2019 Figtree High School Annual Report · 2020-06-04 · 7–10 PDHPE Syllabus, Stage 4 TAS programs, Stage 5 elective course for textiles, KLA based CNI, twilight professional learning,

Figtree High School2019 Annual Report

8449

Printed on: 4 June, 2020Page 1 of 24 Figtree High School 8449 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Figtree High School as an account of the school'soperations and achievements throughout the year.

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

School contact details

Figtree High SchoolGibsons RdFigtree, 2525www.figtree-h.schools.nsw.edu.aufigtree-h.school@det.nsw.edu.au4271 2787


School background

School vision statement

Figtree High School's vision is focused on success for every student through high expectations and personalisedlearning. All students are known, valued and cared for, and are engaged and challenged in their learning. Staff, studentsand parents partner together so that students become confident, creative, mature and informed citizens who areprepared for life in a complex and dynamic world.

School context

Figtree High School is a vibrant, fully comprehensive school in Wollongong.

The student population reflects a culturally diverse school community, including 244 students from a non–Englishspeaking background and 39 Aboriginal students. The school is held in high regard by both the local and widercommunity for offering a broad ranging curriculum and achieving high quality educational outcomes for students fromYear 7 to Year 12. We balance our academic curriculum with wide ranging extra curricula opportunities where studentsalso excel. The school's systems and practices are based on the Positive Behaviour for Learning framework. Our diversestudent population includes an on–site physical disabilities class, an autism class and an off–site behaviour unit, theFlametree Campus.

Our dedicated staff encompass a wide range of skills and expertise with teachers at all stages of their career. We are anactive member of the Figtree Community of Schools, the Curriculum Networks Illawarra (CNI) and the Lake IllawarraNorth Principals Network.


Self-assessment and school achievement

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

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

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

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

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Collaborative teaching practice informed by data and research

Purpose

Teaching practice is informed by data and research in a collaborative professional learning environment. Highexpectations are promoted through personalised learning to ensure progress and achievement for every student.

Improvement Measures

Increase the proportion of students at or above proficiency in NAPLAN.

Increased proportion of students moving between all bands in external testing regimes through a reduction in bands 1and 2 and growth in higher bands of achievement.

Improvement in Aboriginal student performance in NAPLAN with growth in higher bands of achievement for Year 9students and improved HSC performance.

Increased number of staff seeking accreditation at the higher levels and increased number of staff seeking leadershipand promotion opportunities.

Increased numbers of students showing growth using internal data measures

Progress towards achieving improvement measures

Process 1: LITERACY & NUMERACY

Head teachers and aspiring leaders with cross faculty representatives collaboratively develop targetedliteracy and numeracy programs to address improvement measures.

Evaluation Funds Expended(Resources)

Collaborative BestStart and NAPLAN data investigation for identification ofnumeracy areas of strength and in need of attention for 2020 across allschools Stage 3–4.

STILL TO DO: Literacy analysis – writing, vocab and ideas. Reading andcomprehension.

Staff knowledge and skills have been improved. A few staff are engaging inthe explicit teaching of numeracy and literacy but this is the minority. Theexplicit teaching of targeted numeracy and literacy skills in their programs willbe a priority for 2020.

$15,000 (CoS Numeracy Strategy,BSY7 2019 State Wide ProfessionalLearning Event, Term 2 TwilightProfessional Learning event,Numeracy SDD, SUPER 6, CoSNumeracy Plan)

Process 2: ASSESSMENT

Head Teachers and aspiring leaders with cross faculty representatives collaboratively lead theimplementation of consistent, quality assessment programs that foster a culture of high expectationsand improvement for every student.


Areas for future direction

– Possible simplification of Assessment Template

– Template / guidelines to assist with faculty review of external data

– NESA compliance documentation for Stage 4 and Stage 5 course

– Parent Portal extended from Maths sampling of 2019

$3,000 – (2 x Teacher Release days.Overview Educational Program, 2 xTeacher Release days (Scope andSequence) AssessmentSchedules, 2 x Teacher Release days@ $500 each. Faculty Auditing ofrequired NESA documentation)



Process 3: ABORIGINAL EDUCATION

Programs are implemented to develop targeted support catered to the individual needs of Aboriginalstudents.


Improvement in Aboriginal student performance in NAPLAN with growth inhigher bands of achievement for Year 9 students and improved HSCperformance.

The end of year cultural activity had to be cancelled due to the death of AuntyShas's brother. This activity has been rescheduled for March 2020.

Still to do

Planning for 2020 will take place in February 2020.

$42,000 – (Teacher Mentor x 5 days,Paraprofessional, AboriginalArt Workshop, 2 x Teacher ReleaseAboriginal Education Coordinator,Reconciliationweek, Reconciliation Walk,Reconciliation Morning Tea, 2 xrelease dayAboriginal Education planning,Connecting to Country Camp, CulturalProject, AIME,Teacher Release PLP review, ReleaseDay, Connecting to Country Camp,End ofYear activity)

Process 4: GROWTH COACHING

Growth Coaching model is implemented to embed a culture of professional learning and staffprofessional growth through coaching conversations leading school improvement.


Growth coaching discontinued in 2019, due to other priorities in StrategicDirection 1

NIL

Process 5: NEW SYLLABUS IMPLEMENTATION

High quality teaching and learning programs developed, implemented and evaluated for; Stage 6English, Mathematics, Science and History; Stage 4 Technology Mandatory; Years 7–10 PDHPE; Years7–10 Languages and Stage 5 Electives in all key learning areas, in line with NESA timelines for newsyllabuses.


A range of the teaching, learning and assessment programs that have beenimplemented in 2019 for the new Technology Mandatory, PDHPE andLanguages syllabuses were evaluated, refined and revised ready forimplementation the following year. Additional time is required for somefurther evaluation of units of work, to refine teaching and learning activities.Teachers work collaboratively to share teaching, learning and assessmentprograms for courses where there was a change in teacher.

The final TAS portfolio template revisions were completed ready forimplementation in Year 7 and 8 in 2020. All staff completed Crack the Codetraining to ensure the effective delivery of the 50 hour mandatoryrequirements. All Crack the Code resources were compiled and uploaded tofaculty Moodle for delivery to students.

The Preliminary Mathematics Standard, Mathematics Advanced andExtension 1 courses courses were evaluated and updated ready forimplementation in 2020.

$37,000 – (Stage 4 TechnologyMandatory, Year 7 + 9 PDHPEand Year 9 Spanish, (CNI)professional learning, NESA Years7–10 PDHPE Syllabus,Stage 4 TAS programs, Stage 5elective course for textiles, KLA basedCNI, twilightprofessional learning, teaching,learning and assessment programs fornew NESAStage 5 elective courses)



Systems and practices that support high expectations

Purpose

Systems and practices support high expectations which are consistently applied and communicated so individualsthrive. Effective and sustainable administrative, procedural and communication systems enhance student and stafflearning and wellbeing to deliver organisational integrity.


Reduced late arrivals to school. Student attendance at or above 88% and reflects average of statistically similar schoolgroups. Improved full day attendance rates at Flametree campus.

System improvement driven by Semester based faculty and policy reviews.

Increased student engagement and compliance through reduced negative incidents in wellbeing tracking system andreflected in external student engagement data.

School wellbeing tracking software effectively utilised by all staff – to manage students learning and wellbeing, soaccurate data can be harvested and acted on.

Staff (teaching and non–teaching) report improved wellbeing (TTFM?)


Process 1: STUDENT WELLBEING

The school reviews and delivers an integrated approach to student wellbeing management so thatstudents are engaged learners who connect, succeed and thrive.


Data analysis showed that there has been an improvement in staff enteringdata into Sentral. This has allowed us to see trends, however it has alsohighlighted the need to streamline our categories to ensure that we are ableto teach a behaviour expectation explicitly. It has been identified that we havea large number of categories which, at times, can be recorded under differentcategories therefore not giving accurate data.

$1,750 – (resources, Teacher relief,expectation posters)

Process 2: POLICY IMPLEMENTATION

Faculty and policy reviews are implemented and led by cross faculty teams to evaluate facultyoperations and school wide policy implementation.


Mandatory policy implementation requirements met. Otherwise, this area isincomplete due to focus on other areas

NIL

Process 3: SYSTEMS & PRACTICES

Consistent implementation of systems and practices builds a culture of high expectations across theschool community.


Staff are confidently using the Sentral modules attendance and PxP for rollmarking. The accurate use of the Attendance module enables SMSmessages to be sent to parents to notify them of a student absence, andassists in ensuring that the number of student absences that are explainedare maximised. The regular and accurate use of PXP by staff has enabled

DP (time each morning), Time (for DP,YA and HT Wellbeing), Staffprofessional learning, Time(conversations – face to face and overthe phone)



the Wellbeing Team to monitor and track student fractional truancy moreeffectively and in real time, so that phone calls can be made to parents duringthe school day if a student is not in class. The use of Sentral Wellbeing bystaff to record student incidents has improved the ability of the WellbeingTeam to ensure that every student is 'known, valued and cared for' and thatproactive strategies can be implemented if a student's learning, behaviour orattendance are beginning to decline.

Process 4: Activities to improve staff morale and wellbeing are identified and organised.


Fitness activities improved the mental and physical healthof the staff members involved.

Period 7 successful wellbeing initiative.

"You've been mugged" was introduced to improve staff morale.

60% of staff attended the end of year function that was held on the lastWednesday night of school at a venue in Wollongong. Staff enjoyed beingable to connect with staff across the school in an informal environment.

$900 (coffee vouchers, staff breakfast,guest speaker)



Innovative learning environments

Purpose

Further development of multi–purpose, flexible learning environments enhance and develop innovative learningopportunities. Students, parents and teachers work in partnership to build engagement in the learning process. Achallenging learning environment equips students with the skills and knowledge for life in a complex and dynamic world.The school enhances partnership links with its Community of Schools and is effectively promoted in its local community.


Identified learning spaces are redeveloped and utilised for innovative learning.

HSC success plans are implemented for Year 12 and extended to include success plans Year 11 and Year 10students.

Improved student engagement is reflected in internal and external data.

Teaching and learning programs reflect the authentic inclusion and implementation of futures focused learningpedagogy.

Enrolment trends are stabilised/ reversed. Liaison with feeder primary schools is enhanced. FHS 50th Anniversarypromotes the school and public education.


Process 1: LEARNING SPACES

A Dynamic Learning action team leads future focused redevelopment of learning spaces within theschool.


How successful were the library renovations?

It was an intense period in comparing quotes and making appropriateselections, as well as the communication and feedback from the DLTeamand Executive Team. As a result, the final decisions were made in the latterpart of Term 4, thus delaying the installation of furniture until Term 1, 2020.

Still to do in 2020:

Consult with librarian around maker spaces / clubs and further enhancementsto the space

$66,243 – (Flexible learning furniture,casual relief CPAHS,furniture and materials)

Process 2: FUTURE FOCUSED PEDAGOGY

A Dynamic Learning action team leads professional learning in futures focused pedagogy. This includesinvestigations into curriculum expansion by: • Offering STEM/STEAM • Introducing a High Achievers Program/ Enrichment class/ Stage 4 Gifted and Talented strategy.


Who was identified and was the planning successful?

In consultation with Head Teachers and senior executive – two suitableteachers were identified from Science and HSIE. It was decided that havingtwo teachers from different curriculum areas, would provide the breadth ofknowledge required, to implement a Future Focused Subject with projectsbased on STEM and the Humanities.

$4,300 – (Education Perfect x 30licences, planning day forDL Team, staff relief to plan andorganise cross–faculty projects,resources,entry event costs, staff casual cover)




Teacher programming and planning of projects and assessments

Provide time for teachers in PBL training and investigation of projects fromother schools

Process 3: STUDENT ENGAGEMENT

A Dynamic Learning action team implements a culture of innovative teaching and learning practice todrive improvement in student engagement and achievement.


Staff would like more time to develop their skills on the three major platformsdelivered in PL 1.


We are also planning to audit staff in 2020 following the Bootcamp trainingand the implementation of the new procedure across the school.

Forward planning: 2020 1. Updated policy delivered to students on orientation and week 1–2 of Term1 2020 and will promote the Bootcamp and encourage the need for a devicestarting Term 1. 2. Planning for a BYOD Bootcamp 2020 durings weeks 1–2 of Term 1 2020for Year 7–10 during Term 1: Information about how to utilise devices, usebasic software, hardware, use network functions – with facultyrepresentatives to volunteer to deliver a short session on expectations oftechnology. How technology and collaboration is used in that specific faculty(e.g. CAPA – Google Classroom, Devices, Google Drive sharing. 3. Liaise with PBL team to design guidelines, rewards and signage forpromotion of BYOD to encourage students to bring devices. 4. Deliver follow–up professional learning for all staff on Moodle, GoogleClassroom and Clickview, as well as other requested platforms, technologiesand interactive pedagogies.

30 laptops covered 2019 T4Lallocation.

16 laptops for PDHPE faculty

$500 (casual relief)

Process 4: WORKING WITH THE COMMUNITY

Appointment of a Community Liaison teacher (0.6) works to enhance links with feeder primary schoolsand identify opportunities to promote FHS in its local community.

Meetings with SRC/Prefects and other student groups to develop FHS promotional strategies (includingstudent voice) and enhance FHS online visual identity.

FHS 50 Year Anniversary planning team seeks ideas and plans a celebration event inclusive of localand wider community, feeder schools and past and present students.


Cos Literacy Plan is yet to be completed.

Promotional Video yet to be completed.

Orientation Day was well attended and Year 7 enrolments for 2020 has risenby 5%.

The CLO position will continue in 2020.

$15,400 (Teacher Release – Try Year7 for a day, review Best Start results,CoS Mathematics PD, SRCcoordinators. Sausage Sizzles, FHSBag, Teaching Resources)


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $1000 – Teacher Mentor x5 days

$25 000 – Paraprofessional2 days per week

$800 – Aboriginal ArtWorkshop

$1000 – 2 x TeacherRelease for AboriginalEducation Coordinator toplan and implementprograms.

$5000 – AIME

$1000 – Reconciliationweek – 1 x Release Day @$500 for teacher to takestudents to theReconciliation Walk. Bus tothe Reconciliation Walk$300. ReconciliationMorning tea $200.

$1000 – 2 x Release Day@ $500 for AboriginalEducation Coordinator forplanning and coordinatingactivities.

$950 – Connecting toCountry Camp.

$2000 – Cultural Project

$500 – Buses to UOW forAIME

4 x Teacher Release days@ $500 each for PLPreview

$2850 – Connecting toCountry Camp

$500 – Buses to UOW forAIME

$1000 – 2 x Release Day@ $500 for AboriginalEducation Coordinator forplanning and coordinatingactivities.

$1000 – End of year activity

All PLPs have been updated for 2020 and areavailable forall staff to access.

Individual mentoring has been provided toYear 11 and 12Aboriginal students to assist with HSCsuccess.

First Indigenous shirt created.

Mabo Day and Sorry Day activities were heldand feedback wasreceived.

Two members of staff attended theConnecting to Countrycamp.

Year 7 to 12 aboriginal students participatedin AIME.

2 students received Deadly awards.

The Cultural Project gave the Koori Girlsgroup theopportunity to develop and strengthen theirconnection to culture andcommunity. The girls felt the programincreased their skills and confidence asmentors for other Aboriginal girls.

Improvement in Aboriginal studentperformance in NAPLAN with growth in higherbands of achievement for Year 9 studentsand improved HSC performance.

The end of year cultural activity had to becancelled due to the death of Aunty Shas'sbrother. This activity has been rescheduledfor March 2020.

Still to do

Planning for 2020 will take place in February2020.

English language proficiency FTE 1.4 teachingallocation for EAL/D:

Total $151, 413

Director approved – varyingmix of staff – 0.5 teacher

EAL/D teacher has assisted teachers withadvice on programming and differentiation inthe classroom.

Four EAL/D students from Year 7 participatedin the MacqLit program which assisted withdeveloping EAL/D students' pronunciation


English language proficiency entitlement moving to 0.9SLSO allocation, as follows: • 0.9 teacher (0.9*$106,716 = $96,045 –teacher EAL/D) • 0.5 SLSO (0.5 * $61,520= $30,760 – SLSO Arabicspeaking) • 0.4 SLSO (0.4 * $61,520= $24, 608 – SLSO Karreniand Burmese speaking)MacqLit Kit only (includes 1set of PMAC015) $1,775

PMAC015 Testing andLesson Records Set (1Assessment Book + 5Activity Books) $192

IPad $399

IPad case $12.50

Bridge Book shop $272.60

Morning Tea $100

Links to Learning Duke ofEdinburgh Trek: Approx$500

Additional teacher/SLSOrelief – 2 days: Approx$1100

Jamberoo Excursion:Approx $400 in total for 10students

and extended their vocabulary.

The purchase of a new iPad has allowedEAL/D students to understand technicallyspecific classroom vocabulary by using visualcues, such as google images.

The Young Women's Forum allowed EAL/Dstudents to make friendships with othermainstream students and provided them witha platform to share their culture with theirpeers.

EAL/D students participated in theLinks2Learning program and were given theopportunity to participate in the Duke ofEdinburgh Trek.

EAL/D teacher given time to work with EAL/Dstudents transitioning from Year 6.

10 EAL/D students attended the end of yearJamberoo excursion

Low level adjustment for disability FTE 1.4 LaST allocation.... Total $149,402

Additional LaST support –Teacher entitlement movingfrom 0.7 to 1.0 allocation.

Remaining funds

= $248,399 – $181,402

= 67,300

SLSO's: • SLSO 15 hours =(15/31.25) * $61,252 =$29,400 • SLSO 4.5 hours =(4.5/31.25) * $61,252 =$8,820 • SLSO 4.5 hours =(4.5/31.25) * $61,252 =$8,820New syllabusimplementation: $20,000Professional Learningfunds for teachers to attendthe NESA registered

An English Literacy class was created in Year9 and 10 forstudents identified with lower ability levelsfrom both internal and externalassessments.

Specific learning support is planned forstudents identifiedwith learning and disability needs throughfortnightly Learning Supportmeetings.

A FHS specific presentation on Inclusiveassessment was createdfor delivery to Executive, Learning Supportstaff and Flametree.


Socio–economic background Curriculum funding – totalof faculty budgets

$163, 368

Planning teams –allocation support

$53 358

2 periods * 10 HTs = 20periods

.... Approx half a teacher0.5 * $106, 716

Community

10 x Teacher Release @$500 per day for Try Year 7for a day

$250 – sausages sizzles foreach Try Year 7 for a day

$500 – FHS bag and penfor every student attendingTry Year for a day

$200 – TeachingResources for Try Year 7for a day

Community

3 x Teacher Release @$500 to review Best Startresults

Community

2x Teacher Release @$500 for CoS MathematicsPD

A range of activities were created andimplemented tosupport CoS Primary School Students in theirtransition to FHS. Theseactivities included Try Year 7 for a day,Masterclasses and the CoS Breakfast.Feedback from the Primary Schools wasentirely positive.

A 50th committee was formed and celebratedFHS 50thAnniversary with a student day, open day anddinner.

Positive feedback was received from our CoSprimary schoolsregarding Masterclasses.

The entire student body and staff successfullycreated agiant 50 on the schools oval. A student withthe assistance of our CAPA staffshot some amazing drone footage.

The CLO regularly met the SRC and theywere heavily involvedin the organisation of the schools 50th inparticular the studentday and Open day.

Refer to detailed evaluation in: • New syllabus implementation (StrategicDirection 1 – Process 5) • Literacy and Numeracy (Strategic Direction1 – Process 1) • Assessment (Strategic Direction 1 –Process 2) • Student Wellbeing/PBL (Strategic Direction1 – Process 1) • Dynamic Learning Team (StrategicDirection 3 – Processes 1, 2 + 3)

Targeted student support forrefugees and new arrivals

$8,476 total bucket to usefor 19 refugee students

$2,700 leftover to hire: • SLSO – Arabic speaking,8 students • SLSO – Karreni+Burmese speaking, 11studentsTeen Ranch – $1520

$2000 for uniforms

$4,000 compulsory fees(including payment to coverexcursions)

Refugee week $60 Lunchprovided to speakers

Approx $500 for stationary

TSFRB course

Bilingual support allows Figtree HS tocommunicate clearlywith newly arrived students.

Full sets of the new uniform were purchasedfor refugeestudents.

Refugee student compulsory fees were paid.

Refugee guest speakers shared theirexperiences to Year 10HSIE classes.

One student received assistance to pay forthe camp fees who otherwise could not affordit.


Targeted student support forrefugees and new arrivals

costAfternoon tea provided$300

Approx $400 – Excursion toStuart ParkMorning tea,Bus and lunch provided

Bilingual support allows Figtree HS tocommunicate clearlywith newly arrived students.

Full sets of the new uniform were purchasedfor refugeestudents.

Refugee student compulsory fees were paid.

Refugee guest speakers shared theirexperiences to Year 10HSIE classes.

One student received assistance to pay forthe camp fees who otherwise could not affordit.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 522 500 485 504

Girls 474 436 433 437

Student attendance profile

School

Year 2016 2017 2018 2019

7 92.5 93.9 92.2 91.5

8 89 90.2 90.2 88.3

9 87.5 89.1 87.6 88

10 87.8 84.8 86.1 87.4

11 84.8 90.5 85.8 87.6

12 92.1 88.9 90.1 88

All Years 89 89.6 88.7 88.5

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

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

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


Post school destinations

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

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 2 8

Employment 3 8 20

TAFE entry 2 11 18

University Entry 0 0 40

Other 1 0 6

Unknown 1 3 8

Year 12 students undertaking vocational or trade training

29.77% of Year 12 students at Figtree High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

100% of all Year 12 students at Figtree High School expected to complete Year 12 in 2019 received a Higher SchoolCertificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 11

Classroom Teacher(s) 54

Learning and Support Teacher(s) 1.4

Teacher Librarian 1

Teacher ESL 1.4

School Counsellor 3

School Administration and Support Staff 18.77

Other Positions 2

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

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

Workforce ATSI

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

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

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

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

Teacher qualifications

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

Professional learning and teacher accreditation

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

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


Financial information

Financial summary

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

2019 Actual ($)

Opening Balance 1,080,815

Revenue 12,618,030

Appropriation 12,151,880

Sale of Goods and Services 19,082

Grants and contributions 424,610

Investment income 6,763

Other revenue 15,695

Expenses -12,108,949

Employee related -10,934,421

Operating expenses -1,174,528

Surplus / deficit for the year 509,081

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


Financial summary - Equity loadings

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

2019 Approved SBA ($)

Targeted Total 1,652,640

Equity Total 668,102

Equity - Aboriginal 41,693

Equity - Socio-economic 196,282

Equity - Language 181,728

Equity - Disability 248,399

Base Total 8,470,889

Base - Per Capita 221,808

Base - Location 0

Base - Other 8,249,081

Other Total 836,291

Grand Total 11,627,922

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


School performance - NAPLAN

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

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

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Literacy

Literacy and Numeracy

Figtree High School has completed NAPLAN Online for the past 2 years. The 2019 Year 9 NAPLAN results are not ourbest in terms of comparing this cohort's performance in both reading and writing to those in previous years. The 2019Year 9 cohort performance is considerably below the 2018 cohort results and the state and statistically similar schoolgroups (SSSG) performance. It is these results that were the driving force behind the 2019 whole school literacy strategyfocusing on writing (ideas and vocabulary) and reading comprehension with the SUPER 6 strategies. In terms ofnumeracy, whilst this cohort still sits below the state and SSG in terms of performance, we have made significantimprovement in terms of closing the gap in performance. On a positive note for NAPLAN, 93.7% of our Year 9 cohortwere at or above national minimum standards in NAPLAN and 29.64% of students were in the top 2 bands.

The performance of our Year 9 Aboriginal students in NAPLAN across writing, reading and numeracy were in directioncontrast to the cohort group. These students out performed both state and SSSG in all three test areas.

Our 2019 Year 7 NAPLAN results show that this cohort is out performing both state and SSSG in reading and numeracy.Whist the writing performance for this cohort has declined and is just below state and SSSG our school is well planned torespond to these results with our 'Get Ready to Own Writing' (GROW) program which commenced in 2018 throughEnglish lessons and our Year 7 Library Literacy lessons. We are building student quality in writing and anticipate achange in results in 2022 when this cohort sits the Year 9 NAPLAN.


School performance - HSC

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

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


Subject School 2019 SSSG State School Average2015-2019

Ancient History 70.2 70.6 69.9 69.1

Biology 68.3 67.5 69.9 68.4

Business Studies 74.8 67.0 68.6 71.7

Community and Family Studies 74.2 73.4 72.2 69.9

Earth and Environmental Science 60.0 68.3 70.6 65.4

English (Advanced) 77.3 78.3 80.0 76.7

English (Standard) 67.5 67.7 67.3 65.6

Food Technology 68.9 71.6 71.4 68.9

Investigating Science 72.8 67.1 66.5 72.8

Legal Studies 69.6 69.7 70.6 67.8

Mathematics 70.2 72.8 76.9 73.8

Mathematics Extension 1 64.2 73.6 80.6 65.1

Mathematics Standard 2 64.2 67.6 67.7 64.2

Modern History 69.6 69.9 70.2 68.1

Personal Development, Health andPhysical Education

68.8 69.9 70.5 65.1

Physics 65.2 67.3 72.1 68.1

Society and Culture 78.2 75.8 75.9 78.1

Studies of Religion II 70.7 70.2 70.4 69.6

Visual Arts 81.4 77.8 78.8 79.6


Parent/caregiver, student, teacher satisfaction

Each year the teachers and students of Figtree High School participate in the Tell Them from Me survey. We welcomeparents to also participate in the survey as well and this is advertised through the school website and emailcommunications. The number of parents completing the survey is increasing in number each year. From our parentsurvey is was pleasing to note that our parent community felt welcomed to visit the school and when on site staff werehelpful with any question or issue. These results and further ones were identified in number to be higher than stateresults. Our parents strongly believe that the school supports positive behaviour and clearly identified that their child feelssafe at school.

In 2019, 752 students ranging from Year 7 to Year 12 participated in the student survey providing us with a strongbaseline of data. Our students clearly identified in similar or above state results that at Figtree High School they:

• have a positive sense of belonging and the ability to form positive peer relationships • that they are intellectually engaged and find learning interesting, enjoyable and relevant • that important concepts are taught well, class time is used effectively and homework and evaluations support class

objectives • that classroom instruction is well–organised, with a clear purpose and with immediate feedback that helps them

learn • school staff emphasise academic skills and hold high expectations for all students to succeed • that there is someone at school who will advocate for them and be there to provide advice

Results significantly higher than state to which we our extremely proud of are that our students feel teachers areresponsive to their needs and encourage independence with a democratic approach. In addition to the positive learningclimate where students understand there are clear rules and expectations for their behaviour. As important, ourAboriginal students have identified that 76% feel good about their culture whilst they are at school.


Policy requirements

Aboriginal Education Policy

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

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

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

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

expectations.

Anti-Racism Policy

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

Multicultural Education Policy

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


Documents

2019 Figtree High School Annual Report · 2020-06-04 · 7–10 PDHPE Syllabus, Stage 4 TAS programs, Stage 5 elective course for textiles, KLA based CNI, twilight professional learning,