2019 gilgandra high school annual report · systems, which support collaborative planning,...

Gilgandra High School2019 Annual Report

8349

Printed on: 3 April, 2020 of 24 Gilgandra High School 8349 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Gilgandra 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.

School contact details

Gilgandra High SchoolCourt StreetGILGANDRA, 2827www.gilgandra-h.schools.nsw.edu.augilgandra-h.school@det.nsw.edu.au6847 2276


School background

School vision statement

Our students will learn and thrive in a culture of inclusivity and high expectations. Every student will learn the skills toequip them to connect with their local community and a dynamic and changing world. Students will be valued lifelonglearners who are inspired to explore pathways to future success and wellbeing.

School context

Gilgandra High School is located on the Western Plains of News South Wales, approximately 65kms north of Dubbo.The land upon which the school is situated is of the Wiradjuri, Kamilaroi and Wailwan people. We draw on the knowledgeand customs of the traditional custodians, curating and nurturing connection to culture. We are a comprehensiveco–educational school serving the community of Gilgandra and surrounds. Every student is provided opportunities todevelop skills that will carry them beyond their school years. Our students thrive in an environment that promotesindependent, confident learners. We value a breadth of curriculum taught by expert teachers who are passionate abouttheir subjects. Students have the opportunity to undertake a traditional academic pattern of study, as well as access toan extensive range of Vocational Education subjects and alternative patterns of study. Our school also offers a broadrange of subjects throughout our junior school.


Self-assessment and school achievement

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 is a statement of what is valued as excellence for NSW public schools, both now and into thefuture. 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.

Each year, we assess our practice against the Framework to inform our school plan and annual report. Every five years,our school undergoes an external validation process.

During the external validation process, an independent panel consisting of a Principal School Leadership and a peerprincipal considered our evidence and assessment of our school's progress against the School Excellence Framework.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Delivering

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Delivering

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Delivering


Strategic Direction 1

Embed evidence based practices

Purpose

Our school has high expectations for students and staff to be successful in an ever changing world.

Our purpose is to develop a culture of learning where every student succeeds, and which prioritises improvement,evaluation and growth.

Our school community will be challenged to adopt learning practices which result in measurable improvements throughexplicit instruction, assessment practices and visible thinking.

Improvement Measures

All classes taught using explicit, consistent lesson structures, including visible thinking.

All teaching and learning programs are adjusted for individual student learning needs and demonstrate syllabuscontent measured by program evaluation and student work samples.

All assessment tasks have a consistent framework and branding, incorporating feedback and student reflection

Progress towards achieving improvement measures

Process 1: Explicit Instruction

Develop and implement a whole school professional learning program targeting explicit instruction,including visible thinking and embedding this practice, evident in consistent teaching program format.

Evaluation Funds Expended(Resources)

Is there broad consensus re EDI and is there a clear strategy forimplementing in 2020? What additional needs are there from staff totransition successfully to an EDI scaffold?

With Sheryn's return from mat leave momentum has returned. Her absencehighlighted a shortfall in school planning in that there was not a secondperson to drive the momentum. The staff, through PL and muster meetingsare aware that 2020 will be about implementation. Sheryn's timetable hasbeen allocated as such to provide for an allowance to drive the project whilststill meeting her classroom and faculty management commitments. John'stimetable for 2020 has been locked in and our community of schools(Tooraweenah, Gilgandra Primary and Gilgandra HS) were successfulrecipients of a $250,000 three year grant to further support theimplementation of this project and scaffold the support for staff, student andcommunity buy–in.

$30,000 – John Fleming consultancyand resources

Process 2: Assessment Practices

Develop and implement a whole school professional learning program around formative and summativeassessment, targeting consistently embedding these practices to inform the teaching and learning cycle.


Is there positive feedback from students about the new framework? Has thetransition to the format been comprehensive or are there still areas to adjust?

Student feedback has not been sought however the consultation with staffhas been positive. A consistent framework has been developed for

Year 12 Survey



implementation across all areas of the school in 2020. Formative assessmentpractices will be the next focus for the team.



Learn and thrive in a culture of collaboration

Purpose

In our school every teacher is supported, and supports one another, to continuously develop their skills and knowledge.

Our purpose is to develop collaborative practices, and the language of collaboration, across the school. This is a sharedexpectation, where teacher expertise, passion and inspiration is valued thereby enriching teaching practices andexpanding the repertoire of strategies which maximise growth and improvement for all students.

Our school community will be challenged to decide 'where to next' for our students through the close and regularcollection of reliable and valid data, with a focus on literacy and numeracy.


All students, including equity groups, at or above expected growth in literacy and numeracy.

All teachers collaborating to plan, evaluate and reflect on practice.


Process 1: Collaborative Practices

Develop and embed collaborative expertise across the school by implementing and developing clearsystems, which support collaborative planning, reflection and peer coaching, in order to strengthen andembed innovative teaching and learning practices.


Class Lists finalised and uploaded into Edval.

CAPA Awards night held.

$7,000 – Includes release time, eventpromotion and marketing, resources

Process 2: Evidence Based Practice for Literacy and Numeracy

Investigate, implement and evaluate evidence based practices to deliver high quality learning in literacyand numeracy using data to meet point of need.


Stage 4 numeracy 2020 will have students withdrawn for intensive catch–upof basic skills.

Stage 4 literacy support to continue in 2020 with a designated literacy classfor both Years 7 and 8.

$90,000 – Literacy and Numeracysupport position



Sustain and grow authentic learning partnerships

Purpose

In our school we provide opportunities for students to develop student voice, agency, and leadership.

Our purpose is to sustain and grow authentic learning partnerships where students, parents/carers, teachers,non–teaching staff and communities collaborate to provide opportunities to support student achievement in all its forms.

Our school community will thrive through projects which develop leadership, wellbeing, family and communitypartnerships so that our students grow into confident, creative and resilient global citizens.


Increased levels of school community satisfaction.

An increase in student enrolment, retention and successful transition into work or further education.

Increased proportion of students reporting a sense of belonging, expectations for success and advocacy at school.


Process 1: Communication of Authentic Learning Opportunities

Investigate and strengthen strategies to promote student achievement across media platforms, andgreater collaboration with school community to support student learning.


Were the opportunities to sustain and grow authentic learning partnershipsenhanced?

In 2019 the school grew opportunities for collaboration and recognition ofstudent achievement. A key highlight was the introduction of the SportsAwards evening which was a resounding success. Other examples ofpartnerships include:

End of Year assembly – very well run

Staffing – all vacant positions for staff members were resolved, significanttransfer of staff in and out of the school at the beginning of the year. Inabilityto staff the school fully was a state–wide problem and limited our capacity tofully develop our learning partnerships.

New syllabus training – completed though short notice and limited capacity tocover staff did not help.

Clearer timelines and expectations for assessment schedules – ready fordistribution in early Term 1 2020

You Can Do It Planning Day – successful, planning resulted in scope andsequence developed for 2020

Year 10 Work Experience – went well, business houses continue to besupportive.

DAME Awards – went well, an excellent celebration of the arts at GHS

Sport Presentation Night – went very well, first time it has run, feedback wasvery positive. Parents were generally positive about communication betweenthe school and the community members

$20,000 – Training and resources



6/7 Parent information evening – huge turnout, increased numbers of year 7'sfor 2020

Process 2: Transition and Wellbeing

Investigate and implement evidence based practices to develop a whole school approach to studentwellbeing.


Are there clear learning intentions from the program which have beencommunicated to staff? Has a scaffold been developed to help ensure fidelitywith implementation processes? Is there buy in from the year advisors? –

Program for YCDI! implementation has been developed. Year Advisorscollaborated to develop the framework for the implementation of thewellbeing curriculum for 2020.

Additionally, for 2020 planning, the Year 7/11 camp has been scheduled for2020 which will further embed YCDI! and the development of personalqualities.

$10,000

Timetabling considerations

Appointment of coordinator


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding Utilised – $116098 Gilgandra High School commenced itsinvolvement in the 'Culturally NourishingSchools' project. The project will be at least a3 year study in enhancing studentengagement, enrollment and retention.Baseline data is currently being collected.

Low level adjustment for disability Funding utilised – $158,247 The Learning and Support Teachercommenced on a full–time basis in term 2.During that time the Principal and the LaSThave worked to drive the Wellbeing Hubinitiative as well as changing some processeswith the Learning Support Team to enhancetimely communication.

In addition, of the $158,247 allocated,$37,925 was provided to in–class supportthrough SLSO positions and programresources.

Socio–economic background Funding utilised – $244,183

Of the $244,183 allocated to supportingstudents from a low SES background,$98,446 was added to support curriculumdelivery (0.9 staffing). The remaining$145,737 provided additional in–class supportfor students, managed through the LearningSupport Team, and incorporated additionalSLSO time for students as well as programresources to improve literacy and numeracyattainment.

Support for beginning teachers Funding Utilised – $21,022 Beginning teachers were supported with theirtransition in to the profession through theprovision of mentors and time to develop thecraft of teaching. The funding was utilisedflexibly.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 122 107 103 105

Girls 131 130 121 117

Student attendance profile

School

Year 2016 2017 2018 2019

7 92.1 88.8 87.9 85.1

8 87.7 89 89.7 82

9 89.9 93.1 81 86.9

10 81.9 85.1 85.7 68.4

11 87.9 78.6 72.6 79.8

12 92.2 91.1 87.8 82.9

All Years 88.6 88.1 84.3 80.8

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 5 6 5

Employment NA 4 32

TAFE entry NA NA 16

University Entry NA NA 37

Other 95 90 10

Unknown NA NA NA

Other for Year 10 and 11 – defined as remaining at school to engage in full time learning.

Year 12 students undertaking vocational or trade training

54.55% of Year 12 students at Gilgandra High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

94.4% of all Year 12 students at Gilgandra High School expected to complete Year 12 in 2019 received a Higher SchoolCertificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Head Teacher(s) 5

Classroom Teacher(s) 18.8

Learning and Support Teacher(s) 1.1

Teacher Librarian 1

School Counsellor 1

School Administration and Support Staff 9.78

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,115,329

Revenue 5,173,288

Appropriation 5,070,021

Sale of Goods and Services 21,560

Grants and contributions 75,118

Investment income 6,589

Expenses -4,891,929

Employee related -4,373,342

Operating expenses -518,587

Surplus / deficit for the year 281,359

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 687,315

Equity Total 494,765

Equity - Aboriginal 106,979

Equity - Socio-economic 229,044

Equity - Language 0

Equity - Disability 158,742

Base Total 3,401,403

Base - Per Capita 55,896

Base - Location 77,976

Base - Other 3,267,531

Other Total 284,951

Grand Total 4,868,433

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 4 5 6 7 8 9

Percentage of students 12.8 30.8 15.4 20.5 12.8 7.7

School avg -2019 9 28.7 16.4 27.9 11.5 6.6


Band 4 5 6 7 8 9


School avg -2019 7.5 17.5 34.2 30 9.2 1.7

Band 4 5 6 7 8 9


School avg -2019 8.2 12.3 27.9 26.2 21.3 4.1


Band 4 5 6 7 8 9


School avg -2019 10.7 28.9 30.6 21.5 8.3 0

Band 5 6 7 8 9 10


School avg -2019 19.3 23.9 23.9 22.9 7.3 2.8


Band 5 6 7 8 9 10


School avg -2019 9.9 29.7 27 20.7 8.1 4.5

Band 5 6 7 8 9 10


School avg -2019 8.3 23.9 30.3 22.9 11 3.7


Band 5 6 7 8 9 10


School avg -2019 24.8 32.1 22 17.4 2.8 0.9

Band 4 5 6 7 8 9


School avg -2019 5.1 23.7 20.3 35.6 11 4.2


Band 5 6 7 8 9 10


School avg -2019 2.7 26.5 33.6 23 11.5 2.7


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.


Parent/caregiver, student, teacher satisfaction

A survey was conducted in regards to parent/caregiver satisfaction. The key findings include:

93% of parent respondents felt welcomed upon arrival at the school.

100% of parent respondents felt the school acknowledged their concerns and suggestions.

88% of parent respondents indicated that the school provides helpful information about their child's progress.

79% of parent respondents felt the teachers at Gilgandra High School provided a stimulating and challengingenvironment for their child to learn.

78% of parent respondents indicated that they felt the school regularly praises and reward's student success.

91% of parent respondents indicated that they receive feedback from their child about school.

80% of parent respondents felt that the school newsletter provides relevant information.

76% of parent respondents felt the school has a focus on literacy and numeracy.

96% of parent respondents felt that technology is an important part of their child's learning.

100% of parent respondents felt that regular attendance at school is important for their child.

Students and staff were surveyed separately. From the student results,

100% of students who completed the Year 12 Exit Survey indicated that Gilgandra High School had helped to preparethem for life after school.

In regards to student acknowledgement, 75% of students felt that positive letters were valued the most with 25%indicating our VIVO system as important.

In regards to our extra–curricular opportunities, 75% of students felt the range of extracurricular options is sufficient.

For those students completing the Year 12 Exit Survey, school work was a priority during Year 12 closely followed byemployment.

For 75% of student respondents, block 2 (10:45am – 12:05pm) is nominated as their best time of the day for learning.

For senior students, the teacher mentor system is highly valued (83% feel worth keeping) and attributed to studentsuccess.

For senior students, 83% felt that the expectations of what it means to be a senior student was well explained.

75% of students feel that their teachers have high expectations of them.

In regards to student transition from Stage 5 to Stage 6, 75% of students feel as though they were provided withmeaningful guidance when selecting their subjects, however 50% of students would make the same subject selectionsagain if they had the chance. Additionally, 75% of respondents indicated that they felt supported during their transitionfrom Year 6 to 7.

Staff indicated that:

In relation to professional learning structures within the school, the key benefits are collaboration and developing a senseof the team work required to achieve the school plan.

Staff find the 'Teams' initiative worthwhile. 64% of respondents felt that shifting the focus to the School Plan would bevaluable. The feedback indicated that it would be a better idea to include the current teams as a part of the plan.

Additionally, in relation to professional learning, the responses indicated that a narrower focus would allow the staff toembed that new knowledge within their classes more effectively. Some of these responses included focus areas such asVisible Thinking, data use, explicit teaching and unit design, and formative and summative assessment strategies.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2019 gilgandra high school annual report · systems, which support collaborative planning,...

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