ANNUAL REPORT 2009

- Introduction 1

- Highlights 2

-Improvement

Priorities

3/4

- PLP

- Parent Opinion

- SACE

5

6/7

-Ach Day

- NAPLaN

8

9

- Attendance 10

- Student Satis

faction

- Retention

11

- Enrolments

- Teacher Qual

12

- Tch Satisfaction

- VET

13

- Destination

data

14

- Finance 15/

19

2013 ANNUAL REPORT

Warriappendi is a small secondary school

which has an Aboriginal cultural focus.

Many students who enrol at the school have experienced difficulties with achieving suc-cess in mainstream schooling. Warriappendi strives to re-engage young people in the pro-cesses of education, and provides an envi-ronment for which students feel a strong

sense of belonging and achievement.

The school provides students with an oppor-tunity to build on existing knowledge through high level individual planning and support. There are about twelve staff members, some of whom are Aboriginal, and two school based youth workers (Tirkandi). With small class sizes, and a focus on quality teaching and learning, students gain support on many levels. eg. Literacy, Social skills, wellbeing

and vocational options/planning.

Our students come from a range of areas

across South Australia, but most come from

the western suburbs of Adelaide.

The school provides a morning and afternoon bus run for students who live between Port Adelaide and the school. Those who live out-

side this area are provided with bus tickets.

We maintain strong links with DECS and out-side agencies so that we can provide relevant and meaningful supports to maximise our stu-

dents’ learning and life options.

With completion of SACE, employment and/or further training being key foci for the school, we support students to develop their interests and passions. Often over several years we work with students and their families to enable these goals and plans to become reality. Where possible the school also stays ‘connected’ with students after they finish SACE, offering support and advice until they

feel confident with their post school option.

Year 12s celebrate a successful year

WARRIAPPENDI SCHOOL

A special

thanks to

Tirkandi staff,

all of the

Regional

Support

Services and

other agencies

who supported

us throughout

2013

Trade Training Centre

In August it was announced that Warriappendi was suc-cessful with it’s application for a Trade Training Centre. The funding will see the building of a commercial kitchen and café facility, that will deliver a range of VET Certifi-cates to both our students and the wider community. The-se may include Hospitality, Community Services and Busi-ness Services. This is a really significant development for the future students of the school and building will begin in

mid 2014.

SACE Completers

Of the 5 students who attempted SACE completion in 2012, 4 have been successful and the remaining student is committed to returning in 2014. The Research Project focused on exploring pathways into career fields of inter-est and involved interviews with community experts and students, work experience and site visits. Based on their findings, students were able to make informed choices as to their post school options. One students is sitting the selection process for Wilto Yerlo’s University Preparatory Program (UPP) and another student has submitted an application for New South Wales TAFE studies in Commu-nity Services. One of the graduates, is finishing SACE with a Certificate III in Business and a traineeship in Horticul-ture. He intends to continue his Certificate III in Communi-ty Services and aspires to become a Youth Worker. An-other graduate has successfully completed a pre-employment program with Woolworths and secured em-ployment. The student who has elected to stay and com-plete SACE in 2014 has successfully obtained a school-

based traineeship in Carpentry with Think Labour.

Literacy/Numeracy Testing

This year has again seen a major push in student testing in Literacy and Numeracy, the aim being to support on-going learning. Students are tested when they first attend following enrolment, and again in terms one and four. In-formation is provided to staff on a spreadsheet that also provides information about disabilities and levels of sup-port, and EALD scales. Common Assessment Tasks (CAT) are held three times a year; in terms one, two and three. All teachers supervise these tasks which are held in lessons one, two and three on a nominated day. This year we ran with two persuasive texts and one narrative text. Teachers trained in EALD scaling then mark the pieces.

The scales are then included in the ILPs.

This year we also continued to use PATM (maths) and PATR (reading) tests. The tests were again administered over two sessions, with staff from the Maths and English

faculties analysing results and developing support strate-

gies for inclusion in ILPs.

Student Led Conferences

As part of our on-going commitment to student success, Student Led Conferences occurred twice during the year. They provide a great opportunity for students to share their learning experiences with family and staff, while pro-moting positive communication between the school and

community.

Staff

2013 has been an exceptional year in terms of providing a consistent and highly skilled teaching and learning staff. The leadership team has again worked to map and case manage student educational/well being needs, the result being documented progress for all students who attend

regularly.

The work of Dave as Assistant Principal has again been highly successful and his daily leadership and support of

staff has been appreciated by all.

In Term 3 a trial Coordinator position (Middle School Learning/Wellbeing) was established as it was felt that a clear focus on the junior school would better prepare stu-

dents for SACE. This may continue in 2014.

While there have been several staff changes, Tirkandi staff have worked positively with many students and their families. Thanks to William, Jade and Matt who have tire-lessly supported students with a range of needs, and

helped them to be regular school attenders.

National Aboriginal Mentoring funds have allowed the school to employ several part time workers to support stu-dents both ‘in class’ and beyond. Karen, Naomi, Gloria and Kate have worked closely with students and staff to

build relationships and improve learning outcomes.

Thanks to all teaching and non-teaching staff for the amazing dedication you have shown to Warriappendi stu-

dents.

Exciting Curriculum

A focus on Health curriculum has seen all students gain valuable knowledge and improved ability to make in-formed choices. Thanks to Tara for her efforts in leading this important area of our curriculum which impacts so

directly on the lives of our students.

Students were also again involved in a range of off cam-pus activities and events including Power Cup, Surfing, Nunga Touch Carnival, Target Work, aquatics, MAYFS courses and Health days. Many of these experiences build

student knowledge and confidence for the future.

Page 2

2013 Highlights

Issued : 2/12

Improvement Priorities

Distinct from the school’s Strategic Directions, at Warriappendi we identified two areas for review and/or improvement during 2012. Below are some of the strategies and actions undertaken and key directions for future consideration. The two areas were:

1) Develop deeper application of School Values across curriculum, processes and proce-

dures.

2) Develop National Curriculum implementation plans, policies and procedures.

3) Develop concept and application for TTC

Develop deeper appli-

cation of

School Val-ues across curriculum, processes and proce-

dures.

Key achievements:

Staff and students worked in class and HG to clarify shared beliefs relating to school values.

Responsibility – Through Life skills curriculum, Student Voice, PLP, Re-search Project and Student led conferences, students explored areas and strategies that support them to take responsibility for life choices including education, behaviour, lifestyle, relationships and future directions.

Resilience – Significant whole school focus on resilience explored strate-gies that increased student access and participation with external agencies, work experience and counselling relating to wellbeing.

Tirkandi (youth work) processes and access relating to student referrals was reviewed so as to promptly identify need.

Respect – Behaviour Code was included in the ILP to promote school val-ues and respectful behaviour.

Reviewed school bottom lines re student engagement which resulted in FLOing several students who were unable to engage with school expecta-tions.

In addition:

A further rework of the school’s ILP now includes values as pivotal to stu-dent planning, supports and directions etc

Pupil Free Day discussed/revisited school values with regard to utilising whole school consistent language and focus when resolving issues, includ-ing suspension re-entry meetings..

Promotion of school values continued through daily & weekly recognition of student pro-social behaviour. In daily debrief meetings, staff each select a student whom they believe has shown school values beyond expected dur-ing the day. Votes are tallied daily and winning students are acknowledged in weekly school meetings, with outright term and year winners receiving an award.

All staff and students are expected to ‘live’ the school values. Students are frequently advised as to how their behaviours, both positive and negative, reflect the values. This immersion is designed to shape and encourage positive attitudes and actions that will stand young people in good stead as they enter adulthood and beyond.

Page 3 Issued : 2/12

Develop

National

Curriculum implementa-tion plans, policies and

procedures.

Develop concept and application for

TTC(TSC)

The school opted to again release a teacher to manage and drive the Aus-tralian Curriculum (AC) planning for 2013. This proved highly successful and resulted in a range of achievements and strategies;

Implementation of Backward by Design Unit Plan for all Middle

School Learning areas.

Implemented Phase 1 Australian Curriculum subjects (English, Maths, Science and History) in Years 8-10.

Genre Mapping across all learning areas.

Improved formative and summative assessment task design.

Incorporation of negotiated Australian Curriculum Achievement Standards into Individual Learning Plans for all students.

Review of School Reporting System.

Introduction of Australian Curriculum aligned Semester 1 and Se-mester 2 reports with students reported against appropriate Achieve-ment Standards.

Whole staff participation in Regional Australian Curriculum Planning Day.

Trialling of Phase 2 Health program.

Continued purchase of Australian Curriculum resources.

Continued use of PAT R and PAT M testing to inform and assist de-velopment of literacy and numeracy programs.

Exploration of learning programs to assist in “bridging the gap” be-tween Middle School and SACE including “Inquiry based learning”.

Regular Australian Curriculum staff updates in Staff Meetings and Student Free days.

Developed school 2014 Timetable in line with AC requirements.

- Developed a concept plan including school participants, staff training, training partners, RTOs, Industry partners, TT and construction logistics.

- Developed physical concept in collaboration with Architect, DECD region-al and state staff, TAFE, WASSN and Facilities manager.

- Prepared and submitted application by 28th February in collaboration with

school, regional staff and partners.

- Identified interested staff re training - several commenced training at TAFE, Tabor and Tauondi College.

- Identified trial delivery potentials eg Tauondi College.

- Begin management plan re demo/construction timelines with appropriate DECD and federal teams.

- Application was successful.

Improvement Priorities

We hope to see the new Trades Skills Centre built and running by

early 2015

WARRIAPPENDI SCHOOL Page 4

Personal Learning Plan 2013

Although changes were made to this year’s PLP Assessment Plan, the focus has remained on developing the five key capabilities (Personal development, Work skills, Citizenship, Communica-tion skills and Learning skills). This years cohort of 10 students contained several older students who had not completed there PLP from the previous year at Warriappendi or at other schools. 8 of the 10 completed their PLP with a C grade, whilst the ninth student was withdrawn after a long absence from school and the tenth student relocated to Darwin.

We have continued to develop Citizenship through a focus on volunteering and this years con-nection with Trees for Life has been particularly rewarding. Because the volunteering site was Colebrook Reserve, which has a strong but tragic indigenous history, our students have gained historical and cultural understandings in addition to the environmental understandings that were the original focus of this volunteering activity. Some of the student’s reflections on this task re-vealed the extent to which they had grown as citizens in our changing society.

Our PLP class has participated in Planning for Success seminars and a series of Industry Tours covering work options in Cultural and Tourism management, the Defence sector, Service indus-tries, the Mining sector, Retail, Construction and Airport employment. Students have also under-taken work experience in a range of fields including Construction, Printing and Banking and have reflected on how those experiences can inform there choices for the future.

Page 5 Issued : 2/12

Behaviour Management 2013

2013 has seen some positive trends emerge in the culture of the school, resulting in fewer suspensions and exclu-sions than previous years. Active and persistent promotion of our school values– respect, resilience and responsi-bility– has had a dramatic effect on student behaviour. Staff all give a value award to one student at debrief meet-ing every afternoon; this is fed back to students the following morning. A chart, which tallies votes is updated daily and put up on the wall next to the kitchen. Weekly winners receive a small reward; term/end of year winners receive a voucher. Although this motivation is extrinsic, it is part of a larger dialog focusing heavily on the school values not only to support time at school, but also in the community and other learning institutions/worksites now and into the future. The values are also the focus of suspension re-entries.

Although there has been a trend down in suspensions, the greater numbers in terms 1 and 2 reflect particular diffi-cult to manage students; one of whom was FLOed mid year. Only three students received a total of 10 or more days suspensions over the year; eleven students received a total of 2 or 3 days suspensions only over the course of the year. The 13 ‘threatened good order’ suspensions largely reflect issues involving social media.

There were a total of 6 suspensions for ‘violence, threatened or actual’ over the course of the year. This reflects the positive work being done in the school around respectful relationships, including using Restorative Justice methods to resolve issues between students. Suspensions are always the last option considered.

‘Send homes’ were used 96 times across the year (involving 32 different students). This is a strategy used to flag behaviour that is deemed sufficiently inappropriate that the student cannot remain at school for the remainder of the day. Although the strategy still involves a student being absent from school, it tends to minimise further behavioural issues that could lead to suspension or exclusion. Working with students in a highly emotive state is usually not productive and best left until the following day when ’cool down” has occurred. Re-entry meetings the following morning can then proceed in a calm and productive manner.

Type of suspension Term 1 Term 2 Term 3 Term 4

Violence threatened or actual 3 1 2 -

Threatened good order 6 5 1 1

Acted illegally - 2 - -

Interfered with the rights of others - - 1 -

Persistent and wilful inattention 1 1 1 -

Totals 10 9 5 1

Total suspensions for 2013: 25

Page 6 Issued : 2/12

Parent opinion remains posi-tive across all areas. Despite a 20% cohort of responses, all categories have remained positive particularly in the area of quality. Fluctuations as have occurred with ‘relationships’ and ‘leadership’ are exaggerated due to the small number of responses. The school staff works extremely hard with regard to the development of positive relationships with families. Three times a year parents are invited to Stu-dent Led Conferences

(terms 1,4)parent teacher interviews (term3) where they can view and discuss their child’s achievements, programme and goals. Achievement Days also occur twice per year and are well attended by families, DECD staff and associated agencies.

Stage 1 SACE subjects involved a cross section of literacy and numeracy skills, career development, cultural knowledge and history and personal skills and fitness. Many thanks to Craig Abbott for his creative thinking with Sport and Rec and to Leila and Leayshia for innovative and engaging excursions to supplement curriculum. One challenging area was completion of the Power Cup with students wanting to play in the carnival without success-fully completing the theory. In 2014 Term 1 will focus on the completion of theory and students will only have the opportunity to play in the carnival once they have passed in their work. A big thank you to Colin Baker for his dedi-cation and excellent coaching. Aboriginal Studies continues to be a strong subject within the Stage 1 curriculum and it is encouraged that family and other members of the school community support this subject through guest speaker presentations, workshops and excursions. Another successful subject was PLP– where students en-gaged with guest speakers in order to understand the capabilities and completed work experience in order to build their employability skills. Another successful subject was the Hoody project– where students researched their In-digenous cultural heritage, create designs for screen printing and model their garments along with their discus-sions. The final DVD was shown at Tandanya to a very supportive audience.

Senior Secondary - Stage 1

Parent Opinion

Subject Name A B C D E N Total

Personal Learning Plan 2 9 1 12

Lit 4 Wk n Com Life 2 11 1 14

Num 4 Wk n Com Life 1 13 4 11

Aboriginal Studies

6 12

Stage 1 Integrated Learning–Power Cup 1 4 1 6

Sport and Rec 7 2 9

Integrated Learning– Hoody Project 4 3 7

The black diamond represents the current result.

The white circle represents last year’s result.

Senior Secondary - Stage 2

Subject Number of

Students

A B C D E W

Research

Project

3 3

Page 7

2013 was a big year for VET within SACE, with the bulk of the Stage 2 being delivered through the Certificate III in Business and the Certificate III in Community Services. The Certificate III in Business was delivered by Jan Quinn and involved students gaining valuable skills in ICT and administration . Tara Budarick delivered the Certificate III in Community Services, which focused on networking and communication skills. Tara also delivered the Apply First Aid course which will be a mainstay in the Senior curriculum.

An external VET opportunity was accessed by Alicia Papertalk, who successfully completed a Cert II in Creative Industries with TAFESA through Personnel Employment.

Shannon Richards completed units of competency from Cert II Horticulture via a School Based Traineeship with the Adelaide Botanic Gardens. Aaron Anderson has also undertaken a School Based Traineeship in Construction through Think Labour.

Issued : 2/12

Subject Number of Students Relevance to SACE

Certificate III Business 5 Partial completion to fulfill non-

compulsory Stage 2 requirements

Certificate III Community Services 5 Partial completion to fulfill non-

compulsory Stage 2 requirements

Cert II Horticulture 1 Partially complete via School

Based Traineeship

Cert II Creative Industries 1 Complete

Cert III Construction 1 Partially complete via School

Based Traineeship

Senior Secondary - VET

The compulsory Stage 2 Research Project was collectively based on exploring pathways into career fields of

choice. The students used the PLP as a foundation from which to develop their career interests and conducted

primary and secondary research using both qualitative and quantitative processes. They completed work expe-

rience placements, interviewed employees and staff from their placements and surveyed students enrolled in

relevant courses in order to make informed choices about their post school options. The results clearly reflect

the effort invested and all three graduates have been successful in gaining acceptance into University or TAFE.

Page 8 Issued : 2/12

Celebrations - Year 11/12 Achievement Day

Page 8 Issued : 2/12

Of 6 Year 9 students three completed the NAPLaN (50%), 2 were absent (40%),1 exempt (10%)

Many students at Warriappendi receive extra support with Literacy and most writing tasks are highly scaffolded. It is therefore interesting to note that all students again struggled with the un-scaffolded writing task with only 1(33%) reaching the NMS. This will continue to be a Literacy focus area for 2014, particularly as persuasive writing will again pose a great challenge for our students. While the school has implemented significant reading support programs including Lev-eled Literacy Intervention , PATR, Reading freedom, Rainbow Reading and 1:1 support, none of the three students achieved the benchmarks - This does not however account for individual pro-gress.

Comparing data in terms of 2010 -13 cohorts is not particularly useful for future planning as the numbers of students are so low and dynamic. What is relevant is that, while the mean scores are low comparatively, our internal testing data shows significant individual improvement in Literacy and Numeracy for all students who attend regularly.

In terms of Region comparison, it is clear that our cohort are well behind their peers but the graphs demonstrate similar/parallel trends particularly with regard to writing being the weakest element. Spelling and Grammar seem to be the most successful areas again, perhaps as it re-quires less depth of literacy skill/knowledge, which seems to be significant with students who have missed schooling and/or have lacked learning stimulation.

NAPLaN

Component % of Students who

Achieved the NMS

2010 2011 2012 2013

Reading 40 25 100 0

Writing 20 0 0 33

Spelling 70 75 100 66

Grammar & Punctuation 50 0 33 66

Numeracy 40 50 75 33

Page 9 Issued : 2/12

Year Level.

2009 2010 2011 2012 2013

Site Region Site Region Site Region Site Region Site Region

Year 8 73.1 89.7 64.2 88.9 62 90.0 56.8 88.8 54.8 87.7

Year 9 44.3 86.0 64 86.9 66.7 86.8 58.9 86.9 56.9 85.5

Year 10 53.3 84.0 49.7 83.5 63.3 85.0 49.9 83.9 61.4 85.1

Year 11 71.4 84.0 51.1 83.7 52.1 85.0 65.3 84.5 61.8 84.2

Year 12 76.9 85.9 61.3 87 72.6 88.1 63.3 86.9 61.1 86.9

Total % 64.4 86.5 58.1 86 62.4 90.1 58.8 89.9 59.8 89.9

Attendance

Page 10

Each year, Warriappendi’s Attendance Strategy is comprehensive with daily follow up and regular home visits to non-attending students. With the Tirkandi (Youth Workers) team case managing the attendance of twenty students, the school has significant additional support.

Our overall attendance rate at 59.8 % has not increased significantly from 2012, (58.9), and is still well below the Regional rate. It is interesting to note that the Year 12 attendance figures represent five students rather than 1 for 2012. Several of the Year 12 students experienced significant per-sonal issues beyond school which resulted in erratic attendance. The Year 11 attendance has again been disappointing, however that cohort has remained fairly consistent from 2012. All stu-dents identified as chronic non-attenders and/or experiencing social barriers were referred to the school’s youth work team, often with little affect on overall attendance. On average, students are attending three days per week at best, and we seem unable to improve this rate.

In 2013 the school enrolled several students who had histories of chronic non-attendance. Despite consistent and persistent attempts to engage these students, a number failed to attend regularly, impacting on our overall attendance figures. In a small school, the percentages can be severely affected by the non-attendance of a few.

In 2012 a team of two teachers and the principal produced a promotional pack which was again distributed (in 2013) throughout the Western Region Secondary and Primary schools with signifi-cant Aboriginal populations and cross regional Aboriginal Education teams. The purpose was to promote the school as a positive option for students to achieve their SACE (to be considered be-fore FLO) and to dispel the reputation that the school’s focus is only disengaged/behaviorally chal-lenged Aboriginal students.

In 2014 the school will develop a School/Community Partnership agreement to forge stronger links with families and clarify roles and responsibilities.

Student Satisfaction

YEAR 9-12 RETENTION

2007 2008 2010 2011 2012 2013

School Region School Region School Region School Region School Region School Region School Region

77.8 81.2 112.5 81.7 96.4 85.2 200 90.4 100 93.9 70.5 91.5 91.7 99.8

Unlike many mainstream schools, Warriappendi has on-going interviews and enrolments throughout any school year. While there is a ceiling of only 45 students, there are often several students who leave or fail to attend. An addition or loss of several students in any cohort can significantly impact on retention data (Hence the 2010 year 8-12 FTE figure of 200 compared to the Region figure of 90.4) From 2011-2013 the majority of enrolments returned to start the year, with four new Year 8 students. With an older overall cohort, many returned to engage in SACE studies, with four of the five Year12s having been with us for three to five years. It is hoped that this trend will continue to occur, as we currently have significant numbers of students who are continuing and enrolled in Stage 1&2 SACE for 2014.

One of the great strengths of the Warriappendi environment is the impact on students’ relation-ship with learning. Students thrive in the climate that provides ability appropriate work, positive relationships, cultural appropriateness and flexibility, and so the student surveys are usually very positive. It is interesting to note that responses are positive, particularly in the areas of teachers motivating students, opinions being taken seriously and opportunities. This data how-ever is easily exaggerated due to the low cohort numbers. Working with the Warriappendi co-hort involves teaching and learning with groups of students with significant variation in educa-tional skills, experience and abilities. Therefore tailoring programmes to meet individual need is challenging. For example, in the Middle School boys there are students who have difficulty inde-pendently reading and writing, while others are at age appropriate ability. The school practices on-going review and improvement processes through regular whole school Literacy and Numer-acy testing, common assessment tasks and will continue to monitor individual student progress.

Page 11

2009

Issued : 2/12

Enrolments

Teachers

Training and Development

Warriappendi staff are committed to on-going training. The school dedicates Wednesdays, after students have left, to participate in a range of T&D and collaborative planning activities. In addition, during 2013 we conducted four student free days in the areas of SACE, Australian Curriculum (AC), Individual Learning Plans, Site Imp Plans, Tactical Teaching, Reviewing of school values and priorities and curriculum. The school also took part in a Regional common pupil free day involving over ten schools across Western Adelaide. In addition all staff are invited to access the school Training and Development budget to the amount of $100 per staff member and/or apply for release time (to be covered by a TRT). Some of

the areas of training during 2011 included:

Senior First Aid $135

Mental Health First Aid $1500

AC Proff Dev release 6 days @ $395 (site)

Lit Testing/trng 4 days @ $395 (site)

Mentor Training 2 @ $500

Other significant areas of ‘in school’ training not requiring funding included: SACE, Mental Health, Indigenous cur-riculum perspectives, Individual Learning Plans, Dare to Lead, Special Education/curriculum initiatives, ICT Train-ing, film making, Tactical Teaching—Reading update, Behaviour Management, Environmental curriculum.

Workforce Composition

1 Principal 1 Senior Leader (site funded) 2 Coordinator (SACE/Middle School - 1 site funded) 4.4 teachers 1 Aboriginal Secondary Education Transition Officer 3 SSO (level 1 & 2@ level 2) 2 part-time Aboriginal mentors (school funded)

Teacher Qualifications

Diploma teaching

Bachelor of Arts Bachelor of Educa-tion / Teaching

Graduate

Certificate

Master of

Education

10 2 9 5 1

Students enrolled start of term 1 – Feb census

Since 2004 enrolments at the start of the year have been relatively stable with a range of plan-ning processes implemented which involved students developing Individual Learning plans. Each year families are contacted two weeks prior to the commencement of school. Where fami-lies cannot be contacted by phone, home visits occur to remind students that school is re-commencing, and to gain data about which students may need further follow up/support.

Students as at August Census

For Warriappendi, basing the data on one census does not produce an accurate portrayal of the year. The total number of enrolments across each year can be around 90 (enrolment ceiling 45) which highlights the transient nature of the school cohort.

During 2013 the school continued to ‘chase’ chronic non-attenders with phone calls, letters, vis-its, meetings etc, while consistently interviewing and enrolling new students. (61 interviews)Tirkandi staff (school Youth Workers) consistently work with the 20 most ‘at risk’ students to im-prove attendance and retention. They also provide a key connection to MAYFS for our students.

Page 12

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

18 42.6 38 46 44 45

44 44 43 45 51

Teacher Satisfaction

The overall results of the Teacher Opinion Survey were positive with all areas receiving 7/12 response. It is however a small staff cohort and so the trends are easily affected should one or two responses be extremely high or low. It is pleasing that support, relationships and leader-ship continue to affirm the cohesive nature of the school staff. Quality of reporting and assess-ment will continue to be reviewed as part of the development of AC implementation and Strate-gic Directions, and a focus at the first days back (prior to students) in 2013.

External Courses/Experiences Complementing the SACE programmes have been the variety of ‘Off Campus’ courses that stu-dents have participated in during 2013. It was great to see students commit to courses that help them both complete school and develop their future plans. Some of these courses have included:

Learner License 3 days Flexi Centre 3 girls 2 boys

Operation Flinders 7 days in Flinders Ranges 3 boys

Work Experience Halliday Racing Stables

Animal Welfare League

Target Work

Life Without Barriers

Petsland

Cert II Creative Industries

1 girl

3 girls

5 boys

2 girls

1 girl

1 girl

Vocational visits Tauondi College Open Day 6 girls 4 boys

Page 13 Issued : 2/12

Page 14

Quality of teaching and learning

Volume 1 , Issue 1

Support of Learning

Leadership and Decision-making

Staff Opinion Survey Staff survey was conducted with 9 responses out of a potential 12 (including 2 in class SSOs)

While 90% of respond-

ents were either

‘strongly agree’ or

‘agree’ overall, nearly

a quarter responded

neutral in questions

about feedback & par-

ent involvement. Pro-

fessional Development

was also an area wor-

thy of review in 2014.

The perceptions relat-ing to ‘Support of Learning’ are also pleasing with 92% of responses being ei-ther Strongly Agree or Agree. 7% responded Neutral while less than 1% responded disagree to the ques-tion re teachers have high learning expecta-tions for all students.

The responses relat-

ing to the Quality of

Teaching and Learn-

ing are very positive.

93% of responses are

either ‘agree’ or

‘strongly agree’ while

4.8% were neutral.

Only 2.2% responded

‘disagree’.

Destination data

2010 2011 2012 2013

Leave

Reason

No

Schl

%

No

Schl

%

No

Schl

%

No

Schl

%

Employ. 0 0 3 10 0 0 0 0

Interstate/

Overseas

4 16.0 0 0 4 9 7 22

Other 2 8.0 2 7 2 4.5 0 0

Seek Eploy 0 0 1 3 0 0 0 0

Tertiary /

TAFE/Trg

6 21.0 4 14 3 7 3 9.6

Trans to

Non-Govt Schl

0 0 0 0 1 2 0 0

Trans to

SA Govt Schl

4 26.0 12 42 7 15.5 9 29

Unknown 9 36.0 6 24 4 9 12 38.7

Total 28 28 21 31

2013 was another significant year in terms of dynamic enrolment numbers and post school op-tions. Of the five students who intended completing SACE, two are enrolled in further study for 2014 at either TAFE or through a traineeship, while one is intending to gain employment. The school provides on-going support to these students, as it is our experience that it can often be a daunting transition from school to the world of work or training. In previous years several stu-dents have needed help with enrolling in courses, changing direction, CV updates or even just a chat about possibilities.

It is again interesting to note that 12% of students who left the school in 2013 were whereabouts unknown, compared to 2011/24%, 2010/36% and 2009/40% (slightly up from 2012) . Despite significant efforts to stay ‘connected’ with families through staff, Tirkandi, ACETO, AIOs and at-tendance officer follow up, each year a significant number of students leave unexpectedly, largely for reasons relating to family transience and/or changing circumstance.

Warriappendi/Christies High Girl Power!

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