creative and resilient global citizens.


Authentic learning partnerships have developed over the course of 2018. Examples of initiatives which we used asengagement opportunities included our annual school production which became a fundraiser for the local drought reliefsupport, the local radio as a weekly avenue of communication, our school Facebook page, the relationship we have withASPIRE and the University of New South Wales, and our interview program for Year 6 into 7 transition. Our studentenrolment has been steady with the next area of focus being retention.





Increased levels of schoolcommunity satisfaction.

$3,000 (Printing ofpromotion materials, budgetfor hosting events).

Parent engagement at the Year 6 into 7 transitionevening was positive, with a BBQ dinner providedto enhance attendance. Approximately 70% ofparents with students attending GHS in 2019attended the evening with feedback indicating apositive response to the BBQ initiative and revisedinformation presentation. TTFM Surveys did notprovide an accurate appraisal of school/communityengagement. Our volunteers' luncheon and droughtsupport events had a positive response andanecdotal information indicated positive satisfactionwith the school.

An increase in student enrolment,retention and successfultransition into work or furthereducation.

$5,000 Student enrolment was consistent with projections.Relationships with local employers and businesshouses were nurtured and students accesseduniversity excursions to Sydney at key transitionpoints between Stage 5 and 6 and again fromStage 6 to post–school.

Increased proportion of studentsreporting a sense of belonging,expectations for success andadvocacy at school.

$10,000 Sentral data indicated a decrease in negativebehaviour though there was a spike with a smallgroup towards the end of Term 3 and 4 whichchallenged the learning environment. The TTFMdata indicated that students felt a sense ofbelonging through activities such as sport.Additionally, the wellbeing initiative You Can Do Itwas initiated as a project to further enhance studentachievement and belonging, initially targetingstudents in Year 12 and then students in Year 10and Year 6 as an aspect of their transition to highschool.


Next Steps

Develop comprehensive student retention data for each year group.

Develop community links which support and enhance student wellbeing.

Utilise the existing teams within the school to enhance and coordinate community partnerships.

More effectively identify potential sources of data, improve analysis and communicate school related data to the schoolcommunity.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $115,965

($67,042 – AEO)

($48,923 – Flexible)

The AEO led the continued development ofthe Ab Ed team. In this space she broadenedthe capacity of the school to support theneeds of Indigenous students, including theirsocial, emotional and cultural wellbeingneeds. This has resulted in an increasedprofile of the Ab Ed team as well as the needsof Indigenous students. Our AEO led theteaching of Wiradjuri and expanded links withcommunity. SLSOs (flexible funding) primarilysupported students in the classroom on aone–on–one capacity.

Low level adjustment for disability $155,878

($114,524 – LaST)

($41,354 – Flexible)

The Learning Support Team continued tosupport the needs of students. Through closeanalysis of data, combined with strongcommunication, we were able to identifytrends in negative behaviour and providecoordinated support and intervention for thesestudents. The LaST worked closely with ourHead Teacher Special Education to supportthe involvement of outside agencies andsupport services.

Socio–economic background $213,757

($93,702 – 0.9 Staffing)

($120,056 – Flexible)

The employment of SLSOs to driveone–on–one support, the Multi–Lit program,and additional learning support contributed tothe improvement of student academic, socialand emotional outcomes.

Support for beginning teachers $13,227 This funding provided additional release andsupport time for our beginning teachers.Specifically, professional mentoring andcoaching from colleagues within the schooland on other sites in order to increase theircapacity as practitioners as well as to supporttheir professional growth in targeted areasidentified in their PDPs.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 128 122 107 103

Girls 136 131 130 121

Student attendance profile

School

Year 2015 2016 2017 2018

7 94.6 92.1 88.8 87.9

8 90.7 87.7 89 89.7

9 87 89.9 93.1 81

10 85.9 81.9 85.1 85.7

11 82 87.9 78.6 72.6

12 92 92.2 91.1 87.8

All Years 87.9 88.6 88.1 84.3

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

Non–attendance is tracked through Sentral wherecommunication between teachers, the school, andparents and carers commences. If attendance matterscontinue to be a concern a personalised attendanceplan is used to re–engage the student with school withthe support of the parents/carers. If intervention atdifferent levels is not successful the HSLO and/orASLO are utilised to assist with an AIP. As a last resort,a compulsory schooling order may be sought. We alsoutilise school based and non–school based services tosupport and engage students.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

20 20 20

Employment 0 0 0

TAFE entry 20 20 20

University Entry 50 40 40

Other 0 0 0

Unknown 10 20 20

Year 12 students undertaking vocational or tradetraining

Students who undertook vocational or trade trainingnumbered thirteen (13).

Year 12 students attaining HSC or equivalentvocational education qualification

The Year 12 cohort of 2018 had 17 students undertakecourses to be awarded the HSC. The cohort graduatedwith 18 students, and of these, 13 students undertookVET courses.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Head Teacher(s) 5

Classroom Teacher(s) 18.5

Learning and Support Teacher(s) 1.1

Teacher Librarian 1

School Counsellor 1

School Administration and SupportStaff

9.78

Other Positions 1

*Full Time Equivalent

Gilgandra High School has one teacher who identifiesas Aboriginal and we have one Aboriginal EducationOfficer. We have two members of the SLSO staff whoidentify as Aboriginal.


Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 30

Professional learning and teacher accreditation

All staff successfully completed their annualperformance and development cycle. Professionallearning was tailored around the school plan,mandatory training requirements such as ChildProtection, Code of Conduct, CPR and Anaphylaxis.Behaviour management and teacher identifiedprofessional learning (including the implementation ofnew syllabus documents) was scheduled that metindividual and school development needs. Totalexpenditure on Professional Learning in 2018 was$35,707.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 786,868

Revenue 5,098,223

Appropriation 4,977,816

Sale of Goods and Services 8,820

Grants and Contributions 104,290

Gain and Loss 0

Other Revenue 0

Investment Income 7,297

Expenses -4,769,762

Recurrent Expenses -4,769,762

Employee Related -4,317,008

Operating Expenses -452,755

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

328,461

Balance Carried Forward 1,115,329

The Gilgandra High School Executive act as theschool's Finance Committee. In 2018 significant timewas dedicated to implementing the Department'sSAP/SALM software. The balance carried forwardrepresents targeted funding for projects foreseen over anumber of years including school bus replacement,shade sail replacement, water harvestingimprovements and teaching and learning projects.Teaching and learning projects are linked to the 2018 –2020 school plan.

Financial summary equity funding

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


2018 Actual ($)

Base Total 3,372,203

Base Per Capita 48,656

Base Location 77,523

Other Base 3,246,025

Equity Total 485,601

Equity Aboriginal 115,965

Equity Socio economic 213,757

Equity Language 0

Equity Disability 155,878

Targeted Total 696,002

Other Total 147,137

Grand Total 4,700,943

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

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.


From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Gilgandra High School students completed the paperversion of the test and will be transitioning to theon–line version in 2020.


Band 4 5 6 7 8 9

Percentage of students 7.1 33.3 23.8 31.0 2.4 2.4

School avg 2016-2018 5.7 30.9 18.7 26.8 9.8 8.1

Band 4 5 6 7 8 9


School avg 2016-2018 6.8 20.3 29.7 27.1 13.6 2.5

Band 4 5 6 7 8 9


School avg 2016-2018 5.7 15.4 26.8 25.2 22 4.9


Band 4 5 6 7 8 9


School avg 2016-2018 9.8 27 29.5 22.1 10.7 0.8

Band 5 6 7 8 9 10


School avg 2016-2018 20.2 24.6 24.6 22.8 5.3 2.6

Band 5 6 7 8 9 10


School avg 2016-2018 11.4 27.2 24.6 22.8 10.5 3.5


Band 5 6 7 8 9 10


School avg 2016-2018 27.2 36.8 14 16.7 3.5 1.8

Band 5 6 7 8 9 10


School avg 2016-2018 10.9 32.8 26.9 18.5 7.6 3.4


Students completed the written test in 2018. Studentgrowth has been observed in Year 7, measuredthrough the increased number of students performing inbands 4, 5, 6 and 7. Similarly, student growth has beenobserved in Year 9, with an increased number ofstudents performing in bands 7, 9 and 10. Additionalliteracy and numeracy support has been providedthrough small class intervention in Stage 4 to supportthe growth of all students.

Band 4 5 6 7 8 9


School avg 2016-2018 7.5 25 18.3 31.7 9.2 8.3


Band 5 6 7 8 9 10


School avg 2016-2018 3.4 33.1 30.5 20.3 11 1.7

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with the Premier's Priorities: Improvingeducation results and State Priorities: Better services –Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands and associatedmandatory reporting requirements, 13.1% representsthe total average of students achieving at this level, andof this 2.4% represents Indigenous students.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). Due to the small number of students in ourYear 12 cohort, we are unable to publish tables orgraphs, as these can identify individual students. Allstudents completed their HSC, and in doing so, theschool can report that:

– Two Band 6 results were achieved in the HospitalityExamination. One of these students placed 4th in thestate.

– 10 out of 14 students studying a TAS/PDHPE coursefinished with this subject as their top or equal top band.

– PDHPE, Hospitality and Metal & Engineering coursesall finished above the state average.

– Mathematics General 2 continued to perform to ahigh level above the state average with a band 5 andband 4's.

– The Mathematics 2 Unit group showed growth in theirnumeracy compared to their NAPLAN results.

– Visual Art produced some quality major project workwith the students improving their examinationperformances throughout their journey.

– English Standard improved from being –2.68 incomparison to the state in 2017 to +1.64 above thestate average in 2018.

– Ancient History improved by 33% in comparison tothe state from 2017 to 2018.


Parent/caregiver, student, teachersatisfaction

The feedback from the P&C, AECG and broadercommunity is positive. There has been a marked shift inthe positive results from the school including academic,social and cultural, and this is reflected in the smoothrunning of the school. The extra–curricular optionsprovided to students, both within the curriculum andbeyond, has also been seen as a positive endorsementby the community.

Student feedback, with both TTFM and other surveys,indicated that they felt positive about the school.Further opportunities to engage in sporting activitiesfeatured prominently in the feedback.

The teaching staff have been active in school planning,monitoring and evaluating the implementation ofprocesses and system development.

Policy requirements

Aboriginal education

Gilgandra High School is committed to improving theeducational outcomes and wellbeing of Aboriginalstudents so that they achieve and excel in every aspectof their education. We are committed to increasingknowledge and understanding of the histories, culturesand experiences of Aboriginal and Torres StraitIslander peoples and this is reflected in our schoolprograms. The Junior AECG is an active and integralpart of the student leadership team and they help leadstudent voice in the school. Programs such as theWestern Sydney University excursion, the teaching ofWiradjuri language, sporting trips, school basedtraineeships, 8 Ways Pedagogy as well as ourcontinued embedding of NAIDOC Week celebrations,continue to make our commitment to AboriginalEducation visible.

The strength, diversity, ownership and richness ofAboriginal cultures and custodianship of country arerespected, valued and promoted at Gilgandra HighSchool. The teaching of the Wiradjuri languagecontinues to be an important option in our Year 7 LOTE(Languages Other Than English) program. Theenthusiastic cohort consists of both Aboriginal andnon–Aboriginal students.

Issues affecting Aboriginal students are addressedthrough collaborative decision making with Aboriginalparents, caregivers, families and their communitiesthrough the AECG.

The commitments we make to Aboriginal students andtheir parents and carers affirms the inherent right ofstudents to fair, equitable, culturally inclusive andsignificant educational opportunities so that all studentsobtain a high quality education as a platform forenriching their life chances and achieving their personalbest.

Multicultural and anti-racism education

Gilgandra High School's teaching and learningprograms are culturally inclusive. They foster theunderstanding of all students as to what constitutesculture, cultural diversity and good citizenship in ademocratic, multicultural society.

The school has one trained Anti–Racism ContactOfficer (ARCO) but such is the positive nature of theschool culture, they are rarely called upon. Examples ofstrategies which enhance our school culture include:

* NAIDOC Week activities involving the Aboriginalcommunity and promoting all student's appreciation ofour history and heritage. The Wiradjuri LOTE studentsand Junior AECG representatives contributedsignificantly to the running of the NAIDOC dinner whichwas attended by students, community, staff andsupport organisations including the local council andBarnardos;

* Studies of diverse cultures and customs in History,Geography and through the study of literature andmedia;

* Incorporating our drought fundraising with apartnership between Gilgandra High School andParramatta High School (PHS). The multicultural natureof PHS and the rural context of GHS was celebrated inour 'Day off the Books' to facilitate a connectionbetween our students and those from Parramatta;

* Studies of customs, food and dress in courses suchas Music, Food Technology and Textiles Technology.Activities to study cultural diversity are incorporatedwithin excursions to Sydney and other locations;

* Inclusive teaching practices which recognise andvalue the backgrounds and cultures of all students andpromote an open mindset towards different cultures,religion and worldviews.


Documents

2018 Gilgandra High School Annual Report€¦ · Self-assessment using the School Excellence Framework ... expanding the repertoire of strategies which maximise growth and improvement