2017 wellington high school annual report - …...(debating, public speaking, reading challenge)...

Wellington High SchoolAnnual Report

2017

8197

Printed on: 9 April, 2018 of 18 Wellington High School 8197 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Wellington 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.

Rod Cosier

Principal

School contact details

Wellington High SchoolWhiteley StWellington, 2820www.wellington-h.schools.nsw.edu.auwellington-h.School@det.nsw.edu.au6845 2344

Message from the Principal

It is an interesting time to be preparing this annual report as it completes our first 3 year plan.

The achievements of our students over the past year have been many and varied with great experiences in academic,sporting and cultural areas.

The students are fortunate to have the support of dedicated staff to enable them to enjoy these educationalopportunities. There has also been an increase in parental and community support which is a very pleasing trend.

The Strategic Directions in our School Plan, Literacy, Numeracy, Restorative Practice and Well Being programs, havesharpened the focus on our areas of most need and served to improve outcomes for all students.

The following events and achievements are just a small sample of what has occurred this year; • Public Speaking and debating continues to grow in our school. • The Hear our Heart Ear Bus Project again provided the opportunity to ensure all students have their hearing

checked. • Real Madrid continues its involvement with the school with representatives from Spain visiting 3 days to upskill our

coaches and students. • The Cross Country carnival incorporated a colour run which resulted in extremely high levels of participation. • Our art students entered the local show and Gulgong art show with great success. • The school's Cattle Show Team continues to build our burgeoning reputation in cattle circles through attending the

Royal Easter Show, Canberra Show and a host of local shows. • Year 12 technology students submitted excellent works with one short listed for the Roadshow. • A visiting Slam Poet displayed how simple it was to write poetry. • Once again NAIDOC Day was an outstanding showcase of Aboriginal Culture. • Our Aboriginal Learning Centre has become an important support unit for senior students.

Wellington High School continues to be at the forefront of providing a complete education for our community.

Rod Cosier

Principal


Message from the school community

The Wellington High School P&C is a small but enthusiastic group of parents who enjoy meeting once a month todiscuss the goings on at school. We welcome any new members to our team where we are able to ask questions so wecan stay informed about our children's education.

This year we have been able to take advantage of the school's beautiful grounds by holding some of our meetingsoutdoors.

Once again our members were chosen to be included on Merit Selection Panels to employ new staff. This is a great wayto find out the calibre of educators available to us.

After some fundraising, the P&C were able to donate a display cabinet for the foyer in the office area where an array oftrophies and ribbons will be displayed.

Thank you to the parents who give up their time to attend our meetings and we look forward to seeing the numbers swellin 2018

P&C President – Kaylene Brien


School background

School vision statement

Wellington High School will provide a rich educational environment to enable and encourage all its students to achievetheir potential as productive, ethical and valued citizens.

School context

Wellington High School services a rural community in central New South Wales and provides a comprehensivecurriculum for Years 7 to 12 in a caring and supporting environment, providing programs which cater for students of allabilities. It is the sole provider for Years 11 and 12 in the Wellington area. The school has 309 students, 46% of whomare Aboriginal and 3% LBOTE. Significant funding is received by the school through the RAM(Recess Allocation Model).

"Achievement for all students" is a focus of school programs.

The school has excellent Vocational Education programs and facilities, with Trade Training centres in Primary Industriesand Metals and Engineering which opened in 2012.

An Aboriginal Learning Centre was established in 2016 that provides support for indigenous students.

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. 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.

In the domain of Learning, our school has been continuing the focus on improved classroom engagement by studentswith support from parents and the school leadership team. This has resulted in classrooms presenting better learningenvironments that are producing more positive outcomes. Staff have had on–going personal learning surrounding thisfocus and the feedback we are receiving through data collection has confirmed that we are progressing in thisendeavour.

In the domain of Teaching the school has continued the emphasis on consistent classroom practice across the school.Staff work together to improve teaching and learning and processes have been put into place to provide formalmentoring resulting in better teaching and leadership practice. The school constantly identifies expertise within our staffand draws on this expertise to develop the professional community. The school leadership team regularly uses data toinform key decisions. Teachers participate in professional learning targeted to school priorities and their professionalneeds.

In the domain of Leading Wellington High School is continuously striving to instil independence and resilience in ourstudents. Productive relationships with universities, business, industry and community organisations improve educationalopportunities for our students. Succession planning provides leadership opportunities for staff who are seeking to furthertheir careers. Clear processes direct school activity towards effective implementation of the school plan. Data collectionis an integral part of our process of reviewing our performance annually to ensure we are achieving our desiredprogress. To ensure that we are providing the educational service our community is seeking, we have processes inplace that allow students and the community to provide constructive feedback on school practices and procedures.

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

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Raising expectations

Purpose

To empower students with the skills to become independent learners who achieve quality results and continuedself–improvement by providing quality teaching and learning in both Literacy and Numeracy.

Overall summary of progress

The progress we were hoping for was not achieved. Whilst we did make significant movement in student participationand teacher recognition of problem areas we are still not moving our students into the higher bands in literacy andnumeracy in significant numbers. Writing still remains an area that requires further development.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Results in comparative analysisof writing portfolios from Term 1and Term 2. 30% increase inimprovement in writing

•

Computer and Internetaccess, program costs,faculty and executivemeeting time. QuickSmart lessons,NAPLAN data.

Student analysis revealed a disappointingmovement in this area.

2018 NAPLAN results for2016students in Year 7 and 9 willachieve value added results of30% in literacy components.

Faculty and Executivemeeting time to ensureprograms are embedded.

Analysis of examination and NAPLAN results will bemade in 2018.

Review completed by QuickSmart team andstudents. QuickSmart 2018 students identified.

During 2016–2018 an increase of20% in the number of studentsachieving Band 5 and 6 results inall HSC subject areas comparedwith 2015 results.

The analysis of this data will be carried out in 2018.The results to this point are below what wasexpected.

A 20% increase in the number ofstudents participating inenrichment opportunities relatingto literacy development(Debating, Public Speaking,Reading Challenge) from 25 in2015 to 27 in 2016 and 30 in2017.

Transport costs, teacherrelease and hosting ofevents.

Total cost: $1200.00

This was an area that met the goals we set.

Next Steps

A re–evaluation of the literacy initiatives will be needed to ensure that we move significantly towards our goals in the nextschool plan.

The growth in student participation in a wider area of school events will be a goal for the coming years.



Quality teaching and leadership

Purpose

To develop the knowledge and skills of staff to implement quality teaching across the school.






All staff have individualisedProfessional Development Plans(PDP's) which identifyprofessional learningopportunities to maximisedevelopment of quality teachingpractices.

Computer access time. Staff successfully completed PDPs and accessed awide range of professional developmentopportunities.

Accessing an external consultantto establish continual cycle ofimprovement through targetedEvidence Based ClassroomPractices (EBCP's).

Consultant fees:$28,000.00.

Casual relief: $12,000.00.

All faculties produced and instigated a successfulEBCP that resulted in better classroom practice.

Increase the number ofProvisional staff to Proficient levelby 50%.

Release time to maintaincredentials.

There were three staff who attained proficiency thisyear. This was above the 50% of permanent staffthat we had as our goal.

Next Steps

The PDP process will be refined further to make it an even more valuable tool for teacher growth. The use of evidencebased classroom practices to improve teacher quality and capacity will be an integral component of our new school plan.The process we have devised to meet the needs of our staff who are seeking accreditation is very successful and will beadapted to accommodate the maintenance of accreditation for all teachers.



Improve achievement as a community

Purpose

To grow and achieve as a school through a universal framework of support systems in welfare, discipline and merit witha focus on teaching and fostering the values of Respect, Responsibility and Safety. The Restorative Practice model willbe embedded throughout all levels of the school.






Decrease the number of studentsworking through the Making itRight process by 50% from Term1 2017 relative to Term 4 2017.

Casual relief for circlefacilitators.

Cost: $14,0000.00

Administration time forcollation of data.

Rooming and space forFormal Circles average time1.5hours

Data collated and long term suspensions remainedstatic but this has been skewed by a single incidentthat resulted in 7 suspensions. Overall, there arepleasing signs in this area.

During semester 1, 2017 there were 124suspensions compared to 56 in semester 2. This isa 60% drop in suspensions. This exceeded theexpected drop.

Increase the number of Everydaystudents trained in RestorativeCircles from 76 in 2016 to 100 in2017.

Use of the Learning Centreto catch up missed work.Average time out of class1.5 hours. Most studentsparticipated on average 2times in a formal circle for2017. An average of 3 to 4students used in eachFormal Circle.

Important to note that themix of students in circlebalanced by gender andATSI.

51 everyday students across years 9, 10, 11 and 12participated in Restorative circles. As some of thesestudents participated in 2017 and built upon theircapacity 35 new students trained in R.P.

Increase the number of trainedstaff convenors from 7 to 10.

Casual Relief forobservations in circle timefor trainees.

PL time for training.

At present 4 facilitators trained, 2 in training and 2identified for future training, A decrease in staffFacilitators due to 2 staff transfers and PCYCPolice facilitator on leave.

Increase the number of studentsreceiving a Gold, Diamond andPlatinum level by 10%,comparative to 2016.

Data entry time.

Survey Monkey

Stationery

Award costs

There was some improvement but not as much asexpected. There was an increase in Gold, butdecreased in higher levels.

Increase in the number ofAcknowledgements by 10%,comparative to 2016.

Data entry time.

Survey Monkey

Stationery

This goal was achieved– greater than 10%.






Trial of Student Support Circles inYear 7 in Term 3 & 4.

Casual Relief for supportCircle time.

Administration Assistance instructuring time , place withall stake holders includingoutside agencies.

4 support circles took place with all stake holdersincluding parents, teachers and outside agencies.Plans formulated with actions and review dates.High degree of success once established plan inplace.

Next Steps

Refine the Well–Being process by reducing the number of levels and make allowances for excursions in distributingpoints. Refine academic and special acknowledgement areas.

Administration process of booking in Formal circles and Support circles including venues.

Dates of Formal circles included on suspension information and completed in suspension time.

Parental information sheets available.and inclusion in staged parental information meetings.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Tutors, teaching staff andNASCA contributionamounted $111,627.00

Tutors were very successful in moving ATSIstudents forward. NASCA gave selected ATSIstudents encouragement and incentive toimprove attendance and the vast majorityachieved attendance above 85%.

English language proficiency

Low level adjustment for disability Final cost of theseresources was the initialinvestment of $46,651.00

Students all benefited from the engagementof extra staff.These staff were SLSOs whoworked with students in class to improveengagement and success.

Socio–economic background Staff employment, farmlease and merit rewardsresulted in a final cost of$390,583.00

Creation of extra staff positions enabledstudents to receive more individual supportand attention. Restorative Practise alsorequired extra staff input to manage formalcircles. The continuation of the farm leasealso improved students' employment options.

Support for beginning teachers Casual replacements andPL costs amounted to$44,756.00

All New Scheme Teachers were given theopportunity to work with their mentor and alsouse release from class time for observation ofother teachers and preparation. They werealso given PL opportunities whenever theyarose. The beginning teachers have shownincreased effectiveness as well as improvedconfidence.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 179 198 186 149

Girls 166 159 158 143

Student attendance profile

School

Year 2014 2015 2016 2017

7 89.6 83.2 88.1 86.5

8 87.3 83.5 81 87.9

9 85.8 85.2 77.7 76.2

10 85.6 80.6 79.6 76.4

11 82.8 77.4 74.7 73.5

12 88.2 88.5 79.1 82.7

All Years 86.6 82.9 80.2 79.6

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

• The school has a comprehensive process forhandling student non–attendance. Care–giversare contacted after unexplained absencesthrough mail and SMS text. A non–responseresults in contact by telephone to organise ameeting with the school. Further non–compliancewill lead to the student being referred to the HomeSchool Liaison Officers who then work with thefamily and school to resolve the issues andattempt to return the student to school.

• The introduction of the Aboriginal Learning Centrehas had a positive effect on the attendance ofsenior students . Data indicates that thesestudents are more likely to attend school whenthey know there is individual support with theirstudies. The fortnightly raffle for students with100% attendance, has also become a valued

reward but it has not produced the impact wewere seeking. Further refinement will be needed.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 7

Employment 8 0 45

TAFE entry 0 0 0

University Entry 0 0 34

Other 0 2 10

Unknown 3 0 3

From our 2017 cohort 34% of students were offeredUniversity entry in Psychology, Hospitality, Arts andBusiness.

Year 12 students undertaking vocational or tradetraining

A total of 56% of students were enrolled in vocationaleducation training during 2017.

A total of 38% of these students are of Aboriginalbackground.

Year 12 students attaining HSC or equivalentvocational education qualification

Wellington High School had 29 students sit their HSCor equivalent qualifications.

A total of 100% achieved HSC or equivalentqualifications.

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 0

Head Teacher(s) 6

Classroom Teacher(s) 23.3

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.5

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

12.88

Other Positions 1

*Full Time Equivalent

Wellington High School employs three teachers twoAEOs and three SLSOs of Aboriginal descent.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 27

Professional learning and teacher accreditation

The school has provided extensive opportunities for allstaff to engage in professional learning this year.Many have taken advantage of external courses tocomplement the regular professional learning meetingsafter school. The executive staff also completed aprogram of leadership development designed toenhance their role in the management of the school.

Personal Development Plans were also produced toensure the enhancement of all staff's professional skills.

SUPPORT FOR BEGINNING TEACHERS

During Semester One, we received funding for twoteachers in their first year of teaching and two teachersin their second year of teaching. This funding was usedto support their induction to Wellington High School andProfessional Development experiences guided by theAustralian Professional Standards for Teachers.

All beginning teachers had reduced teaching loads,consistent with what is required to develop their skills.During this time, beginning teachers were giventimetabled release and were actively engaged instructured mentoring and collaborative practices. Allbeginning teachers were also encouraged to accessprofessional learning opportunities with the aim ofimproving their curriculum specific knowledge andgaining the skills to effectively manage classroombehaviours and implement effective managementstrategies. Teachers also accessed workshops onStarting out Strong and Moving Towards Proficiency.

During Semester Two, a new beginning teacher wasappointed and began receiving the required release fora teacher in their first year of teaching in a permanentposition. This teacher worked with their identifiedmentor and was also encouraged to access additionalprofessional learning opportunities.

The professional growth of the beginning teachers wasalso supported through reciprocal lesson observations


with opportunities for structured feedback and engagingin professional discussion and personal reflection.Allocated release time was also used for teachers tobegin compiling evidence to achieve mandatoryaccreditation at Proficient Teacher level.

TEACHER ACCREDITATION

At the end of 2017, there were nineteen staff membersaccredited as proficient teachers. This equated tofourteen permanent staff, three temporary staff and twocasuals. Of these nineteen, three had completed theiraccreditation requirements during the year and one hadcompleted a maintenance report. There were also sixprovisional teachers working towards proficient.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Receipts $

Balance brought forward 596,292

Global funds 358,125

Tied funds 1,026,779

School & community sources 130,615

Interest 7,479

Trust receipts 22,370

Canteen 0

Total Receipts 1,545,368

Payments

Teaching & learning

Key Learning Areas 106,084

Excursions 18,761

Extracurricular dissections 47,340

Library 3,353

Training & Development 0

Tied Funds Payments 616,862

Short Term Relief 67,747

Administration & Office 73,249

Canteen Payments 0

Utilities 69,086

Maintenance 58,525

Trust Payments 23,332

Capital Programs 0

Total Payments 1,084,339

Balance carried forward 1,057,322

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

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 0

Revenue 1,131,005

Appropriation 1,064,547

Sale of Goods and Services 6,592

Grants and Contributions 59,677

Gain and Loss 0

Other Revenue 0

Investment Income 189

Expenses -575,423

Recurrent Expenses -575,423

Employee Related -359,035

Operating Expenses -216,388

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

555,582

Balance Carried Forward 555,582

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

• The School Community has developed aconsultative planning committee to advise theschool executive on financial management aslinked to the school plan. The Principal hasoverall responsibility for the financial managementof the school while the School AdministrativeManager is responsible for the day to dayfinancial operations

• There was an extraordinary amount spent onshort –term sick leave. This was 20% higher thanour annual average.

• The funds available will be used to coveroutstanding salaries and continued support ofequity programs. The Aboriginal Learning Centrehas a September roll–over and those funds willsupport this through to September 2018.

Financial summary equity funding

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

2017 Actual ($)

Base Total 3,886,494

Base Per Capita 56,384

Base Location 71,619

Other Base 3,758,491

Equity Total 946,785

Equity Aboriginal 300,849

Equity Socio economic 447,544

Equity Language 0

Equity Disability 198,393

Targeted Total 865,827

Other Total 143,039

Grand Total 5,842,145

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

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, theresults across the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scalefrom Band 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

The NAPLAN results show that average scores forgrammar and punctuation, reading and spellinghave remained reasonably consistent for Year 7over the last four years. Data over this time perioddoes suggest that the aspect of writing will need tobe a focus area for the current year 8 as there hasbeen a significant difference from the previousyear’s cohort.

The NAPLAN results show that the percentage ofYear 7 students achieving greater than or equal toexpected growth was highest in the aspect of


spelling for literacy. Higher percentages ofAboriginal students made growth in spelling andpositive growth in reading.

The NAPLAN results show that average scores forliteracy have remained consistent for Year 9 overthe last four years in the aspects of spelling andwriting. Areas for improvement which show adownward trend are the aspects of reading andgrammar and punctuation. A significant area forimprovement for our Aboriginal students is reading.This analysis of Smart Data has informed theschool plan for 2018 and has resulted in somerevisions. A whole school focus will be placed onreading and staff programming and professionaldevelopment will reflect this emphasis.

The year 7 cohort for 2017 achieved a very positivevalue–added score with their average scaled scorefor spelling being well above state average. Theaspect of writing for the same cohort of girls waswell below state average. However, year 7 boys in2017 achieved well above the state average in theaspect of writing for boys. The boys were alsoslightly above state average scaled scores in theaspect of numeracy.

On a positive note, our year 9 girls achieved resultsin writing well above the State average scaledscores for girls. They were also above in theaspects of spelling and punctuation. A significantarea for improvement for both the boys and thegirls is the aspect of reading.


The NAPLAN results show that average scores fornumeracy have remained consistent for Year 7 overthe last four years. The 2017–year 7 cohort resultsshowed that over half the students made greaterthan or equal to expected growth in numeracy. Apositive area of growth for the year 7 boys is in theaspect of numeracy where they achieved slightlyabove the State average scaled scores.

The NAPLAN results show that average scores fornumeracy have remained consistent for Year 9 overthe last four years. The 2017–year 9 cohort resultsshowed that over half of the students made greaterthan or equal to expected growth.

There is a need to lessen the gap between theaverages for our students and those of the State inall aspects of literacy and numeracy.

The My School website provides detailedinformation and data for national literacy andnumeracy testing. Go tohttp://www.myschool.edu.au to access the schooldata.


In terms of the Premier’s Priority regardingNAPLAN, for year 7 , in the aspect of reading therehas been a slight increase in the percentage ofstudents in band 9 and a consistent level ofachievement in band 8. In the aspect of numeracy ,the percentages of students in band 9 haveincreased since the previous year. The percentagesfor band 8 have remained consistent.

In the aspect of reading for year 9, the percentageof students achieving in band 9 has beenconsistent, with unfortunately no studentsachieving in the top band. The numeracypercentages have been disappointing with nostudents achieving in the top two bands. To datewe have not managed to reach the targets set bythe Premier.

As a result of having none of our year 7 Aboriginalstudents in the top two bands for any aspect ofliteracy and numeracy, there will need to be asignificant focus on achieving better outcomes forthese students.

On a more positive note, our year 9 Aboriginalstudents did perform above the state average forAboriginal students in the aspects of spelling andgrammar and punctuation. These achievementswere represented in the second top band , band 9.Aboriginal students were not represented in theaspects of reading, writing and numeracy in the toptwo bands.

Higher School Certificate (HSC)

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

Parent/caregiver, student, teachersatisfaction

In 2017, the school sought the opinion of studentsusing the Tell Them from Me Survey. Responses arepresented below. • 71% of students value school outcomes • 73% of students have positive friendships

On average 76% of year seven students have apositive sense of belonging to Wellington High School.

On average 55% of students participate in schoolsports and clubs. This is above the NSW Governmentsnorm.

Wellington High School was equal to the NSWGovernment norm for: • Student happiness • Expectations to succeed • 79% of students felt good about their culture at

schoolWellington High School is a Restorative Practiceschool, with the aim of having students make right thedamage they have done with their behaviours. As apart of the process, caregivers and students completeda survey on the process of restoration that is


undertaken. After 3 years of this process the followingtargets have been achieved. • The school has continued with a reduced

suspensions rate. • An increased number of students have been

trained in the restorative practice circle process. • An increase in staff trained as circle conveners. • 100% of parents surveyed thought the circle

process should continue as the results are verypositive and is a way to restore trust and moveforward.

• 100% of students surveyed thought that the circleprocess should continue.

Policy requirements

Aboriginal education

Wellington High School's implementation of theAboriginal Education Policy has resulted in significantimprovement in our relationship with the localcommunity. The school has engaged aides to work inclassrooms with students to allow them to maintain apositive work output. This has resulted in animprovement of outcomes across the school.

The further development of the Aboriginal LearningCentre has been of immense value to the seniorstudents. The Aboriginal students were successful incompleting all assessments and the number of studentswho gained their Preliminary Certificate was markedlyhigher than previous years. The centre has also aidedstudents in establishing better work patterns that hasimproved their satisfaction with the educationalprocess.

The school continues to work hard in establishingand maintaining personal learning pathways for all thestudents in consultation with their caregivers.

At all formal gatherings in the school we acknowledgethe traditional custodians of the land and pay respect toelders both past and present and the aboriginal peoplewho are present. We have developed the tradition of anaboriginal student making this acknowledgement.

NAIDOC celebrations are an important cultural event inour school and it has become an eagerly anticipatedday in our calendar. The connection to country isfostered through this celebration and the respect of allour students for this culture is clearly obvious.

Multicultural and anti-racism education

Both the Multicultural Education and the Anti–racismpolicy have been supported by Wellington High School.Cultural diversity and a sense of belonging to the widercommunity is promoted through days such as NAIDOCday. This celebration promotes inclusiveness andallows all students to embrace cultural diversity.

Multiculturalism in education is a multi–facetedapproach where students are challenged to takevarying perspectives and gain an appreciation ofcultural and linguistic diversity within the schoolenvironment and the democratic society we live in.

Wellington High School is very conscious of the need todeal swiftly with any issue of racism that arises. A staffmember is the designated ARCO who is involved inmanaging any perceived racism within the school.


2017 wellington high school annual report - …...(debating, public speaking, reading challenge)...

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