applecross senior high school · 12 students who graduated with 100% of students achieving their...
TRANSCRIPT
ANNUALREPORT
2014
APPLECROSS SENIOR HIGH SCHOOLAN INDEPENDENT PUBLIC SCHOOL
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OUR VISION Applecross Senior High School is committed to excellence and optimum development for all students. Our graduates are well-adjusted, creative and resilient, equipped with the necessary skills and self-esteem required to lead happy and productive lives.
To achieve our vision we aim to: • Consistently improve the academic outcomes and achievements of our students • Provide opportunities and encouragement for all students to engage in a wide range of co-curricular sporting and creative
activities • Ensure the complete well-being of each student
OUR BELIEFSAt Applecross Senior High School we believe that every child has the right to a high quality school education.Accordingly we are committed to:• teachers enriching the classroom learning of our students• providing students with the skills, understandings and values to reach their academic potential• meeting the needs, aspirations and interests of all students
OUR VALUESApplecross Senior High School has a strong tradition of positive interpersonal relationships founded on trust, respect and shared responsibility. The school’s core values of Mutual Respect and Personal Best were developed through workshops with parents, students and staff members.
It is expected that all students will take personal responsibility and make positive contributions to the school community.
Mutual Respect• caring for self and others• caring for the environment• being honest, sincere and seeking the truth• treating others with consideration and regard• being accountable for personal actions• being understanding of others, and their cultures plus accepting
diversity
Personal Best• seeking to accomplish something worthy and admirable• trying hard and pursuing excellence• setting meaningful goals• seeking assistance and support to improve personal
performance• creating personal success
CONTENTSOUR VISION, BELIEFS & VALUES 2FROM THE PRINCIPAL 3FROM THE BOARD CHAIR 4IPS EXTERNAL REVIEW SUMMARY 5BUSINESS PLAN PRIORITIES 6STUDENT IMPROVEMENT ACHIEVEMENT TARGETS 7NAPLAN RESULTS 8
YEAR 12 RESULTS 102014 HIGHLIGHTS FROM EACH LEARNING AREA 12GATE ART PROGRAM 15STAFF, STUDENT STATS 16SCHOOL SURVEY 19FINANCIAL REPORT 21
Kyler Rowson Year 10
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FROM THE PRINCIPALIt is with pleasure that we introduce the 2014 Applecross Senior High School Annual Report.
The Annual Report provides parents, caregivers and members of the community with an overview of Applecross Senior High School’s performance over the past year. It provides information about comparative student achievement, academic performance, attendance, a range of school programs and staffing.
The annual report forms part of the suite of review and reporting documents that we use to reflect on our service delivery and performance to our community. 2014 marked our third full year as an Independent Public School and we also entered the final year of our School Business Plan. In April 2014 we had our first Department of Education Services (DES) review which involved DES reviewers spending three days in the school talking to staff, students, parents and School Board representatives. The DES review analysed evidence and performance data to verify the self-assessment processes used by the school. The findings of this review were very positive and validated the school’s performance judgements. A summary of the findings has been included in the Annual Report. The full report can be found on our website www.applecross.wa.edu.au/governance for public viewing.
Academically 2014 was a successful year for Applecross Senior High School students. We celebrated the achievements of our Year 12 students who graduated with 100% of students achieving their Western Australian Certificate of Education (WACE) for the third year in a row. 95% of the group were recognised as having achieved Attainment (an ATAR score above 55 or successful completion of at least a Certificate Two. The State average for Attainment was 82.8%. 98% of ATAR (University bound) students were offered a place at University. It was also wonderful to see so many Applecross Senior High School students gaining their first preference entry to either University or TAFE courses of their choice.
Our Year 12 students’ achievement in 2014 was judged to be ‘at the expected level’, by the Department of Education based on their performance relative to their ICSEI (Index of Community Socio-Educational Advantage) level.
Our Year 9 students continued to achieve well in NAPLAN with results in Literacy and Numeracy exceeding or equalling National and State averages. The school was recognised for our students’ performances particularly in Numeracy and Grammar & Punctuation, both of which were significantly above (more than one standard deviation) the expected performance (based on ICSEI).
As an Independent Public School, Applecross Senior High School constantly reflects on the performance of the school through the school business planning process. The current Business Plan (2012-2015) is available through our website. We are currently finalising the new Business plan in consultation with our community which will soon be available for public viewing. The new plan builds on the previous priority areas of excellence in teaching, learning and pastoral care. The new student achievement targets are designed to more effectively direct our focus, energy and resources as an organisation to gain the best outcomes possible for students. While many of the targets are aspirational, I believe that we have the capacity and the quality of staff and students to ensure they are realistic and achievable.
The current capital works program is rapidly approaching completion and will soon deliver a state of the art suite of new and refurbished facilities providing our students with a world-class learning environment equipped with contemporary learning technologies.
I trust our annual report will give you an insight into the 2014 school year at Applecross Senior High School and the many achievements of our staff, students and parents.
Paul LeechPrincipal
Principal Paul Leech
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FROM THE BOARD CHAIR On behalf of the Board of Applecross Senior High School I congratulate the staff and students on their successes in 2014. Once again the Year 12 leavers did the school and themselves proud with outstanding results in a wide range of areas. Of particular note was the schools attainment rate of 95%. The majority of these students will now be able to pursue their chosen pathways to take them to new and exciting further education, training and career opportunities. Results like this do not just happen. It takes strong leadership, a high level of professionalism from teaching and support staff and of course parental support for our children as they navigate their way through their educational journey. Parental involvement is vital to maximise the effectiveness of a school within the community. I encourage parents of students of all ages to consider how they can support the school, possibly by engaging with the Board, P&C or the various parent committees.
2014 was the Applecross Senior High School Board’s third year of operation during our first Business Planning cycle as an Independent Public School (IPS). I would like to personally thank everyone who contributed to the successful independent external review in March 2014 conducted by the Department of Education Services.
The School Board continued to provide strategic guidance and monitoring and fully participated in: Endorsing the Applecross Senior High School Delivery and Performance Agreement (DPA).Endorsing and reviewing the school budget and business plan.Monitoring the school’s performance.Developing processes to review the satisfaction levels of parents, staff and students, with results reported in the annual school report.Endorsing the annual school report.Assisting in the selection of the principal.
I would like to thank the members of the School Board for their valued contributions during 2014 and we bid farewell to a number of members who have served out their term of office. I have personally enjoyed the experience as Board Chair during 2014 and wish the new Board and all staff and students well for 2015. The School Board for 2014 consisted of:
Principals Paul Leech (June-) Glenys Campbell (Jan-May)
Chair Digby De Bruin*
Secretary Christine Waddell
Members Suzanne Brown Allen Hahn Alysia Kepert Chris Lavender* Phil Marshall Julie Reed* Fiona Schaper Gloria Wynhorst
Head Boy Ben Thomas* Head Girl Kimberley Wynhorst* (* Members until end of 2014)
Digby de Bruin
Kimberley Wynhorst (Head Girl) and Ben Thomas (Head Boy)
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INDEPENDENT PUBLIC SCHOOL (IPS) EXTERNAL REVIEWIn April 2014 Applecross Senior High School underwent its first external IPS review by the Department of Education Services. The purpose of this independent review is to provide assurance to the school and its community, the Director General of Education and the Minister for Education on the extent to which the school has met its commitments as outlined in its Delivery and Performance Agreement (DPA) and associated Business Plan. The findings from the review were as follows:
ConclusionApplecross Senior High School has demonstrated to the reviewers through documentation and interviews with staff, parents and students that is has worked fastidiously to meet the targets set in the school’s Business Plan. The improvement in Year 9 NAPLAN results over the last two years indicates the effectiveness of the school’s strategy to improve student performance and augurs well for ongoing sustained improvement.
It is recognised that the school has achieved what it set out to achieve in its Business Plan despite changing leadership and the need to work around the disruption an extensive building program generates. The school is confident its performance against the targets and priorities set in the Business Plan will be further enhanced by the time it completes the final review of the current plan.
The success the school can demonstrate is attributable to the commitment of the school leadership and staff, together with the embedding of review processes closely linked to the Business Plan.
CommendationsThe reviewers commended the school of excellence in the following areas:
The professionalism shown by the school leadership team and staff in ensuring high-quality educational outcomes for students, especially during the period of the building program
The improvement demonstrated in student achievement across all year levels as evidenced in school performance information including NAPLAN and WACE data
The embedded processes across all learning areas and student services and the outcomes achieved with non-ATAR pathway students in the provision of VET, traineeships and flexible learning programs
The thorough embedding of school self-review as an ongoing process for school improvement
The breadth and variety of additional programs provided to supplement the learning environment.
Areas for ImprovementThe reviewers identified the following areas for improvement:
A number of the self-review comments/recommendations need to be more specific in terms of future actions and strategies with a view to setting more specific future targets for improvement and planning.
The School Board investigates the availability of training for all members in order that members are familiar with and confident in their role.
The School Board reviews its processes to further enhance its ability to perform its governance role more effectively.
School response to External ReviewThe School found the external review to be a positive and effective process in terms of reflecting on our own processes and we have endeavoured to respond to the areas identified as requiring improvement:
In finalising the first Business Plan (2012-15) we have ensured that comments and recommendations in relation to our self-review processes are addressed with the development of specific targets and strategies.
All members of the School Board attended training towards the end of 2014 designed to increase their understanding about the role of the Board in an IPS school. Feedback from members was very positive.
The School Board has endeavoured to ensure that sufficient time, information and processes are available to members to perform its governance role effectively.
Holly Price Year 12
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BUSINESS PLAN PRIORITIESApril 2012 – April 2015 Business PlanThe three specific priority areas in the current April 2012 – April 2015 Business Plan are outlined below.
OUR PRIORITIESThe priority areas and the seven student achievement targets were embedded in learning area, subject and other program operational plans. They each had overall school strategies and learning area specific strategies developed to support improvement.
All teachers were involved in a thorough annual self-review process to determine the extent to which goals, targets and priorities were achieved. Heads of Learning Areas and Programs then completed a self-assessment report which included challenges and recommendations for the next planning cycle. The school Leadership Team then engaged in a series of self-assessment and planning meetings to ensure that strategies and programs were developed to address our priorities and targets.
While the Leadership Team has determined (through school self-assessment processes) that good progress has been made in our priority areas, these priorities should remain in place for the next Business Plan. However, through a planning and consultation process with staff, new sub-priorities, goals and strategies have been developed.
Each member of the Leadership Team has reviewed the extent to which each priority has been achieved within their Learning Area or Program. The staff and Leadership Team (Principal, Deputy Principals and ten Heads of Learning Areas) determined that significant progress has been made in each of these priority areas over the last three years. However in reviewing the Business Plan is has been decided to continue with priorities 1 & 3 in the next Business Plan. Priority 2 will be embedded in the other priorities as a strategy to progress these goals.
PRIORITY 1HIGH QUALITY TEACHING AND LEARNINGThrough a greater focus on professional learning the skill sets of staff will be aligned to the needs of our students to ensure that high quality teaching and learning takes place in every classroom.
PRIORITY 2COLLABORATION AND PARTNERSHIPSThe school will respond to local needs by working collaboratively in a diverse range of settings to enhance the outcomes for all Applecross SHS students.
PRIORITY 3ACADEMIC, SOCIAL AND EMOTIONAL DEVELOPMENT The school will identify areas requiring attention, put measures in place to address them and monitor student progress so that every student will achieve their personal best.
Jodie Vong Year 12Hope Petsa Year 12
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STUDENT ACHIEVEMENT IMPROVEMENT TARGETS Important components of the Business Plan are the specific student achievement targets adapted at the whole school level. The purpose of these targets is to use an evidence-based approach to identify an area of need and then develop strategies for improvement. Targets should be both aspirational (above current achievement) and achievable.
During the first Business Plan a number of targets were achieved at different stages, but a number relating to the 2014 Year 12 cohort were not achieved. Overall, four targets were achieved and three were not. New targets will be established for the next Business Plan with a focus on those targets not achieved in the current plan.
Overall targets related to students performance in the Year 9 NAPLAN tests were achieved, while a number relating to the Year 12 ATAR were not. A great deal of focus has now been placed on developing strategies to enhance aspects of Year 12 performance.
Target Area Comment AchievedTo increase the overall student progress in Year 9 NAPLAN tests so students are achieving at or above the expected level.
There has been a continued improvement in overall NAPLAN results. In 2014 all categories of the NAPLAN testing were in the high progress and high achievement quadrant against like schools.
To increase by 5% the number of Academic Extension students in Years 8 to Year 10 who achieve a minimum of four ‘A’ grades per semester inclusive of their AE course/s.
There was an average of a 5.7% increase for Year 8-10 AE students between 2012-14. However, when overlaid with NAPLAN performance, students should be attaining more A grades in Academic Extension classes.
The AE program will be reviewed in 2015.
80% of Year 12 Gifted & Talented Visual Art students will score in the ‘High’ or ‘Excellent’ achievement band of Stage 3 Visual Art and Design courses.
This target has not been achieved based on the 2014 Year 12 cohort. The 2015-2017 School Business Plan will set a new Achievement Target, but there needs to be more careful monitoring and support for these students.
85% of Year 12 Specialist Tennis students will score in the ‘High’ or ‘Excellent’ achievement band of Stage 3 Physical Education Studies – practical examination.
This target was not achieved, although there was a very small group of students in Year 12 in 2014 (10). There also appears to be issues with the nature of the practical exam. This target will need to be re-evaluated for the new Business Plan.
To increase to a minimum of 15% the number of Year 12 students who sit a Stage 3 WACE course examination and achieve a scaled score of 75 or more.
This target is the one used by SCASA and the basis of the ‘league table’ reported in the media. The target of 15% would place the school near the top 20 schools in the state. The target was not achieved and needs to be reviewed as do the strategies employed to improve this aspect of student performance.
To increase by 5% the number of Vocational Education & Training students who attain a Certificate II or higher by end of Year 12.
There has been a significant improvement in percentage of students completing Cert II partly due to a broader range of Cert II courses, but also excellent processes developed by teachers to gain completion.
To increase the Year 12 Attainment rate to 90%
There has been an improvement in the attainment rate from 84% in 2012 to 95% in 2014. The school has developed excellent processes for monitoring student progress.
Sophie Stylianou Year 12Tegan Crouch Year 11Raphael Ling Year 11
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NAPLAN RESULTS Each cohort (year group) of students is unique and caution has to be taken when making comparisons over time. However, our NAPLAN data displays an overall upward trend (over six years) in all areas except reading which has decreased slightly. Our 2014 NAPLAN indicates that Numeracy and Grammar and Punctuation are significantly above the expected results by more than one standard deviation.
Teachers access NAPLAN data in planning their course delivery, explicit teaching in reading, grammar, spelling and punctuation, extended assessment opportunities, use of ICT to engage and extend students, strong emphasis on moderation within leaning areas, and early intervention with Student at Educational Risk (SaER) students.
Our students are at least as good as the average for students in ‘like schools’ (statistically similar schools throughout Australia). Please refer to the NAPLAN graphs below.
Year 9 PerformanceThe comparative performance calculations are based on data for students from public schools and exclude students identified with an intellectual disability. The vertical axis shows student performance in relation to expected performance (O axis). The numbers refer to performance that is either 1 or more standard deviations above or below that which is expected.
School Like Schools
2012 2013 2014 2012 2013 2014
Top 20% 42 % 46 % 44 % 42 % 47 % 44 %
Middle 60% 55 % 49 % 52 % 54 % 48 % 52 %
Bottom 20% 3 % 5 % 4 % 4 % 5 % 4 %
Percentages of students in top 20%, middle 60%, bottom 20% of the State and among Like Schools
State
Year 9 Reading
School Like Schools
2012 2013 2014 2012 2013 2014
Top 20% 40 % 44 % 42 % 40 % 43 % 43 %
Middle 60% 54 % 52 % 54 % 54 % 52 % 52 %
Bottom 20% 6 % 4 % 4 % 6 % 6 % 5 %
Number of students with a Test Score
School Year 9 Numeracy
2012 2013 2014
Total Students 286 256 240
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State
Year 9 Writing
School Like Schools
2012 2013 2014 2012 2013 2014
Top 20% 37 % 40 % 46 % 41 % 39 % 43 %
Middle 60% 57 % 57 % 50 % 53 % 56 % 52 %
Bottom 20% 6 % 3 % 4 % 6 % 6 % 5 %
State
Year 9 Spelling
School Like Schools
2012 2013 2014 2012 2013 2014
Top 20% 37 % 43 % 44 % 39 % 40 % 38 %
Middle 60% 55 % 54 % 50 % 52 % 55 % 57 %
Bottom 20% 8 % 2 % 5 % 9 % 6 % 6 %
Percentages of students in top 20%, middle 60%, bottom 20% of the State and among Like Schools
State
Year 9 Grammar & Punctuation
School Like Schools
2012 2013 2014 2012 2013 2014
Top 20% 34 % 47 % 50 % 35 % 45 % 47 %
Middle 60% 58 % 49 % 46 % 57 % 50 % 47 %
Bottom 20% 8 % 4 % 4 % 8 % 5 % 5 %
Lewis Rother Year 12
Jan Mark Year 12
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YEAR 12 RESULTS The Class of 2014 produced some outstanding results. A total of 153 students achieved their WACE and of those, 69% were eligible for an ATAR. Some of the highlights are outlined below:
Year 12 ResultsBeazley Medal (VET) winnerRanked 53 in the top schools league table.2 students with an ATAR of 99+15 students with an ATAR of 95+13 students with an ATAR of 90+24 students with an ATAR above 80Course exhibition winners – NilOne Certificate of DistinctionEight Certificates of Commendation31% of ATAR students performed in the top one third of the State27% of ATAR students had one or more scaled score of 75+A median ATAR score of 80.0 for all eligible students4 courses listed as having the top students in Stage 3 WACE courses: Design, Literature, Physical Education Studies and Visual Arts.71 Certificate II or higher were completed.100% Graduation rate95% Attainment (55+ ATAR or Certificate II completionNote: ATAR = Australian Tertiary Admissions Rank
University Entrance71% of eligible students were offered their first preference and 98% of all eligible students were offered a place at University.
Gifted and Talented Visual Arts100% Graduation
Specialist Tennis100% Graduation
Year 12 Results SummaryApplecross Senior High School’s Year 12 students in 2014 performed at expected levels in the WACE exams. This is an Education Department measure based on achievements as measured against the Index of Community Socio-Educational Advantage (ICSEA).
Beazley MedalThe individual highlight was Robert Rubery winning the Beazley Medal for Vocational Education and Training (VET). Robert was a straight A student throughout Years 11 and 12. He completed four certificates including a Certificate IV in Information Technology and networking and completed three work placements with glowing references from each. This is a validation of a significant amount of work over the last decade that has resulted in Applecross Senior High School having a vibrant and flourishing VET program from almost nothing ten years ago.
Dux of Applecross Senior High SchoolThe ATAR Dux of Applecross Senior High School for 2014 was Ben Johnson. Ben went on to achieve an ATAR of 99.80 putting him in the top 0.2% of students in the state. Robert Rubery (above) was the VET Dux.
Certificates of Distinction and CommendationA Certificate of Distinction is awarded to students who finish in the top 0.5% in a subject. Ben Johnson received this award for Mathematics 3C/D in 2014.
A Certificate of Commendation is awarded to students who achieve 20 A grades over two years. This number is reduced for students who have completed TAFE courses as they do not have the possibility of achieving this required number of A grades. This is an exceptionally difficult certificate to achieve as it requires a sustained level of excellence across all subjects over two years. The Dux of the school did not achieve this certificate and this is not an unusual occurrence.
The successful students are listed below:
Matthew Chan Claire Langenbach-Wood Emily ManseyRobert Rubery Tara Sharma Kimberley Wynhorst Jan Mark Emily Mansey Dylan Radford
Robert Rubery (Beazley Medal - VET winner) receiving his medal from Minister for Education Hon Peter Collier
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99 PlusTwo students achieved an ATAR score of 99 or better. This places them in the top 1% of students in the state. The students and their ATAR are listed below:
Ben Johnson 99.80Kimberley Wynhorst 99.00
95 PlusAn additional 13 students achieved an ATAR of 95 or better. This places them in the top 5% of students in the state. The students are listed below:
Claire Langenbach-Wood Rui LiMatthew Chan Jan MarkMegumi Yokote Beth FrameMadeleine Watson-Reeves Jeffrey LaiJohanna Himstedt Bum Soo ParkBen Thomas Susan CaiTara Sharma
Top SubjectsThere were four subjects identified by the Department of Education where Applecross Senior High School students performed at an exceptional level in comparison to other schools. These subjects were Visual Art, Graphic Design, Physical Education Studies and Literature.
Subjects Above Like SchoolsSecondary schools in Western Australia are broken down into groups and performance is compared for accountability purposes. The groups have schools considered relatively similar in the type of student that attends the school. They are known as ‘Like Schools’. The students in the subjects listed below achieved a higher average score than the students in Like Schools who also studied the subject.
Biology DesignEconomics FrenchHistory Human BiologyLiterature Mathematics 2AB, 2CD, 3AB, 3CD MASVisual Art
Graduation RateThe Graduation Rate was 100% for the third consecutive year. This is a very positive result and demonstrates excellent monitoring processes and intervention strategies when students experience academic, medical or emotional difficulties.
Attainment RateThe Attainment Rate is determined by the number of students that achieve an ATAR of 55 which is the minimum entry required for university or the completion of a Certificate II TAFE course which gives students the opportunity to enter many TAFE courses after school at a Certificate III level. There has been a significant increase in Attainment Rate in 2014. The rate has been increasing steadily since the measure was introduced but has increased 9% from 86% to 95% in 2014. This is an excellent result and rates us amongst the top schools in the state in this measure.
University Entrance SummaryNinety one students applied for university entrance at the end of 2014. Eighty nine of those students received an offer. Sixty five of those students received their first preference. First preference applications and the number of successful first preferences are listed below.
University Number of 1st Successful 1st Preferences PreferenceCurtin 60 48UWA 17 12Murdoch 12 5Edith Cowan 2 0
Notre Dame interstate and international universities applications and offers are not available as they do not use TISC to allocate offers.
Vocational Education and Training (VET)The achievement of a full qualification at Certificate II or higher, increased significantly in 2014. It has steadily increased over the last five years from 12% up to 46% in 2014 with last year resulting in a 19% increase in completions. The Unit of Competency Participation Rate has also increased steadily over the last five years from 30% to 65% with a 17% increase in 2014. The certificates completed by Year 12’s are listed below. It includes certificates completed in Year 11. Some students have completed two or more certificates during years 10-12. The list includes certificates completed within the school as well as students who attended an external TAFE College usually through the Flexible Learning Program.
Diploma Aeronautics 3Certificate IV Interactive Digital Media 1Certificate IV Information Technology Networking 1Certificate III Engineering Technical 1Certificate I Business 9Certificate II Business 23Certificate III Business 4Certificate IV Business 4Certificate I Information Technology 1Certificate II Information Technology 22 Certificate II Sport and Recreation 29Certificate I Furnishing 1Certificate II Retail 1Certificate II Retail Services Certificate II Community Services 2Certificate III Accounts Administration 2Certificate I Engineering 5Certificate II Engineering 1Certificate II Music 1Certificate II Events 1Certificate II Building and Construction 1Certificate II Process Plant Operations 1Certificate II Automotive Body Repair Technology 1Certificate II Hospitality 1Certificate II Animal Studies 1Certificate II Community Pharmacy 1
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2014 HIGHLIGHTS FROM EACH LEARNING AREA CO-CURRICULARThe Duke of Edinburgh Awards1 Gold Award achieved
Canteen$600 donated through sales of pens and bandannas on Bandanna Day
40-Hour FamineOver $10,000 raised.
Valentine’s DayProceeds of sale of chocolates and roses donated to charity.
World ChallengesStudents began their training in readiness for their 2015 expedition.
Daffodil Day$650 was raised through the sale of daffodils.
CAREER & VOCATIONAL EDUCATION2014 VET Beazley AwardWon by Robert Rubery
Introduction of Certificate IV in Business
Murdoch Applecross Learning LinksEngagement Agreement
School-Based Traineeships1 Certificate III2 Certificate II
Year 12 Certificate Achievements3 Diplomas6 Certificate IV9 Certificate III42 Certificate II31 Certificate I
ENGLISH
Opened the Royal Commonwealth Youth Rally at Government House- Richard Maddevar (Compere), Thabisa Mbosaki (Poetry Reading).
Royal Commonwealth Society Leadership and Speech Competition2 finalistsOverall 1st place winner
State Debating Competition1 Year 8 team participated
Film ClubMaking of promotional films about the school. Documenting visit to old age home in the community
Western Australian Young Writer’s Contest6 finalists in the top 10 of their year and genre2nd in the Eric Carlin Award for best High SchoolWinner Special Encouragement Award – Year 82nd Poetry Year 8/9
2nd Prose Year 8/92nd Poetry Year 11/12
Katherine Susannah Write a Book in a Day Competition2 teams enteredYear 11 team Winner of State Best Book and National Winners for Best Book
Peter Cowan Writer’s Short Story CompetitionYear 11 student 1st place
Dorothea McKellar Poetry CompetitionApplecross Senior High School in the top 6 schools of Australia
Primo Lux Poetry Magazine8 poets accepted for publication
Wapi Poetry Competition1st prize – Year 12
WACE Results – LiteratureTop 10 schools in the stateNAPLAN Results Year 946% of students were in the top 20% for Writing 44% of students were in the top 20% for Reading
HEALTH & PHYSICAL EDUCATIONTENNISSlazenger Cup (Years 10 – 12 Tennis students)Boys Team: 1st, 2nd placesGirls Team: 2nd place
Herbert Edwards Cup (Years 8 and 9 Tennis students)Boys Team: 1st, 2nd placesGirls Team: 1st, 2nd placesSchool Sport Australia National Tennis ChampionshipsBoys Team: Finished 6th Girls Team: Finished 9th
Pizzey Cup (State vs State Under 19 School Tennis Players Competition)Two students selected to represent WA (Gurkawal Bajaj / Lachlan Napier). Lachlan was named an “All Australian” for the tournament, an award given to the ten best overall performers during the tournament.
AwardsApplecross SHS was awarded the “Most Outstanding School” at the 2014 WA Tennis Industry Awards night.
INTERSCHOOL SWIMMING CARNIVAL5th place in ‘A’ DivisionYear 8 Champion Girls: Runner UpYear 9 Champion Girls: 3rd placeYear 10 Champion Girls: Champion GirlYear 12 Champion Boys: Champion BoyYear 12 Champion Girls: Champion Girl
INTERSCHOOL ATHLETICSFinished 7th in “B” division out of 9 teams.Year 8 Champion Girls: 3rd placeYear 9 Champion Girls: Runner upYear 9 Champion Boys: Champion BoyYear 10 Champion Girls: Champion Girl Year 12 Champion Boys: 3rd place
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YEAR 8 – 10 LIGHTNING CARNIVALS(Australian Rules, Soccer, Netball and Basketball)Year 8 Girls Netball team: Won ‘A’ DivisionYear 8 Girls Soccer team: Won ‘B’ DivisionYear 9 Girls Netball team: Won ‘B’ DivisionYear 10 Boys Basketball team: Equal 1st with Willetton SHS
INTER-SCHOOL SQUASH TOURNAMENTSenior Boys team: 2nd place
LANGUAGES
Year 11 student Mark Pyzik represented Applecross Senior High as an exchange student at the Lions Club International Student Forum in Osaka Japan during the 2013/14 summer holidays.
Awarded a French Language Assistant for 2014. Mr Jerome Muller arrived in April and stayed until December 18.
Employed Ms Hiroko Dale as a Japanese Language Assistant. Ms Dale worked with Year 8 classes in particular.
French Exchange to Amiens, France in April 2014. Ms Spooner and Mr Pope accompanied 19 students.
French visitors to Perth. The principal of College Saint-famille, Ms Coyral and Mr Bideux accompanied 19 students to Perth in October.
Japanese Exchange visit to Perth in July 2014. Three Japanese teachers and 14 students from Takarazuka, Japan visited Perth and stayed with Applecross families.
Visit by the Mayor of Takarazuka City (Japan) Ms Tomoko Nakagawa in July 2014.
The fourth Nihon Matsuri (Japanese Festival) was held in August.
WACE exam French - 2 students attained a score of 75% or higher.
WACE exam Japanese Second Language – 2 students attained a score of 75% or higher.
MATHEMATICS
Engineers Australia Certificates of ExcellenceYear 12: 2 students received certificates
Have Sum Fun CompetitionLower school: 8th and 23rd place out of 32 teamsUpper school: 3rd and 7th place out of 30 teams
Have Sum Fun Online CompetitionYear 8: 1 team 4th and 1 team 5thYear 9: 1 team 10th and 1 team 11th Year 10: 1 team won first prize and others finished 5th, 7th, 8th, 11th and 12th
Australian Mathematics CompetitionYear 8: 6 students in top 5%Year 9: 1 student in top 1% and 8 students in top 5%Year 10: 1 student in top 1% and 9 students in top 5%Year 11: 4 students in top 5%Year 12: 1 student in top 1% and 3 students in top 5%Our students gained 12 High Distinctions, 60 Distinctions and 41 Credits
Australasian Problem Solving Mathematical OlympiadYear 8: 4 students in top 10% and 8 students in top 25%Year 8: Team finished in the top 25% of schoolsYear 9: 15 students in top 10% and 10 students in top 25%Year 9: Team finished 19th and in the top 10% of 353 schools
Junior Mathematics Olympiad CompetitionsYear 8: Team ranked 47th from 112 teams.Year 9: Individual Excellence winner. Team ranked 2nd from 112 teams.
SCIENCEHigh Flier program.Engineers without borders incursionsScience and Engineering ChallengeScience Week activitiesIgor Bray Lectures and Physics Prize
SOCIETY & ENVIRONMENTEconomics and Modern History ATAR resultsThe 2 most successful ATAR results at ASHS in terms of 1st and 2nd best subjects for students. 70% for Economics and 65% for Modern History.
Competitions and Extra-Curricular ActivitiesSenior and Junior school teams for the Mock Trial competitions.
Premier’s ANZAC Day Research Essay1 finalist
International Women’s Day Participation in ABC’s Splash video conference with Applecross students asking questions to a panel of eminent Australian women.
Politics and Law28 students selected Politics and Law for Year 11. Applecross is one of the few government schools to offer this course.
Ancient History Continued success experienced in attracting students to our courses. There are now two Ancient History classes.
Ongoing and increased use of ICT to enhance student’s learning experiences.
Connect is now used as an everyday practice.
STUDENT SERVICESWorld Vision Global Leadership Convention20 Year 9 and 10 Student Councillors attended
Student Council Leadership Training Day20 Year 9 and 10 students attended
GRIP Leadership Conference10 Year 11 Student Councillors attended
Long Tan Awards1 Year 10 and 1 Year 12 students received awards from the Australian Defence Force
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TECHNOLOGY & ENTERPRISEHigh success rate amongst students in Certificate I, II and III courses in Business, IT and Accounts Administration.
Accounting and Finance continues to attract healthy numbers.
Certificate III in Visual Arts (Furnishing)8 students completed the required units set for the year.
Certificate I in Furnishing4 students completed this qualification.
Certificate III in Engineering (Technical)12 students enrolled in this certificate in conjunction with their school-based subjects Design-Technical Graphics 1A/B (Year 11) and 1C/D (Year 12). 4 of the 7 Year 12 students passed the subject and completed the qualification.
Certificate II in Community ServicesBecame more self-paced through delivery via Connect.
THE ARTSArts PicnicThe inaugural Arts Picnic, with guest landscape painter (and ex-student) Andrew Tishler, saw musical entertainment provided by past and present Music students.
DramaPerformanceStrong public Drama performancesDrama students selected for Perspectives
WACE Results3X Drama practical examination scores were above the State mean and higher than both DOE and like schools.42% of 3X Drama students’ scores were their best score.
Music
AwardsHigh achievement by our ensembles in the Term 3 Festivals.The Scimitar String Orchestra was awarded Excellent in A Division of the ABODA Orchestra Festival.
Music ConcertsTwo Senior concerts and one Junior concert were held throughout the year at Perth Modern School Auditorium.End of Year Concert for all 8 Music Department Ensembles held at Churchlands Senior High School concert hall. This magnificent venue drew a record audience.
Excellent performance by Concert Band 1 and the Scimitar String Orchestra at Applecross Rotary Club’s Jacaranda Festival.
Visual Art
Visual Art and Design - top 10% of Schools.AwardsFiona Stanley Children’s Ward Art Competition – 7 student awards.City of Nedlands Youth Art Award – Annie HuangCity of Claremont Youth Art Award – Annie Huang
ExhibitionsStudent work selected for Perspectives Young Originals and Metamorphosis exhibitions.Strong Applecross SHS Visual Art Public Exhibition.
WorkshopsYear 11 aged care portraits workshopStudents painted sensitive works of aged care residents, first interviewing them, then making detailed pencil studies in preparation for the finished painting
Art in the park
Music Concert Band 2 at the 2014 ABODA Concert Band Festival
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GATE ART PROGRAM The Gifted & Talented Visual Art Program enjoys a fine tradition, and reputation for success. Established in 1968, this was the first program of its type in Western Australia, and arguably Australia.
Our priority is to strive for excellence by developing exceptional skills and techniques through the discipline of personal practice. Participants are encouraged to explore their creativity by developing a mature Art Language, and expanding their aesthetic sensitivity to their visual, cultural and historical environment. Only students with outstanding ability in the Visual Arts are chosen to participate in this distinguished program.
Provision for our gifted Visual Art students centres around extension workshops conducted by professional artists from Perth’s art community. Initially, students are encouraged to sample a variety of studio disciplines with the view to specialising in later years. These students are privileged to have experts guide them through the studio requirements of the ATAR courses in Year 12.
We are fortunate to have a superb new Art building for our students to use, equipped with the latest digital technology and a purpose-built gallery space for displaying the students’ artwork.
Traditional Visual Art techniques are the backbone of our curriculum, and we focus on Drawing skills to generate the source material for Painting, Printmaking, Sculpture, Ceramics, Fashion Textiles, Photography, Jewellery, Puppetry, Mixed Media, and Multi-Media. Our dedicated Computer Laboratory offers students the opportunity to be involved in a range of Digital Design areas, including Graphic Design, Animation, Fashion Design, Interior Design and Illustration.
The Visual Art Program can lay claim to nurturing the creativity of key participants in the Perth art community, and some who enjoy National and International reputations in the Visual Arts. Past students have become acclaimed professional artists and graphic designers, lecture at tertiary institutions, direct national art schools, become curators of international art galleries, developed their own highly successful fashion labels, and been selected as a finalist in Australia’s prestigious Archibald Prize for Portraiture. Many graduates of the program also have their artwork in national and international art collections.
Not all of these highly successful Visual Art students become artists. There are also graduates who have gone on to become doctors, dentists, architects, landscape architects, economists, journalists, engineers, and a science professor at Oxford University. The GATE Visual Art program provides excellent grounding for all faculties of academia, and students with exceptional ability in this area will add considerable value to their ATAR (Australian Tertiary Admission Rank). Our Gifted and Talented Visual Art program enjoys the committed support of parents, industry and community organisations.
Amelia Bush Year 12Annabelle Eirth Year 12
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STAFF, STUDENT STATS Secondary Attendance Rate 93.2% There is strong evidence that links high school attendance to positive educational outcomes for students. The focus for the commencement of the year was to ensure that Applecross Senior High School established accurate and sustainable methods of recording attendance and follow up processes.
The attendance rate continues to be maintained well above the State and ‘like schools’ (statistically similar schools) average when comparing whole school and individual year groups. It is an indication that the majority of the students enjoy being at school and working hard to enhance their future. A number of students had significantly lower attendance due to prolonged or reoccurring illness or other personal situations such as going on a holiday during the term. It is through the hard work of the staff Student Services Team and parent support that the number of unexplained absences for each year group was below 2%.
The school continues to invest considerable resources into Pastoral Care with each year group having a Sub-school Leader and a Head of Student Services overseeing both Lower (Years 7-9) and Upper School (Years 10-12). The school also has a full time chaplain, nurse and a psychologist (each working 0.8FTE).
A number of support mechanisms are in place to encourage student attendance rates. These include:• Use of Academy SMS sending• Use of the Absentee Phone Line• Staff entering attendance directly into SIS system• Case management of identified students through home and agency partnerships• Open and on-going communication between Student Services and families• Use of online teaching and learning systems to assist students with long term absences • Phone calls home to support student attendance• Newsletter and assembly reminders• Attendance discussed at parent information evenings• Use of Individual Attendance Monitoring Plans• Referral to the Behaviour and Attendance Team (BAT)• Intervention by Regional Attendance Officers when required
Attendance Overall Secondary (Individual Year Graph Data)
Non-Aboriginal Aboriginal Total
School Like Schools State School Like Schools State School Like Schools State
2012 93.7% 93.1% 89.3% 82.4% 84.5% 67.9% 93.6% 93.0% 87.7%
2013 93.9% 92.9% 89.1% 61.3% 79.3% 67.2% 93.8% 92.8% 87.4%
2014 93.2% 91.9% 88.6% 93.9% 84.0% 66.3% 93.2% 91.9% 86.9%
Note: Care must be taken when interpreting data for schools with small student numbers in any category.
Attendance by Year Level
YO8 YO9 Y10 Y11 Y12
2012 95% 93% 92% 95% 94%
2013 95% 94% 93% 93% 93%
2014 94% 94% 92% 94% 92%
WA Public Schools 2014 89% 86% 85% 87% 88%
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Attendance by Year Level
Attendance% -‐ Secondary Year Levels
Attendance % - Secondary Year Levels
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STAFFThe school has an experienced and dedicated teaching and non-teaching staff. The average age of staff is 47.5 years.There are 104 teaching and 47 support staff with over 50% of staff now being Senior Teachers.
The quality of staff is reflected in a wide variety of ways but includes the number of staff winning and nominated for State awards and by the high proportion of advanced skills teachers including Level 3 Classroom Teachers (9) and Senior Teachers (46). We have implemented a mentor teacher training program and recruit the highest calibre graduates. A high priority is placed on professional learning for staff and a high proportion of staff are members of professional associations. The focus for professional development in 2014 was on teachers observing other colleagues teaching and then reflecting on their own practice and strategies.
1. Students and Staff Growth
The table below shows the student and staff numbers (teaching and non-teaching) for each year between 2011-2014. Student numbers were restricted due to the building program between 2013-14, but have since increased to approximately 1450 (169 staff ).
The staff-student ratio has remained very similar over this period.
Year Total Staff Headcount
Teaching Staff Headcount
Non-Teaching Staff Headcount Students
2011 153 111 42 1237
2012 152 109 43 1251
2013 151 103 48 1217
2014 151 104 47 1198
2. Age Profile
The table below compares the age profile of staff in the categories of all staff, teaching and non-teaching staff in 2011 with the current data.
Age All Staff2011 2015
Teaching Staff2011 2015
Non-Teaching Staff2011 2015
Under 25 6 14 2 9 4 5
25 to 34 11 12 6 10 5 2
35 to 44 31 35 25 23 6 12
45 to 54 55 56 42 36 13 20
55 to 64 46 46 33 34 13 12
Over 65 4 6 3 1 1 5
The number of staff in the age bracket ‘45 to 54’ had the highest population in 2011, continuing in 2015. This age group currently accounts for 33.1 per cent of total staff.
3. Average Age
The table below provides the average age of all staff members, teaching staff and non-teaching staff as well as the average age of males and females
Year All Staff Teaching Staff Non-Teaching Staff Males Females
2011 48.9 49.6 47.1 49.4 48.6
2012 48.8 49.1 48.0 47.7 49.5
2013 49.0 49.3 48.3 47.8 49.7
2014 49.1 49.2 48.8 48.4 49.4
2015 47.5 47.2 48.1 47.1 47.7
Over the five year period, the average age of total staff has remianed between 47.5 and 49.1.The current average age of total staff is 47.5
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4. Leave
The section is divided into teaching staff and non-teaching staff and examines the number of sick and personal carers’ leave days taken at Applecross Senior High School. Average leave taken per staff member is calculated by the sum of leave with evidence, leave without evidence and unpaid leave, divided by staff FTE (full Time Equivalent).
4.1 Sick and Personal Carers leave of teaching staff
Sick/Personal Carers Leave
Leave with evidence (days)
Leave without evidence (days) Unpaid (days)
Average Sick/Carers leave per Teaching
Staff FTE2011 48.9 49.6 47.1 49.4
2012 48.8 49.1 48.0 47.7
2013 49.0 49.3 48.3 47.8
2014 49.1 49.2 48.8 48.4
Over the four years, teaching staff sick and personal carers leave taken decreased from 12.9 to 8.9 sick days per teaching staff FTE.
4.2 Sick and Personal Carers leave of non-teaching staff
Sick/Personal Carers Leave
Leave with evidence (days)
Leave without evidence (days) Unpaid (days)
Average Sick/Carers leave per Non-
Teaching Staff FTE2011 114.9 96.7 0.0 7.4
2012 117.7 97.5 0.0 7.4
2013 138.6 124.9 6.4 8.4
2014 124.5 131.7 33.3 9.5
Between 2011 and 2014, non-teaching staff sick and personal carers leave increased from 7.4 to 9.5 sick days per non-teaching staff FTE. The increase in leave can be explained by a large amount of leave taken by a small number of staff with exceptional circumstances.
The table below provides the sick and personal carers leave trends for teaching and non-teaching staff betweeb 2011 and 2014.
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SCHOOL SURVEYBackgroundThe Department of Education requires all schools to undertake community, staff and student opinion surveys every two years in order to facilitate ongoing improvement and cycles of self-review. Whilst the questions are a combination of compulsory questions and school directed questions, it is acknowledged that the results offer perceptions of the different groups, and all require further investigation to understand the meaning behind a statistic.
A small working party has commenced looking at the results and will work to provide possible insights to the Leadership and Executive team in the coming weeks. During this time students will also be convened to establish a line of enquiry and parents will be invited to contribute to this review.
There were 77 staff responses, 136 parent responses and 789 student responses to the survey. Staff and parents were able to contribute on a voluntary basis whilst students were asked (in class) to give their opinion.
School strengthsOn the whole, parents strongly agreed that the school is working well in all areas. This might be one explanation for the lower return rate than previously experienced in surveys in 2013.
Staff responded positively (73% Agreed or strongly agreed with the statement) to a majority of all statements concerning the school.
Both staff (92%) and parents (81%) agree/strongly agree that Applecross SHS is often considering ways to improve the way the school operates.
Applecross SHS has high expectations of its students. This statement scored highly with 86% of students, 91% of parents and 97% of teachers strongly agreeing or agreeing. This is in line with our expectations and values of Personal Best.
A very high percentage of parents (94%) and staff (84%) agreed/strongly agreed that students felt safe at school, and 65% of students agreed/strongly agreed with this statement. This is a celebrated school strength and has been identified in prior School Opinion surveys as such.
Both students and parents agreed/strongly agreed that teachers use different technologies to deliver relevant and engaging lessons. This will be built upon when ICT is developed further in the next Business Plan through a Bring Your Own Device program at Applecross SHS.
Both staff and parents believe that teachers motivate students to learn.
Both staff (81%) and parents (83%) agree/strongly agree that teachers support the social, emotional and wellbeing of the students they teach.
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ChallengesThe survey reveals that there is a perception by staff, students and parents that the school does not always take their opinions seriously. It will be investigated as to why this perception exists. It might have implications for the decision making processes we already use in the school.
Students and staff feel fairly strongly that the school is not currently well maintained. We believe this data is an indication of the state of flux in the building program and will be more reliable in two years once the building program is complete and normal surroundings can be achieved.
Whilst teachers and parents indicated there is positive student management in the school, student data would indicate that there is room for improvement by some teachers in behavioural management. A small percentage felt that not all students were treated fairly all of the time. This challenge will be further explored with students. Plans will be put into place if it is identified that specific teachers need support.
About two thirds of students felt that they could speak to their teachers about concerns. This is very positive and was expected as the perception of staff is that positive relationships exist between staff and students. However this leaves one third of students who responded that do not feel that they can speak to their teachers about their concerns. It is unclear whether this meant concerns over academic issues, personal or social issues and will be pursued with the student body for clarification.
Giving feedback to staff related to their work is an area of challenge for the school. One third of staff has indicated they do not receive enough of this useful feedback. It needs to be determined how staff interpreted this question; eg Heads of Learning Areas, line managers, parents, executive and School Board. However as two thirds of staff are feeling well supported and receiving useful feedback, it must be explored as to why these perceptions are different between groups.
Applecross SHS would like to strengthen our visible ties with the community as a third of our staff do not see these strong connections. Our challenge will be to consider ways we can make this more visible.
It was an interesting finding that whilst a majority of parents agreed that the school works productively to support their child’s learning, a very small minority feel this doesn’t occur. Interestingly, staff reflection in another forum identified their interest in finding additional ways to work effectively in engaging parents and building even more positive relationships, so these strategies will be explored through the next Business plan of 2015-2017.
Susan Cai YR 12
Rachel Boon. Year 12Dylan Phan Year 12Diana Tomasevic-Ljubin Year 12
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Income
Other State Govt Grants $28,912Government Allowances $36,425P&C Contributions $49,066Voluntary Contributions $102,667Fundraising/Donations/Sponsorship $102,914Internal Transfers $176,039Other $177,904Opening Balance $440,882Dept of Education Grants $812,868Charges and Fees $1,147,104Total Available Funds $3,074,781
Expenditure
Building Fabric & Infrastructure $1,069Assets and Resources $71,293Repairs/Maintenance/Grounds $122,544Leases $133,264Administration $196,300Other Specific Programs $204,849Utilities $286,731Other $344,453Salary Payments to Central Office $400,000Transfer to Reserves $439,760Trading Activities $515,847Education Services $690,061
2014 CASH POSITIONGeneral Fund Balance 499231Asset Replacement Reserves 1982818Cash Advance 800 Trust Suspense Accounts 29021Tax Position -‐25034
TOTAL BANK BALANCE 2486836
ONE LINE BUDGET
Salary Allocation 11,475,978.00$
Salary Expenditure 11,434,844.00$
$0 $200,000 $400,000 $600,000 $800,000 $1,000,000 $1,200,000 $1,400,000
Other State Govt Grants
Government Allowances
P&C Contribu\ons
Voluntary Contribu\ons
Fundraising/Dona\ons/Sponsorship
Internal Transfers
Other
Opening Balance
Dept of Educa\on Grants
Charges and Fees
2014 CASH POSITION General Fund Balance $ 499,231 Asset Replacement Reserves $1,982,818 Cash Advance $ 800 Trust Suspense Accounts $ 29,021 Tax Posi\on ($25034) TOTAL BANK BALANCE $2,486,836
$0 $200,000 $400,000 $600,000 $800,000
Building Fabric & Infrastructure
Assets and Resources
Repairs/Maintenance/Grounds
Leases
Administra\on
Other Specific Programs
U\li\es
Other
Salary Payments to Central Office
Transfer to Reserves
Trading Ac\vi\es
Educa\on Services
ONE LINE BUDGET Salary AllocaNon $11,475,978.00 Salary Expenditure $11,434,844.00
Income
Other State Govt Grants $28,912Government Allowances $36,425P&C Contributions $49,066Voluntary Contributions $102,667Fundraising/Donations/Sponsorship $102,914Internal Transfers $176,039Other $177,904Opening Balance $440,882Dept of Education Grants $812,868Charges and Fees $1,147,104Total Available Funds $3,074,781
Expenditure
Building Fabric & Infrastructure $1,069Assets and Resources $71,293Repairs/Maintenance/Grounds $122,544Leases $133,264Administration $196,300Other Specific Programs $204,849Utilities $286,731Other $344,453Salary Payments to Central Office $400,000Transfer to Reserves $439,760Trading Activities $515,847Education Services $690,061
2014 CASH POSITIONGeneral Fund Balance 499231Asset Replacement Reserves 1982818Cash Advance 800 Trust Suspense Accounts 29021Tax Position -‐25034
TOTAL BANK BALANCE 2486836
ONE LINE BUDGET
Salary Allocation 11,475,978.00$
Salary Expenditure 11,434,844.00$
$0 $200,000 $400,000 $600,000 $800,000 $1,000,000 $1,200,000 $1,400,000
Other State Govt Grants
Government Allowances
P&C Contribu\ons
Voluntary Contribu\ons
Fundraising/Dona\ons/Sponsorship
Internal Transfers
Other
Opening Balance
Dept of Educa\on Grants
Charges and Fees
2014 CASH POSITION General Fund Balance $ 499,231 Asset Replacement Reserves $1,982,818 Cash Advance $ 800 Trust Suspense Accounts $ 29,021 Tax Posi\on ($25034) TOTAL BANK BALANCE $2,486,836
$0 $200,000 $400,000 $600,000 $800,000
Building Fabric & Infrastructure
Assets and Resources
Repairs/Maintenance/Grounds
Leases
Administra\on
Other Specific Programs
U\li\es
Other
Salary Payments to Central Office
Transfer to Reserves
Trading Ac\vi\es
Educa\on Services
ONE LINE BUDGET Salary AllocaNon $11,475,978.00 Salary Expenditure $11,434,844.00
FINANCIAL REPORT The Applecross Senior High School finances are monitored and reviewed by the Finance Committee. This group includes the Principal, Business Manager, teachers and a parent representative.
Priorities identified through school planning and review processes and incorporated into the Business Plan with endorsement from the School Board are funded through the Finance Committee. The committee makes recommendations regarding the level of contributions and charges to the Board for approval and regularly monitors income and expenditure rates.
Asset replacement schedules are regularly updated to keep pace with the ever changing teaching and learning environment. The Board receives regular reports regarding the financial position of the school incorporating both the staffing and contingency budgets.
Income
Expenditure
Fabiola Whyte Year 10