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Annual Report 2016
Introduction
This report provides parents and members of the wider community with
information about Governor Stirling Senior High School’s activities and
performance over the past year. It highlights the school’s strengths and
identifies areas for improvement during 2017. Governor Stirling Senior
High School is committed to ensuring that our local community is
confident that the school is providing a quality education to meet the
needs of students. This document forms one part of the School
Accountability Framework, which involves rigorous school self
evaluation, the School Improvement Plan and the school Annual Report.
Dr Pasco Putrino Principal
GOVERNOR STIRLING SENIOR HIGH SCHOOL
Annual Report 2016
Page 1
PART ONE:
School Features
Overview Governor Stirling Senior High School was established on
the banks of the Swan River in Woodbridge in 1958. The
school draws students from a wide range of primary
schools throughout the Swan District, and enjoys a strong
sense of tradition and record of academic and sporting
excellence.
The school has a diverse student population, catering for
all students and their educational needs. There are
programs for the Gifted and Talented to programs for
students who need higher levels of support to engage in
learning. Such programs include senior school Certificates,
workplace learning and Follow the Dream/Partnerships for
Success.
The new school, completed in January 2013, provides
state-of-the-art facilities such as Engineering workshop,
media and multimedia laboratory, TV studio, performing
arts theatre with over 200 seat capacity and a commercial
kitchen for certificate courses. These enable the school to
offer the full range of programs. Facilities also include a
boathouse housing kayaks and canoes for water sports.
Features of the Learning Program The school offers a comprehensive program of study within
the Western Australian Curriculum that includes the
selective entry Gifted and Talented program, Approved
Specialist Programs, academic and general courses,
school-based special programs, university entrance WACE
courses and vocational education and training (VET)
courses.
Gifted and Talented Education Program
Governor Stirling Senior High School offers the Department
of Education’s selective entrance Gifted and Talented
Program in Mathematics, Science and the Humanities. In
2016, 54 students participated in the Year 7 to 10 program.
Specialist Programs – ASP and School
Based
Three Approved Specialist Programs offer students the
opportunity for extension in Australian Rules Football,
Engineering and Artsmedia. The Artsmedia program, now
in its 6th year, delivered high quality teaching and learning
to students. This included a number of extra-curricular
Saturday morning workshops.
The Engineering program, also in its 6th year, continued
the partnership with the University of WA in the
development and delivery of aspects of the program.
The Football Program, which commenced in 2001, has
continued its success with a number of talented students
successfully drafted into AFL and WAFL competitions. In
recent years, the school has been successful in the Senior
Division of the Belt Up Cup championship, and reached the
Quarter Finals in 2015. The school also competed in the
Junior Division Eagles Cup championships. In 2016, both
teams were unlucky to miss the finals. However, the Year 7
Boys and Junior Girls both had success winning the Swans
District Championship for their respective competitions.
Governor Stirling had three girls represent WA at the 15s
National Championships with one girl making the All
Australia team.
The Netball Program has regular support from State
League players and coaches, and has an excellent
reputation in the community for developing and improving
local students. Governor Stirling had two students
represent WA at the National 19s Championships and
another student represent Australia at the 15s World
Championships and National 17s Championships.
Vocational Courses
A variety of AQF certificates are available to students.
These include Certificate 2 in Information Technology,
Automotive, Kitchen Operations, Sport and Recreation,
Creative Industries, Tourism and Business. A number of
students also completed courses at North Metropolitan
TAFE College, and School-Based traineeships and
apprenticeships. Workplace learning is also offered to
students to provide school to work transition pathways for
particular students in Years 11 to 12.
Aboriginal Education Programs
The school offers programs to support Aboriginal students.
The Follow the Dream/Partnerships for Success Program
caters for students from Years 7 to 12 who aspire to enter
university or further education. In 2016, 57 students
participated in homework classes and other extra-curricula
activities. Students attended a camp, reward excursions for
students with 90% plus attendance, seminars and other
excursions to ECU, UWA and Curtin University. Links with
industry saw six students participate in a work experience
program at Worley Parsons during the school vacations.
A strong support team, that includes the Partnerships for
Success Program Coordinator, tutors, two part-time
teachers, and one full-time and two part-time Aboriginal
Islander Education Officers, supports Indigenous students
and their families to engage in the range of programs
GOVERNOR STIRLING SENIOR HIGH SCHOOL
Annual Report 2016
Page 2
available, including supporting students to improve their
literacy and numeracy skills.
NAIDOC Day was again celebrated across the school.
Activities included a whole-school assembly, musical
performance, story-telling, workshops and presentations.
Support Programs for Students
The One-line Student-centred Funding Model allocates
funding to schools to provide additional support to students
with particular needs. Budgeted funds were used to provide
a range of support services to students. These included
behaviour management, learning support, literacy and
numeracy support including funding of the Reading Plus
and Toe-by-Toe programs, WACE revision programs, and
Aboriginal student attendance.
A new engagement program, the Student Engagement
Program (STEP) was implemented during the year which
aims to engage students with behavioural issues back into
the classroom. The program was resourced with 1.0 Lead
Teacher plus 0.6 Education Assistant. The Aboriginal
Engagement Strategy was also trialled during Term 4,
again aimed at engaging students with poor class
attendance or engagement.
The school continued to engage in various other activities
to support student learning. These included mentoring
programs, lunchtime activities through Student Services
and PE Departments and collaboration with other
community organisations.
Nature of Catchment As in previous years, the majority of students were from
the local contributory primary schools.
Enrolment
The table below shows the student enrolment pattern over
recent years. 2016 was the second intake of Year 7
students into secondary school.
Table 1: Enrolment Trends (from Census 2009 –
2016)
Start
of
Year
7
Year
8
Year
9
Year
10
Year
11
Year
12 Total
2009 134 152 157 178 114 735
2010 68 136 141 134 127 606
2011 135 66 124 95 94 514
2012 124 134 72 110 78 518
2013 181 129 136 90 74 610
2014 194 188 128 137 58 705
2015 185 183 186 193 128 104 979
2016 159 177 173 163 174 76 978
The school commenced 2016 with enrolment of 978
students, a slight decrease from the previous year. Year 7
to 10 cohorts were at capacity.
13% of the Year 8 population were indigenous students
(Table 2), same as the previous year (13.0%). It was
interesting to note Year 12 retention was greater than
previous years at 18.2% (Table 2a).
Aboriginal student retention to Year 12 continues to be less
than the general cohort. Increased retention of indigenous
students continues to be a school priority.
Table 2 Student Profile 2016
Yr 7
Yr 8
Yr 9
Yr 10
Yr 11
Yr 12
Total
Aboriginal 24 23 24 25 22 14 132
GATE 6 22 16 10 15 8 77
ArtsMedia 17 18 20 13 68
Engineering 17 24 18 17 76
Dance 17 17 10 9 13 6 72
Football 21 28 30 20 18 10 127
Netball 17 25 18 21 19 8 108
FTD 64
Cert 2 187 129 318
Cert 3 21 4 25
Table 2a Aboriginal Student Profile 2016 8/12
2016 2015 2014 2013 2012 2011
Yr 8 13.0% 13.0% 12.9% 12.2% 24.2% 21.5%
Yr 12 18.2% 13.4% 12.7%
Growth in certificate level programs over the last few years
has been strong. The extensive range of Certificate 2
courses now offered enable students to undertake a richer
and more relevant curriculum through to Year 12. The
proportion of students completing VET certificate courses
increased from 43% in 2010 to 96% in 2015, and continued
to be high in 2016.
School Finances 2016
Contributions and Charges 2016
The percentage of contributions and charges collected
during 2016 was 62%, which is less than 2015 at 69% and
less than 2014 at 71%. Efforts will continue with strategies
to increase the collection rate.
GOVERNOR STIRLING SENIOR HIGH SCHOOL
Annual Report 2016
Page 3
1 148,275.00$ 61,093.25$
2 438,373.18$ 308,641.43$
3 2,641.00$ 2,640.84$
4 132,094.29$ 132,093.49$
5 -$ -$
6 -$ -$
7 -$ -$
8 41,691.28$ 41,692.74$
9 179,556.72$ 83,266.93$
10 -$ -$
11 Farm Revenue (Ag and Farm Schools only) -$ -$
12 -$ -$
942,631.47$ 629,428.68$
689,218.00$ 689,218.20$
Student Centred Funding 970,592.00$ 970,591.50$
2,602,441.47$ 2,289,238.38$
9,576,995.00$ 9,576,995.00$
12,179,436.47$ 11,866,233.38$
Locally Raised Funds504,469.01$
Student Centred Funding970,591.50$
Other Govt Grants -$
Other 41,692.74$
Transfers from Reserves83,266.93$
1,600,020.18$
1 203,584.85$ 144,403.07$
2 -$ -$
3 620,706.07$ 556,940.30$
4 90,077.43$ 62,269.42$
5 823,253.49$ 713,685.07$
6 45,000.00$ 44,394.45$
7 144,336.00$ 144,336.00$
8 198,366.98$ 161,737.43$
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) -$ -$
15 -$ -$
2,125,324.82$ 1,827,765.74$
8,912,229.00$ 8,912,229.00$
11,037,553.82$ 10,739,994.74$
Bank Balance 1,440,706.34$ Made up of: -$
1 General Fund Balance 461,472.64$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 905,354.38$ 5 Suspense Accounts 119,524.32$ 6 Cash Advances 800.00-$ 7 Tax Position 44,845.00-$
1,440,706.34$
Contribution and Charges 2015.
The percentage of Contribution and Charges collected in 2016 was 61% which is lower than the previous year of 69%
The increase in numbers of students and hardships faced by parents decreased the payment of school fees 61% compared to 69% in 2015.
We will endevour to continue will collection stratagies to meet and improve our collections to an acceptable 70% target for 2017.
Total Bank Balance
Cash Position as at: 31/12/2016
Residential Boarding Fees to CO (Ag Colleges only)
Unallocated
Total Forecast Salary Expenditure
Total Expenditure
Total Goods and Services Expenditure
Other State Govt/Local Govt Revenues
Other Expenditure
Buildings, Property and Equipment
Curriculum and Student Services
Total Salary Allocation
Total Funds Available
Revenue from Co, Regional Office and Other Schools
Actual
Payment to CO, Regional Office and Other Schools
Administration
Lease Payments
Utilities, Facilities and Maintenance
Professional Development
Transfer to Reserve
Budget
Fees from Facilities Hire
Residential Operations
Total Locally Raised Funds
Fundraising/Donations/Sponsorships
Opening Balance
Total Cash Funds Available
Camp School Fees (Camp Schools only)
Expenditure
Transfer from Reserve or DGR
Residential Accommodation
Governor Stirling Senior High SchoolFinancial Summary as at
Actual
31st DECEMBER 2016
Other Revenues
Commonwealth Govt Revenues
BudgetRevenue - Cash
Voluntary Contributions
Charges and Fees
0
50
100
150
200
250
300
350
400
450
500
$000
Revenue Source
Contingencies Revenue - Budget vs Actual
Budget Actual
Locally Raised Funds31%
Student Centred Funding
61%
Other Govt Grants0%
Other 3%
Transfers from Reserves
5%
Current Year Actual CashSources
0
100
200
300
400
500
600
700
800
900
$000
Expenditure Purpose
Contingencies Expenditure - Budget vs Actual
Budget Actual
10
210
410
610
810
1010
$000
Cash Position
GOVERNOR STIRLING SENIOR HIGH SCHOOL
Annual Report 2016
Page 4
PART TWO:
School Improvement and Priorities
Grounds and Buildings
During 2015, the Building Management and Works
(BMW) Department undertook to rectify problems
associated with the new school oval, situated close
to the banks of the Swan River East of the school
buildings. The project was completed and
operational for the start of the 2016 school year.
Other minor works carried out during 2016:
• Upgraded security in PEAC area.
• Conversion of network room to an office for
Career and Vocational Education.
• Upgraded air-conditioning system in
cafeteria
Student Performance
The focus on improving student performance in all
year groups continued during the year. Strategies
included:
• Continued use of evidence-based planning.
• Senior school tutorial classes.
• Offering an extensive range of Certificate 2
courses.
• Development of a reward system across the
school.
• Focus on quality teaching.
The school achieved the following targets:
• 100% attainment rate
• Top 50 VET achievement
• Better than ‘like’ schools Year 12
performance
• On the target of every ATAR student
achieving an ATAR of at least 55, this was
met in 2015 but not 2016.
Literacy and Numeracy
Literacy support of an additional two periods of
literacy continued for identified Year 8 and 9
students. In addition, Reading Plus was delivered to
more than 300 Year 7 and 8 students. Toe-by-Toe,
a literacy program for students with very low
literacy, was implemented and delivered during the
year to identified students.
In Mathematics, a structured and differentiated
program, implemented previously, continued. The
program enabled students to progress according to
each stage of achievement.
Both programs continued to improve student
NAPLAN performance.
Literacy and numeracy tutoring continued as a key
support strategy for Aboriginal students in Years 7
to 12.
Attendance
Student attendance continued to be a priority during
the year. Strategies implemented previously
enabled an improvement in overall attendance for
non-Aboriginal students to 88.6% in 2015 but a
decline for Aboriginal students from 77.4% in 2014
to 72.1% in 2015. Continuation of these strategies
through 2016 did not result in continued
improvement with a drop in attendance to 85.8% for
non-Aboriginal students, which is lower than like
schools, and an even bigger fall in attendance for
Aboriginal students from 72.1% to 63.5%. These
attendance rates are lower than like schools. The
school will continue to focus on improvement in this
area
Information Technology
During the year, $232,991 Ex GST was spent on IT
equipment.
50 x Desktop PCs student use $31,435.00
126 x Notebooks student use $140,680.00
40 x Tablet devices teachers $37,860.00
1 x SIS Server + Licences $7,600.00
1 x Academy Server $5,898.00
3 x Notebook Trolleys $8,190.00
3 x Printers $1,358.00
The PCs and Notebooks replace out-dated
equipment. The Academy Server enables the
Academy software to be implemented – an initiative
for more effective monitoring of student attendance,
communication with parents, and other services. It
links in with SIS and presents a more user friendly
interface than the SIS software.
The Tablet devices enable more effective use of IT
in teaching and learning by staff.
GOVERNOR STIRLING SENIOR HIGH SCHOOL
Annual Report 2016
Page 5
Gifted and Talented Selective Program
Attainment/WACE Eight students completed the Gifted and Talented
(G&T) program in Year 12. The Year 8 intake was
11. At the end of Year 10, 3 students moved to
other schools.
Of the 8 students remaining in the program, 6
completed ATAR courses.
G & T students All ATAR
students
Year 12
6 15
ATAR mean
75.88 69.8
ATAR range
65.80 – 87.40
(21.6)
46.90 – 98.20
(51.3)
One student did not study ATAR, however, they
achieved a Certificate 2 and the WACE.
One student did not achieve the WACE or
Attainment due to personal issues.
The Destination of the G&T students:
Curtin University - 3 students
Murdoch University – 1 student
WAAPA – 1 student
Royal Melbourne Institute of Technology – 1 student
Full time employment – 2 students
All students received their first preference
university course.
Differentiated Program Years 7-10
Numerous activities provided differentiation in Years
7 – 10. These include:
English – Participation in Perth Writers Festival,
Youth Out loud public speaking competition and
interschool debating. The Year 10 program involves
explicit teaching of thinking skills and compacting
the syllabus in preparation for senior school.
Mathematics – Competitions include: Australian
Mathematics, Havesumfunonline, National
Olympiad Problem Solving; Different textbooks that
focus on higher order proficiencies and problem
solving, CAS calculators, Notebooks enabling
access to Mathematics software to provide \
extension, Year 10 students completing the 10A
Australian Curriculum course.
Humanities and Social Science – National
Geographic, History Competitions, ANZAC Essay &
State Legislative Assembly Representatives Day.
Science – Robotics, Big Science Day competition.
The students participated in UWA’s ASPIRE
Program involving both incursions & excursions to
UWA for all Year groups 7 -12. These included
workshops “Building Blocks” (Yr 7), “Who Stole the
Peacock” (Yr 8), Race Around UWA (Yr 9), Careers
Discovery (Yr 10 ), Metro overnight camp (Yr 11)
and Guest speaker program for Yr 12. The Yr 7 and
8 classes also participated in Aspire Mathematics
activities days which included coding and scale/ratio
activities.
In 2016 students were involved in STEM/STEAM
activities including Landgate’s Location Day, Swan
Valley Problem Solving Day, and Arcadia’s Spider
excursion. The Year 10 class toured Canberra
which included Civics & Citizenship activities as well
as Science, Art & Cultural visits.
Differentiated/Extension program for
Senior Students included:
Homework extension classes, university visits &
guest speakers, competitions (AMC), UWA Aspire
Mentoring (Metro Camp, Academic extension
scholarships)
Professional Development Nine staff members completed the Mini Certificate
for Gifted and Talented.
Two staff members completed the National
Conference for Reading.
Finances School allocation to fund the program activities and
delivery (including staffing): $329,267.
GOVERNOR STIRLING SENIOR HIGH SCHOOL
Annual Report 2016
Page 6
PART THREE:
School Performance and Student Achievement
2016 Highlights
• Year 8 – 11 Football educational tours
• Yr 11 & 12 Kuala Lumpur & Singapore netball tour
• Boys and Girls junior AFL teams undefeated at the Junior Football Tournament
• Three students represented WA at the National AFL 15s Schoolgirls Championships
• 1 student selected for the All-Australian AFL 15s Girls team
• Three students selected to represent WA at the National Netball titles
• Second place for our ‘Cheer’ team at the CUA Stars and Stripes Championships
• Governor Stirling SHS Arts Exhibition
• School Theatre Restaurant - ‘Bats The Musical’
• 2016 Dance Spectacular
• New Norcia Music Camp
• School Music Concert
• Merit award at the WA Schools Concert Band Festival
• 2016 Speech and Drama festival
• Two student finalists - ‘Wool 4 Schools’ textiles competition
• Four student finalists - Moran Contemporary Photographic Prize
• Yr 10 Gifted and Talented Canberra tour
• HackED STEM competition - “Best Hack” prize
• Yr 11 Geography tour
• Yr 11 ASPIRE camp
• 2 students selected for the Aboriginal Summer School for Excellence in Technology and Science
• Australian Mathematics Competition – 21 student distinctions from Yr 7 – 11
• Year 11 and 12 School Ball at Parmelia Hilton
Year 12 Performance
• Certificate of Distinction – 1 student
• Certificate of Merit – 1 student
• ATAR 95 or above – 1 student
• 91% WACE Achievement
• Median ATAR 69.8
• 100% Attainment rate
Annual Report 2016
Page 7
Year 12 Performance
Student Participation
Eligible Y12
Students
Number acquiring a TER/ATAR
VET – UoC
participation Rate
VET % of
students completing a Cert II or
higher
2012 59 19 32% 75% 91%
2013 67 13 19% 88% 80%
2014 52 10 19% 96% 80%
2015 90 19 21% 93% 96%
2016 53 15 28% n/a 106%
The number of students completing Year 12 remained
relatively low, reflecting the lower student number in these
cohorts and the ‘half-cohort’ that entered secondary school
in 2010. The proportion of students undertaking university
entrance courses remained fairly constant from 2013 to
2015 but increased to 28% in 2016. The proportion of
students participating in vocational education and training
courses continued to increase. In 2016, this included 3
students who were not eligible for WACE.
WACE Attainment WACE attainment dropped slightly but was again high
reflecting appropriate course selections and monitoring of
student performance during the year.
Eligible Year 12
Students
Percentage achieving WACE
2014 52 98%
2015 90 96%
2016 53 91%
WACE Examination Participation
Eligible Year 12 Students
ATAR Students
% ATAR Students
2014 52 10 19%
2015 90 19 21%
2016 53 15 28%
Overall ATAR Performance
Relative Performance
2014 1.0
2015 1.3
2016 0.2
Above Expected - more than one standard deviation above the
predicted school median
Expected - within one standard
deviation of the predicted school median
Below Expected – more than one standard deviation below the predicted school median
Median ATAR
School Like-
Schools State
2014 72.4 63.3 75.6
2015 75.8 62.6 76.0
2016 69.8 65.5 78.2
The median ATAR was lower than the previous two years
but still above Like schools. The range, however, was
larger than the previous year, from 46.90 to 98.20.
Annual Report 2016
Page 8
The proportion of students in the top tricile improved
markedly to 26% in 2015 but declined again this year while
the proportion in the bottom tricile increased markedly.
Continued improvement in this area will be a focus of
school planning. Efforts will also continue in order to
improve the proportion of students achieving 75 or above.
Student Performance – Stage 2 and/or 3 Courses
Course
Performance Students
2014 2015 2016 2014 2015 2016
Chemistry
2 3
14 8
English 2 2 2 12 19 17
Human Biological Science 2 1
7 12
Human Biology 2 7
Mathematics 1 1
10 18
Maths Specialist 1 4
Maths Methods 2 9
Maths Applications 2 6
Modern History 2 1 2 7 6 8
Physics 3 1 2 6 10 6
Human Biological Science was replaced with Human Biology. Mathematics was replaced with Mathematics: Specialist,
Mathematics: Methods and Mathematics: Applications.
Apart from English, performance in other ATAR courses could not be meaningfully compared to the State or Like schools due to
low class numbers. It is noteworthy, however, that in most courses, performance was as expected with the exemption of
Chemistry. Mathematics Specialist was significantly higher than expectation with mean score well above the State mean.
State
ATAR Students
School Like-Schools
2014 2015 2016 2014 2015 2016
Top 33%
10% 26% 13% 14% 10% 13%
Middle 33%
50% 37% 27% 24% 26% 26%
Bottom 33%
40% 37% 60% 62% 64% 61%
Number acquiring an ATAR / TER
Number achieving one or
more scale scores of 75+
Percentage achieving one of
more scaled scores of 75+
2014 10 1 10%
2015 19 4 21%
2016 15 1 7%
1 Above Expected - more than one standard deviation above the predicted school mean
2 Expected - within one standard deviation of the predicted school mean
3 Below Expected - more than one standard deviation below the predicted school mean
No data available or number of students is less than 6
Annual Report 2016
Page 9
Student Performance – Stage 1 Courses – Grade Distribution
Course School Percentages WA Public Schools Percentages
A B C D E A B C D E
Building and Construction 10 20 50 10 10 7 29 55 6 2
Career and Enterprise 19 25 44 0 13 14 26 45 7 8
Design 13 31 44 0 13 13 25 47 8 7
English 6 18 71 0 6 9 26 54 7 5
Outdoor Education 10 29 43 14 5 14 30 42 8 5
Politics and Law 0 0 40 40 20 0 0 40 40 20
Physical Education Studies 0 30 50 10 10 13 34 44 7 2
Year 12 Intentions 2015
Annual Report 2016
Page 10
Year 12 Destinations 2016
Intention 2015
School
Intention 2015 State
Destination 2016
School
Destination 2016 State
Variation School
Variation State
Return To School 0.6% 0.4% -0.2%
University 50.0% 50.1% 21.9% 36.7% -28.1% -13.4%
TAFE 12.5% 17.9% 26.0% 15.0% 13.5% -2.9%
Apprentice/Traineeship
Other Training 4.2% 2.8% 1.4% 1.8% -2.8% -1.0%
Employment 16.7% 11.0% 20.5% 17.9% 3.9% 6.9%
Employment Assistance 0.0% 6.8% 3.8% 3.8%
Other 4.1% 2.7% 2.1% -2.0%
Deferred Study/Training 0.0% 9.6% 12.4% 12.4%
49.3% of Year 12s continued in some form of education or training in 2016, less than previous years (52%) and still substantially lower than the State (78.9%). The proportion undertaking employment continued to decrease to 20.5% (from 40% in 2014 and 24.5% in 2015) while the proportion undertaking employment assistance decreased to 6.8% from 14% in 2014 and 21% in 2015. It is interesting that almost 10% of graduates have deferred further study or training.
Annual Report 2016
Page 11
NAPLAN Student Performance – Relative Assessment – Year 9
Percentage of students in each Proficiency Band
Year 9 Numeracy
Band
School
Like Schools
WA Public Schools
2014
2015
2016
2014
2015
2016
2014
2015
2016
10
11.6%
10.91%
4.26%
2.57%
3.08%
2.38%
9.7%
9.8%
8.9%
9
11.04%
10.34%
7.92%
7.32%
7.14%
7.79%
12.9%
14.0%
14.5%
8
17.67%
24.13%
32.31%
21.85%
24.13%
22.83%
24.6%
25.7%
25.3%
7
33.7%
29.31%
34.14%
32.51%
37.9%
39.49%
28.4%
30.2%
30.8%
6
23.75%
23.56%
20.12%
29.94%
24.13%
24.02%
20.6%
17.8%
17.7%
1 to 5
2.2%
1.72%
1.21%
5.78%
3.6%
3.45%
3.8%
2.5%
2.8%
NUMERACY - Band 10 - Better than Like schools and State for both 2014 and 2015, however, declined in 2016. The proportion
in Bands 8 - 10, however, remained similar to previous years at 44.5%, well above like schools. The proportion below the
minimum standard continued to decrease indicating improvement in performance.
Year 9 Reading
Band
School
Like Schools
WA Public Schools
2014
2015
2016
2014
2015
2016
2014
2015
2016
10
7.06%
6.17%
2.39%
2.18%
1.6%
2.58%
6.1%
6.2%
5.6%
9
13.04%
8.98%
16.76%
10.39%
8.37%
9.64%
15.9%
15.1%
14.8%
8
25.54%
24.71%
24.55%
21.48%
21.57%
23.58%
24.7%
24.7%
26.3%
7
27.17%
23.03%
28.74%
27.96%
31.22%
31.77%
25.7%
24.6%
28.1%
6
17.39%
29.77%
17.96%
24.31%
26.78%
24.96%
18.3%
21.3%
18.8%
1 to 5
9.78%
7.3%
9.58%
13.66%
10.43%
7.44%
9.3%
8.1%
6.4%
READING - Significant improvement in Bands 9 and 10. Band 10 –Significantly above Like schools and close to State in 2015
but lower in 2016. Reading Plus was introduced in 2016 which may account for some improvement.
Year 9 Writing
Band
School
Like Schools
WA Public Schools
2014
2015
2016
2014
2015
2016
2014
2015
2016
10
3.8%
5.61%
4.19%
2.17%
1.08%
1.87%
6.1%
4.5%
3.8%
9
6.52%
8.98%
8.98%
5.69%
3.97%
4.56%
9.5%
7.8%
7.8%
8
20.65%
17.41%
23.35%
16.11%
18.77%
18.07%
22.3%
24.0%
22.1%
7
25.54%
23.59%
22.75%
24.55%
23.38%
28.33%
23.8%
22.3%
26.2%
6
22.82%
17.97%
26.34%
22.05%
21.71%
25.7%
18.8%
19.0%
23.0%
1 to 5
20.65%
26.4%
14.37%
29.41%
31.06%
21.45%
19.5%
22.5%
17.0%
WRITING - Significant improvement was made in Bands 1 to 5. This may have been due to strategies such as Reading Plus
and Toe-by-Toe programs.
Annual Report 2016
Page 12
Comparative Performance for Year 9
Year 9
Performance
Students
2011
2012
2013
2014
2015
2016
2011
2012
2013
2014
2015
2016
Numeracy
-1.2
-0.8
-1.0
-0.0
0.4
-0.1
62
126
116
181
174
164
Reading
-1.1
-0.4
-2.1
0.9
-0.5
-0.7
58
128
117
184
178
167
Writing
-0.6
-0.3
0.0
1.2
0.0
0.5
58
128
121
184
178
167
Spelling
-0.7
-0.5
-1.0
1.3
0.3
0.3
59
128
119
183
178
169
Grammar & Punctuation
-1.3
-0.6
-0.5
0.5
-0.1
0.0
59
128
119
183
178
169
1 Above Expected - more than one standard deviation above the predicted school mean
2 Expected - within one standard deviation of the predicted school mean
3 Below Expected - more than one standard deviation below the predicted school mean
No data available or number of students is less than 6
Year 9 Performance – standard deviation from predicted school mean
Annual Report 2016
Page 13
Student Progress – Year 9 and Numeracy, Reading, Writing, Spelling and Punctuation & Grammar
Annual Report 2016
Page 14
Annual Report 2016
Page 15
Performance Analysis – Year 9 Science and Humanities & Social Sciences
From the Graphs above, the following is noted:
Science – 31% of Year 9 students achieved A/B compared with 27.2% for like schools. This is lower than the previous year
where 36.2% of Year 9 students achieved A/B grade compared to 25.3% for like schools. This is less than the 2014 cohort of
56%. Again, less students achieved below a C grade than Like schools.
Humanities & Social Science – 33.3% of Year 9 students achieved A/B which is slightly higher than like schools of 32.1% and
better than the 31.1% of Year 9 students achieved A/B the previous year. A higher proportion of students achieved less than C
grade compared to Like schools.
These improved results reflect whole school literacy across the year group from strategies the school has continued with over
the last few years.
Annual Report 2016
Page 16
STUDENT PARTICIPATION – NUMBERS and TRENDS
2012
2013
2014
2015
2016
Lower Secondary
327
446
510
746
705
Upper Secondary
181
166
195
229
273
Total
508
612
705
975
978
Annual Report 2016
Page 17
Secondary Attendance Rates
Non-Aboriginal Aboriginal Total
School Like
Schools
WA Public
Schools School
Like Schools
WA Public
Schools School
Like Schools
WA Public
Schools
2014 87.6% 86.1% 88.6% 77.4% 69.3% 66.3% 86.2% 83.3% 86.9%
2015 88.6% 86.3% 89.7% 72.1% 70.9% 68% 86.3% 84.9% 87.9%
2016 85.8% 86.9% 89.5% 63.5% 73.8% 67.4% 82.6% 85.7% 87.7%
Attendance Category - All Students
Regular
At Risk
Indicated
Moderate
Severe
2014 51.9% 28.1% 13.3% 6.4%
2015 57.7% 21.7% 12.5% 8.1%
2016 50.1% 22.3% 14.7% 12.6%
Like Schools 2016 53.4% 23.8% 13.7% 9.0%
WA Public Schools 62.0% 20.0% 11.0% 7.0%
Attendance Category – Aboriginal Students
Regular
At Risk
Indicated
Moderate
Severe
2014 30.3% 27.2% 23.2% 19.1%
2015 28.1% 17.4% 26.8% 27.5%
2016 23.3% 15.5% 21.4% 39.6%
Like Schools 2016 29.9% 24.6% 19.7% 25.6%
WA Public Schools 26.0% 19.0% 21.0% 34.0%
ABORIGINAL STUDENTS - Attendance has continued to decline over the last three years. Whilst above State and Like schools
in 2014 and 2015, it was lower in 2016. Aboriginal student attendance continues to be a school priority.
NON-ABORIGINAL STUDENTS - After a slight improvement in 2015, attendance declined in 2016. Student attendance
continues to be a school priority.
Annual Report 2016
Page 18
Y07
Y08
Y09
Y10
Y11
Y12
2014
89%
87%
85%
82%
87%
2015
91%
88%
85%
84%
81%
85%
2016
89%
87%
85%
79%
77%
79%
WA Public Schools 2016
91%
88%
87%
86%
87%
88%
Student Attendance Overall (%)
Following the move back to the new school in 2013, there was a marked improvement in semester one from 2013 through to
2014 which continued into 2015. Attendance improved slightly across all year levels and was most notable in Year 8. In 2016,
the attendance rate again dropped in all cohorts except Year 9. In the senior years, attendance continues to be a concern.
Annual Report 2016
Page 19
Staff Profile 2016
No FTE AB'L
Administration Staff
Principals 1 1.0 0
Deputy Principals 2 2.0 0
Heads of Departments and Learning 8 7.6 0
Program Coordinators 2 2.0 0
Total Administration Staff 13 12.6 0
Teaching Staff
Level 3 Teachers 3 3.0 0
Other Teaching Staff 67 62.4 2
Total Teaching Staff 70 65.4 2
School Support Staff
Clerical / Administrative 16 13.8 3
Gardening / Maintenance 1 1.0 0
Instructional 5 3.5 5
Other Non-Teaching Staff 14 12.0 0
Total School Support Staff 36 30.4 8
Total 119 108.3 10
All teaching staff meet the professional requirements to teach in Western Australian public schools and can be found on the public register of teachers of the Teacher Registration Board of Western Australia.
Annual Report 2016
Page 20
2016 Parent, Student and Staff Satisfaction Survey
Parents, students and staff were asked to respond to a range of questions in order to gauge their level of satisfaction with the
school.
Number of responses
Parents 85
Students - Senior 166
Students – Middle school 440
Staff 48
RATING SCORE
Strongly agree 5
Agree 4
Neither agree nor disagree 3
Disagree 2
Strongly disagree 1
Parent Satisfaction
Responses ranged from 2.6 to 3.6. Strengths were:
• teachers expect their child to do their best
• parents can talk to the teachers about their concerns
• the school is well maintained, and
• their child likes being at the school
Parents were least satisfied with student behaviour.
Parents were also asked about
• school’s relationship with the community (rating 3.1),
• whether they thought the school was well led (3.0),
• satisfaction with standards achieved (2.9),
• whether they would recommend this school to others (3.0), and
Annual Report 2016
Page 21
• whether they thought the teachers were ‘good’ teachers (3.4) and cared for their child (3.2).
Student Satisfaction A senior school and middle school student survey was conducted to see whether there were differences. Senior school
responses ranged from 2.1 to 4.1. Students were most satisfied that
• teachers expect them to do their best,
• teachers provide them with useful feedback and
• teachers motivate them to learn.
They were least satisfied with the management of student behaviour, their opinions taken seriously, and that the school is well
maintained.
Middle school student responses were very similar, the differences being middle school students liked being at school more,
school gave them more opportunities to do interesting things, and the school looked for ways to improve.
Staff Satisfaction Responses ranged from 2.3 to 4.2. Strengths were:
• staff expect students to do their best,
• they provide useful feedback to students,
• they motivate students and give students opportunities to do interesting things.
Responses match many of the student responses. School maintenance (possibly due to ongoing air-conditioning issues) and
student behaviour were the main concerns of staff.
=== END OF REPORT ===