annual report 2016 - coodanup college · 2017. 5. 25. · annual report 2016 page 5 an exciting...

Explore. Dream. Discover.

Annual Report 2016

“Twenty years from now you will be more disappointed

by the things that you didn’t do than by the ones you did do. So throw off the bowlines.

Sail away from the safe harbour.

Catch the trade winds in your sails. Explore. Dream. Discover.”

Mark Twain

A n n u A l R e p o R T 2 0 1 6

Contents Introduction page 4

Message From The Principal page 4

School Backgorund page 5

College Board page 7

College Highlights 2016 page 8

Programs page 9

Progressing The College Priorities

Priority 1: Strong Leadership that raises expectations page 10

Priority2:EffectiveTeachingthatraisesstudentperformance page 13

Priority3:Apositiveschoolculturethatpromoteslearning page 15

College Achievement Targets page 17

Academic Achievement Year 12 page 18

Year 7 and Year 9 Academic Achievement page 21

NAPLAN Test and School Grade Alignment Information page 26

Attitude, Behaviour and Effort at School page 28

Attendance Overall page 29

College Community Surveys 2016 page 30

Financial Summary as at 28 April 2016 page 32

IntroductionAsanIndependentPublicSchool,CoodanupCollegeensuresitmeetstheexpectationssetoutintheDelivery and

Performance AgreementwiththeDirectorGeneralofEducation.TheseagreementsoutlinetheresponsibilitiesoftheDepartment,CoodanupCollegeandtheCollegeBoardinenactingandsupportinggreaterautonomyandflexibilitytobestmeetthespecificneedsofstudentsinourcommunity.

Message From The principalFollowing a positive

Independent Public School Review towards the end of 2015, the school entered its second Delivery and Performance Agreement in 2016.

The college’s 2016-2018Business Plan,whichwas developed during 2015 andincorporates recommendations from the IPS Review,focuses on the following three main improvementpriority areas:

• strongleadershipthatraisesexpectations;

• effectiveteachingthatraisesstudentperformance;

• apositiveschoolculturethatpromoteslearning.

TheCollegeBoardplayedasignificantrole inshapingthe plan, particularly through the developmentof improvement targets. We believe the targetsare realistic yet challenging and have been clearlyarticulated to the college community. We have seengood gains toward many of our targets in 2016 andremain clearly focussed on the need for furtherprogressoverthenexttwoyears.

Our student attendance continues to improvethrough the partnership with parents and carers toensurestudentsattendschoolregularly. Ourstudentattendance is higher in comparison to schools likeCoodanupCollege, and closing inon theoverall stateaverage.

StudentprogressintheNAPLANtestsin2016wasalsocelebrated by the college community. Our studentprogress was better than that of Like Schools in alltest types and better thanWA Public Schools and allAustralianSchoolsinthreeofthefivetesttypes.

The 2016 Year 12 cohort was our first group tocomplete their studies under the newWACE (Western Australian Certificate of Education) requirements. Thechanges to the WACE, including the achievement ofthe Online Literacy and Numeracy Assessments, ledto more demanding requirements for senior schoolstudents. Our 2016-2018 Business Plan target forWACE achievement was met in 2016, and 100% ofour students who were eligible for a WACE achieveda Vocational Education and Training (VET) CertificateII,which is now a compulsory component of the newWACErequirements.

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Anexcitingdevelopmentfortheschoolandforstudentswas the enrolment of a small group of Year 11 and12 students in an ATAR pathway in 2016. Successfulachievement in this pathway gives students greaterchoice about the studies they may undertake at theendoftheirformalschooling.Wehaveplansinplacefor growth in the number of students enrolling in anATARprogramduring the life of the currentBusinessPlan.

Universityentrance canbeachieved in severalways -and the number of our students accessing universityincreasedin2016.Ninestudentsreceivedadirectofferinto university and another six students have beenacceptedintoabridgingprogram.Weareverypleasedthat40%ofourstudentswhoachievedtheWACE,havecommencedtheirhighereducationstudiesin2017.

Iamveryproudofourachievementsinrecentyears,and2016continued to showa trajectoryof improvement.Our staff are very clear about the college vision andprioritiesandarecommittedtobringingaboutimprovedoutcomes for students, through self-assessment andcollaboration and the ongoing development of their

teaching skills. Their hardworkhasbeen recognisedby the Department of Education - we have recentlybeenaskedtotakepartinproducingavideoforanewattendancetoolkitforschoolsentitledHigh Expectations for Attendance and Embedded Whole School Practices.Thisresourcewillassistallschoolsindevelopinggoodpractices to improve attendance. Wehave also beenasked to contribute to a review on the successfultransitionfromprimarytosecondaryschool;andmostrecently, Coodanup College is one of a group of fiveschoolsinvitedtoparticipateinaresearchprojectthattakesa360-degreeviewofstudents,andpracticesthatmostsuccessfullyengagethemintheirschooling.

Therecognitionoftheschoolthroughtherequestsforour involvement in theseprojects is testament to thehard work and willingness of the Coodanup Collegestaff to do whatever it takes to best support ourstudentstoachievepositiveoutcomes.

Vicki McKeown Principal

School BackgroundOur Vision

TheCoodanupCollegevisionistofosterasupportivecommunity that empowers students to explore theirstrengths, dare to dream, and discover the positiveimpact they can have on their own lives, the lives ofothersandthatofthewidercommunity.

Our Mission

We will join with parents and our community tofacilitatestudents’journeyofdiscovery-understandingourresponsibilities,anddoingwhateveritmaytaketoassist them to develop their directions and navigatethe challenging landscapes of the world today.CoodanupCollegewillprovideaworldclasseducationinasafe, supportive, respectful learningenvironmentwith opportunities for each student to developthe knowledge, skills and confidence to become aresponsible,successfulcitizen.

School Context

CoodanupCollegeisaco-educationalcollegelocated80 kilometres south of Perth in the beautiful coastalCityofMandurah.Thecollegehasaschoolcommunity,executive, teaching and support staff dedicated tocontemporary teaching and pastoral practices, andto developing future focused students, able to movesuccessfullyintotheirchosencareers.

The college has undergone several structural andeducationalchangessinceitfirstopenedasCoodanupSenior High School in 1989. Since those early years,in response to changing education priorities and thegrowthanddevelopmentoftheregion,theschoolhasbeen:aspecialistmiddleschoolforstudentsinYears8to10;an8–12communitycollegewithaseniorschoolfocus on preparing senior students for training andemployment;andmorerecently,since2013whentheschoolwasgranted IndependentPublicSchoolstatus,it has been rebranded and reshaped as CoodanupCollege,cateringforstudentsofallabilitiesfromYear7

WEWILLLEARN

WEWILLBEFAIR

WE WILLBE SAFE

WE WILLBE PROUD

toYear12.Itisouraimtoassistallstudentstodevelopthe confidence and skills to complete school and bequalifiedforfurtherstudyatanylevel,andfortrainingorforemployment.

Coodanup College has a student enrolment of 527with a 19% Indigenous population and increasingculturaldiversity.Thecollegehasapastoralcarefocusand has positive working relationships, with manyoutside agenciesproviding support andprograms forstudents and their families. An emphasis on literacyand numeracy programs has enabled our studentsto make recent gains in national testing results. Theexcellentfacilitiesatthecollegeprovideopportunitiesfor participation in a range of experiences includingagriculture,performingarts,music,scienceenrichment,andspecialsportingprograms.

Latein2015thecollegeunderwentitsfirstIndependentPublicSchoolReview.Itwascommendedforitsinclusiveculturethatprovidesasenseofbelongingandpurposefor all students, and for the dedicated staff workingto make a difference. The review highlighted theexpectation that the collegewill strive for continuousimprovement in student performance, particularly inliteracyandnumeracy.

We offer a range of flexible learning programs, aswe appreciate that students have individual needs

and hopes for their futures. Our staff members arecommitted to the success of every student, providingoutstanding teaching and real world experiences tocaterforallinterests,skillsandbackgrounds.

CoodanupCollegehas:

• strongrelationshipswithourlocalprimaryschoolsand works with them to ensure students makesuccessfultransitionstothecollege;

• productive relationships with our businesscommunity;

• regular professional learning for staff across theschool and within departments – our focus is ondevelopingconsistentpractice;

• pre-service teachers undertaking a part of theirtrainingatourschool;and;

• a significant partnershipwithMurdochUniversitythat enables our students to access specialprograms and events and supports an increasingnumbertogainentrytouniversity.

We see our college as progressively developing as aleadingschoolandtheschoolofchoiceforfamiliesinourcommunity.

A n n u A l R e p o R T 2 0 1 6

Hon.DavidTempleman Community

ProfessorAndrewTaggart Business/Community

MrsIreneMooney Business/Community

MrTimBateman Business/Community

MrStephenMarkham Business/Community

MrsLarrissaWhiskin Parent/Community

MrsAnneLouiseNewnham ParentRepresentative

MrPaulPearce StaffRepresentative

MrCraigWatt Business/Community

MsVickiMcKeown CollegePrincipal

MsNickyJohansen SecretaryThe

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College BoardTheCollegeBoard,nowinitsfourthyearofoperation,has a small group of members who have been withthe Board throughout that time. Recently, we havegained the experience and enthusiasm of a numberof new parent and business community members.We have had interesting discussions, broadened ourunderstanding of the Coodanup College context, andvision, and supported the school in a range of waysthroughoutthisyear.

Ourmembershavebeenvariouslyinvolvedin:providingparent, business and community perspectives forthe college’s consideration; influencing programsthat stimulate students’ thinking about their careersand futures; business planning at the discussion andpracticaldevelopmentphases;consideringtheschool’sacademic data and reflecting with the college on

improvement strategies; pressing for change in somecurriculumareas;andsupportingtheestablishmentoftargetsforimprovement.Wehavebeenkeptinformedaboutandbeeninvitedtohaveinputintoplanningtheschool’sfinances,facilitiesandimprovementsintheseareas. BoardMembersarealwayswelcometoattendthe special events that are provided throughout theyearbytheschool,andweattendarangeofthese.

Observingtheimpactsoftherenewalandimprovementstrategies the school has worked on during the pastfour years, and particularly during 2016, has beeninterestingandexciting. We look forward to thenextphaseofCoodanupCollege’sdevelopmentin2017.

I would like to thank the Board members for theircontributionsandforsupportingtheCollegeExecutiveTeamduringthepast12months.

Beth Aitken Coodanup College Board Chair

College Highlights 2016Of the eligible Year 12 students, 72% achieved the

Western Australian Certificate of Education (WACE). All of the eligible students achieved a Vocational Education and Training Certificate II or better, and nine students or 19% attained direct entry to university and a further six students or 12% were accepted into university bridging courses.

OurNAPLANresultsshowthattheYear7sarecontinuingtomakeprogressathighschool.Ahighlight is inwritingwheretheYear7sperformedsignificantlybetterthanLikeSchools(schoolswithsimilarsocioeconomiccircumstances)and close to the State Mean (average) in Writing, andbetter thanLikeSchools inSpellingandPunctuationandGrammar. Year 9Writing results improved in 2016withmorestudentsachievinginthemiddle60%andfarfewerinthebottom20%.

Our Aboriginal students’ attendance exceeded the mean of Like Schools and WA Public Schools for Aboriginal attendance. The college’s overall attendance improved for the fourth year in succession.

ATARcourseswerereintroducedthisyearwithourfirstclassoftwelvestudentsstudyinganEnglishcourseatthislevel.

This was our inaugural year of the Science, Technology, Engineering and Mathematics (STEM) Committee, which assisted staff to develop their understandings about STEM is and how important this will be for the delivery of future programs at the college.

Nine Year 12 students participated in the MurdochUniversity TLC Program, which provided crucial skilldevelopment for students wishing to undertake futureuniversitystudies.

The school’s comprehensive, year-long Transition Program, led by the Junior School Team has resulted in strong links with the local primary schools and a more effective, happy entry to high school for the Year 7 students. As one teacher noted - “it was evident that the Year 7s who came to Coodanup in 2016 wanted to be here. The work produced by many was incredible, the attendance rate was very high and the relationships they have with staff is excellent. The Year 7s are showing that high school suits them and that they are aspiring to be outstanding citizens of the Coodanup Community with a focus on high achievement”.

Staff members have been delighted that CoodanupCollegeisbeingincreasinglyseenastheschoolofchoicebyfamiliesinthearea.IncreasedenrolmentsintoYear7,greaterengagementofparentsinschoolactivities,parentevenings, social occasions and surveys, and an overallimprovementinattendanceratesareclearevidenceofthis.

Senior students have experienced another excellent year in the community on Work Place Learning (WPL) program. WPL is available because of the willingness of businesses in the community to host our students at their work places and provide them with training and support.

The Alcoa sponsoredGoals 4 Girls Program commencedin2016.Theprogramfocusesonbuildingstrong,healthyyoung women at the college who will be positive rolemodelsintheirschoolandcommunity.

The opening of the sensory area the ‘Zen Den’ and the establishment of the Justus Corner provided additional resources and support for students needing this at times. Students are able to read with our Assistance Dog Justus, or train, groom or walk with him.

The Inspire Program for students who are workingtowards high academic achievement, provided stronglearningprogramsandoutcomes.Theprogramprovided:theInspireCampatBusselton;aCanberraExcursion;theLegoRoboticTeamsCompetition;avisittotheUniversityofWAformathsactivities;andothereventstoengageandextendthestudents.

The transformation that occurred in most Year 11 Focus Program students in the following areas was a highlight: they improved their attendance; were willing to attempt all tasks; achieved passing grades; met deadlines; and took pride in their work.

TheEyes Wide Open Program,whichenables schoolagedmumsandmums-to-betofinishtheirstudieshadagreatyearwithallstudentsachievingwell,balancingthedemandsofparentingand theirstudies. Onestudent receivedanaward at the Graduation Ceremony and was acceptedintotheBridgingProgramatMurdochUniversity;anothercompletedherschoolbasedtraineeshipinChildcare.

The highly anticipated college ball for senior school students celebrating the end of their formal schooling was a wonderful event.

Thestaffatthecollegeproudlyprovidethebroadestrangeof extra and co-curricular activities to assist students toengagewith and enjoy school. The following are just asample of the activities available throughout the year:participation in the Youth On Health Festival, where the Year 9s produced wearable art; working with Noongarartist,DerekNannup,incollaborationwiththeCommunity Arts Network,todevelopaperformancearoundthelifeofYaburgurt,ahistoricalAboriginal leader fromMandurah;reward days and free dress days; the opportunity toparticipate in the Murdoch University MAP4U filmproduction; Harmony Day; a whole school Beach FunDay; the2016 faction captain’sfirst leadership camp–acelebration of our first sports leaders; a 10 week afterschool cooking class; sports carnivals; andmovie nights.Thisisnotacomprehensivelist–theseandotheractivitiesareavailablelargelyduetothegenerosityofspiritofthecollege’sstaff.

Surveys completed during 2016 clearly show high levels of satisfaction with the school by parents, students and staff. There is general agreement that Coodanup College has high expectations of students, consistently seeks to improve, and that students are provided with useful feedback about their learning.

A n n u A l R e p o R T 2 0 1 6

programs• Inspire Academy: Studentswhohaveadesire togo

to university at the completion of their schooling canapply tobepart of the InspireAcademy.Onceacceptedinto theprogram, studentsmustmaintain high levels ofachievement, behaviour and attendance. The Academygives students access to an academic, wrap aroundpastoralcareprogram.StudentsarementoredbystudentsfromMurdochUniversity, haveopportunities to visit theMurdochcampusesandareprovidedotheropportunitiestoengagewith theuniversity.Eachof theseelementsoftheprogramincreasethelikelihoodofstudentsachievinguniversityentrance.

• CLAN: TheCentreforLiteracyandNumeracyisdesignedtosupportstudentswithlearningdifficulties.Studentsaretaughtbyonestaffmemberwhoistrainedspecificallyindifferentiation and Literacy and Numeracy intervention.Students whomake the necessary improvements whilstin this program have the opportunity to re-join themainstreamclasses.

• Focus Program: TheFocusProgramprovidesstudentswiththeopportunitytocompletetheirWACEoverathreeyearperiodbeginninginYear10.Studentscompletehalfofthecourserequirementswithasingleteacherandaccesstwo Vocational Courses of their choice. This approachprovidessupportforthosestudentswhotypicallyfindtherigorsofWACEtoodifficult.

• Success Program: The Success Program is anengagementprogramthatcatersforstudentswhostruggleto learn in amainstream setting. Staff provide studentswithaflexibleandindividuallytargetedprogramwiththeaimtodevelopemployabilityskills.

• Flexi-Link Program: Flexi-Linkhasbeendesigned tolinkmarginalised young people back into education andwiththeircommunitybyprovidingflexibleeducationandaccesstoappropriatesupportservices.Studentscompletetheirschoolworkfromhomeorinasmallgrouphubwiththeaimoftransitioningthembackintotheschoolsetting.

• The Arts: The Coodanup College ‘Arts’ learning areaacknowledges the special gifts and interests that all ourstudents have acquired. Our students in the Arts areoffered interesting, innovative and creative work thatreflectstheaimtomakesureeverystudentlearnsandisabletoexpresstheirpersonalityandpointofview.

• Clontarf Academy: The Clontarf Academy exists toimprove the education, discipline, life skills, self-esteemandemploymentprospectsofyoungAboriginalmenand,by doing so, equip them to participate meaningfully insociety.Theseoutcomesareachievedthroughthemedium offootball.

• Goals 4 Girls: A program that uses a variety ofrecreationalandsportingpursuitsasthevehicletoprovidegirlswith theopportunity todevelop their life skills. Theprogramwillimmersetheselectedgirlsinanenvironmentthat is built upon contemporary practice of working incollaboration to develop knowledge and understandingabouthealthandlifestyleissues.Girlswilldeveloppositiveattitudes and values associated with leading a healthylifestyle, equipping them to make socially responsibledecisions. This will enhance the quality and potential oftheirownandotherpeople’slives.

• Eyes Wide Open: The Eyes Wide Open EducationProgram (EWO) is for school agedmothersor expectantmothers.EWOisapartnershipbetweenCoodanupCollegeandPeelYouthServices(PYS),givingteenagemotherstheopportunitytofinishtheirschoolinginasafe,supportiveenvironmentforthemandtheirchildren.

• Trade Skills Centre: The Mandurah Regional TradeSkillsCentre ispartof theCommonwealthGovernment’sEducation Revolution policy framework. This new facilitywillenablesecondarystudentsfromYears9-12toaccessvocational education and training through Trade SkillsCentres(TSCs)inschools.Ourcentre’sofficialopeningwilloccurduring2017.

progressing The College prioritiesPriority 1: Strong leadership that raises expectations.

Purpose

Wewill:

• leadbehaviouralandorganisationalchangethatchallengesourcurrentrealityanddemandsacollectivefocusonimprovingperformance;

• utilisetheCollegeImprovementTeamstodrivewholeschoolexpectationsforteachingandlearning;

• usedatatomonitorthe impactsofpolicyand identify learningneedsandareasofstrengthandweaknessesacrosstheschool;

• engageparentsandthecommunitytoreinforcechangesinstudentbehaviour,studyhabitsandattendance;

• usetheflexibilitiesaffordedasanIndependentPublicSchooltotargetresourcestomeetstudentneedsandtheprioritiesofthecollege.

Progress towards achieving improvement measures

Improvementmeasuresummary.

Progress/milestones achieved this yearDuringthepast4years,theleadershiphasfocusedonrebranding,includingintroducinganewuniform,improvingcommunicationwithfamilies,providingarangeofonlineservicesforparents,focusingonstafftrainingandimprovedclassroompractice,andseekinggreaterengagementofstudents.Animportantaspectofthispriorityisthedistributionofleadershipacrosstheschooltoenablethepriorityfocus.ThefollowingsummarisessomeoftheprogresstowardsPriority1during2016.

Evidenceofbehaviouralandorganisationalchange.

TheschoolhascommencedthereintroductionofanATARprogramforstudentsneedingstrongbackgroundsforstudyafterYear12.Thishasmeanttheengagementandeffortofstafftoprepareandteachthesecourses.Leadershipanduptakeofawholeschoolfocusonattendancemonitoringandimprovement.LeadershipteamshavebeenestablishedinallkeycurriculumimprovementareasoftheCollege.

A n n u A l R e p o R T 2 0 1 6


Evidenceofacollectivestafffocusonimprovingperformance.

In2016,wedevelopedateamofteacherstocollaborativelyresearchandtrialnewteachingideas.TheWOWTeam(WatchingOthersWork),establishedtheirpurposestatement,developedprotocolsaroundlearningwalksandlessonobservations,seekingfeedbackandpre-lessonobservationpreparation.Teammembersobservedeachotherteachingandtrialledfeedbacksheetstheycreated.Theyidentifiedareasforimprovementintheirprocess.InTerm3TraininginGrowthCoachingwasprovided,whichimprovedteachers’abilitytoprovidefeedbackandparticipateincoachingconversations.Thecollegehasmadeinroadsintowholeschoolstaffdevelopmentandeffortstoimprovetheliteracyandnumeracyskillsofstudents.

Evidenceofimprovedperformance.

LeadershipopportunitieshavebeenbroadenedbytheWOWTeamstrategy–aDeputyandateamaccessingtrainingandexperiencetoleadawholeschoolimprovementstrategy.In2016,thefirstgroupoftwelvestudentsgraduatedwithATAREnglish.Improvedattendanceforthepastfouryears. Reductioninbehaviourincidentsandsuspensions.Increasedcompliancewiththeschooldresscode. EvidenceofimprovedacademicperformanceintheYear7and9NAPLANtests.

Evidenceoftheapplicationofdatatodriveimprovement.

OLNAdataisactedupontoensuremorestudentshavethebackgroundtosucceedwheninsenioryears.AllbutfourstudentshadachievedtheirOLNAbytheendofYear12.Staffmembershaveheightenedtheirunderstandingofwholeschoolandclassdataasameanstoimprovedlearningoutcomes.Theattendancemanagementsystemhasbeendevelopedanditsimprovementstrategies,recognisedfortheirbroadapplicabilitytootherschools.NAPLANanalysishasledtoawholeschoolliteracyandnumeracyfocus,whichisunderimplementation.Staffhaveasetofstrategiestousewithintheirclasses;theyalsoreceiveweeklynumeracyactivitiestousewiththeirstudents.Workisemergingfromtheanalysisoffinegraineddatacollectedacrossthelowerschool.


EvidenceofcollegeImprovementTeamsdrivingwholeschoolexpectations.

ThecollaborativedevelopmentoftheWOWTeam’spurposestatement-“Ourpurposeistobuildaself-reflectiveschoolculturewhereteachersstrivetocontinuallyimprovetheirpractice”.TheExecutiveTeam,supportedbytheSchoolBoard,hasleadchangeinrelationtoprogramofferingsatCoodanupCollege.TheInspireProgram,supportedfinanciallyandpractically,byMurdochUniversity,hasprovidedthemeanstoprepareYears7to10forrigorousseniorschoolprograms.Deliveryofdataawarenessprograms;participationintheDistrict Case Management Trainingandprocessesforlowerschoolcohorts.Thedevelopmentofcurriculumleadershipteamsandtheprovisionofmeetingtime.TheLearningSupportTeam’sfocusonsupportingindividualandgroupsofstudentsinclass.

Evidenceofparentengagementandchangesinstudentbehaviour,performanceandattendance.

IncreasedparentmembershipontheSchoolBoard.Increasednumbersofresponsestothecollegesurveyforparents.Clearparentalsupportforimprovedattendance.Enthusiasticparentinvolvementinthetransitionoftheirchildrenintohighschool.

EvidenceoftheapplicationofIPSflexibilitiestomeetstudentandthecollegeneeds.

ATARstudentsarebeingsupportedthroughtheInspireAcademywhichisdedicatedtotrackingtheirprogressandresolvingissuestheymaybefacing. Ninestudentswereacceptedintouniversitydegreecourses.Professionaldevelopmenthasbeenprovidedtosupportthere-entryoftheschoolintoATARCourses.Equityfundsareusedtoprovideadditionalsupportforstudentswithspecialneeds.TheLearningSupportTeamhasaleaderalsoavailablethroughthesefunds,theZenDenandAssistanceDogshavebeenprovidedforstudentsatrisk.TheschoolrunsaSuccessProgramtoenablestudentswhohavepreviouslydroppedoutofschooltore-enter.

Further development of Priority 1 in 2017

Further rollout of peer observation and feedback by the WOW Team, using the processes, documents andprotocolsdevelopedin2016.Theinclusionofabroaderstaffgroupinthisstrategy.

In2017asmallgroupofstudentswillgraduatewithATAREnglish,MathsApplicationsandHumanBiology;someofthesestudentswillcompletetheirATARProgramwiththestudyofonecoursethroughtheSchoolofIsolatedandDistanceEducation.

Focusedstaffdevelopmentindataliteracyandapplication.Ongoingimplementation,refinementandanalysisoftheimpactofthePBSProgram.

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progressing The College prioritiesPriority 2: Effective Teaching that raises student performance.

Purpose

Wewill:

• professionallycollaborate,usingteacherobservation,todevelopandimproveteachingpracticeandreinforcechangethroughpeerfeedback(LinkstoPriority1);

• ensurethatteachersarefamiliarwithstudentperformancedata,toknowtheirlearningneedsandusethisdatatoplananddeliverdifferentiatedexperiencesfortheirstudents;

• developandmaintainaconsistentapproachtopedagogicalpracticesthat istransparent inallclassesacrossthecollege;

• maintainarelentlessfocusonliteracyandnumeracyinallclasses.



Progress achieved this yearThrougharangeofprofessionaldevelopmentopportunitiesandparticipationwithcolleaguesinleadingreform,therehasbeenastrongfocusonteacherpracticeanditsimportanceinraisingthestandardofstudentlearningoutcomes.ThereisincreasingevidencethatprogressisbeingmadeinteachingandlearningandacademicperformanceatCoodanupCollege.

Evidenceoftheimplementationofcollaborativeteacherobservationandfeedbacktoimproveclassroompractice.

Documentedprotocols,processesandobservationframeworkshavebeendevelopedbystaff,trialledandrefined.ProfessionaldevelopmentinGrowthCoachinghasbeenprovidedandpractised.TeachershaveconductedandreviewedthetrialcycleofClassroomObservationandPeerFeedbackandthiswillbeprogressedin2017.

Progressinincreasingteacherdataliteracyanditsapplicationtodifferentiatestudents’learningandimproveoutcomes.

TheAdministrationandasmallgroupofteachershavebeentrainedinusingtheDistrictCaseManagementModelofunderstandingandworkingwiththeNAPLANdata.StaffhavebeenexposedtowholeschoolNAPLANdatawiththeviewtoimplementinggeneralimprovementstrategiesinliteracyandnumeracy.Relevantstaffhavereceivedinformationandprofessionaldevelopmentonseniorschooldataawarenessandimprovementpractices.Byunderstandingtheirdata,teachersareadjustingthelearningforindividualsandgroups.


Evidenceofincreasedconsistencyofagreedteachingpractices.

StaffhaveimplementedanumberoftheJohnMunrostrategiestoensurestudentsknowpriortolessonswhattheywilllearn.Staffalsousetheirownstrategiestodetermineattheendoflessons,whatstudentshavelearned.TheClassroomObservationandPeerSupportProgramisdesignedtosupportconsistentpractice.ThePostiveBehaviourSupportprogramtraininghasbeenprovided;allstaffusethePBSmatrixwiththeirstudentstoensurepositivebehavioursaretaughtandmanagedappropriatelyandconsistently.TheClassroomManagementStrategiesprofessionaldevelopmentprogramisbeingprovided.

Progressincrosscurriculaliteracyandnumeracypractices.

Awholeschoolliteracystrategyhasbeeninitiatedwiththeexpectationthatallstaffwillusethestrategiesthatarebeingrolledoutacrosstheschool.StaffareprovidedwithnumeracyactivitiestobedonewiththeirHomeRoomstudentseachweek.


Further development and broadening of the WOW Team. The goal is to ultimately involve all staff in thisprofessionaldevelopmentprogram.Trainingthatenablesallstafftocommenceworkingwiththeirclassdataandwholeschooldata,includingPATdata,withtheviewtodifferentiatedinstructionacrosstheschool.FurtherthestaffdevelopmentonincreasingconsistencyacrosstheschoolinpedagogyandthePBSSystemandstrategies.

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progressing The College prioritiesPriority 3: A positive school culture that promotes learning.

Purpose

Wewill:

• reviewandcontinuethedevelopmentofthePositiveBehaviourSupportculturethroughconsistentuseofthematrixlanguage,Vivorewardsandtheexplicitteachingofourbehaviourexpectations;

• continuetobuildbeliefandexpectationaroundexemplarypracticesothatstudentsmaylearnandgainaccesstoabroadrangeoftransitionpathways;

• continue to develop school pride by encouraging participation in school activities, celebrating success andpromotingourcollegebrand;

• promotetheimportanceofregularattendanceandtheimpactofabsenteeismonstudentlearning.



Progress achieved this year CoodanupCollegeisintheprocessofculturalandeducationalchange.Manysupportshavebeenplacedtoensurestaffarepreparedfortheexpectationofimprovedoutcomes;agreatdealofstaffandcommunityefforthasbeenmadetoprovideabroadrangeofextra-curricularactivitiesandprogramstoassiststudentstoengagewithapositiveculture.Evidenceisemergingthatthesechangesareleadingtoimprovedattendance,enjoymentatschool,andstudentoutcomes.

EvidenceoftheimpactofthePositiveBehaviourSupportculture;evidenceofstaffapplicationoftheagreedstrategiesofPBS.

ThePBSSystem,asetofprocesseswhichbringconsistencytotheschoolcommunityandraiseexpectations,hasbeenawholeschoolfocus,drivenbyadiverseself-nominatedteamforthepastfouryears.Thelastreviewshowed:progressinalldomainsofthesystem;theexistenceofschool-widebehaviourexpectations,andvisualstosupportthis;improvedstafffamiliaritywiththesystem;explicitteachinginsomeclassrooms;andtheimplementationofaschool-wideencouragement/rewardsystemtoencouragespecificbehaviours.Progresswasmadein2016;aformalreviewisduein2017.ThePBSsystemhashadapositiveinfluenceonstudents’wellbeing,andbecausedesirablebehavioursaretaughtmoreexplicitly,therearefewersuspensions,particularlyamongYears7and8aftertheimplementationoftheprogram.Theimpactsarenotyetasclearlyobservedamongsomeschoolprograms.


Evidenceofachangingschoolculturewheremorestudentsareaccessingstrongcourses,morestudentsareshowingimprovementgainsandmoreareaccessingpostschooldestinationsoftheirchoice.

Theschool’sInspireProgramprovidesrigorandprepareslowerschoolstudentsforstudiesinthehigher-levelcoursesintheirsenioryears.Thisprogramhasallavailableplacesaccessedeachyear.In2016,twelvestudents,mostlyfrompreviousparticipationinInspire,completedYear12ATAREnglish.Therearesigns,andencouragementfromtheschool,thatasmallgroupofstudentswillstudyfourATARcoursesin2017.Thecollege’sClontarfProgramhasshownsignificantgrowthinstudentnumbersduringthepasttwoyears.Thereisevidence(seedatasectionofthisreport)thatstudentsareproducingimprovedresultsinNAPLAN,andmoreareaccessingpostschoolplacementsoftheirchoice(alsoseedatasection).Universitystudyisnowconsideredasadefinitepossibilitybyourstudents.

Evidenceofincreasedstudentuptakeofschoolprovidedextracurriculaactivitiesandprograms.

Theschooloffersmanyextracurriculaactivitiesandmostcannotbedescribedhere.Asqualitativeevidenceofachangingcultureandgreaterengagementinschool,programssuchas:DrumBeat(13studentspertermwithmanywishingtorepeat);BuildaBike;BeautifulbyDesign;ManUp(runbyexternalmentors);BushRangerCadets;(whichhasgrownfromtwelveparticipantsin2015to110enrolledfor2017);enrolmentinexternalyouthgroupsandengagementwithcampopportunitieshasrisen;behaviourissuesarefarfewer;studentswhowerelowinconfidencehavegrownandarenowparticipatinginprogramsenthusiastically;allleadustobelievethatmanymorestudentsareenjoyingschoolandthatthisassiststhemtoengagewiththeirregularcurriculummorefully.

Evidenceofimprovedstudentandfamilyengagementintheschool’sattendancedata.

Parentsaresupportiveoftheschool’seffortstoraisetheirchildren’sattendancerate.EachparentofachildenteringYear7attendsaformalmeetingwithaDeputyPrincipal,whichhasthefunctionofwelcomingthechildandtheparenttotheschoolandsettingthechildupforsuccess–parentshavewillinglytakenthisopportunityandappreciatedit.Attendancedatahasimprovedineachofthepreviousfouryears,andmostparticularlyamongtheYear7swhohavebeenrecipientsofthiswelcomeandinduction.StrengtheningnumbersduringthepasttwoyearshasledustobelievethatthenumberofparentschoosingCoodanupCollegefortheirYear7sisincreasing.


FurtherdevelopmenttowardsthetargetsforATARCoursesofferedattheschool. Furtherprofessionaldevelopmentforstaffindataunderstandingandsubsequentaction. Ongoingdevelopmentofthewholeschoolfocusonliteracyandnumeracyskills. Continuationandincreaseinthestrategiestopromoteimprovedattendance. Furtheropportunitiesforparentstoengagewiththecollege. OngoingattentiontothePositiveBehaviourSupportSystemandstaffdevelopment.FormalreviewofPBS. Inductionofstaffintoeachofthepriorityareas.

A n n u A l R e p o R T 2 0 1 6

College Achievement Targets1. Attendance and Engagement

• In each yearof 2016 to2018of theBusinessPlan,theattendanceratewillimprovetowardstheStateMean.Target for 2016 was achieved.

• Reduce the percentage of students receivingSeldomandSometimes in theAttributeData.Thistargetandstrategiesareunderdiscussion.

• The attendance of Indigenous students willbe above like schools and the state meanand trending towards the state mean for allstudents.Target Achieved in 2016.

2. ATAR

• TheretentionrateofstudentsenrolledinATARcourseswill increase during each year of theBusinessPlan. This target pertains to 2017 and beyond. Work is inprogress topreparestudentsforATARclassesandtoattractthemtothesecourses.

• By 2018, 20% of Coodanup College studentswill be enrolled in an ATAR Program with aminimum of four ATAR Courses. This targetwill pertain to 2017 and beyond. The 2016Year 11s were the first group of students tohaveundertakenafourATARsubjectpathwayatCoodanupCollege.Thisyear,ninestudentsor 19% gained direct entry to universityprograms;afurthersixor12%wereacceptedintouniversitybridgingprograms.Progressing towards this target.

3. NAPLAN

• In2017,thestablecohortwillequalorexceedLike Schools for high and very high progressbetween Year 7 and 9 in each NAPLAN testarea.

• In Numeracy and Reading the target was achieved. In writing, Coodanup Students’ making very high progress was slightly below Like Schools in 2016.

4. School Assessment Data

• Consistent individual student improvementacross Years 7 to 12will be demonstrated inthe StudentGrade Summary. This Target is under consideration.

5. Attainment

• The Year 12 Attainment Rate in VocationalEducation and Training (VET) (Certificate IIorbetter)willbeequal toorbetter thanLikeSchools and progressing toward the statemean.This target was achieved in 2016.

• The WACE achievement rate for eligiblestudentswillbeequaltoorexceed63%. This target was achieved with a 71.70% WACE Achievement.

• During the period 2016 to 2018, the collegewill increase the number of students eligibleforWACEachievement.Our baseline for this target is 47 students.

6. Student Support Program

• Thesetargetswillbereportedonin2017.

Academic Achievement Year 12Year 12 School Statistics for 2016

Thiswasthefirstyearsince2000thatATARsubjectshavebeentaughtatourschool.OurintentistoprovideanATARPathwayforanincreasingnumberofaspiringstudents over the next few years. The followinginformationisabouttheperformanceofthe2016Year12class.

Number of students in Year 12 85

Number of students repeating 1

Number of students eligible to achieve the WACE 47

Number of students who demonstrated the literacy and numeracy standard required for the WACE 35

Number of full time students who achieved the WACE 34

Number of students with four or more ATAR combined scores 0

Number of students who sat one ATAR examination 10

Number of eligible students who achieved aVETCertificateIIorhigherinYear10,11 or 12 47

Eligible and ineligible full time students achievingaCertificateIIorhigher 56

Number of students achieving a CertificateI 2

Percentage of all Year 12 students achieving aVETCertificate 65

Number of students who gained direct entry to university 9

Number of students who gained entry to universitybridgingcourses 6

Ofour85Year12students,38wereineligibletoachievetheWesternAustralianCertificateofEducation(WACE)in2016.Thiswasknowninadvanceoftheendoftheyear by the school and the students. A significantnumberofthisgroupof38studentsreturnedtoschoolduringYear11orYear12andwerenotable tostudyenough subjects to qualify for the WACE and werethereforecalledineligible.

Wehad47studentseligibletoattaintheWACE(becausetheyhadenoughsubjectsandhadachievedsatisfactoryresults in literacy and numeracy, either throughtheir Year 9 NAPLAN assessments or by satisfactorilypassingthesubsequentOnlineLiteracyandNumeracyAssessment.Ofthesestudents,34achievedtheWACE.

Our 47 eligible students, or 100%, attained a VETCertificateIIorhigher.

A n n u A l R e p o R T 2 0 1 6

Number and Percentage with Grades

Course Name Sex of Student A B C D E Total

CareerandEnterpriseMale 4 7 16 2 2 31

Female 0 0 9 7 4 20

EnglishATARMale 0 2 6 0 0 8

Female 0 0 2 1 1 4

EnglishFoundationMale 0 1 3 3 0 6

Female 0 0 2 2 0 4

EnglishGeneralMale 0 2 14 1 1 18

Female 0 0 8 6 0 14

FoodScienceandTechnologyMale 0 2 4 0 1 7

Female 0 0 0 0 0 0

Integrated ScienceMale 4 2 3 0 0 9

Female 0 1 3 0 0 4

MathematicsEssentialMale 1 9 11 3 1 25

Female 0 2 12 4 0 18

MathematicsGeneralMale 0 0 5 2 0 7

Female 0 1 2 1 0 4

MediaProductionandanalysisMale 1 1 1 0 0 3

Female 0 1 6 2 1 10

OutdoorEducationMale 0 2 0 0 2 4

Female 0 2 4 2 0 8

VisualArtsMale 0 2 2 3 1 8

Female 0 1 0 0 0 1

Totals for Course Grades 10 38 113 38 14 213

% of Total Course Grades 4.5% 18% 53% 18% 6.5% 100%

Summary of Year 12 school Results by Grades for WACE Courses

ThetableaboveshowstheresultsforYear12studentsachievedintheirschoolclassesin2016.

Academic Achievement Year 12

Certificate Cert I Cert II Cert III

Automotive,EngineeringandTechnology 5 5

MechanicalandIndustrialEngineeringandTechnology 2

ElectricalandElectronicEngineeringandTechnology 1

Building 1

Agriculture 5

VeterinaryStudies 1

Health 1

SalesandMarketing 8 1

Tourism 4

OfficeStudies 2

PoliticalScienceandPolicyStudies 1

HumanWelfareStudiesandServices 4

VisualArtsandCrafts 7

Food,HospitalityandPersonalServices 2

GeneralEducation 1 32 7

VETCertificates 2 69 13

VET Certificates completed in 2016 (by eligible and ineligible students) in Year 12.

Year 12 Intentions and Destinations

Theinformationinthepiegraphsbelowprovidesinsightintostudents’thoughtsandplansabouttheiremploymentand/ortrainingfuturesafterYear12.StudentscompletetheinitialsurveyatthecommencementoftheirYear11studies;thesecondsurveyiscompletedaftertheyhavefinishedYear12.Itisimportanttonotethattheinformationiscollectedviastudentsurveysandnotallarereturned.Note:Becausesomesurveyswerenotcompleted,thereareunavoidableinconsistenciesbetweenthedatabelowandsomeotherdatapresentedinthisreport.

Academic Achievement Year 12

Destination 2016

Return To School

university

TAFe

Apprenticeship

Traineeship

other Training

employment

employment Assistance

other

Deferred Study/Training

Return To School 1.6%

university 16.1%

TAFe 14.5%

Apprenticeship 9.7%

Traineeship 4.8%other Training

4.8%

employment 11.3%

employment Assistance

19.4%

other 8.1%

Deferred Study/Training

9.7%

Intention 2015

university

TAFe

Apprenticeship

Traineeship

other Training

employment

other

university 17.9%

TAFe 20.9%

Traineeship 4.5%

other Training 3.0%

employment 22.4%

other 4.5%

Apprenticeship 25.4%

A n n u A l R e p o R T 2 0 1 6

Year 7 and 9 Academic AchievementIt is important to note that theNAPLAN results showachievement in a single set of tests,which are baseduponwhatthestudentshavelearned.

Thefollowinginformationistoprovideaninsightintohow Coodanup College’s lower school students areachievingandprogressing.Thereisgrowingevidencethat students are gaining in academic strength andmakingprogress.

The first five tables show the Year 7 NAPLANachievementforCoodanupCollegeandLikeSchoolsin2015and2016and for theYear9s in2014,2015and2016. Parentshavereceivedcopiesoftheirchildren’sNAPLANreportsandcancomparetheirresultswiththeschool’smean(average)results.

Thenumbersatthetopofeachtable,nexttotheYeargroup,showhowmanystudentssatthetests.

Year 7 and 9 NAPLAN Numeracy Year 7 2015 – 69 Year 9 2014 - 80 Year 7 2016 – 87 Year 9 2015 - 61 Year 9 2016 - 50

WA Public Schools

Year 7 NAPLAN Numeracy Year 9 NAPLAN Numeracy

Coodanup Like Schools Coodanup Like Schools

2015 2016 2015 2016 2014 2015 2016 2014 2015 2016

Top20% 3% 2% 6% 5% 4% 0% 0% 7% 4% 6%

Mid60% 51% 57% 57% 55% 51% 62% 56% 57% 62% 56%

Bottom20% 46% 40% 37% 40% 45% 38% 44% 36% 34% 38%

Year 7 and 9 NAPLAN Reading Year 7 2015 – 67 Year 9 2014 - 79 Year 7 2016 – 88 Year 9 2015 - 64 Year 9 2016 - 50

WA Public Schools

Year 7 NAPLAN Reading Year 9 NAPLAN Reading


2015 2016 2015 2016 2014 2015 2016 2014 2015 2016

Top20% 6% 8% 7% 8% 8% 2% 10% 8% 7% 9%

Mid60% 52% 56% 58% 51% 54% 46% 56% 58% 52% 57%

Bottom20% 42% 36% 35% 44% 38% 52% 34% 34% 41% 34%

Year 7 and 9 NAPLAN Writing Year 7 2015 – 67 Year 9 2014 - 81 Year 7 2016 – 87 Year 9 2015 - 64 Year 9 2016 - 53

WA Public Schools

Year 7 NAPLAN Writing Year 9 NAPLAN Writing


2015 2016 2015 2016 2014 2015 2016 2014 2015 2016

Top20% 4% 7% 9% 10% 2% 3% 8% 10% 9% 9%

Mid60% 55% 70% 52% 55% 56% 50% 68% 52% 51% 55%

Bottom20% 40% 23% 39% 36% 42% 47% 25% 38% 40% 36%

Year 7 and 9 NAPLAN Spelling Year 7 2015 – 67 Year 9 2014 - 80 Year 7 2016 – 88 Year 9 2015 - 65 Year 9 2016 - 53

WA Public Schools

Year 7 NAPLAN Spelling Year 9 NAPLAN Spelling


2015 2016 2015 2016 2014 2015 2016 2014 2015 2016

Top20% 4% 14% 9% 9% 5% 5% 2% 10% 10% 10%

Mid60% 60% 59% 56% 59% 54% 49% 60% 59% 56% 54%

Bottom20% 36% 27% 35% 33% 41% 46% 38% 30% 34% 36%

Year 7 and 9 NAPLAN Punctuation Year 7 2015 – 67 Year 9 2014 - 80 Year 7 2016 – 88 Year 9 2015 - 65 Year 9 2016 - 53

WA Public Schools

Year 7 NAPLAN Punctuation Year 9 NAPLAN Punctuation


2015 2016 2015 2016 2014 2015 2016 2014 2015 2016

Top20% 3% 9% 8% 7% 5% 5% 8% 11% 8% 10%

Mid60% 70% 68% 56% 57% 56% 52% 62% 55% 54% 55%

Bottom20% 27% 23% 36% 36% 39% 43% 30% 33% 38% 35%

Percentage of Year 7 and 9 Students – Coodanup College, and All Australian Schools at or above the National Minimum Standard in the NAPLAN tests

TestYear 7 Year 9

Coodanup All Australian Coodanup All Australian

2015 2016 2015 2016 2014 2015 2016 2014 2015 2016

Numeracy 93% 88% 96% 96% 90% 90% 96% 94% 90% 95%

Reading 93% 86% 95% 95% 79% 68% 90% 91% 90% 87%

Writing 62% 84% 87% 90% 58% 47% 76% 82% 80% 83%

Spelling 72% 81% 93% 93% 90% 62% 77% 72% 90% 90%

Grammar 72% 86% 92% 93% 90% 67% 83% 74% 89% 91%

Interpreting the results

ThefollowingtableshowsthepercentageofstudentsachievingatandabovetheNationalMinimumStandardforYear7andYear9andthemean(average)percentageofYear7and9forAllAustralianSchools.

ThetableshowsareasofCoodanupCollege’sstrengthandweakness,inrelationtoAllAustralianschools.

Year 7 and 9 Academic Achievement

A n n u A l R e p o R T 2 0 1 6

Year 7 and 9 NAPLAN test means comparing Coodanup College, WA Schools and All Australian Schools in 2016

ThefiguresinthetableareinNAPLANtestpoints(NAPLANs).

TestYear 7 Year 9

Coodanup WA All Australian Coodanup WA All

Australian

Numeracy 488 548 550 538 594 589

Reading 498 537 541 544 585 581

Writing 478 512 515 516 554 548

Spelling 506 540 543 534 583 580

Grammar 494 537 540 531 573 570

Year 7 and 9 Academic Achievement

Year 7 to Year 9 Academic progressThisgraphshowsthemeanNumeracyprogressof the2016Year9studentsbetweenYear7andYear9.

Approximately68%ofYear9smademoderate toveryhighprogressacrossthesetwoyears.Lowtoverylowprogresshasbeenmadebyapproximately32%.

Coodanup Students have progressed at greater ratesthan Like Schools innumeracy. Thedotted lines showLike School progress. Fewer students at Coodanupmadelowandverylowprogressandmanymoremademoderateandhighprogress.

In Reading, 67% of students made moderate to veryhighprogress;33%madelowtoverylowprogress.

Fewer students at Coodanup College than at LikeSchools made low to very low progress, fewer aremakingmoderateprogress,andmanymoremadehighandveryhighprogress.

ThedottedlinesshowtheprogressofLikeSchools.

Numeracy Stable Cohort Year 7 - Year 9 Progress

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Reading Stable Cohort Year 7 - Year 9 Progress

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In Writing, approximately 76% of Coodanup Collegestudentsmademoderatetoveryhighprogressand24%madelowtoverylowprogress.

There has been a significant movement of studentsfromthelowandverylowcategoriesintothemoderateandhighcategories.

Coodanup College students made slightly lowerprogressthanlikeschoolsintheVeryHighcategory.

The following graphs provide another view of theprogress in NAPLAN test points, made by studentsbetween 2014when theywere in Year 7 and 2016 asYear9s.

The tan and green graphs show progress and thenumber of students who were tested in 2014 and2016 at Coodanup College. The yellow bar shows theperformance of Like Schools, the blue shows theprogressofWAPublicSchools,andtheblackshowstheprogressofAllAustralianSchools.

2014 Year 7 to 2016 Year 9 Academic progress

Writing Stable Cohort Year 7 - Year 9 Progress

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Progress from Year 7 2014 to Year 9 2016 - Numeracy

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A n n u A l R e p o R T 2 0 1 6

2014 Year 7 to 2016 Year 9 Academic progress

Progress from Year 7 2014 to Year 9 2016 - Writing

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Progress from Year 7 2014 to Year 9 2016 - Grammar & Punctuation

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Progress from Year 7 2014 to Year 9 2016 - Spelling

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Progress from Year 7 2014 to Year 9 2016 - Reading

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In Numeracy and Reading our students progressedat greater rates than Like Schools and All AustralianSchools; inWriting they progressed at a greater ratethan Like Schools; in Spelling, they made progresssimilartoLikeSchoolsandAllAustralianSchools;andinPunctuationandGrammar,theirprogressexceededthat of Like Schools, WA Schools and All AustralianSchools.

It is important to note that for Coodanup College tomakeacademicprogressthatisequaltoorbetterthanWASchoolsandAustralianSchools,thispatternofhighlevels of progress between the two testing years,willneedtobemaintained.

nAplAn Test and School Grade Alignment InformationThe following graphs show the Year 7 and Year 9

NAPLANNumeracyandReadingresultsandtheschoolMathematicsandEnglishresultsprovidedbyteachersat the endof Semester 2 in 2016. TheNAPLAN testsoccur during one week in the first semester of eachyear;teachersgatherinformationthroughouttheyearandtheybasetheirfinalgradesonthis.

Seventy five percent of the Year 7 students receivedresults in NAPLAN Numeracy, Reading and schoolallocated grades. It is unlikely that every child’sNAPLAN results will be exactly like those achieved inclass,however,thetwosetsofresultswhencompared,provideinformationtoinformtheeducationprogramsandteachingattheschool.

Year 7 NAPLAN Numeracy and school Mathematics Grades Compared

Year 9 NAPLAN Numeracy and school Mathematics Grades Compared

NAPLAN Moderation Year 7 Mathematics (AC) Global Numeracy

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Grade Distribution Year 7 Mathematics (AC) Global Numeracy

2016, Semester 2

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Grade Distribution Year 9 Mathematics (AC) Global Numeracy

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NAPLAN Moderation Year 9 Mathematics (AC) Global Numeracy

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A n n u A l R e p o R T 2 0 1 6

nAplAn Test and School Grade Alignment Information

Year 7 NAPLAN Reading and school Reading Grades Compared

Year 9 NAPLAN Reading and school Reading Grades Compared

NAPLAN Moderation Year 7 English (AC) Global Reading 2016

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Grade Distribution Year 7 English (AC) Global Reading 2016, Semester 2

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Attitude, Behaviour and Effort At SchoolThefollowinggraphsarecompiledfrominformation

providedoneachindividualstudent’ssemesterreports.Teachersmakeanassessmentabouthowstudentsareprogressing in terms of their attitude, behaviour andeffortintheirregularclasses.Twoareasofevaluationare shown in the tables; one is about the extent towhich students work to the best of their ability inEnglish; and the other is aboutwhether the studentsarecooperativeintheirmathematicsclasses.

The four lower school groups (Year 7 to 10) areshownandthelegendinthesmallboxdescribeshowfrequently the desired class behaviours are seen.Parents can check on their own children’s reports tosee how they are progressing in the learning areasassessed.

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Cooperates productively and builds positive relationships with others - Semester 2, 2016

A n n u A l R e p o R T 2 0 1 6

Attendance overallThe table below shows Coodanup College’s mean

attendance percentages compared with Like SchoolsandallWAPublicSchools.InformationisprovidedforNon-Aboriginal students, Aboriginal students and thecombinationofallstudents.

Itispleasingthatforeachoftheyearsshown,CoodanupCollege’s attendance rates have improved. A furtherhighlight is that the data shows that for each of thepastthreeyears,theattendanceofAboriginalstudentshasimprovedandthattheirmeanattendanceratesaregreaterthanforLikeSchoolsandforWAPublicSchools.

At Risk Categories For Attendance

The information below shows the college’s meanattendancepercentages in thecategoriesof IndicatedRisk,ModerateRiskandSevereRisk.Regularattendanceis considered to be that students attend 90% of thetimeorbetter.

For each of the years shown, the percentage ofstudents attending regularly has increased, and the

percentageofstudentsineachoftheat-riskcategorieshasdecreased.Thesearepleasingimprovements.

If we take the WA Public Schools percentages as abenchmark against which to judge our school, wecan see that our priority of regular attendancemustcontinue to be worked on by the school and ourcommunity.

Attendance Percentages by Year Level

ThetablebelowbreakstheattendancepatternsintoYeargroupsanddataisprovidedforthepastthreeyears.TheschoolismakinggoodprogresstowardsthemeanattendancepercentagesofWAPublicSchools.

Years

Non-Aboriginal Aboriginal Combined

School Like Schools

WA Public

SchoolsSchool Like

Schools

WA Public

SchoolsSchool Like

Schools

WA Public

Schools

2014 79.2% 84.8% 88.6% 69.9% 63.6% 66.6% 77.4% 79.6% 86.0%

2015 80.1% 86.2% 89.7% 71.5% 62.4% 68.0% 78.4% 78.8% 87.9%

2016 82.9% 85.2% 89.5% 75.3% 62.4% 67.4% 81.5% 79.1% 87.7%

Years

Attendance Category

Regular AttendanceAt Risk

Indicated Moderate Severe

2014 32.5% 20.6% 26.3% 20.4%

2015 37.9% 21.7% 21.9% 18.3%

2016 44.1% 21.4% 19.3% 15.0%

LikeSchools 44.0% 20.3% 17.2% 18.3%

WAPublicSchools 62.0% 20.0% 11.0% 7.0%

Years Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

2014 86% 74% 78% 75% 77%

2015 85% 82% 74% 75% 75% 78%

2016 88% 82% 76% 82% 79% 79%

WAPublicSchools2016 91% 88% 87% 86% 87% 88%

College Community Surveys 2016

Strongly disagree

Disagree

neither agree nor disagree

Agree

Strongly agree

0% 20% 40%

Response (%)

60% 80%

My Child is making good progress at this school

This school works with me to support my child’s learning

This school takes parents’ opinions seriously

This school looks for ways to improve

Student behaviour is well managed at this school

I can talk to my child’s teachers about my concerns

Teachers at this school treat students fairly

Teachers at this school provide my child with useful feedback about his

or her school work

Teachers at this school expect my child to do his or her best

Teachers at this school motivate my child to learn

My child’s learning needs are being met at this school

My child likes being at this school

My child feels safe at this school

This school is well maintained

Coodanup College - Parent Survey

0% 20% 40% 60%

This school is well led

I would recommend this school to others

This school has a strong relationship with the local community

I am satisfied with the overall standard of education achieved at this school

Response (%)

A n n u A l R e p o R T 2 0 1 6

Strongly disagree

Disagree


Agree

Strongly agree

0% 20% 40%

Response (%)

60% 80%

My school gives me opportunities to do interesting things

My teachers care about me

My school takes students’ opinions seriously

My school looks for ways to improve

Student behaviour is well managed at my school

I can talk to my teachers about my concerns

Teachers at my school treat students fairly

My teachers provide me with useful feedback about my school work

My teachers expect me to do my best

My teachers motivate me to learn

My teachers are good teachers

I like being at my school

I feel safe at my school

My school is well maintained

Coodanup College - Student Survey

Strongly disagree

Disagree


Agree

Strongly agree

0% 20% 40%

Response (%)

60% 80%

Students learning needs are being met at this school

I receive useful feedback about my work at this school

This school takes Staff’ opinions seriously

This school looks for ways to improve

Student behaviour is well managed at this school

Students at this school can talk to teachers about their concerns

Teachers at this school treat students fairly

Teachers at this school provide students with useful feedback about

their school work

Teachers at this school expect students to do their best

Teachers at this school motivate students to learn

This school works with parents to support students’ learning

Students like being at this school

Students feel safe at this school

This school is well maintained

Coodanup College - Staff Survey

Staff are well supported at this school

Financial Summary as at 28 December 2016Revenue - Cash Budget Actual

1 VoluntaryContributions $18,525.60 $18,525.602 ChargesandFees $74,985.90 $74,985.903 FeesfromFacilitiesHire $22,701.40 $22,701.404 Fundraising/Donations/Sponsorships $21,913.12 $21,913.125 CommonwealthGovtRevenues - -6 OtherStateGovt/LocalGovtRevenues $23,532.50 $23,532.50

7 RevenuefromCo,RegionalOfficeandOtherSchools - -

8 OtherRevenues $228,188.93 $228,166.669 TransferfromReserveorDGR $28,050.00 $28,050.00

10 ResidentialAccommodation - -11 FarmRevenue(AgandFarmSchoolsonly) - -12 CampSchoolFees(CampSchoolsonly) - -

Total Locally Raised Funds $417,897.45 $417,875.18Opening Balance $80,923.00 $80,923.34

Student Centred Funding $756,638.97 $756,638.97Total Cash Funds Available $1,255,459.42 $1,255,437.49

Total Salary Allocation $6,946,934.00 $6,946,934.00Total Funds Available $8,202,393.42 $8,202,371.49

Volu

ntar

y Con

tribu

tions

Char

ges a

nd Fe

es

Fees

from

Facil

ities H

ire

Fund

raisi

ng/D

onat

ions

/Spo

nsor

ship

Com

mon

wealth

Gov

t Rev

enue

s

other

Sta

te G

ovt/l

ocal

Govt

Reve

nue

from

Co,

Reg

iona

l Offi

ce an

d

othe

r Rev

enue

s

TRan

sfer f

rom

Res

erve

or D

GR

Resid

entia

l Acc

omm

odat

ion

Farm

Rev

enue

(Ag a

nd Fa

rm S

choo

ls

Cam

p Sc

hool

Fees

(Cam

p Sc

hool

s)

Revenue Source

$000

Budget Actual

Contingencies Revenue - Budget vs Actual

250

200

150

100

50

0Current Year Actual Cash Sources

locally Raised Funds

Student Centered Funding

other Govenment Grants

other

Transfers From Reserves

locally Raised Funds 12%

other Government Grants

2%

other 20%

Transfers From Reserves 2%

Student Centered Funding

64%

A n n u A l R e p o R T 2 0 1 6

Expenditure Budget Actual1 Administration 85,522.70 79,453.922 LeasePayments - -3 Utilities,FacilitiesandMaintenance 353,541.47 322,142.654 Buildings,PropertyandEquipment 79,042.73 76,231.835 CurriculumandStudentServices 601,837.87 560,971.946 ProfessionalDevelopment 34,563.95 34,563.957 TransfertoReserve - -8 OtherExpenditure 96,033.16 84,758.789 PaymenttoCO,RegionalOfficeandOtherSchools - -

10 ResidentialOperations - -11 ResidentialBoardingFeestoCO(AgCollegesonly) - -12 FarmOperations(AgandFarmSchoolsonly) - -13 FarmRevenuetoCO(AgandFarmSchoolsonly) - -14 CampSchoolFeestoCO(CampSchoolsonly) - -15 Unallocated - -

Total Goods and Services Expenditure 1,250,541.88 1,158,123.07Total Forecast Salary Expenditure 6,736,220.00 6,736,220.00

Total Expenditure 7,986,761.88 7,894,343.07

Cash Position as at:Bank Balance $664,627.18Made up of: -

1 General Fund Balance $97,314.422 Deductible Gift Funds -3 Trust Funds -4 Asset Replacement Reserves $562,705.145 Suspense Accounts $7,426.626 Cash Advances -7 Tax position $2,819.00

Total Bank Balance $664,627.18

Adm

inist

ratio

n

leas

e pa

ymen

ts

Fees

, Fac

ilities

and

main

tena

nce

Build

ings

, pro

perty

and

equi

pmen

t

Curri

culu

m an

d St

uden

t Ser

vices

prof

essio

nal D

evelo

pmen

t

Tran

sfer t

o Re

serv

e

other

exp

endi

ture

Paym

ent t

o CO

, Reg

iona

l Offi

ce an

d

Resid

entia

l ope

ratio

ns

Resid

entia

l Boa

rdin

g Fee

s

to C

o (Ag F

arm

ope

ratio

ns

(Ag a

nd Fa

rm S

choo

ls Fa

rm

Reve

nue

to C

o (Ag a

nd Fa

rm

Cam

p Sc

hool

Fees

to C

o (Cam

p

unallo

cate

d)

Expenditure Purpose

$000

Budget Actual

700

600

500

400

300

200

100

0

Contingencies Expenditure - Budget vs Actual

610

510

410

310

210

110

10

Gener

al Fu

nd B

alanc

e

Deduc

tible

Gift Fu

nds

Trus

t Fun

ds

Asse

t Rep

lacem

ent

Rese

rves

Susp

ense

Acc

ount

sCa

sh A

dvan

ces

Tax p

ositio

n

$000

Cash Position

A n n u A l R e p o R T 2 0 1 6

ABN: 32 369 329 324

Wanjeep StreetMandurah WA 6210Phone: (08) 9581 0900www.coodanup.wa.edu.au

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