annual school report 2014 - auburn girls high school...financial summary this summary covers funds...

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Auburn Girls High School

Annual School Report 2014

8253

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School context statement

Auburn Girls High School is a partially selective, multicultural and supportive environment for girls. The school serves students from the Auburn‐Granville area of Sydney. The culture of the school is one of cooperative learning involving a partnership between the student, the teacher and the family. In 2014 the school had one class in Year 7 and one class in Year 8 that were filled by the Selective Schools Unit. Approximately 98% of our students are from language backgrounds other than English. The school has a series of proactive programs that successfully develop our students’ English language skills. This support allows students to excel in the Higher School Certificate (HSC) examinations. There is an extension program for academically talented girls as well as, strong literacy and numeracy programs and individualised support for students who need more help with their studies. The school achieves excellent HSC results in a number of subjects.

Parents and Citizens (P&C) message

Auburn Girls High School’s community group meets on the third Wednesday of each month from 10:30am to 12pm. The P&C meetings are conducted during these monthly community meetings. Community meetings provide interesting and informative sessions for parents about the school, its activities and ways to support their daughters’ education and wellbeing. They also provide an opportunity for parents to ask questions and to be involved in the school’s decision‐making processes, such as choosing parent representatives for panels when employing new staff. Our P&C organisation has also been involved in various fund raising initiatives. In May, the P&C organised Australia’s Biggest Morning Tea and with the involvement of

parents and staff, money was raised for the Cancer Council. Every year on Open Day the P&C group organises the morning tea and lunch for 300 visiting Year 6 students. In 2014 this group also organised visits for parents to the University of New South Wales and Western Sydney TAFE. Parents enjoyed the opportunity to visit these institutions, and they felt less anxious about encouraging their daughters into tertiary education. The P&C also offer parents the opportunity to be involved in different programs such as information days about NAPLAN, HSC preparation, cooking classes and the Wrapped with Love Program (knitting blankets for the underprivileged).

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Auburn Girls High School’s enrolment was 777 in 2014, with the majority of the students coming from families that have a home language other than English. The most common home languages are Arabic, Turkish and Dari, however there has been a significant increase in the number of students who speak Mandarin over the last few years.

Year 10 Advanced Geography students during a site study

The leap of faith:

2014 Leadership

camp at Morisset.

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Student attendance profile

The attendance rate for students in Years 7 to 12 has been stable for the last two years.

Student Attendance per Year level

Management of non‐attendance

Our school continually works with students and

their families to improve attendance. Attendance

monitoring is managed by a separate team for

each year group, including the Deputy Principal,

Head Teacher Welfare and the Year Advisers. This

welfare team meets weekly to monitor, analyse

and develop targeted intervention strategies to

improve attendance.

Daily SMS text messaging of parents regarding

student absences has been used at the school

since 2012.

Post‐school destinations

Approximately 75% of the school’s 2014 HSC

cohort has gone on to further study after

graduation from Auburn Girls High School.

Post‐school destinations

Year 10

%

Year 11

%

Year 12

%

seekingemployment N/A N/A 5

employment N/A N/A 2

TAFE entry N/A N/A 39

university entry N/A N/A 35

other N/A N/A 0

unknown N/A N/A 19

35% of Auburn Girls High School students were offered university tertiary placements for 2015. Courses such as Science, the Arts and Education continue to feature prominently. The University of Western Sydney continues to offer placements to approximately half of these students. However, it must be noted that offers have been accepted from the University of Sydney, Macquarie University, the University of New South Wales, Griffith University and Open University. 2014 saw an increase in the number of students (20 students, up from 6 in 2013) enrolling into University Pathway courses through the University of Western Sydney and Macquarie University.

Student post school enrolments in TAFE and private colleges remains the same in 2015 with approximately 39% of the Year 12 cohort studying diploma courses in areas such as Children’s Services, Communications, Media, Graphic Design, Business Administration, Welfare, Pathology, Management and Beauty.

Year 12 students undertaking vocational or trade training

The number of students undertaking Vocational Education and Training (VET) is increasing at Auburn Girls High School. These courses provide opportunities to develop skills and knowledge required by industry for employment.

Auburn Girls High School offers five VET frameworks including Hospitality ‐ Food and

0

500

1000

2008 2009 2010 2011 2012 2013 2014

Students

Enrolments

Female

0

25

50

75

100

2014

Attendan

ce rate

Student attendance rates

School State DEC

0.0

20.0

40.0

60.0

80.0

100.0 Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

3

Beverage, Business Services, Retail Services, Information Digital Technology and Sports Coaching. Plans are underway for a Hospitality Trade Training Centre; construction will begin in term 2 and hopefully be completed by the end of the year. Hospitality–Kitchen Operations will be offered to students as a subject that, we could not previously offer.

In 2014 60 Year 12 students chose to complete a VET subject while 4 chose to do two courses. Overall 50% of Year 12 students completed a VET framework in either Hospitality or Business Services.

TAFE based VET (T‐VET) numbers are continued to increase. In 2014, 24 students completed the T‐VET Hairdressing and Beauty course and have used this as their 6th subject for Year 11 Board of Studies requirements.

Year 12 students attaining HSC or equivalent Vocational educational qualification

Vocational training courses count towards meeting Higher School Certificate requirements. Students choose VET subjects for the dual accreditation. They can include one VET subject towards their ATAR (Australian Tertiary Admission Rank) while gaining a Certificate II in their chosen framework. In 2014 27 students studied Business Services and 33 studied Hospitality.

A total of 41 students received a Certificate II for their frameworks, 16 from Hospitality and 25 students from Business Services. In 2014, the percentage of students receiving a Certificate II in Business Services increased, while Hospitality decreased slightly.

Workforce information

It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principals 3

Head Teachers 11.5

Classroom Teachers 47

Teacher of Mild Intellectual Disabilities 2

Support Teacher Learning Assistance 3.7

Teacher Librarian 1

Teacher of ESL 2.2

Counsellor 1

School Administrative & Support Staff 16

Total 88.4

In 2014 no staff member identified as Aboriginal or Torres Strait Islander.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staffDegree or Diploma 100

Postgraduate 57

Professional learning and accreditation

All staff actively engaged in professional development activities in 2014. The school plans focus on a ‘Communities of Practice’ approach to professional learning saw the allocation of approximately $375,000 to support staff professional learning. This averages out at approximately $5000 per teaching staff member. Professional learning for teachers has been integral in ensuring that all teachers at Auburn Girls High School have the opportunity to further refine their teaching practice. Professional learning has been developed to align with the school’s 2014 priorities as well as faculty and individual needs.

Year 10 student Rosalin Xie: Winner of the

school’s public speaking competition.

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Year 8 students involved in a community service activity supporting senior citizens.

Professional learning consists of five designated whole School Development Days and sessions throughout the year as well as externally offered courses. These courses are comprised of seminars, workshops, presentations and demonstrations of relevant pedagogical issues.

In 2014, groups of teachers from Social Science, English, Visual Arts, Music, History, Learning Support and Languages were engaged in additional fortnightly timetabled professional learning days. A wonderful array of presentations was provided by both in school experts as well as external consultants. These were designed to encourage professional dialogue and sharing of ideas and resources. The emphasis of sessions was literacy, NAPLAN and HSC data analysis, curriculum differentiation, gifted and talented strategies, the use of technology in teaching 21st Century Learners and positive psychology.

Staff had opportunities to visit other selective and partially selective schools while others visited workplaces in industries that related to the subject area they teach.

Head Teachers attended a two day professional learning Executive Conference which included workshops on positive psychology in leadership

and a series of presentations and workshops to begin the planning process for the development of Auburn Girls High School’s 2015‐17 School Plan.

There are clear indications that our professional learning strategies have had a positive impact on student learning outcomes and have facilitated best teaching practice.

Beginning Teachers

Five beginning teachers were successfully supported in gaining their accreditation at Proficient Teacher level in 2014, with an additional 35 staff members being in the maintaining phase of their accreditation.

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of Auburn Girls High School’s 2014 financial statement is tabled at the annual general meetings of the parent body. Further details concerning the statement can be obtained by contacting the school.

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School performance 2014

Academic achievements

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7)

Year 9: from Band 5 (lowest) to Band 10 (highest for Year 9)

The following set of graphs show the percentage of students in each NAPLAN band as well as the change in Auburn Girls High School’s NAPLAN results since 2009. An increase of 25 NAPLAN points is normally considered equal to one year of education. The increase of between 30 to 50

points across all areas of Year 7 NAPLAN (between 2009 and 2014) are attributed to an increase in the academic range of students choosing Auburn Girls High School, the outstanding literacy and numeracy programs being implemented in our partner primary schools as well as Auburn Girls High School’s extensive Year 7 teams program.

Statistically Similar Groups (SSG) are a measure of how schools with similar students to Auburn Girls High School performed in these exams.

NAPLAN Year 7 ‐ Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

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5

10

15

20

25

30

35

40

4 5 6 7 8 9

Percentage

of students

Bands

Percentage in Bands:Year 7 Reading

Percentage in Bands

School Average 2010‐2014

SSG % in Band 2014

‐20

0

20

40

Y 2009 Y 2010 Y 2011 Y 2012 Y 2013 Y2014

Year 7 Reading results since 2009

Date of financial summary 30/11/2014

Income $

Balance brought forward 999,177Global funds 522,929 Tied funds 1,543,525 School & community sources 159,779 Interest 40,052Trust receipts 53,680 Canteen 0 Total income 3,319,144

Expenditure

Teaching & learning Key learning areas 103,445 Excursions 49,512Extracurricular dissections 57,720

Library 14,493 Training & development 18,591 Tied funds 1,104,730Casual relief teachers 113,415Administration & office 190,537 School‐operated canteen 0 Utilities 117,148 Maintenance 59,387Trust accounts 49,912 Capital programs 63,062 Total expenditure 1,941,956

Balance carried forward 1,398,360

6

0

5

10

15

20

25

30

4 5 6 7 8 9

Percentage of students

Bands

Percentage in Bands:Year 7 Spelling

Percentage in Bands


SSG % in Band 2014

‐10

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10

20

30

40

Y 2009 Y 2010 Y 2011 Y 2012 Y 2013 Y2014

Year 7 Spelling results since 2009

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5

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35

4 5 6 7 8 9


Bands

Percentage in Bands:Year 7 Grammar & Punctuation

Percentage in Bands


SSG % in Band 2014

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40

60

Y 2009 Y 2010 Y 2011 Y 2012 Y 2013

Year 7 Grammar & Punctuation results since 2009

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45

4 5 6 7 8 9

Percentage

of students

Bands

Percentage in Bands:Year 7 Writing

Percentage in Bands


SSG % in Band 2014

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10

20

30

40

Y 2009 Y 2010 Y 2011 Y 2012 Y 2013 Y2014

Year 7 Writing results since 2009

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NAPLAN Year 7 – Numeracy

NAPLAN Year 9 ‐ Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

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5

10

15

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4 5 6 7 8 9

Percentage

of students

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Percentage in Bands:Year 7 Numeracy

Percentage in Bands


SSG % in Band 2014

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40

60

Y 2009 Y 2010 Y 2011 Y 2012 Y 2013 Y2014

Year 7 Numeracy results since 2009

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5

10

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5 6 7 8 9 10


Bands

Percentage in Bands:Year 9 Reading

Percentage in Bands


SSG % in Band 2014

0

5

10

15

20

25

30

35

40

45

5 6 7 8 9 10

Percentage

of students

Bands

Percentage in Bands:Year 9 Spelling

Percentage in Bands


SSG % in Band 2014

Ms Fitzsimmons Head Teacher Stage 4 running a student conference

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2014 Year 9 NAPLAN results compared to Year 9 2009

Reading

Writing

Spelling

Grammar

Numeracy

NAPLAN Year 9 ‐ Numeracy

0

5

10

15

20

25

30

35

5 6 7 8 9 10


Bands

Percentage in bands:Year 9 Grammar & Punctuation

Percentage in Bands


SSG % in Band 2014

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20

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5 6 7 8 9 10


Bands

Percentage in Bands:Year 9 Writing

Percentage in Bands


SSG % in Band 2014

0

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5 6 7 8 9 10


Bands

Percentage in Bands:Year 9 Numeracy

Percentage in Bands


SSG % in Band 2014

Mr Balla‐Gow Head Teacher Stage 5 running a student conference

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Higher School Certificate (HSC)

The HSC class of 2014 achieved an outstanding 11 band six grades. Band six grades were achieved in Ancient History, Legal Studies, Arabic Continuers, Mathematics, Extension 2 Mathematics, Chemistry and Business Studies.

The following table and graph documents the school’s 2014 HSC results compared to the average results the school has achieved between 2010 ‐ 2014 and the results of schools that are statistically similar to Auburn Girls High School.

Other achievements

Visual Arts

The Visual Arts Department continued to offer courses for all years. Elective subjects for Years 11 and 12 included Visual Arts, Ceramics and Photography.

Two photography workshops ran within the elective photography course in Years 11 and 12. External artists mentored students by teaching specific digital media skills to enhance their art making practice. These workshops culminated in exhibitions showcasing a rich and colourful display of images captured by both year groups, celebrating the art of photography in our school.

‐15

‐10

‐5

0

5

10

15

Low Middle High

Relative perform

ance

HSC: Relative performance from NAPLAN Year 9 (Cohort Progress)

School 2014 SSG Average 2014

Course School

2014

School

Average

2010‐

2014

SSG 2014

Ancient History 54.3 56.5 61.0

Biology 60.4 70.5 60.4

Business Studies 67.5 67.1 60.4

Community and Family Studies 66.1 64.3 67.7

English (Standard) 65.5 60.3 59.3

English (Advanced) 78.0 81.5 70.8

English as a Second Language 67.9 68.0 N/A

Information Processes and Technology 61.7 63.9 N/A

Legal Studies 66.3 63.5 57.9

Mathematics General 2 54.9 54.9 56.0

Modern History 52.3 64.2 62.2

PDHPE 63.1 66.3 64.3

Senior Science 64.5 64.5 65.6

Studies of Religion II 52.3 51.6 N/A

Textiles and Design 61.7 64.2 N/A

Visual Arts 66.8 69.5 68.8

Business Services Examination 62.7 59.3 N/A

Hospitality Examination 64.0 63.6 71.0

Year 12 students attending a University

preparation day at Macquarie University

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Music

The school band, co‐ordinated by Music teachers Mrs Fernando and Ms McVay continued to grow, with the new Year 7 cohort joining the band. As in previous years, a music aptitude test was conducted to select students with the potential to become band members. Instruments and resources were purchased and existing instruments were serviced so students were able to access quality equipment.

Tutoring was conducted by both music teachers during lunch time. The band homeroom expanded across two classrooms, providing a space where students could focus on rehearsal before school and during homeroom times. The first school band camp was organised by the Music department with the help of The Head

Teacher Welfare. This was a highly successful overnight camp, where students bonded with other band members and were involved in specific, intensive musical tutoring. The school’s Music students performed at multiple events in the community and throughout the year.

Sport

Students at Auburn Girls High School participate in a whole school sports program on a weekly basis. Year 7 participate in an integrated sport program which takes place during class time. A wide variety of sports are offered to students including Oz‐Tag, Badminton, Table Tennis, Netball, Powerwalking, and Zumba, as well as grade sport competitions. Students are also given the opportunity to go to “Her Fitness” gym to participate in circuit training, boxing, cardio sessions and other activities.

In addition, the school organises swimming, cross country and athletics carnivals. The Auburn Girls High School Swimming Carnival was a successful day which included outstanding displays by students, showing their House spirit. Three students proudly represented the school at the Prospect Zone Swimming Carnival, with Raiesa Bhuiyan winning the Under 12’s age champion. She also competed at the Sydney West Regional Carnival.

The Cross Country Carnival saw students from all years compete completing a 3 kilometre circuit. 46 students from Auburn Girls High qualified for the Prospect Zone Carnival. Myadah Elsair was the Under 13s age champion and Abit Akuen from Year 12 was placed second in the Under 17s age group.

Our Athletics Carnival was held at Sydney Olympic Park in Homebush for the first time. Students were able to compete on a professional athletics track at this venue. A number of students were invited to attend the Zone Athletics carnival. Notably Maybelle Theiu of Year 7 and Bellarina Sitauti of Year 12 later competed at the Sydney West Athletics Carnival.

The inaugural Auburn Girls High School band camp

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Grade sport teams again performed well this year with the Junior Basketball, Opens Basketball and Opens Volleyball teams winning their respective competitions. All three teams performed with outstanding sportsmanship and great teamwork.

Year 7 students spent a week at the pools in the ‘Learn to Swim’ program, Year 8 students spent 2 days learning swim survival skills. It was a very successful program with students learning water safety and awareness. For a number of students this was their first opportunity to learn to swim. Students displayed increased confidence by the end of the sessions.

Other achievements in 2014 included two students representing Auburn Girls High in Prospect Zone Netball and one student in Prospect Zone Soccer. Year 7 and 8 students participated in the NSW School Cup Netball Gala Day and students from all years participated in the first annual Tri‐Sport Festival. This included opportunities to play Soccer, Touch Football and Netball in a friendly all female environment. Numerous students from all years also took part in a skateboarding workshop which was held during the Auburn Girls High Summer Fete. Participating students were given the

opportunity to design and paint their own skateboards.

Also in 2014, Year 12 Sports Coaching students contributed to a sporting program with Auburn North Public School. Over three weeks students visited the Primary School and tutored Years 5‐6 in how to play Rugby League. Relationships were strengthened and skills were developed for both schools.

Significant programs and initiatives – policy

Aboriginal education

In 2014, three students identified themselves as Aboriginal. An Aboriginal perspective is integrated into programs across all subjects to support our Aboriginal students and to help promote their academic achievements. All our students are taught to value and understand indigenous heritage. This systematic approach has enabled both staff and students to appreciate, respect and learn about the history, knowledge and culture of the first Australians. During NAIDOC (National Aboriginal and Islander Day Observance Committee) week the school invited an Aboriginal speaker to give a presentation to the school. Our junior students participated in a dance and cultural afternoon.

Year 10 Advanced Geography students looking at fauna.

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Multicultural education and anti‐racism

Auburn Girls High School is proud of being culturally diverse, with 98% of our students being LBOTE (Language Backgrounds Other than English). In a school with staff and students from more than 50 language groups and more than 40 different countries, our school is committed to a shared vision of equity, empathy and understanding.

In 2014, our students were able to study five different languages: Turkish, Arabic, French, Japanese and Italian. In 2015, they will also be able to learn Korean. Many of our students are already bi‐lingual and these curriculum choices offer our students a third language in which to participate.

Iftar Night has become a school tradition. The hall was filled with the laughter of families, friends, students, staff and guests from different schools. Together, from many different cultures, participants break the daily fast that is a feature of Ramadan through prayer, performances and the sharing of food. The event provides an opportunity to learn more about the local community as individuals come together.

Throughout 2014 the school provided many opportunities for students to share their cultural heritage through drama performances and musical nights, as well as participation in events including the Schools Spectacular and cross cultural visits.

Our Community Liaison Officers worked together to support the school community. They organised parent meetings, cooking classes for parents, and parent excursions to universities and TAFE campuses. They are an invaluable part of our school and facilitate communication with all families in the school community.

Auburn Girls High School is fortunate to be able to provide an inclusive curriculum that prides itself on celebrating a rich cultural diversity.

Significant programs and initiatives –Equity Funding

Socio‐economic background A range of strategies were implemented through the low socio‐economic equity funding to achieve improved outcomes and engagement in the

learning process. This included the introduction of new technologies, teaching and learning programs such as Quality Teaching, the development of professional learning communities and partnerships between schools and universities. Auburn Girls High recognises the importance of on‐going professional learning in facilitating the best teaching practice.

In 2014 Auburn Girls High School received $1,310,000 low socio‐economic equity funding. As part of the school’s 2012‐2014 School Plan transitional equity funding allowed the following projects to be undertaken:

Widening curriculum and student engagement

Resources: 3.4 extra equity funded teaching staff positions.

Cost $350,000

Outcomes: Increased choices in senior curriculum, smaller teacher student ratios in Year 7, transition officer to support senior students access post school options, team meetings for teachers of Year 7 and selective class in Year 9 , creation of a School Band, continuation of the schools Study Centre, support for beginning teachers.

Staff Professional Learning

Resources: 3.0 extra equity funded teaching staff positions.

Cost: $330,000

Auburn North Public School teachers sharing their

outstanding teaching practice with Auburn Girls High School

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General Staffing Supplement

Professional Learning

Extra Teaching Support in class

Student Resources

Community Support

Executive Support

Outcomes: Auburn Girls High recognises the

importance of ongoing Professional Learning in facilitating the best teaching practice. A significant portion of Equity resources were used to fund all staff for either one day of professional development every two weeks (to work with each other to development best practice teaching strategies) or a team teaching initiative that allowed staff to collaboratively plan and deliver lessons together.

Student Resources

Resources: Equity funds used to support students access to physical resources or extracurricular activities.

Cost: $190,000 Outcomes: Increase in student assistance to

support students’ access to excursions and support with the cost of buying the school uniform, increased access to technology for students, the purchase of textbooks and subject specific resources and support for the school’s band program.

Community Support

Resources: Two part time Community Liaison Officers and a new Community Partnership Officer

Cost: $120,000

Outcomes: Supports school and community cohesion to enhanse students’ educational outcomes

Executive Support

Resources: 4.0 extra equity funded staff executive positions (Deputy Principal and 3 Head Teachers)

Cost: $320,000

Outcomes: Support staff professional development with a focus on Quality Teaching; Improved school organisation; increased engagement in learning; coordination of extra curricula and sporting opportunities; coordination of GATS stage 4 & 5; increased student attendance and engagement projects and the coordination of the school’s Homework Centre.

Auburn Girls High School

Low Socio Economic Equity

Funding breakdown 2014

14

School planning and evaluation 2012—2014

School evaluation processes

NSW public schools conduct evaluations to support the effective implementation of the school plan.

Background In 2014, Auburn Girls High School sought the opinions of parents, students and teachers about the school. Parents responded that the school was spending the equity funds the school receives well to serve their daughter’s educational needs. However, concerns were raised about students’ access to tutoring, with parents in the academically streamed classes concerned that parents at other schools pay for this tutoring. Students asked for additional help in specific curriculum areas, particularly Mathematics and Science. Through faculty based HSC analysis, staff identified a need for improvement for many students in the areas of study skills, exam preparation and specific deficits in understanding of course content.

These inputs stimulated improved utilisation of the existing Homework Centre and provision of additional lessons by regular teachers. New initiatives paid for from equity funds have

included free tutoring provided by former students, commercially provided study skills seminars for Year 11 and 12 students and course‐based seminars delivered by external subject experts.

Findings and Conclusions

The utilisation of the Homework Centre has improved with a 100% increase in student attendance.

The popularity and effectiveness of additional lessons varies significantly between class groups. Higher levels of Mathematics are most well attended on an ongoing basis.

The ‘Elevate’ study skills seminars were positively evaluated by Year 11 and Year 12 students as they contained pertinent content for students at the important final stages of their high school education.

The ‘expert’ seminars in Mathematics, Science (general), Chemistry and Social Science subjects were high quality and were valuable to the groups of students in academically rigorous subjects. They were also useful as professional learning opportunities for teachers.

The after‐school Mathematics tutoring, staffed by former Auburn Girls High

Mr Pico, Head Teacher Social Science, teaching a Year 3 class

at Auburn North Public School

15

School students, provided students with relevant, ‘at the point of need’ academic support from positive role models. While it is available for free to Mathematics students of all abilities from Years 7‐12 on four afternoons a week, many more students could be catered for and a limited range of students attended.

Future Directions and Recommendations for 2015

The Homework Centre remains a valuable resource and vital for students without home support or facilities.

The success of the senior study skills seminars should be reinforced by additional sessions in Year 11 and 12 and by initiating a program building learning and study skills from Years 7 to 12.

The ‘expert’ seminars are worthwhile wherever sufficient student interest and a quality presenter are both available. Co‐operative ventures with nearby schools may provide opportunities in situations with smaller numbers of students.

While it can be afforded, the after‐school Mathematics tutoring provides a useful adjunct to classroom learning. Consideration of whether the model has usefulness in other areas might be worthwhile.

In all these areas continued attention should be given to engaging a greater number of students with the programs available to them. While these academic support initiatives were an effective use of equity funds, it is most important that all students, of all ages and abilities, can benefit from the additional learning opportunities that exist at Auburn Girls High School.

School planning 2012‐2014:

School priority 1

Literacy and Numeracy

Outcomes from 2012–2014

Strengthened the Literacy and Numeracy standards of all students.

Increased growth rates in Literacy and Numeracy levels for identified students of all abilities

Improved understanding and use of ESL pedagogy, differentiation, backward mapping and scaffolding.

Evidence of achievement of outcomes in 2014:

Strongest average NAPLAN Literacy scores in the school’s history. With Year 7 students showing an increase of approximately 2.5 months of schooling in their Literacy scores compared to Year 7 2013 and a 7.5 month increase in literacy skills for those students in Year 9.

The percentage of Year 9 students who were below the minimum standard for Numeracy went from 31% of our Year 9 students in 2013 to only 11% in 2014.

In 2014, a new Head Teacher ESL/LST was appointed to support in implementing ESL Pedagogies across the school.

Strategies to achieve these outcomes in 2014:

Continuance of the four operations basic numeracy strategy that was trialled by the Academic Coaches in 2013.

Embedded reciprocal reading in a range of subjects.

Modified targets to differentiate students requiring individualised learning plans. Target students with disabilities and other special needs.

Targeted program with the Year 7‐10 teachers of the top English classes focused on grammar and punctuation.

New executive position of Head Teacher Learning ESL/LST created to support implementation of targeted programs.

School priority 2

Student engagement through the provision of a diverse, inclusive curriculum.


Improved learning experiences in Year 7 through collaborative teamwork.

Increased staff efficacy in the use of, and enhanced (ethical) student access to, computer technology.

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Pedagogical practices are supported and enhanced, leading to a differentiated curriculum that challenges and engages gifted and talented students.

Increased student participation and engagement in schooling with greater scope for student‐centred learning beyond the classroom.


All Year 7 students were assigned to student teams. These teams supported 21 Century learning skills such as collaboration and problem solving skills.

All teaching staff undertook training in the major educational theories that underpin Gifted and Talented education. This was then used to embed appropriate teaching strategies to differentiate the learning for gifted students.

2014 saw the implementation and strengthening of a range of extracurricular and cross curricula initiatives to support student learning beyond the classroom including: Robotics competitions, Duke of Edinburgh program and a combined Science and Social Science overnight excursion to Canberra.


Provided time for teachers to develop and share resources through the 20 days of Professional Development.

Continuance with private consultancy support in literacy with the remaining 50% of faculties.

Provided time to faculties involved in 2013 professional development to continue with differentiating programs and assessments.

Staff given time to apply skills and knowledge of differentiating the curriculum to the Year 8 Selective class.

School priority 3

Quality Teaching and Quality Leadership


Improved teaching and assessment practices through quality teaching.

Strengthened sense of shared vision and responsibility for our school community.

Creation of a more inclusive ‘Learning Community’ through an emphasis on staff professional learning.


The Buddy Team teacher program was implemented. This team teaching program was positively evaluated by both the staff involved and the students directly involved in the team teaching lessons.

Ms Fatma Amr was appointed as NSW first Community Partnership Officer. Ms Amr works with students, staff and the wider school community to enhance the opportunities for the school to involve the wider community in its operation. She has supported staff both at Auburn Girls High School and at other local schools to create a shared vision and support constructive dialogue between schools and the communities they serve.

In 2014, up to 25 teachers from Auburn Girls High School had the pleasure of visiting and sharing the wonderful practices of Auburn North Public School. This partnership saw our staff mentored by teachers of Auburn North in the instruction of primary students. Teachers from Auburn North were also involved in teaching Mathematics to Year 7 students and worked with our teachers to find strategies to support the changing nature of mathematics in primary education.


Implemented Buddy Team teacher program that saw teachers, who were both trained in delivering a course, team teach. This program allowed for discussion of teaching practice, growth of innovative teaching 2014 Leadership camp at Morisset.

17

processes and the strengthening of staff cohesiveness.

Continuing with the involvement of up to 25 staff in the continuation of the 20 days professional development program.

Creation of a new Community Partnership Officer position at the school. The person in this role works 48 weeks a year building strong links between the school, parents and wider Auburn community.

Working with external educational providers such as Macquarie University and Auburn North Pubic School to create pedagogical partnerships in which teachers share teaching practice across school boundaries.

Parent/caregiver, student, and teacher satisfaction

In 2014, the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Parents/ caregiver: Parents/ caregivers of students of Auburn Girls High School were surveyed by the schools’ Community Partnership Officer, Mrs Amr, in term 2, 2014. They were asked questions around the effectiveness of communication from the school, how the school can help their daughter with her learning, what parent events they would be willing to attend, what their aspirations are for their daughter and what things they do to support their daughter’s learning at home. Furthermore, Year 7 parents were specifically asked why they chose Auburn Girls High School for their daughter. General responses about the school were largely positive, indicating that their daughter was happy at Auburn Girls High School, that the school was culturally sensitive and provided people who could interpret for them, and the school seemed like a cohesive family. A large number of parents indicated that they would be willing to attend community meetings and P&C meetings and a smaller number indicated an interest in attending

parent workshops. In general, while the majority of the communication about the school that parents received was via feedback from their daughter, a number indicated that they knew little about the Australian curriculum and only attended a community meeting at the beginning of the year because they were personally invited. While a number of parents indicated that the school could support their daughter’s learning by providing more homework, giving regular updates on her progress and providing extra support in various subjects, responses from parents regarding what they did to support their daughter’s learning at home varied from organising tutoring for their child, discussing with them what they learnt during the day and personally helping them in certain subjects, indicating that there were many areas in which

they could not assist their daughter. Lastly, parents for the most part indicated that they wanted their daughters to finish their HSC and go to University or TAFE. Year 7 parents expressed varied reasons why they chose to send their daughters to Auburn Girls High School. Amongst the most popular were: the proximity of the school to their home; the fact their daughters made it into the selective or enrichment streams, the good reputation of the school or for cultural reasons.

Student satisfaction

In 2014, the school sought the opinions of Year 7 and Stage 5 (year 9 and 10) students about the school. Their responses are presented below.

2014 School captain Fatima Nabeel and the honorable Tanya Plibersek

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Year 7 Students

In December 2014, 94 students in Year 7 were surveyed about their first year at Auburn Girls High School. Pleasingly, 70% of students indicated that they were happy at high school. Concerns were raised, and these will be addressed in future school planning, that 4% of students were unhappy at high school. Students were asked how Auburn Girls High School could make high school an even more positive environment and the most frequent responses were having: • More excursions (18 students) • Less homework (12 students) • Longer recess/lunch breaks (10 students) • More sport (10 students) • More hands‐on learning (10 students) Favourite subjects of students were varied, and all subjects were recognised. However, students showed a strong preference for PDHPE (17%), Mathematics (15%) and Music (13%). Interestingly, students indicated that they learnt the most in Mathematics (38%), followed by History (20%), English (16%) and Science (9.5%).

Stage 5 Students

In May 2014, 148 students from Years 9 and 10 were surveyed using a modified version of the Quality Learning Environment survey (QLE). This survey is validated by the Department of

Education for use with high school students. The students’ response to questions about happiness at school are shown in the table below:

Response Year 9 Year 10

Positive range 58.3% 79.1%

Neutral range 28.6% 15.6%

Negative range 13.1% 12.5%

Favourite subjects of Year 9 students were: Mathematics (15.5%) followed by History, English, Child Studies and Science. Students felt that they learned the most in Mathematics (34.5%), English (15.5%) and Science (14.3%). However, all courses offered to Year 9 were represented by responses. Favourite subjects of Year 10 students were: Mathematics (20.3%), English, PD/H/PE and Dance. One quarter of students said they learned the most in Mathematics and another quarter responded with English. In a similar fashion to Year 9, all subjects were selected, with History being the next most popular (9.4%). Stage 5 students’ responses to survey questions highlighted the strength of teaching practice by staff, as well as a reflection that teachers of Stage

2014/15 Student Leaders

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5 encourage students to work to their potential and that they expect high standards of student work. Students also indicated that teachers provided stimulating learning experiences and that their explanations were usually of a high standard. It was indicated by Stage 5 students that they would enjoy more frequent student‐centred learning. The results of this survey were shared with the schools’ Executive in Term 2 and Stage 5 students and the Curriculum Committee in Term 3. A Year 9 focus group was formed to encourage and support student voice. The group was also able to propose solutions to concerns raised by Stage 5 students. Their ideas were then presented to the Executives and the Year 9 cohort. It is hoped that their contributions can be implemented in the future.

Future Directions 2015‐2017 School Plan

NSW DEC is implementing a new school planning process for 2015‐17. The new plan will be published on the school’s website from the beginning of Term 2 2015.

The plan is based on three strategic directions:

Students flourish with a curriculum that meets their diverse needs. They are supported by a welfare system which is underpinned by the values of respect and responsibility strengthening the culture of success. The wellbeing of students and staff is valued and enhanced. Student outcomes are strengthened by effective communication frameworks and organisational practices.

Students are literate, numerate and creative, effective users of technology. They are supported by teachers who have high expectations, encourage them to be independent learners, to think critically, to collaborate, work in teams and to strive for personal excellence. Teachers are empowered through effective professional learning to improve student outcomes and aspire for excellence.

Strengthening positive relationships across the school to nurture a rich learning environment that celebrates cultural diversity and supports an informed school community. The school community collaborates to provide opportunities that empower, instil a sense of connectedness, and inspire all students to discover their potential in an inclusive, diverse learning environment.

About this report

In preparing this report, the self‐evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self‐evaluation committee and school planning committee have determined targets for the school's future development.

Bohdan Balla‐Gow ‐ Head Teacher Stage 5 Noel Brackenbury ‐ Head Teacher Stage 6 Christopher Charles ‐ Principal Belinda Diamond ‐ Deputy Principal Adrienne Doyle ‐ Head Teacher Creative Arts Tracey Fagan ‐ Sports Coordinator Stephanie Fernando ‐ Teacher Music/Band Coordinator

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Fatma Fidanboy‐ Head Teacher Mathematics Rod Fisher ‐ Deputy Principal Julia Garvey ‐ Head Teacher Administration Leanne Jackman ‐ Head Teacher PDHPE/VET Maryanne Matta ‐ Head Teacher Welfare Lisa Scariot‐ Head Teacher Science Anna Tsoutsa ‐ Deputy Principal Fadime Yavuzcehre ‐ School Administrative Manager Rosalin Xie – Year 11 Student Fatma Yucel ‐ P&C representative

School contact information

AUBURN GIRLS HS, Hunter Street

AUBURN NSW 2144

Ph: (02) 9649 6949, Fax: (02) 9749 1035

Email: auburng‐[email protected]

Web: www.auburng‐h.schools.nsw.edu.au/

School Code: 8532

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

annual school report 2014 - auburn girls high school...financial summary this summary covers funds...

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