2016 five islands secondary college annual report · five islands secondary college annual report...

Five Islands Secondary CollegeAnnual Report

2016

8373

Printed on: 4 April, 2017 of 20 Five Islands Secondary College 8373 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Five Islands Secondary College as an account of theschool's operations 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.

Jenny Flowers

Principal

School contact details

Five Islands Secondary CollegeMilitary RdPort Kembla, 2505www.illawarra-h.schools.nsw.edu.auillawarra-h.School@det.nsw.edu.au4274 0621

Message from the Principal

Five Islands Secondary College is a unique school in NSW, providing a range of educational opportunities for studentsaged over 15. The college has a flexible curriculum structure that caters for full time, part time and pathways students.The curriculum spans Years 10, 11 and 12 with a special emphasis on the provision of educational and vocationaloutcomes for senior students who are looking to re–engage with a high school education. FISC operates on a four dayweek, with extended hours Monday to Thursday.

Our diverse curriculum that is taught by teachers who are passionate about their subjects. Students have the opportunityto undertake the study of traditional academic subjects as well as an extensive range of Vocational Education andTraining programs.

Five Islands Secondary College has a strong history of supporting students from across the Illawarra in achievingsuccess. It has a strong reputation for its student welfare programs and its supportive environment. We seek to prepareour students for the future by providing an environment where the focus is on effective learning through the delivery ofappropriate curriculum, best–practice teaching methodologies and the promotion of lifelong learning.

We have continued to build and strengthen the wellbeing and learning team structures within FISC during 2016, to bettersupport our students. Students have been acknowledged for meeting our high expectations for attendance, behaviourand application through a range of initiatives.

I am proud to work in a school community that challenges students and promotes high expectations to all. The teachingand support staff is committed, focused and professional. Our goal is to send our students out into the community asresilient, independent and confident young people, ready forwork and further study.

Your Pathway, Your future.


School background

School vision statement

Your Pathway, Your Future

Five Islands Secondary College (FISC) sets high expectations for its students and seeks to create a challenging learningenvironment that encourages students to aspire to succeed.

At FISC students are valued as individuals and learning is tailored to ensure that the individual learning needs of eachstudent is met to maximise their learning potential. By offering quality learning experiences and a differentiated, effectiveand rigorous curriculum, underpinned by a commitment to professional learning for staff, we aim to equip students for thedemands and opportunities of the twenty first century.

We aim to create a dynamic, inspirational and supportive learning environment where each student's self–esteem isfostered by a strong focus on positive relationships and high expectations. By focusing on harnessing each individual’sunique talents and interests, we provide meaningful pathways for bright and productive futures. We strive to build strongconnections with our parents and community to enhance the key role the College plays as the only specialist regionalprovider of senior secondary education.

School context

Five Islands Secondary College caters for the many students in the Illawarra who are seeking a senior education with adifference by providing a unique College campus–style environment focused on individualised pathways. Teachers areon a first name basis, there is no mandatory uniform and classes are scheduled over a four day week (Monday toThursday).

Facilities at the college are outstanding. Students have access to purpose built state–of– the– art facilities including acommercial kitchen, metal fabrication workshop and a construction / timber facility. The latest technology is employed inthe computer laboratories, library facilities and Visual Arts. The ‘Learning Facility’ is a unique multipurpose learningspace and is the only one of its kind in the region.

The curriculum has a dual emphasis on the provision of academic and vocational pathways. At FISC students follow apathway toward their own goals and futures. FISC has a culture of high expectations and provides a supportiveframework. There is a strong emphasis on students taking responsibility for their own learning and engagement.Together with supportive staff and a dynamic and flexible curriculum delivery, our students’ learning outcomes areenhanced through a raft of both curricular and extracurricular opportunities.

FISC caters for different types of students including; full–time, part time, English as Second Language, school age andmature age. This includes students who may be re–entering education or those choosing a more personalised or flexiblepattern of learning. FISC is also home to Special Education and adult interest classes. Our Year 10, 11 and 12 programsand are open to applicants from across the Illawarra. Enrolments are welcomed at any time during the school year.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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

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

This year, our staff at Five Islands Secondary College discussed the School Excellence Framework and its implicationsfor informing, monitoring and validating our journey of excellence. In the weekly Monday meeting schedule throughoutthe year time was allocated for a thorough examination of the school plan to determine the elements of the SchoolExcellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across theschool as a whole, based on the expectations identified in the Framework. This provided an important overview to ensureour improvement efforts align with these high expectations.

In the domain of Learning, our main focus was on the wellbeing of staff and students, student attendance and studentengagement. By providing engaging pathways to promote our core values of Respect, Aspiration and Responsibility wehave created a culture that fosters the wellbeing and resilience of students and staff. There is also a strong focus onindividual responsibility, recognition of achievement and a commitment to continual personal development bystudents. Five Islands Secondary College has in place comprehensive and inclusive systems to support the cognitive,emotional, social, physical and spiritual wellbeing of students, which measurably improves individual and collectivewellbeing. This provides a more consistent approach where students with low levels of engagement and attendance arebeing identified early and a range of early intervention strategies are being applied. Parent participation in this processhas increased and parents now have regular communication from the school through a variety ofchannels. Extra–curricular learning opportunities are strongly aligned with the school’s vision, values and priorities and inturn support student development. Five Islands Secondary College has analysed school performance data and a rangeof other contextual information and uses this data to inform future learning activities, initiatives and programs.

Our major focus in the domain of Teaching has been on formative assessment with all staff members participating incross faculty learning communities which meet twice per term. Teachers have then implemented this professionallearning into their teaching practice to provide students with timely, relevant and effective feedback. The continuation ofLearning Communities has continued to provide the opportunity for regular and effective monitoring and feedbackprocesses, as well as discussion of progress and planning for growth in a supportive environment. As a result, Staff areengaging in a much deeper reflective practice that is guiding their ongoing professional learning. Each faculty HeadTeacher has worked collaboratively with the Senior Executive in reviewing external student performance data to evaluatethe effectiveness of their Higher School Certificate teaching programs and teaching practices. A new commonassessment task proforma was developed to provide clear and consistent guidelines. The use of technology for learning,the importance of data analysis to inform decision–making, all highlight a teaching culture that is moving student learningto a new level. Staff have built strong professional networks through their participation in Staff Development Daysorganised through Curriculum Networks Illawarra. All teachers are actively engaged in planning their own professionaldevelopment to improve their understanding and performance inside and outside of the classroom. Faculties wereprovided the expertise of the Technology Coordinator to embed technology across the curriculum. The main focus was toimprove teacher understanding of google classrooms and how to implement this into their pedagogy, others chose toimprove their MOODLE subject pages, whilst others received training in SENTRAL markbook. The school’s BYODprogram had mixed success with only limited numbers of students bringing a device to school.

In the domain of Leading, our priorities have been to build staff capacity in leadership and management practices andprocesses through the creation of a number of new leadership roles. Our key strategic directions have been implementedeffectively as a direct result of building the leadership capacity of the school. This approach recognises that leadershipdevelopment is central to the achievement of school excellence. The leadership team has been successful in leading theinitiatives outlined in this report, building the capabilities of staff to create a dynamic school learning culture. Leadershipopportunities also existed for the students with them having the opportunity to be part of initiatives such as the BigMorning Tea, Permaculture Partners luncheon and our revamped Student Representative Council. Our self–assessmentprocess will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in thedelivery of education to our students. For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Engaging Pathways

Purpose

To promote our core values of Respect, Aspiration and Responsibility in a culture that fosters the wellbeing andresilience of students and staff. There is a strong focus on individual responsibility, recognition of achievement and acommitment to continual personal development by students.

Overall summary of progress

Good attendance is a basic prerequisite for students at school. The continuation of the position of an Attendance andEngagement Coordinator has led to improved processes and monitoring around student attendance. This has enabledus to improve our processes of early identification and intervention to provide stronger, more focused support toindividual students in partnership with their parents. The Wellbeing Coordinator position was continued in 2016. TheWellbeing Team and a raft of strategies were coordinated to enhance both staff and student morale by the WellbeingCoordinator role. These initiatives were broad and inclusive and reflected best practice in response to the DoE ‘TheWellbeing Framework for Schools’ policy which allows students to ‘Connect, Succeed, Thrive, in an enabling schoolenvironment’. Our focus on wellbeing has enabled us to achieve a strategic and planned approach to support thecognitive, emotional, social, physical and spiritual wellbeing of all members of the FISC Community. This has led toobservable improvement in morale for both staff and students. Students are rewarded for meeting the school’s valuesand expectations. This has had a very positive impact on the overall wellbeing of students. A number of extra–curricularengagement programs have also been continued in 2016. These included: JET, Permaculture Design and the Café andGym programs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Student attendance and retentionis increased by 5% as indicatedby attendance data.

The close monitoring of students whose attendancewas identified as placing them at risk, coupled withidentifying explicit outcomes to students led to 87%of students significantly improving their attendance.Baseline attendance data indicated that the Collegeis significantly improving the attendance of themajority of students. The average improvement is62%. This impact is greatest amongst thosestudents who on enrolment indicated that they hadlow previous attendance.

• Socio–economicbackground ($20000.00)release of 0.2 staffing forAttendance/EngagementOfficer

Staff and Student Wellbeing isenhanced as indicated by datafrom surveys and focus groupinterviews.

The Wellbeing team meet regularly to monitor andrespond to data and successfully manage studentwellbeing referrals made in Sentral. Information isthen communicated to staff relating to studentconcerns and action to be taken. The percentage ofstudent ‘Wellbeing Referrals’ decreased from Term2 to Term 3 as staff began to understand theirstudents behaviour and incorporate strategies tohelp with student learning and wellbeing. There is ageneral consensus amongst staff and students thatstudent wellbeing needs are being addressed moresuccessfully and at a higher rate than in previousyears at the college. Mindfulness’ activitiesdecreased average student stress levels from6.2/10 to 4.4/10 and Mindfulness colouring indecreased student stress levels from 5.2/10 to3.5/10. 62% of students reported that Mindfulnesswalking had distressed them before their next class.

Five Islands Secondary College engaged withseveral different outside community groups andagencies to deliver wellbeing workshops to

• Socio–economicbackground ($40,000.00)





Staff and Student Wellbeing isenhanced as indicated by datafrom surveys and focus groupinterviews.

students from Year 10–12. Each workshop wasreviewed in regards to its success in being relevant,engaging, innovative and improving wellbeing.There is strong evidence to support that thewellbeing strategies utilised at Five IslandsSecondary College successfully improved studentand staff wellbeing. Exit surveys indicated thatacross the survey criteria, 82–100% of studentsagreed every wellbeing workshop was relevant,engaging, innovative and led to improved wellbeing.Student participation in organised lunchtime sportand walking groups increased by 36%. Whilestudent participation in the athletic carnivalremained consistent, zone representation increasedby 233% (cf. 2015)

The Five Islands Secondary College BreakfastProgram was run successfully in 2016 with studentssurveyed expressing their gratefulness for theopportunity of a free breakfast. 73% of studentssurveyed said the breakfast program increasedtheir learning capacity in the classroom. 82% ofstudents surveyed said the breakfast programimproved their attendance. 91% of studentssurveyed said they would recommend otherstudents to take part in the breakfast program withthe major reason being that it provides a great startto the day

The number of suspensions in 2016 decreasedfrom 2015 by 18.5%. This result can be in partattributed to the early intervention provided throughthe wellbeing meetings and staff taking action earlyas to improve student outcomes.

Recognition Awards continue to increase from yearto year. An increase in recognition awards can beattributed to the changing culture of FISC and themany wellbeing initiatives which include theWellbeing meetings, incentive excursion and thepositive impact of the Learning Support team onstudent learning.

• Socio–economicbackground ($40,000.00)

Students are engaged in theirlearning and exit school with apositive educational experience.

Five Islands Secondary College ran a number ofextra curricular activities designed to improvestudent engagement. These included theintroduction of Joint Employment Training,Permaculture Design and the Café and Gymprograms. The programs have led to: • stronger engagement of students evidencedthrough improved attendance and retention • Increased student confidence and self esteem • the embedding of environmental education intocurriculum across faculties. This has enhancedstudent learning outcomes in environmentaleducation, healthy life choices, engagement withschool, work skills and school to work transition. • Integrated a range of broader life skills goals intothe curriculum.Students are rewarded for meeting the school’svalues and expectations. This has had a verypositive impact on the overall wellbeing of students.

• Socio–economicbackground ($25000.00)JET • Socio–economicbackground ($1000.00) • Socio–economicbackground ($35000.00) • Socio–economicbackground ($20000.00)Permaculture • Socio–economicbackground($50000.00)Gym program


Next Steps

• Build on the implementation of whole school attendance strategies and continue the position of the EngagementOfficer with the aim to improve attendance in 2017.

• Use PB@FISC to evaluate our current student welfare, discipline policy and behavioural consequences topromote consistency and address discipline problems at the lowest possible level.

• Continue to build a strategic and planned approach to support the cognitive, emotional, social, physical and spiritualwellbeing of all members of the Five Islands Secondary College Community.



Inspired Learning

Purpose

To provide a learning environment where teaching and learning programs inspire every student and teacher to excel,reach their full potential and become lifelong learners


A key initiative to support professional learning in 2016 was the continuation of Learning Communities groups. LearningCommunity groups in 2016 were focused on the embedding of formative assessment strategies into all classrooms. Staffprofessional learning included Dylan William’s“Feedback that make students think” and targeted Learning Intentions,Peer and Self Assessment, and formative questioning. The professional learning sessions provided strategies forteachers to give formative feedback and formed the basis of peer observations for teachers as part of their Performanceand Development Plans. The learning community groups continued to play a key role in the implementation of thePerformance and Development Framework and encouraged staff to engage in reflective practice. Regular and effectivepeer observation and feedback processes were established to enable staff to discuss progress and plan for growth. Staffmembers have developed an understanding of how to best drive their own plans and actively seek feedback andmentoring as an important means of their ongoing development.

All teachers continued to be trained in analysing the Results Analysis Package to drive student improvement . Systemicprocesses have been put in place to collect a range of data. This data is available to all staff. Executive members from allKey Learning Areas submitted Higher School Certificate data analysis for each of the subjects they supervised. As wellas analysing past data, the template included strategies informed by the data to be implemented in 2016 and beyond.




Teachers regularly use studentperformance data and otherstudent feedback to evaluate theeffectiveness of their ownteaching practices.

In 2016 all staff were provided with additionalprofessional learning around the use of the ResultsAnalysis Package and SMART data. This has led toall faculties having professional dialogue around thedata and staff developing skills to enable them toeffectively analyse Higher School Certificate resultsand reflect on their own teaching practice. Anincreased number of teachers report that theyunderstand and use data to inform their teaching.Systematic processes have been refined to ensurethat all staff have access to relevant data.

$6000.00 from professionallearning funds

A culture of continuous learning isestablished where theprofessional learning needs ofstaff are met through targetedprofessional learning activities.

In 2016 staff were surveyed to identify their keyprofessional learning needs. The surveys indicatedthat the majority of staff felt that they need moreprofessional learning in the area of formativeassessment. Staff feedback indicated that themajority of staff felt that formative assessment wasan area that should be used in the classroom on aregular basis to improve student outcomes. Staffvalued the opportunity to have professionaldialogue with other staff members. In each of thelearning community meetings staff were activelyengaged and valuable professional dialogue tookplace. 85% of staff have indicated that they areusing formative assessment techniques to identifywhat students have learned at least once during alesson.

Socio–economicbackground ($5000.00)

Assessment procedures areconsistent and provide studentswith valuable feedback that

In 2016 Five Islands Secondary College developedand implemented a common assessment taskproforma and marking guidelines to ensure





informs their learning. students can demonstrate the range of academicability A–E, Band 1–6. Further work needs to bedone in this area to ensure we have a consistentapproach to our reports and assessment.

Next Steps

• Implement curriculum reforms based on findings of the 2016 curriculum review to ensure we are effectivelymeeting student needs and to establish a greater point of difference between Five Islands Secondary College andother schools.

• Provide further professional learning in data analysis to continue to build staff expertise and to build a culture ofeffectively using data to inform teaching and learning practices.

• Continue professional learning communities with a focus of implementing formative assessment into everyclassroom. Continue to increase the understanding and use of Dylan Wiliam’s Formative Assessment practices.



Community Partnerships

Purpose

To effectively communicate with and work collaboratively with community members to increase the sense of belongingand pride among students, staff, parents/caregivers and local community.


Five Islands Secondary College continued to have a strong focus on improving communication and developing parentsunderstanding of school processes through the implementation of a number of parent meetings. This has led to improvedengagement with the school by parents and families and there has been a significant increase in the number ofcommunity members attending events at Five islands Secondary College. Extensive use of the school website,facebook,the newsletter, the skoolbag app, individual email addresses and personalised phone calls and interviews hasarticulated into survey data reporting enhanced parent satisfaction. The College brand has been successfully promotedthrough radio, TV, on–line, newspaper and community links. Surveys of the community concluded that this approach hasbeen very positive.

In 2016, Five Islands Secondary College was successful in obtaining two community grants: The Fair Education Grant tosupport the establishment of the permaculture garden and the Port Kembla Community Infrastructure Grant which willenable the college to improve its visual amenity through the refurbishment of the hall.

Staff have engaged with the new strategic planning process and are routinely monitoring, evaluating and reviewingmilestone implementation and impact. The engagement of the school community more generally in this process isensuring a strong, positive and strategic approach to the progress of the school.




A progressive upward trend instudent enrolments

In 2016 there was a significant increase in thenumbers of students enrolling at Five IslandsSecondary College. This increase occurred in years11 and 12, however, there was a decrease in thenumber of students enrolling into year 10.

The continuation of events such as a ‘HigherSchool Certificate Information Night’ and an‘Introduction to Five Islands Secondary College’have led to a 25% increase in students enrollingearlier.

• Socio–economicbackground ($75000.00)

Increase in parents andcommunity who actively engageand support the College’seducational priorities

There has been a significant increase in the numberof parents attending College events. A number ofregular information sessions were run in terms 3and 4 of 2016. These provided information toparents about college processes and values. Allparents who attended indicated that they had abetter understanding of our priorities and thereforewere able to better support their children .

Parents at the parent/teacher night completed asurvey on their satisfaction rating of Five IslandsSecondary College with 99% agreeing or stronglyagreeing that Five Islands Secondary Collegeprovided a supportive learning environment forstudents.


FISC facilities are modernisedand as a result there is improvedcommunity perception.

2016 saw the construction of the permaculturegarden at the front of the school. The developmentof this garden serves a number of purposes. It has






FISC facilities are modernisedand as a result there is improvedcommunity perception.

improved the visual amenity of the school as it issituated on the front oval. Secondly it has formedan integral part of our student engagementprograms and thirdly it is part of our strategic planto build and sustain community partnerships.


Next Steps

• Continue to build on strategies to further increase parent and community involvement and maintain the CommunityLiaison Officer position for 2017.

• Maintain the coordinated approach to promotions and marketing. • Continue to engage with parents and carers, through both formal and informal meetings, in the progress of the

students’ learning and in identifying the educational priorities of Five Islands Secondary College. • Complete the "Living Classroom" project. • Continue to improve the visual amenity of Five Islands Secondary College.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading In 2016 Five Islands secondary College usedthe Aboriginal background funding to employa tutor/mentor and socio economic funding tocontinue the employment of an aboriginalSLSO.

Both the Aboriginal Tutor and SLSO haveassisted students in completing applicationsfor traineeships and indigenous supportprograms, liaised with AIME personnel andworked with the Aboriginal EducationCommittee to develop programs thatcelebrate and recognise significant aboriginalevents.

Both staff and students were surveyed at theend of 2016. Respondents were asked toindicate whether there had been animprovement in work completion rates andengagement of aboriginal students withlearning as a result of the additional support. 93% of teachers responded that following theengagement of an indigenous SLSO they hadseen an improvement in both the workcompletion rate and engagement of aboriginalstudents in their classes. 92% of teacherssurveyed also responded that indigenousstudents in their classes developed a positiveand effective relationship with the indigenousSLSO. 65% of teachers indicated that the roleof indigenous SLSO provided a successful tovery successful method of liaising betweenthemselves and indigenous students. Studentfeedback reflected that of the teachers withthe exception of improvements incommunicating with teachers where 80% ofrespondents replied that having anindigenous SLSO had made communicatingwith their teachers easier.

• Socio–economicbackground ($17 000.00) • Aboriginal backgroundloading ($38 504.00)

English language proficiency The English language proficiency funding wasused to provide EAL/D students withadditional teacher support. Students in year11 and 12 have been provided with increasedopportunities to meet with the schoolcounsellor and external agencies. Studentshave received assistance with medical,housing, Centrelink appointments, eliminatingsome need to be absent from school to dealwith these issues. This additional support hastranslated to 100% of the 2015/16 groupgraduating and completing their HigherSchool Certificate. 100% of year 11 studentscompleted all preliminary subjects andattended every examination. Stage 6 studentswere issued a survey to completeanonymously about support and studyresources. All students indicated that they feltsafe, supported, had access to study spaceand resources and received additionalsupport in their subjects. All students saidthey were very happy with their learningexperiences at Five Islands SecondaryCollege. The success of this program can

$64000.00 • Socio–economicbackground ($20 000.00) • English languageproficiency ($57 845.00)


English language proficiency also be measured by the significant increasein the number of EAL/D students enrolling atFive Islands Secondary College.

$64000.00 • Socio–economicbackground ($20 000.00) • English languageproficiency ($57 845.00)

Low level adjustment for disability The qualitative evidence suggests thatLearning Support has been significantlyhelpful for students achieving greatereducational outcomes, with over 38% of theschool population accessing the learningsupport team. Students accessing learningsupport may not have achieved what they didwithout access to this service. All studentsrequiring adjustments and learning supportwere catered for within class programs andother whole school strategies. 38% of FiveIsland Secondary College students werereferred for learning support. This enhancedstudent access to a wider range of curriculumlearning experiences, specialist teachers,sources of knowledge, individual connectionsand educational and community services.68% of students surveyed indicated that theyhave increased their engagement in theclassroom as a direct result of the supportprovided.

• Socio–economicbackground ($15 000.00) • Low level adjustment fordisability ($43 000.00)

Socio–economic background A number of extra–curricular engagementprograms were continued in 2016. Theseincluded JET, Permaculture Design, Caféand Gym programs. The programs have beenhighly sought by students and have led to improved engagement of students evidencedthrough improved attendance and retention,and Increased student confidence and selfesteem.

The student learning centre was establishedat the beginning of term 4, 2016. It wasinitiated to provide greater support for thosestudents completing an ATAR pattern ofstudy. Whilst at this stage there is no data tosupport improvements in student results,qualitative evidence shows that students aremore engaged in study and feel bettersupported as a result of the additionallearning support provided. To support thisprocess the Learning Support Team wasrelocated to the Library and more technologyresources were made available.

Rewarding students for meeting the school’svalues and expectations is a major focus ofFive Islands Secondary College. This has hada very positive impact on the culture of FiveIslands Secondary College and the overallwellbeing and engagement of students.

In 2016 the position of a Technology Supportperson was continued. All feedback from staffand students attests to the need for this role.Surveys indicated that the networkinfrastructure is better managed and thenumber of technology issues across theCollege have been reduced or addressedmore quickly. Bring Your Own Device andthe Learning Centre are also better

• Socio–economicbackground ($140 000.00)


Socio–economic background supported. • Socio–economicbackground ($140 000.00)

Support for beginning teachers Mentoring structures and collaborativepractices that support beginning teachershave been established. Each beginningteacher has reduced responsibilities orteaching loads sufficient to support thedevelopment of their skills in the first year.Beginning teachers are provided with ongoingfeedback and support. Mentors are providedwith resources to enable this to occur.

• Support for beginningteachers ($54 000.00)

Targeted student support forrefugees and new arrivals

The evidence clearly suggests that thesupport available in 2016 has been effectivein retaining students, creating a positivelearning environment for them and enablingthem achieve their goals. This is a credit to allstaff involved (teachers, counselling staff andSLSO’s) as enrolment numbers greatlyexceeded the 2016 EAL/D support allocationbased on previous years enrolments. Asuccessful partnership has continued to beforged between ESL teachers at the Collegeand the Warrawong Intensive English Centre,with visits and the exchange of informationbetween the two occurring on a rergularbasis. Funding was also used to supportprofessional learning of staff.

• Targeted student supportfor refugees and newarrivals ($15 000.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 117 107 74 106

Girls 207 204 160 204

There has been an increase in the number of studentsenrolling at Five Islands Secondary College in bothYear 11 and Year 12. A decrease in the number ofYear 10 students has resulted in a fall in overall studentnumbers. This maybe attributed to the rise in the schoolleaving age and students wishing to complete stage 5at there existing school. There has also been asignificant rise in the number of students participating inTVET and Distance Education courses which hasimpacted on our total school enrolment figures. Theintroduction of events such as a ‘Higher SchoolCertificate information Night’ and an ‘Introduction toFive Islands Secondary College’ have led to a 25%increase in students enrolling earlier.

Student attendance profile

School

Year 2013 2014 2015 2016

10 66.1 83.5 74.2 77

11 83.8 90.7 81.6 83.5

12 77.5 85.9 77.8 80

All Years 79.5 88.3 79.2 81.5

State DoE

Year 2013 2014 2015 2016

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

A priority of the College has been to improve theattendance rates of all students and follow up onindividual student absences. Initiatives to addressattendance issues have achieved improvedperformance in terms of attendance, truancy andlateness to school for many of our students. Many ofthe students attending Five Islands Secondary Collegebegin their schooling here with poor attendance recordsfrom their previous educational setting. Data collectedfrom SENTRAL indicate that the overall attendancepatterns have improved, with students significantlyimproving their attendance patterns. The introduction ofthe Gold Card for students achieving 90% attendanceor above has had a significant impact on attendance

data collect by the college during term 4.

A range of positive interventions strategies are used: • Mentoring and targeted programs for Aboriginal

students and those with welfare and behaviourissues

• Early intervention strategies including interviewingidentified students and their parents. Targetedstudents are then placed on attendancemonitoring.

• SMS messaging to alert parents that students areabsent.

• Introduction of the Parent Portal. • Students are rewarded for positive attendance

records through VIVO Points, RecognitionCertificates and through invitations to attendIncentive Excursions.

• Gold Card for students attending over 90%. • Collection of attendance data tracking from other

schools. • Trial involving close monitoring of 30 students

with major attendance issues using a range ofboth consequences and incentives.

Attendance rates increased this year for Yr11 by 1.9%to 83.5% and for Yr12 by2.2% to 80% compared to2015. Attendance rates also increased for Yr 10 by2.8%. The overall school attendance improved from2015 levels by 2.3%. For the 30 students targeted toparticipate in the trial, 87% of students improved theirattendance by an average of 18%. In comparison withthe previous school, students with poor previousattendance made significant improvements. Thegreatest impact is for those students with the lowestprevious attendance (average improvement 62% for 8out of 10 students tracked). This tracking data alsoshowed that mental health issues are a significant riskfactor for non–completion. Of the students who leftbefore completion, 51% suffered from either anxietyand/or depression or some other mental illness

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

1 12 20

Employment 1 15 25

TAFE entry 3 8 18

University Entry 0 0 20

Other 0 7 10

Unknown 7

In 2016, 12 students successfully gained entry intoUniversity. 90% of students who applied for the EarlyEntry Program into the University of Wollongong gaineda place. Students were successful in gaining entry incourses in Commerce, Education , Creative Arts, Digital


Arts , Arts, and Education . Eleven students weresuccessful in gaining entry into TAFE or UOW College,to further their education. Fifteen students , or 25% ofour graduates gained full time employment.

Year 12 students undertaking vocational or tradetraining

We offer a distinct vocational Higher School Certificatepathway to supplement the academic curriculum aswell as the opportunity for students to achieve theirHigher School Certificate through a Pathways pattern ofstudy. Students have access to a range of vocationalsubjects as well as access to TAFE and part timetraineeships and apprenticeships. The greater focus ona vocational Higher School Certificate is making thecurriculum more relevant and successfully meets theneeds of the students enrolled at Five IslandsSecondary College. In 2016, 6 Vocational Educationand Training courses were offered – Hospitality,Construction, Retail, Metal and Engineering, andInformation Technology. A number of students alsocompleted a TVET course. Ten students from Years 11and 12 participated in School Based Apprenticeships /Traineeships with four students successfully completingtheir School Based Traineeships at the end of 2016while two left the school in Year 11 to take up full timeapprenticeships. The total number of VET placementsduring 2016 across Years 10, 11 and 12 was 126. 34out of the 60 students enrolled in Year 12 alsocompleted a Vocational Education Course. .Studentemployability skills have been enhanced through anumber of initiatives including: The Trades Roadshow,Discovery Day, In 2Uni, the Careers Expo, and thedevelopment of close relationships with organisationssuch as Workplace Learning Illawarra and TAFEIllawarra.

Year 12 students attaining HSC or equivalentvocational education qualification

We offer a distinct vocational Higher School Certificatepathway to supplement the academic curriculum aswell as the opportunity for students to achieve theirHigher School Certificate through a Pathways pattern ofstudy. Students have access to a range of vocationalsubjects as well as access to TAFE and part timetraineeships and apprenticeships. The greater focus ona vocational Higher School Certificate is making thecurriculum more relevant and successfully meets theneeds of the students enrolled at Five IslandsSecondary College. In 2016, 7 Vocational Educationand Training courses were offered – Hospitality,Construction, Retail, Metal and Engineering, SportsCoaching and Information Technology. 2016 saw thecontinuation of Horticulture course at Five IslandsSecondary College. A partnership was established withYallah TAFE and the school became the delivery sitefor the Horticulture Course. A number of students alsocompleted a TVET course.In 2015 100% of the Year 12cohort successfully completed their Higher SchoolCertificate. 34 out of the 60 students enrolled in Year12 also completed a Vocational Education Course. 7students successfully completed a School Based

Traineeship. Student employability skills have beenenhanced through a number of initiatives including: TheTrades Roadshow, Discovery Day, In2Uni, the CareersExpo, and the development of close relationships withorganisations such as Workplace Learning Illawarraand TAFE Illawarra.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Head Teacher(s) 6

Classroom Teacher(s) 18.2

Learning and Support Teacher(s) 1.1

Teacher Librarian 1

Teacher of ESL 0.4

School Counsellor 0

School Administration & SupportStaff

9.98

Other Positions 5.8

*Full Time Equivalent

We have a highly experienced and professional staff.Access to Federal and State funding programs allowsus to employ additional staff to implement schoolinitiatives. 2%of the teaching staff and 13% of theSASS staff identify as aboriginal. Five IslandsSecondary College employs two Aboriginal SchoolLearning Support Officers for a total of 30 hours perweek. Both of these staff members have developedstrong connections with the students, staff and thewider community. A number of initiatives werecoordinated through the Aboriginal EducationCommittee that was formed at the commencement of2015.

Workforce retention

Staff retention is extremely high (90% in 2015) becausestaff enjoy the challenges of teaching in a very wellsupported and managed environment.

Teacher qualifications

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


Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 95

Postgraduate degree 5

Professional learning and teacher accreditation

Professional learning for staff aims to increase staffknowledge and skills in key areas to improve students’learning outcomes, engagement and retention. 100% ofthe staff participated in the whole school professionallearning program in 2016 .Staff Development days andactivities supported the Strategic Directions in theSchool Plan and other school and systemic priorities.Teacher Learning Communities are now embedded intothe collaborative learning structures at Five IslandsSecondary College.. A significant proportion of theprofessional learning funding was used to fund casualrelief for the teachers attending professional learning.The whole school professional learning programincluded six staff development days, Monday afternoonmeetings and fortnightly and executive meetings whereprofessional learning was the central focus. All staffparticipated in training around the School plan andmilestones in line with the School Planning process.Mind Matters was continued to be embedded as aregular professional learning session to improve staffand student wellbeing. Mandatory Child Protection,CPR and Emergency Care training were also deliveredfor all staff at a Staff Development Day. All staffattended the Curriculum Networks Illawarra StaffDevelopment Day in Term 2 to support syllabusimplementation and subject specific pedagogues. FiveIslands Secondary College has four teachers workingtowards accreditation at proficiency and eleven in theirmaintenance period for professional proficiency

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 27 January 2016 to 31December 2016.

2016 Actual ($)

Opening Balance 1 152 780.10

Revenue 5 684 036.14

(2a) Appropriation 5 522 698.57

(2b) Sale of Goods andServices

20 109.60

(2c) Grants and Contributions 128 113.49

(2e) Gain and Loss 0.00

(2f) Other Revenue 3 975.00

(2d) Investment Income 9 139.48

Expenses -5 786 032.91

Recurrent Expenses -5 786 032.91

(3a) Employee Related -5 206 330.92

(3b) Operating Expenses -579 701.99

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

-101 996.77

Balance Carried Forward 1 050 783.33

Finances are managed through the school executivewho are guided by the Finance Committee on decisionsrelating to the use of school funds. A budget process inearly Term 4 determines annual spending includingfunds for faculty and whole school programs. On a dailybasis, finances are managed by the SchoolAdministrative Manager. The Principal is responsiblefor signing off on all financial transactions anddecisions.

The retained income will be used to improve studentlearning environments and improve the visual amenityof the school. Two grant applications were successfulwhich will enable the school to build of an outdoorliving classroom and the refurbish the exterior of thehall. Additional funds will be used to paint the exterior ofthe school, upgrade classroom environments and fit theinside of the hall with a multimedia centre.

Financial summary equity funding

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


2016 Actual ($)

Base Total 3 616 100.73

Base Per Capita 16 688.87

Base Location 0.00

Other Base 3 599 411.86

Equity Total 781 575.91

Equity Aboriginal 41 297.98

Equity Socio economic 526 347.29

Equity Language 57 845.39

Equity Disability 156 085.25

Targeted Total 857 534.39

Other Total 136 662.13

Grand Total 5 391 873.17

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

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated in these assessments.

As Five Islands Secondary College is a senior highschool, no data for NAPLAN is available.




Higher School Certificate (HSC)

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

In the Higher School Certificate, the performance ofstudents is reported in bands ranging from Band 1(lowest) to Band 6 (highest). In 2016, 60 students satfor the HSC with 9 of those students using thePathways provision for accumulation of the HigherSchool Certificate. A total of 29 courses were offered bythe College in 2016 in Year 12, 6 of these being VETcourses. An analysis of results shows that, across theCollege, some students performed below expectation,while other students achieved outstanding success.This reflected the large number of students returning toeducation after extended breaks and/or previouslyunsuccessful experiences. As a number of subjects hada small candidature (i.e. less than 10 students), it isdifficult to create reliable performance comparisons.33% of students sitting the Higher School Certificatewere eligible for an ATAR.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below.Students weregenerally very positive about teachers and the school.Of the students surveyed – 81% indicated they enjoyschool, 64% felt they learnt a lot in class, 75% thoughtthat they had positive teacher relationships and 50%believed lessons were challenging. Students believedstrongly that they worked hard, were well behaved andwere focused in class. Parents overwhelmingly werehighly satisfied with the school and believed FiveIslands Secondary College provided a very supportivelearning environment for their child. Over 80% ofparents indicated that their child’s attendance at school


had increased dramatically since enrolling at FiveIslands Secondary College. Parents believe staff aredoing an excellent job and that they are veryprofessional and helpful. Staff continued to be verystrongly supportive of the school ethos and culture.

Policy requirements

Aboriginal education

Aboriginal Education is highly valued at Five IslandsSecondary College. Each year the Collegeacknowledges Sorry Day and celebrates NAIDOCweek, and values the community participation from theschool’s Aboriginal and Torres Strait Islandercommunity. Staff members attend the local AboriginalEducation Consultative Group. Five Islands SecondaryCollege received Aboriginal background funding in2016. During 2016 funding from Norta Norta andAboriginal background funding was combined to enableadditional support for Aboriginal students. This has ledto: • The employment of an Aboriginal Education Tutor

for 3 days per week to work one on one withtargeted students and

• an Aboriginal SLSO for fifteen hours per week towork with indigenous students on a range oflearning support and student engagementstrategies.

Regular communication with family and carers is afeature of this program. This has led to improvedretention rates for targeted students. Several Aboriginalstudents have gained traineeships. Teachers observethat students are more engaged in their learning andare more focused on achieving course outcomes.Attendance data indicates an increase in studentattendance for students who participated in theprogram.

At survey, the key finding was that 93% of teachersfound that following the Indigenous Student LearningSupport Officer appointment there had beenimprovements in work completion and engagement forAboriginal students in their classes. Student feedbackwas similar to teachers except they felt there was avery significant improvements in communication withteachers

NAIDOC Week celebrations including a majorassembly performances features a range of localAboriginal groups and identities; this was followed byan Indigenous food celebration prepared by FISCIndigenous hospitality students under the supervision ofa past, award winning indigenous student. NADOCweek celebrations were very successful. From ouronline survey, between 79% and 87% of the 25respondents rated each of the aspects of the NADOCprogram as excellent.

AIME: ATSI students in Yr 10–12 attended University ofWollongong to participate in engagement, culturallearning and university familiarisation programs. Whilethe AIME program was very well received and effectivefor those students who participated only one studentattended the Yr 11/12 program and three attended the

Yr 9/10 program.

Multicultural and anti-racism education

Five Islands Secondary College embedsmulticulturalism into every facet of school life. As aresult we have a very harmonious school whereindividual differences are respected. The acceptanceof those who have a different background to themajority of students in the College is an essential partof the teaching and learning programs of the College.The percentage of students who have a multiculturalbackground is gradually increasing. Teaching andLearning programs promote the acceptance of cultural,linguistic and religious diversity. An Anti–RacismContact Officer is available at the College to workthrough the rare issues that arise. The Officer has beenvery proactive in ensuring that students know their roleand understand that issues need to be resolved in apositive way. The number of incidents involving theAnti–Racism Contact Officer is very low.

Other school programs

Permaculture Garden Program

Staff and students have been working hard in thepermaculture garden and in the timber workshops on avariety of projects this year .The completion of oursecond seating circle is imminent – the local timber hasbeen sanded and prepared with plenty of care andattention to detail. The TAFE Horticulture studentscontinue to make good use of the space by growingand observing a selection of seasonal vegetables in theraised beds. A major planting spree took place in springwhich was focused on establishing the citrus orchard.Aaron Sorenson has worked with a growing group ofstudents, who are highly motivated and enthusiastic,each Wednesday. Aaron Sorenson and his crew ofTeam Green students have achieved some fantasticmilestones. The garden has really taken shape, andthis year it has been utilised as an integral part of theFISC/TAFE Horticulture Class’s Practical lessons aswell as being a practical opportunity for Constructionstudents, and of course provided amazing opportunitiesfor the Permaculture Students who elect into


Wednesday classes with Aaron. In Term 4 an‘insectary border’, filled with nectar producing plantssuch as gaura, salvias; lavenders and native floweringshrubs like callistemon, grevillea and diosmas, wasplanted. This is designed to attract and nourish a rangeof native bees and beneficial insects. Over time this willbecome a beautiful edge to the garden, combining withthe wind–break shrubs which protect the innerplantings. Inside the garden we have started to get theSouth–American food forest going, planting exoticspecies such as jaboticaba, sapote and guava! TheBush Tucker section has an amazing planting of spikey,gnarly finger limes, blue tongues, macadamias, lemonmyrtle, midyim berries and muntries! Matt McKay hasbeen an integral part of a strong partnership with Aaronin working on establishing and planting the garden andguiding students in their learning.

Trades Road Show

The Fifth Annual Illawarra Schools Trades Roadshowwas held at our school on Tuesday 23rd August. Over800 students from 18 schools visited our school to 'Trya Trade'. Careers Advisers were unanimous in sayingthat this years event was the best ever. We would liketo thank Bluescope, WIN, Wollongong Council, AEGPower Tools and The Australian Defence Force forcoming on board as our sponsors in 2016.

Child Care Reading

Every Wednesday morning this year, the Year 10Childcare class has provided volunteers for the PortKembla Public School reading program. Up to 6 FISCstudents have been involved each term, walking acrossthe road to the school during their Childcare lesson tohelp pupils in Years 1 and 2 with their reading. ThePKPS teachers and pupils really appreciate ourstudents’ efforts and always look forward to their visits.

Illawarra Schools Excellence in VocationalEducation and Training Awards.

The annual Illawarra Schools Excellence in VocationalEducation & Training (VET) Awards were held onTuesday 8 November 2016 at the Sage Hotel inWollongong. These awards recognise the extraordinaryachievements of students across a wide range ofindustry categories as they strive towards their HSC.Students were nominated by their school, trainingorganisation or by the workplacement host employer.In2016, a total of 59 local students were nominated, insome cases by both their school and host employer.They were then interviewed and assessed by a panel ofeducation and industry representatives as worthyrecipients of a Certificate of Excellence in VocationalEducation & Training. Five Islands Secondary Collegeperformed exceptionally well at these awards. LiliroseChaplin received Student of the Year – Hospitality andMathilda Jones Student of the Year – Retail Services.Our hospitality teacher, Josh Delucyk received ateachers award for Industry and CommunityCollaboration. This award showcased the outstandingcontribution made by Josh as a VET Coordinator andVET Teacher. Winners of these awards were requiredto attend an interview where a panel of threejudgesassessed the nominees along with their nomination

before determining suitable winners. The nomineeswere judged on their participation within the school andthe community as well as their commitment to ongoingindustry training.

Student Representative Council

The primary vehicle for the expression of studentleadership is the Student Representative Council. AtFive Islands Secondary College, the StudentRepresentative Council is designed to facilitate studentparticipation in the college and has a role in providing adirect link between students and the school executive.The Student Representative Council provided input intosuch diverse matters as examination timetables,discipline issues, anti–smoking posters around theschool, aiding assemblies and the food at the cafeteria.Ongoing areas under discussion include the use of thenew areas around the college such as the permaculturegardens and tennis court area, student awareness ofemergency procedures, social awareness raising e.g.special days such as World No Tobacco day and Busand car park safety. The Student RepresentativeCouncil is also involved in determining posters for usearound the school and having some input into issuessuch as improving attendance, community involvementand fee collection.

Environmental improvement program

Students have had the opportunity to participate inworkshops with a renowned street artist from Sydney,whilst beautifying the school grounds with theproduction of creative and colourful murals.Theenvironmental improvement program has seenupgrades to the physical resources of the school,including in many classrooms.


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