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Seven Hills High SchoolAnnual Report

2016

8231

Printed on: 4 May, 2017 of 23 Seven Hills High School 8231 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Seven Hills High School as an account of the school'soperations and achievements throughout the year.

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

Mr Gregory Johnstone

Principal

School contact details

Seven Hills High SchoolJohnson AveSeven Hills, 2147www.sevenhills-h.schools.nsw.edu.ausevenhills-h.School@det.nsw.edu.au9624 3329

Message from the Principal

At Seven Hills High School, we actively engage students in programs and activities designed to enhance theireducational experiences as well as promote academic achievement and endeavour.

During 2016, students from Years 9 and 10 attended the Women in Science Symposium at the National MaritimeMuseum to celebrate International Women’s Day. Students studying Food Technology and Agricultural Technologyattended the Sydney Royal Easter Show where they experienced a range of displays and demonstrations thatcomplemented their studies at school. Year 7 & 8 Science students participated in an excursion to Taronga Zoo and fourYear 8 students attended a Gifted and Talented Science Day at the Western Sydney University. Year 7 and 8Self–Select classes travelled to The National Museum in Canberra to attend an exhibition of artefacts from the BritishMuseum. The school and those students studying Agriculture, were featured in a segment on Channel Seven's BetterHomes & Gardens which highlighted the school's agriculture and environmental sustainability initiatives. Staff andstudent volunteers ran a weekly "Early Morning Group" which provided breakfast for students, utilising the producegrown in the school's agricultural plot.

Students participated in a number of academic and sporting competitions. A well as teams participating in debating, ateam of six students competed against other secondary schools from Western Sydney in the regional finals ofTournament of Minds and the school entered the Archibull Prize Project– Art 4 Agriculture. In the area of sport therewere many notable team and individual performances including the Years 9 and 10 Rugby League team making the finalof the Hills Cup.

Our students participated in a number of programs and events designed to develop their leadership skills. Fourteen ofour Year 10 students participated in the Premier’s Sporting Challenge, coaching students from Years 7 and 8 as well asvisiting students from Seven Hills and Seven Hills West Public Schools and attending Lead Coaching Workshops. Anumber of our school leaders attended the annual Zonta Club Breakfast in celebration of International Women’s Day.

As a member of the Nirimba Collegiate, our students participated in events such as Science Enrichment Day for Year 10,held at Wyndham College and the Collegiate Science Competition, conducted at Riverstone High School, wherestudents worked in teams to solve a number of engineering style challenges. Year 9 and 10 students attended TheAboriginal and Torres Strait Islander Student Conference at the Nirimba Education Precinct.

Seven Hills High School staff and students led a number of school community programs this year with students from ourlocal public schools and our local School for Special Purposes. Students from William Rose School participated in ahighly successful Visual Arts enrichment program led by visual arts staff and a number of Year 9 students. Our SmoothWalking Program, involving staff and our Peer Support Leaders, welcomed Stage 3 students to the school in Terms 1and 4 where they participated in and interacted with various subjects to gain knowledge and understanding of thedifferent subjects on offer at high school. Students from Year 9 conducted interest activities for pupils from Vardys Road


Public School on a weekly basis during Terms 3 and 4.

Community partnerships continued to provide quality educational experiences for our students. Our Year 10 boys andgirls groups participating in the Helmsman Project graduated from the program after they successfully completed theircommunity projects. The girls' groups effectively ran an awareness and fundraising campaign for Cystic Fibrosis and theboys' group developed a multimedia presentation on life at high school for incoming Year 7 students. Our partnershipwith the Australian Business and Community Network (ABCN) led to Year 8 students participating in the Full STEAMAhead program which provided interactive experiences for students in the areas of Science, Technology, Engineering,Arts and Maths (STEAM). The students learnt how to code, understand game design, create applications and use the‘Internet of Things’.

Our Aboriginal students, through their involvement in the Young Mob program, participated in cultural immersionactivities. Students also attended workshops conducted by Western Sydney University designed to enhance vocationalskills and aspirations.

The annual ‘Showcase’ evening was a highly successful event, highlighting the quality of student work produced in areassuch as Visual Arts, Dance, Music and Drama. The evening’s activities were preceded by a matinee performanceattended by over 300 students from Lynwood Park Public, Vardys Road, Seven Hills and Lalor Park Public Schools.

Academically, NAPLAN Year 9 growth data was extremely pleasing, with the average scaled growth rate inReading,Spelling Grammar and Punctuation and Numeracy being above the state average for DoE (Department ofEducation) schools. Analysis of student results in the core subjects for the 2016 Stage 5 Record of School Achievementindicated an increase in the percentage of students achieving in the top 2 bands in English, Science and Geographycompared to 2015.

There were several focus areas for the allocation of targeted school funding. The school continued to improve theschool’s communication technologies infrastructure to maximise the benefits of our extensive computer network for ourstudents. Funds were allocated to encourage student participation in a range of academic enrichment activities and staffwere employed to support the educational needs of identified students.

The Seven Hills High School Parents and Citizens Association continued its support of the school by serving on meritselection panels. I would like to thank the P&C committee for their efforts throughout the year.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced andgenuine account of the school’s achievements and areas of development.

Greg Johnstone

Principal


School background

School vision statement

To provide a quality learning environment where the school community support all students becoming successful,engaged learners and responsible citizens through:

• The delivery of a relevant and challenging curriculum. • The provision of extra curricular activities which promote talent, collaboration and a sense of community. • Quality teaching and learning based on current research and practices that respond to the goals for student

learning. • Students having the knowledge, skills and understanding to benefit themselves, each other and the environment. • Students being creative and critical thinkers with the skills to maximise their learning. • Parents and community members being informed and involved, responsive and supportive.

School context

Seven Hills High School is a member of the Nirimba Collegiate, Seven Hills High School provides quality education forstudents in Years 7 to 10. As part of the Nirimba Collegiate Group, students who successfully complete Year 10 gainautomatic entry into Wyndham College.

The school draws students from a diverse range of socio–economic backgrounds. The school population of 344 studentsincludes 6% Aboriginal and Torres Strait Islander students and 18% of students from a language background other thanEnglish. Students with mild intellectual disabilities are catered for within the school’s Support Unit.

The school places emphasis on literacy, numeracy and the practical application of technology throughout a broadcurriculum. A range of programs cater for the full spectrum of student academic abilities. In Years 7 and 8, the schooloffers a Self–Select Class for highly focused and dedicated learners. Year 9 and 10 elective courses cater for a range ofacademic and vocational interests.

A Positive Behaviour for Learning (PBL) school, students are supported in their education with a behavioural educationand reinforcement program designed to realise improvements in student learning outcomes. Student endeavour, socialresponsibility and mutual respect are actively encouraged through our merit scheme and events such as MulticulturalDays, NAIDOC celebrations, Recognition Breakfasts and Reward Excursions as well as participation in communityinitiatives and the partnering of educational programs with local primary schools.

Students are able to enhance their leadership skills through participation in the Peer Support Program, the StudentRepresentative and Sports Councils and through the Fastforward program in partnership with WSU.

Students are provided with extended opportunities to display their talents through participation in extra–curricularactivities such as Streamwatch, Theatre Sports, Combined High Schools teams, regional and zone sportingcompetitions, debating, school Creative and Performing Arts events.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

Seven Hills High School participated in an external validation in 2016. The findings of the 2016 self–evaluation process ineach of the three domains are detailed below.

Learning

2016 saw a positive shift in the learning culture within the school community. Analysis of student performance indicatedinconsistent student growth across the components of NAPLAN in recent years. The clarification of learning priorities


resulted in a data driven transformation in teaching practice. This was supported by a significant change in the deliveryof school wide professional learning. A concurrent review of school policies, programs and processes resulted in positiveattitudinal and operational changes across the school.

Analysis indicated that all faculties utilised a range of school and external data to evaluate student performance, create aprofile of student achievement and implement a range of responsive teaching strategies. Individual student data andidentified learning strategies were also communicated through IEPs and PLPs. Our close relationships with parents andcaregivers ensured that members of the school community played an integral part in the development of individualisedlearning plans.

Students reflected upon their performance each semester and were supported by staff in developing a self–directedapproach to their learning. Parent engagement in their child’s learning was actively promoted through semester reports,RTAs, parent–teacher interviews, access to an online parent portal, P&C Meetings and publications such as studenthandbooks. Our community participated in the ‘Tell Them From Me’ survey. The responses demonstrated the positivenature of the school’s learning environment and informed future directions in the area of student learning.

Seven Hills High School maintained a strong connection to the collegiate and other high schools in the Nirimba LearningCommunity through KLA (Key Learning Area) networks and the collaborative planning of combined school developmentdays. Our partnership with Western Sydney University provided a range of experiences which enhanced the learningoutcomes of a number of our students.

All staff implemented Positive Behaviour for Learning strategies and student achievement and participation across allareas of school life was reinforced through a range of events, ceremonies and targeted programs. Students were alsoprovided with opportunities outside of the classroom to engage in experiences that built on personal strengths andencouraged citizenship and leadership skills.

The self–evaluation process clearly indicated an increase in staff analysis of learning outcomes. Data driven practice,supported by highly effective professional learning, has resulted in improvements in student attainment. This observationhas been supported by positive growth data for Year 9 students across all components of NAPLAN 2016.

Teaching

Seven Hills High School was committed to laying a strong foundation for staff development with key personnel attendingprofessional learning courses to extend their skills and understanding in a broad range of areas including Aboriginaleducation, differentiation, literacy and numeracy.

The collation of valuable data was fundamental in determining the most effective direction for professional learning. Theevidence, gathered through the self–evaluation process, identified a continual cycle of reflection, implementation,observation and evaluation. The utilisation of expertise within the staff was paramount in promoting collaborativepractices that addressed school targets.

NAPLAN data was the catalyst to engage staff with data analysis. The SMART package was utilised to identify relevanttrends and responsive strategies that could be integrated into the curriculum. In order for teachers to gain an accurateimpression of each student, additional school based assessments were introduced. Faculties focused on developingcollaborative practices to address the learning needs of each cohort. Emphasis was placed on staff reflection, lessonmodification, resource creation and the evaluation of strategies employed.

The teaching culture at Seven Hills High School has made a shift towards greater responsibility. Key milestones wereclarified and timelines negotiated to ensure all staff were meeting desired requirements. Support structures wereembedded into the process to promote growth and achieve success. The provision of coaches and mentors enabled staffto receive feedback on their progress towards the achievement of goals within their Performance and DevelopmentPlans as well as extend their levels of expertise.

In 2017, Seven Hills High School has scheduled faculty meetings on Wednesdays so that Literacy and Numeracy,Differentiation and Assessment are addressed. The focus is on developing collaborative practices to create, modify andevaluate

Leading

The school provided increased opportunities for parents to engage with the school. Community consultation occurredthrough surveys and forums as well as P&C meetings and school evaluation focus groups. The feedback gained wasused to inform school practices and procedures. The school utilised various strategies and mediums to contact, engageand inform the community.

Building and utilising individual staff expertise has been a key element of professional development. Increased


leadership capacity was achieved through participation in leadership development seminars, staff leadership ofprofessional learning workshops and the expansion of staff led teams and programs within the school. Partnerships withindustry organisations, Western Sydney University and our local primary schools provided students with exposure to realworld situations and enhanced their leadership and citizenship capabilities.

Staff and community representatives actively communicated the school’s vision and purpose statements to the broadercommunity. The responsive three year plan identified strategic directions and targeted these through the allocation ofresources, staffing and professional learning. School Self Evaluations provided avenues for the monitoring, reviewingand assessment of our practices.

Seven Hills High School celebrated its diverse community through a number of cultural activities. We recognised andrewarded success and achievement in learning, citizenship and leadership of our students, staff and communitymembers through assemblies, reward excursions, school community events and celebration ceremonies.

In 2016, the school employed skilled staff to lead the implementation of classroom differentiation and whole schoolliteracy and numeracy initiatives. Additional staff were engaged to meet the learning needs of student groups such asAboriginal and Torres Strait Island students and those with English as an Additional Language or Dialect (EAL/D).Learning spaces were enhanced and reconfigured to cater for a range of learning styles and teaching and learningneeds. Staff and student access to technology increased across the school through the purchase of additionalcomputers, interactive whiteboards and specialist Key Learning Area (KLA) resources. Effective financial managementpractices ensured that the school was able to prioritise its resources to maximise impact on teaching and learning.

Seven Hill High School made significant steps towards fostering a culture of high expectations and a sharedresponsibility for student engagement, learning and success. Students have benefitted from the significant time investedby the school into proactively engaging with the community in order to evaluate and refine its direction, implement bestpractice and effectively allocate human, physical and financial resources.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery 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

Successful 21st Century learners, leaders and citizens

Purpose

To provide a learning environment where students strive for excellence and become successful 21st century learners,develop positive visions for their future and actively contribute to creating a cohesive and inclusive society.

Overall summary of progress

Seven Hills High School is committed to building on the strengths of staff and students. The focus in 2016 was to embedliteracy and numeracy strategies into teaching practices, expand on staff understanding of differentiation and promotestudent responsibility for their actions and engagement in their learning.

In the areas of literacy and numeracy, staff extended their focus from Year 7 to encompass Years 8 – 10. They evaluatedcurrent practices, refined delivery techniques and created faculty specific resources. All key learning areas successfullyintegrated literacy and numeracy strategies into teaching and learning programs, tiered assessment tasks and reporting.

Student wellbeing structures were expanded to incorporate various sporting mentoring programs. The programs fosteredpositive relationships between students and focused on goal setting and self–direction. They also extended thecapabilities of senior students to support the development of positive behaviours in younger individuals.

Improvements in the physical learning environment of the school, including technology, promoted increased studentengagement and pride.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Annual average growth for allYear 9 students is at or above thestate average in all aspects ofNAPLAN

• All faculties focused on collaboratively evaluatingand modifying their focus lessons in literacy andnumeracy. Staff shared their ideas and resourcesacross KLAs. • Literacy Continuum and Numeracy Frameworkstrategies were identified and embedded into Year8 – 10 teaching and learning programs. • Differentiation Team provided staff with strategicprofessional learning to enhance studentengagement and ensure implementation of literacyand numeracy in teaching and learning programs. • Faculties collaboratively developed activities thatfocused on utilising NAPLAN and Learning Supportdata to enhance curriculum delivery for Year 7.

$0

‘Tell Them from Me’ and othersurveys as well as welfare dataindicate high levels of studentengagement with learning andschool life

• Student “Tell Them From Me” survey responseswere above state norms in the areas of; studentengagement, interest and motivation and theprovision of a positive learning environment. • Improvements were made in the physical learningenvironment along with the purchase of additionaltextbooks and teaching resources. • Establishment of a system of data thresholds andcategories for referral processes leading to therefinement of tier 2 and 3 behaviour supportstructures. • Staff participated in training that refined their skillsin conducting student interviews fostering positivestudent interactions and outcomes.

$297651

Next Steps


Following evaluation of the 2016 milestones, Seven Hills High School successfully met the identified goals.

2016 milestone adjustments include: • The introduction of a whole school inclusivity program was deferred due to changes in DoE policy. • The Wellbeing Framework was communicated to staff and executive with social skills lessons implemented. A draft

of programs and initiatives within the framework was established.Future directions for 2017 include:

• Continued focus on collaboratively developing and refining lessons and resources for all year groups in literacyand numeracy.

• A continuation of staff development in nurturing positive interactions with students. • The development of a timeline for wellbeing programs and initiatives where processes, practices and products are

defined.



Successful, highly skilled and innovative educators

Purpose

To create a workplace where highly skilled, innovative educators work in partnership to lead and achieve excellence inteaching and learning.


Seven Hills High School structured explicit protocols on the development of Performance and Development Plans. Staffreviewed the pathway to achieving their goals in stages with their supervisor and were supported with appropriateprofessional learning experiences.

Professional learning in 2016 was focused on Differentiation. Staff worked collaboratively in faculty groups on developingresources, planning activities and enhancing lesson delivery. Ideas and strategies were shared at a whole school forumand resources made available through a publicly accessed folder.

Literacy and Numeracy returned to faculty based development. Head Teachers led the direction and facilitatedcollaboration within their learning areas. Staff planned explicit lessons, revised reporting outcomes and modifiedassessment tasks for Years 8 – 10. Planning sessions were accommodated during the professional learning meetingtimes on Wednesday mornings so that all faculty members worked collaboratively on tasks.




All staff utilise professionaldevelopment plans to supportschool strategic directions andpersonal professional growth.

• Process for developing, implementing andevaluating PDPs was refined. • Meetings were scheduled with supervisor toensure a support pathway in the achievement ofstated goals. • Annual delivery of leadership workshops topromote team building, professional discussion,collaboration between colleagues to build executiveleadership capacity.

$6 000

All Key Learning Programsexplicitly identify teaching,learning and assessmentstrategies in 8 ways, literacy,numeracy and 21st Centurycapabilities

• Differentiation team expanded throughself–nomination. This enhanced the composition ofthe team ensuring faculty representation. • Differentiation team provided professionallearning for staff. • Head Teachers, supported by their differentiationteam representative, led the faculty in evaluatinglesson delivery, modifying activities and developingrich tasks. • Faculty professional learning was communicatedat a whole school ‘Showcase’ where strategieswere shared, resources distributed and processesoutlined.

$7 400

Next Steps


2016 milestone adjustments include: • Professional development was provided on Google Classroom. Staff evaluated the effectiveness of this learning

tool throughout the year. Further planning and implementation for the collaborative classroom usage of GoogleClassroom is required.


Future directions for 2017 include: • The use of IRIS lesson observation technology to be utilised as a tool for faculty self–evaluation on lessons that

have been collaboratively developed to implement the principles of differentiation. • Differentiation strategies to be shared between faculties at pre–determined staff meetings. • Regular evaluation of literacy and numeracy outcomes, assessment tasks and learning activities on a faculty and

individual level to occur for Years 7– 10.



Informed parents and enriched, positive and engaged school–community partnerships

Purpose

To enrich student learning and wellbeing through partnerships with the community which enhance management andpedagogical practices, extend the boundaries of experiences offered to our students and promote positive studentoutcomes.


2016 saw a greater emphasis on initiatives that engaged students with hands–on,inquiry–based tasks. Students in theSelf–Select program undertook research based activities in forensic science, robotics and solar technology that involvedexperimentation, data analysis and trend setting. Peer and self–evaluation practices were integrated within the unitsstudied. Ongoing dialogue between staff ensured a collegial approach was adopted, which included the creation andsharing of differentiated resources and problem solving support.

Seven Hills High School continued to offer alternative learning pathways and provided opportunities for students toengage in real world experiences through the ‘Helmsman’ project, I–Manifest and the Australian Business CommunityNetwork (ACBN).

The Nirimba Collegiate sustained its strong connections between the campuses by collaboratively developing, markingand reporting on assessment tasks as well as focusing on the teaching across the Stage 4 to 6 learning continuum.. As amember of the Nirimba Learning Community, Seven Hills High School staff engaged in the sharing of teaching andlearning strategies and resources through KLA networks within the partner schools.




The establishment of an effectivesystem for planning anddelivering opportunities forstudents to experienceaspirational pathways for theirfuture.

• Inquiry–based learning projects were trialed withthe self–select class. • Students participated in community partnershipssuch as the ‘Helmsman’ Project, I–Manifest and theAustralian Business Community Network (ACBN). • Nirimba Collegiate relationships werestrengthened through collaborative enterprises. • Implemented ‘Pathways to Dreaming’ and ‘YoungMob’ cultural identity programs that promoted goalsetting and future learning pathways.

$3 100

Increased parent / carerengagement in school /community programs, events andinitiatives.

• Online Parent portal was trialled to provideparents with relevant information on studentprogress.

$1 500

Next Steps


2016 milestone adjustments include: • Evaluation of ‘STELR’ and ‘Sprouting Good’ into Science teaching and learning programs to be conducted.

Future directions for 2017 include: • Evaluation of Inquiry–based learning projects to identify future links with Science, Technology, Engineering and

Mathematics (STEM) programs. • Investigation of further community partnerships. • Head Teachers continue to present their direction and initiatives at P&C Meetings. • Continued partnership with organisations that deliver the ‘Pathways to Dreaming’ and ‘Young Mob’ cultural identity

programs to further improve on the achievement of educational outcomes for Aboriginal and Torres Strait Islander


(ATSI) students. • Utilise current forms of communication more effectively to disseminate information to parents and caregivers. • Investigate other ways to acquire feedback from the community in an efficient and timely manner.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading See Strategic Direction 2

The program coordinator worked withstudents and their families to developappropriate goals for PLPs. Data analysis ofSemester reports identified key areas of focusfor learning. Students participated in culturalworkshops and experiences as well asleadership and mentoring programs.

$17 443

English language proficiency Students identified as emerging in the EAL/Dprogression were provided with individual,explicit and structured assistance in theclassroom. The EAL/D teacher workedthrough the ‘MultiLit’ and 'MacqLit' programswith students that required significant supportto access the language used in thecurriculum. EALD students also participted inreading groups and NAPLAN classes.

$0

Low level adjustment for disability Students were assessed on their needs withthose identified as requiring supportreceiving individual and structured assistancein the classroom. Withdrawal lessons tookplace with students working with Learning andSupport Teachers (LaST) throughthe ‘MultiLit’ and 'MacqLit' programs . Dataanalysis of Semester reports identified keyareas of focus for learning. Students alsoparticipated in reading group programs.

$34 814

Socio–economic background See Strategic Directions 1 and 2

Students gained an increased level of accessto curricula, social and leadershipenhancement activities. The school continuedto acquire classroom resources and improvestudent learning environments toenhance student engagement and improveeducational outcomes. School computernetwork infrastructure and technologyfacilities were upgraded to ensure thecontinued effective use of information andcommunication technologies in all learningenvironments.

$297 047

Support for beginning teachers Beginning teachers supported through amentoring program supervised by their HeadTeacher. The program included teachingrelease time for beginning teachers toparticipate in classroom observations withexperienced staff as well as conduct reflectivereviews of their practices. Professionallearning included classroom and behaviourmanagement, as well as content specificcourses. Support for the completion ofaccreditation processes was included intheprogram.

$12 867

Targeted student support forrefugees and new arrivals

Explicit and structured assistance wasprovided in the classroom. Work andassessment tasks were modified wherenecessary.

$2 426


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 211 209 187 188

Girls 168 171 162 156

In 2016, 344 students were enrolled at Seven Hills HighSchool. 27 students identified as being Aboriginal orTorres Strait Islander (ATSI). 18% of students werefrom a Language Background Other Than English(LBOTE).

Student attendance profile

School

Year 2013 2014 2015 2016

7 90.6 89.3 93.9 88

8 89.8 89.2 91.8 86.9

9 89.6 86 92 84.5

10 85.2 89.4 91.6 80.9

All Years 88.9 88.6 92.2 84.6

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

Parents of students with unexplained absences wereinformed using an SMS message system. Studentnon–attendance was monitored by classroom teachers,administration personnel, Head Teachers and, ifrequired, the Head Teacher Welfare and DeputyPrincipals.

Students with absences were required to bring amedical certificate or an explanation of absence fromtheir parents.

The Year Advisers, Head Teacher Welfare and DeputyPrincipals contacted parents by phone when there wascause for concern and attendance was trackedelectronically using Sentral, an online studentdatabase.

The Home School Liaison Officer supported the work ofthe school in improving school attendance.


Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0

Employment 2

TAFE entry 1

University Entry 0

Other 0

Unknown 2

Seven Hills High School is a 7 – 10 school specialisingin the education of students in Years 7 – 10. Weprovide various pathways for students, such as SeniorHigh School Studies at Wyndham College, includingcompleting school based apprenticeships ortraineeships. All Year 10 students are encouraged toactively seek the best pathway for their future.

There were 105 students enrolled in Year 10 in 2016.Of these: • 90% (94) continued on to Year 11 at Wyndham

College to study for the Higher School Certificate • 6% (6) continued on to another educational

setting for further study • 1% (1) commenced a TAFE course • 2% (2) are in an apprenticeship or have entered

the work force

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 7

Classroom Teacher(s) 12.8

Learning and Support Teacher(s) 1.9

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

8.98

Other Positions 7.14

*Full Time Equivalent

Two staff members identified as being of Aboriginalbackground.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 88

Postgraduate degree 12


Professional learning and teacher accreditation

Professional learning

In 2016, whole school professional learning was drivenby the key goals identified in the School Managementand Professional Learning plans. There were three keysessions conducted each term.

Semester One had a strong focus on literacy andnumeracy. Professional learning focused onconsolidating these strategies for classes in each of theyear groups. Staff engaged in further professionallearning in assessing literacy and numeracy throughthe addition of report outcomes for these areas forYears 7 and 8.

Semester Two continued with literacy professionallearning as well as the introduction of differentiation.Literacy professional development continued the focuson assessing literacy and numeracy through theaddition of report outcomes for these areas for Years 9and 10. All faculty Head Teachers were mentored inidentifying literacy and numeracy elements withinteaching and learning programs on which they couldreport. Numeracy professional learning consisted ofwhole staff professional learning sessions introducingthe numeracy focus and plan as well as the schooldeveloped numeracy campaigns – numeracy blitzes.Staff were exposed to a series of workshops identifyingdifferentiation strategies. Workshops were conductedby members of the school Differentiation Team andtook place during staff meetings and SchoolDevelopment Day. From these workshops, staff appliedmethods delivered to their own teaching. One highlightof the differentiation program was a staff showcase inTerm 4 where each faculty presented a differentiationteaching strategy to the staff. All presentations werestored in a central location for staff to access andshare.

Professional learning has continued to support staff inachieving targets in the School Plan in the context ofRegional, State and DoE priority areas. In 2016, theschool’s Professional Learning Plan had five objectivesthat focused on various areas. These included Literacy,Numeracy, Curriculum Continuity, Quality Teaching,Program Differentiation and the National Curriculum.

In 2016, there were 116 professional learningapplications with funds utilised across faculties. Thepercentage areas of professional learning are detailedas follows: – • Literacy and Numeracy 42% • Quality teaching 25% • Student wellbeing and equity 20% • Syllabus development 8% • Career development 3% • ICT 2%

The distribution of funds allowed staff to attendmeetings, workshops and conferences specificallyaimed at developing aspects of their knowledge,expertise and teaching skills. Professional learningexpenditure totalled $21104 with the averageexpenditure per staff member being $728.

School Development Days

Seven Hills High School’s first School DevelopmentDay focused on a continuation of the school’s prioritiesin literacy and numeracy. Staff engaged in thedevelopment of literacy and numeracy resources forYears 7 and 8 as well as methods of assessment. Inaddition, staff participated in the first of twopresentations on the "Safe Schools" program as well asmandatory Anaphylaxis and Child Protection Updatetraining.

Term 2 School Development Day saw Seven Hills HighSchool staff participate in a joint School DevelopmentDay with our Nirimba Collegiate schools, Quakers Hilland Riverstone High Schools, and Wyndham College.The day included presentations to all staff on theHigher School Certificate and ATAR requirementsfollowed by all staff working in their Key Learning Areasto further develop networks and to address theLearning Continuum from Stages 4 and 5 to Stage 6 atthe senior campus, Wyndham College. The day had astrong focus on connecting the junior campus' Stage 5learning with the Stage 6 requirements.

School Development Day Term 3 involved the comingtogether of the Nirimba Learning Community of schoolsconsisting of eight local high schools and was onceagain held at Wyndham College. The day began withpresentations from guest speakers addressing currentadolescent social and wellbeing issues and their impacton the classroom. This event was followed by, onceagain, the coming together of Key Learning Areas fromeach of the schools to discuss the incumbent NationalCurriculums in Stage 5 and 6. These meetings alsobrought about opportunities for continued professionaldialogue amongst staff from different schools and thesharing of teaching and learning ideas and resources.

In lieu of the Term 4 School Development Days, staffparticipated in four 3 hour after school professionaldevelopment sessions throughout the year. The firstsession continued with the school’s undertaking of the“Safe Schools” program with presentations andworkshops delivered by representatives from the SafeSchools Coalition. The second and third sessions, heldin Term 3 consisted of all staff completing the “NonCrisis Intervention Training” program where staffenhanced their skills and knowledge in managingchallenging interactions with students. The final sessionwas a continuation of the school’s focus ondifferentiation culminating in a staff showcase of facultyresources developed in each of the Key Learning Areaswhere differentiation and curriculum modification werepresented.

Executive Conference

The annual Executive Conference was held in Term 1and was used to re–examine school priorities anddirections and develop leadership capacity within the


school executive. A key outcome of the conference wasenhancing the executive leadership capability. Schoolexecutive development also took place with a focus onfaculty and personnel management. This programextended beyond the conference with executiveprofessional development sessions held during weeklyexecutive meetings. The conference was successfulwith executive evaluations showing that there was asignificant shift in executive knowledge, ability and skillsin the following areas: • Building leadership capacity in the executive • Student Wellbeing and the Wellbeing Framework • Unpacking the School Excellence Framework • Google Classroom applications

BOSTES Accreditation

In 2016, Seven Hills High School supported theBOSTES accreditation process for beginning teachersto both permanent and permanent temporary staff. Thenumber of permanent beginning staff working towardsBOSTES accreditation was one. “Great Teaching,Inspired Learning” funding was used for beginningteacher release time to participate in the school’sbeginning teacher mentoring program with theirsupervising Head Teacher. This included classroomobservations of experienced staff and instructionalleaders in literacy, numeracy and ICT. In addition,beginning teachers participated in numerousprofessional learning courses conducted by NSW DoE,NSW Teachers’ Federation and education groups.These included courses in behaviour and classroommanagement, content courses specific to their KLA,embedding literacy and numeracy into their teachingand learning, as well as courses in accreditationrequirements. In addition, beginning teacherscompleted non registered hours through professionallearning conducted within school. This includedparticipation in mandatory training in areas suchas E–Emergency, Anaphylaxis training and DisabilityStandards for Education. The number of permanentNew Scheme staff maintaining their accreditation atprofessional competence was nine. There were no staffworking towards Highly Accomplished or Leadaccreditation.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary of financial information covers funds foroperating costs to December 1 2016, and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 361 290.73

Global funds 342 393.86

Tied funds 519 272.05

School & community sources 136 133.73

Interest 8 729.09

Trust receipts 27 182.60

Canteen 0.00

Total income 1 395 002.06

Expenditure

Teaching & learning

Key learning areas 44 012.59

Excursions 56 570.57

Extracurricular dissections 9 868.21

Library 936.50

Training & development 21 104.00

Tied funds 57 242.85

Short term relief 113 896.21

Administration & office 85 220.47

School-operated canteen 0.00

Utilities 76 110.88

Maintenance 55 843.46

Trust accounts 33 952.12

Capital programs 0.00

Total expenditure 554 757.86

Balance carried forward 840 244.20

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

NAPLAN Year 9 growth data was extremely pleasing,with the average scaled growth rate in Reading,Spelling, Grammar and Punctuation and Numeracybeing above the state average for DoE schools.


ROSA

Stage 5 Record of School Achievement (RoSA) resultsin the mandatory courses studied in Year 10 reflectedan increased percentage of students achieving Band Ain Mathematics. All other mandatory courses sawa continued positive trend in grade attainment from2015 with an increased in percentage of studentsachieving in the top 2 bands in English, Science andGeography.

The details below represent the percentage of gradesawarded in two separate groupings (Grades A – C, and Grades D and E) for the mandatory subjectsEnglish, Mathematics, Science, AustralianHistory/Geography and PDHPE: –

English

A/B/C – 57%

D/E– 42%

Mathematics

A/B/C – 53%

D/E– 46%

Science

A/B/C – 38%

D/E– 61%

Australian History/Geography

A/B/C – 61%

D/E– 38%

PDHPE

A/B/C – 75%

D/E– 24%

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Their responses are presented below.

Parent opinion of the school was provided through theircompletion of the ‘The Partners in Learning’ ParentSurvey. A high degree of satisfaction was expressedwith the manner in which they were welcomed to theschool and their opportunity to discuss with staff issuesrelating to their child. Parents indicated that academicreports were easy to understand and that staff showedan active interest in their child’s learning. Parents alsoindicated that staff supported positive behaviour in the


school by clearly articulating school expectations anddevoting their time to extra–curricular activities.

Staff participated in the ‘Tell Them From Me’ teachersurvey ‘Focus on Learning’. High levels of satisfactionwere expressed with the manner in which they wereable work with school leaders to create a safe andorderly school environment and the ability to discussstudent learning needs and engagement strategies withother staff to improve student learning outcomes.

Students completed the ‘Tell them From Me’ survey onStudent Outcomes and School Climate. The results ofthe survey were extremely positive overall, withresponses above state norms in the areas of theeffectiveness of learning time, student engagement intheir learning, the quality of classroom instruction, theprovision of a positive learning climate, staffexpectations for student success and the positivenature of their relationships with staff.

Policy requirements

Aboriginal education

Our Aboriginal and Torres Strait Islander (ATSI)students attended a weekly roll call in the Library. Thisenabled them to connect with other students in theschool sharing the same background, as well asassisted in the regular communication of programs andinitiatives to the group as a whole.

At the beginning of the year, all ATSI studentsevaluated, modified and set goals for their PersonalLearning Plans (PLP’s). Parents were contacted,informed of objectives and copies of PLP’s sent home.These were reviewed at strategic points during the yearby each student.

Reconciliation Week was acknowledged by our schoolwith an assembly and whole school activities in thelibrary. A barbeque lunch was provided for all studentsto enjoy.

NAIDOC week was celebrated with a special assemblyattended by parents and a guest speaker, SophiaRomano from World Vision. One of our students, JaiBransby spoke about his family and the time he spenton their land along with a story told to him by hisgrandfather. Other students helped prepare and bake400 celebration cupcakes for the whole school.

Two mentoring and leadership programs wereintroduced this year, Young Mob and Pathways toDreaming.

Young Mob is a leadership program which connectsAboriginal young people with their culture and theircommunities, boosting their confidence and buildingtheir resilience. The program is funded by World Visionand linked to the Toastmasters organisation. It involvesrecognising the strengths of individuals and supportingthem in their development as leaders. Its aim it to helpstudents develop a sense of self identity, exposingthem to options and giving them confidence to acceptthe opportunities that are offered to them.

In September, fifteen of our students attended a 4 dayleadership and cultural camp at Bay of Plenty. Theactivities included secret men and women’s business,artefact carving, fishing, traditional dancing, smokingand morning ceremonies. It was a great opportunity forthe students to make deep connections, not only witheach other but also with themselves and their culture.All students left with a stronger sense of self–identityand, with this as a measure, the camp was a greatsuccess.

2016 saw the introduction of a partnership betweenSeven Hills High School and Western SydneyUniversity through the Pathways to Dreaming program.This is a student mentoring program designed toengage Year 8 to 12 Aboriginal and Torres StraitIslander students in education. Students werementored by Western Sydney University students tosupport and encourage them to achieve theiraspirations.

Students took part in academic and Aboriginal culturalenrichment workshops at different Universitycampuses. As part of the weekly on site sessions, thegroup devised and implemented a group project, withmentors facilitating that process. Our project was todesign a hoodie for the students to wear on significantoccasions, such as NAIDOC week. At the end of theyear there was a celebratory event where the groupprojects were showcased.

Our Year 10 students attended the Pathways toSuccess Conference at Nirimba Education Precinct.The purpose of the day was to expose students to arange of vocations. The agenda included motivationalspeakers and workshops delivered by the WesternSydney University, TAFE and the defence forces.

Nat Barnes and Braedan Robins were employed toprovide Aboriginal and Torres Strait Islander (ATSI)students with support in the classroom through theNorta Norta funding program. They worked withstudents on minimizing the educational barriers thataffected student performance and participation.

Aboriginal perspectives and content were embeddedinto all KLA programs and incorporated into teachingand learning strategies and activities.

Multicultural and anti-racism education

In 2016, the school continued to align the NationalHarmony Week Celebrations with the National Dayagainst Bullying and School Violence. The student bodywas presented with a one hour seminar on Australia’smulticultural history and the value of our level ofacceptance in the community as well as information onthe Government’s anti–bullying initiative, ‘Bullying: NoWay’. Staff then further addressed the issue throughoutthe week during class using subject relevant material.

Our annual Multicultural Lunch was, once again, a hugesuccess. All faculties were assigned a continent orregion and worked with their many student, staff and


parent volunteer helpers to produce menus thatreflected the diverse cuisines within our community.Traditional costume was worn and a variety of artefactswere on display at the stalls.

Multicultural aspects are embedded into all KLAprograms and incorporated into teaching and learningstrategies and activities. The celebrations are plannedto expand next year with the introduction of moreresources and activities to thoroughly engage students.

Other school programs

Wellbeing

Throughout 2016 the Wellbeing Team continued itsthree level approach to meeting the needs of studentsat Seven Hills High School. Students across the schoolcontinued to be recognised and rewarded forachievement in academia, sport and the performingarts and citizenship through the school’s merit system.

The semester Reward Days continued to be verypopular and were a great way to celebrate studentsuccess and diligence. Approximately 60% of thestudent body was invited to the June excursion toFlipout, an increase of 20%from last year’s figures,whilst almost 50% of the school was invited to the endof year Reward Day excursion to Jamberoo WaterPark. The continued increase in invitationsdemonstrated our students’ positive application andcommitment to their studies during 2016.

The Mother’s Day and Father’s Day celebrationsconducted by the school were successful in buildingrelationships with the broader community.

Our school once again used the CelebrationAssemblies at the end of each semester as anotheravenue to recognise the achievements of students.Each semester, a year assembly was organised tocelebrate the success of students who achieved firstplace or most improved in their class. The number ofstudents receiving an award on the day was veryimpressive.

Selected groups of students continued to attendstudent engagement programs including ‘Rock andWater’, ‘Stronger Sisters’, ‘Fast Forward’, ‘Boys andGirls Groups’ and ‘Peer Support’. Students wereselected on the basis of interest, ability and need. Moststudents found these developmental courses beneficial.

The Student Representative Council

The Student Representative Council (SRC) conductedmany school events and provided leadership andschool service opportunities for its members and theirpeers. The SRC students were involved as guides forOpen Night and the school leaders attended theANZAC Day Children’s March and Remembrance Dayat the Seven Hills / Toongabbie RSL Club.

The SRC planned and implemented a number ofextra–curricular whole school activities designed to

student engagement. The councile also ran manyfundraising events for the school, for specific grades,for charities and individual students. The biggest andmost successful fundraiser was for Tahlia O’Connellwho represented Australia at the World KickboxingChampionships. The SRC ran carwashes, a cake stalland a mufti Day to help Tahlia raise enough money tocompete overseas.

The SRC initiated activities at lunch time to helpstudents develop friendships and healthy competition,implementing sporting competitions, such as Futsal.Teams from Years 7 – 10, as well as staff, joined thecompetition that took place at lunch time over a sixweek period.

The sports leaders assisted in the organisation andrunning of the swimming, cross country and athleticscarnivals as well as other sporting events such asPSSA sports refereeing every Friday during Terms 2and 3. They also provided assistance at primary schoolathletics carnivals. These programs will continue in2017.

Year 9 students were given the opportunity toparticipate in a Leadership Program with a localPrimary School, Vardys Road. Twenty–four studentsnominated themselves to run sessions in Sport andareas of interest (Music, Science, Art and Agriculture)to thirty students in a Year 5 and 6 Gifted and TalentedClass. This gave our students the opportunity to plan,prepare and teach the class, while working on theirleadership skills.

2016 was another successful year for Seven Hills HighSchool’s student leadership team.

Stronger Sisters – Girls Program

Seven Hills High School continued to support itsstudents through targeted student wellbeing programs,such as ‘Stronger Sisters’. This female focused groupwas initiated in Term 1 to support, encourage andalleviate anxiety in peer relationships between girls.The program utilised data and wellbeing reports todetermine which female students would benefit fromthe extra support and training in self–esteem modulesand anti–bullying courses.

The younger students, usually in Years 7 and 8, werepaired with positive female role models in Year 10, whoacted as mentors in the playground and were anotherform of support when difficulties arose with challengingsituations.

The program has been a success as determined by thereduction in playground anxiety, a decrease in negativebehavioural incidents and a rise in female studentclassroom participation.

Rock and Water Program

This program builds student skills in dealing withconflict and develops the strategies to defusepotentially confronting situations. It also enhancesself–awareness, fosters self–control and encourages


leadership skills. A total of 50 students completed theprogram in 2016. ‘Rock and Water’ was also included inthe ‘Smooth Walking’ program in 2016 and was verypopular with the Year 5 and 6 students.

Fast Forward

During 2016 our school continued its involvement withthe Western Sydney University's Fast ForwardProgram. ‘Fast Forward’ is an initiative that targetsacademic performers and enables them to experienceuniversity life. The students selected are mentored byWSU employees.

This year, students from Years 9 and 10 attended opendays at the UWS Parramatta and Kingswood campuseswhere they were exposed to a variety of social andstudy skills programs and were tested on theirteamwork and problem solving skills. The program willrun again in 2017 for Year 10 students and will beintroduced to a new group of Year 9 students.

Smooth Walking– Year 5/6 Transition Program

Seven Hills High School once again expanded the‘Smooth Walking’ program to incorporate a greaternumber of subject areas. Ms Messer coordinated theprogram and, accompanied by the Peer SupportLeaders and School Captains from Year 10, visited thelocal public schools and ran question and answersessions with Year 5 and 6 students, discussing thechanges, differences, expectations and similaritiesbetween primary school and high school. Followingthis, the Year 5 and 6 students attended lessons inHistory, Drama, Music, Food Technology, PhysicalEducation, Visual Arts, Rock and Water and Science,as well as an introduction to our Robotics course, withall sessions operating exactly as they would during anormal high school day.

The ‘Smooth Walking’ program saw over 450 Year 5and 6 students participate and was again receivedpositively by primary school principals, Stage 3teachers, parents and the Year 5 and 6 studentsthemselves.

The program will continue in 2017 with a change laterin the year to incorporate STEM concepts aroundtechnology and coding.

Achievements in Sport

In a year of many highlights in Sport, there were anumber of outstanding achievements: • Tahlia O’Connell achieved Blacktown Zone

Athletics Carnival Champion, attaining the mostpoints of any athlete across all age groups at thecarnival.

• Tahlia O’Connell was named the Blacktown ZoneAthletics Age Champion for the 15 years GirlsAge Group.

• Freeman House was announced as the championhouse for 2016.

The school participated in a range of carnivals. Notableperformances included: • Tahlia O’Connell represented Sydney West at the

CHS Athletics Carnival. • 16 students represented Blacktown Zone at the

Sydney West Athletics carnival across a range ofdisciplines. Students included: Alex Bell, JackBradley, Lauren Brookland, Roxanne Brown,Andrew Castia, Dylan Donaldson, ShaunaGardiner, Rebecca Godbee, Tiger–Lee Harrison,Sharmayne Melide, Tahlia O’Connell, Alex Owen,Angus Page, Alarna Power, Jade Thomas andWillow Way.

• Kyle Cavanagh, Lleyton Coleman, Jacob IrwinBrooke Lindsay, Sharmayne Melide and WillowWay represented Blacktown Zone at the SydneyWest Cross Country Carnival.

• Kyle Cavanagh, Alarna Power and StephenSands represented Blacktown Zone at theSydney West Swimming Carnival.

Sport Programs in which students were involvedincluded the Premiers Sporting Challenge, SydneyWest Knockout Competitions, Futsal and Hills CupRugby League. Some achievements included: • Twelve Year 10 students participated as coaches

and mentors throughout 2015–2016 as part of theNSW Premiers Sporting Challenge. Studentsinvolved included: Connor Abnett, Bradley Beers,Lauren Brookland, Aiden Cullen, MatthewGrasso, Jacob Irwin, Alarna Power, StephenSands, Stefan Stojanovic, Jade Thomas, WillowWay and Te–Rina Winitana

• Lauren Brookland was awarded the NSWPremier’s Sporting Challenge Medal for heroutstanding effort and achievement across theduration of the program.

• Lauren Brookland, Tahlia O’Connell, AlarnaPower and Willow Way were awarded withBlacktown Zone Blue Awards for ongoingconsistent achievement in sport for three or moreyears.

• The Boys Intermediate Hills Cup Team made thegrand final in the ‘Hills Cup’ Rugby Leaguecompetition.

• Nine students represented Blacktown Zone inTouch Football. Students included: LaurenBrookland, Jackson Brown, Shauna Gardiner,Tiger–Lee Harrison, Alarna Power, Jade Thomas,Kiara Walsh, Willow Way and Te–Rina Winitana.

• Four students represented Blacktown Zone in OzTag, including: Lauren Brookland, Alarna Power,Jade Thomas and Kiara Walsh.


2016 seven hills high school annual report › doe-nsw... · the annual ‘showcase’ evening was...

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