kingswood high school annual report annual report for 2015 is provided to the community of kingswood...

Kingswood High SchoolAnnual Report

8458

2015

IntroductionThe Annual Report for 2015 is provided to the community of Kingswood High

School as an account of the school’s operations and achievements

throughout the year.

It provides a detailed account of the progress the school has made to provide

high quality educational opportunities for all students, as set out in the

school plan. It outlines the findings from self-assessment that reflect the

impact of key school strategies for improved learning and the benefit to all

students from the expenditure of resources, including equity funding.

Roderick Nesbitt

Principal

School contact details:

Kingwood High School

131 Bringelly Rd

Kingswood, 2747

http://www.kingswood-h.schools.nsw.edu.au/

[email protected]

(02) 4736 1202

Message from the Principal

The staff at Kingswood High School is committed to student success at every level.

A wide range of learning opportunities and educational experiences are offered which are designed to allow students to explore interests and develop talents.

The school focuses on quality teaching by extending and enhancing the talents, achievements, capabilities and aspirations for all of its students. Programs are implemented for quality teaching, consistent assessment procedures and effective communication. A variety of other programs are implemented including gifted and talented education; environmental education; talented athletes; media and dance programs; and specialised programs for literacy and numeracy.

Students in the support unit experience equivalent high quality learning opportunities and experiences and participate in many extracurricular activities.

The school encourages students to value excellence, respect, responsibility, participation, democracy and lifelong learning. Curriculum and teaching and learning programs at the school reflect student choice and student needs. There is a focus on personal and creative growth, challenging learning experiences, independence in thinking, risk taking, autonomy, resilience and initiative.

It is the aim of the school to ensure that all students achieve their academic potential, while at the same time being stimulated, challenged and encouraged to embrace possibilities which will allow them to grow and develop as young people.

This report will provide you with an overview of the academic, sporting and cultural successes of our students.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

R Nesbitt, Principal

http://www.kingswood-h.schools.nsw.edu.au/

P & C message

In 2015 the Kingswood High School Parents and Citizens continued to build foundations of support for our students and community. Our #KingswoodDeservesBetter campaign for a new school hall saw success with multiple articles in the media.

Our executive remained mostly the same with the addition of Mr Joe Terry who was elected president. Fundraising events for the year included a Bunnings BBQ with a profit of $922.22, a BBQ held for the Science week open day raising $336 and finally we received a final amount of $136.80 from Harvey Norman before they discontinued their fundraising program.

We were happy to continue the P&C’s support of Schools Recognition Day supplying $25 gift vouchers for a range of established awards in addition to the two School Pride Awards we initiated in 2013. The P&C was also excited to be able to contribute $2000 towards adding an additional air conditioner in the library. This air conditioner will go a long way to ensuring our HSC students can complete their HSC exam in better conditions in 2016.

We look forward to further P&C contributions and with the continued support of the parents of Kingswood High School and the local community, we are certain that this will be a prosperous and successful collaboration.

Ben Fox, P & C Treasurer 2015

School background

School vision statement

At KHS the school community works together to develop students who are capable of planning their own learning goals and career pathways, developing skills and monitoring their own progress in achieving goals which help them to succeed at and beyond school.

Students and staff are encouraged to take ownership of learning, value contributions of themselves and peers, embrace best practice and be committed to achieving the personal best for themselves and their students.

Students are supported to achieve their personal best in an inclusive environment that embraces high expectations and fosters independent learning across a wide range of academic and extracurricular activities.

Dedicated staff work collaboratively on improving teaching and learning using emerging technologies to provide students with engaging learning experiences that will equip them with the skills and mindset they will need to be creative and productive citizens in a knowledge age society. Strong leadership at all levels ensures Kingswood High School is an effective and innovative centre of learning in our community. The promotion of leadership opportunities at all levels creates direction and allows the alignment of school priorities to be pursued collaboratively and consistently across the school.

Effective communication and the positive promotion of Kingwood High School within the school community enable active participation and involvement of parents and carers who trust and provide strategic support to ensure the success of our students.

School context

Kingswood High School is a comprehensive coeducational high school located in the Penrith Valley area. The school is comprised of 65 teaching staff, 21 administrative staff and 718 students. Established in 1969 the school occupies spacious grounds and has a friendly and cooperative student body. The school is committed to developing socially responsible, self-disciplined, motivated, life-long learners in a safe, supportive and culturally inclusive learning environment.

We offer a broad range of academic and extracurricular opportunities to develop our students in sporting, creative, cultural and social pursuits. Teachers enjoy strong support from the executive staff in promoting high expectations and work collegially with our experienced office staff to support improved learning outcomes and the social development of our students. The school values community links and student participation in school governance. We celebrate and showcase student talents at every opportunity.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

The aspect evaluated this year related to School Planning, Implementation and Reporting. All domains of the School Excellence Framework – Learning, Teaching and Leading were included as part of this review.

Aspects of this element were evaluated though surveys, meetings and interviews with stakeholders. The focus questions put to stakeholders and the data collected is as follows.

Staff, students, parents and the broader community are welcomed and engaged, when possible, in the development of the vision, values and purpose for the school.

Staff participated in focus groups and teams within the school that provided data and initiatives to be included in the school plan. Parents and students provided feedback via the "Tell them from me" series of surveys. Stakeholder groups such as the Student Representative Council and the Parents and Citizens provided feedback on initiatives being developed by the school and evaluation of these initiatives once implemented.

The three year school plan has annual iterations focussed on achieving identified improvements.

All stakeholders (staff, students, parents and community) in the school contributed ideas and feedback on the achievements identified through milestones in the school plan. Data was collected through surveys, meetings, interviews and general conversations.

The school articulates a commitment to equity and high expectations for learning for each student and is responsive to changing needs.

Faculty groups review SMART, RAP, HSC and NAPLAN results in order to devise teaching and learning strategies to meet the needs of all students.

Data was collected from staff, students and their families to identify any adjustments to teaching, learning and assessment to enhance the educational outcomes of our students.

All life skills students had Individual Educational plans (IEP) developed in consultation with students and parents to ensure those goals of particular interest to families were taken into account.

All Aboriginal students had Personalised Learning Pathways (PLP) developed in consultation with students and families to identify specific goals for short, medium and longer term time periods. These plans were communicated to classroom teachers and adjusted as required.

The School welfare and learning support teams reviewed data collected and either outsourced or developed programs/interventions that would support the wellbeing of our students.

The school plan aligns to local and system priorities and ensures responsiveness to emerging needs.

The school plan is directly linked to Departmental priorities and strategic directions and elements of the plan are reviewed by staff every term.

A statistically high proportion of our students (50%) come from a low socio-economic background and significant efforts are made by the school to engage with and involve parents and caregivers in their child's education.

Being a school with a significant Aboriginal and Pacific Islander student population, planning has taken into account the specific cultural aspects to ensure successful educational outcomes for our students.

An evidence base, drawn from the collection and analysis of learning and development data is used to review performance annually.

A significant proportion of staff (76%) believe data collected through internal and external student assessment is used to reflect on teaching practices and to adjust these to better meet the needs of our students.

Planning and implementation included processes for resource allocation, professional learning, performance monitoring and reporting.

Faculties were actively encouraged to identify specific resources that would enhance the physical learning environment of our students. Significant funds were allocated to increase the Information technology assets (Interactive whiteboards, data projectors, chrome books) of the school. Professional learning opportunities were provided to staff on the use of these technologies and associated software applications (Google classroom, docs and sites; Adobe; Microsoft 365 suite)

The school acknowledges and celebrates a wide diversity of student, staff and community achievements.

The school has actively sought the involvement of the local AECG to provide mentoring and specific programs to support the wellbeing of our ATSI students. Programs associated with Panthers on the Prowl and Western Sydney University, as well as local community leaders and elders, have raised the self-esteem of our indigenous students and their families encouraging greater belonging to the school.

The use of social media through Facebook and "Skoolbag" has significantly improved the communication between home and school and provides real time access for parents who may wish to see specific activities that their children are involved with during the day.

Parents are invited to attend special assemblies once a semester to recognise the achievements of their children. The school Reports and Rewards systems provide ongoing and regular feedback to parents and students on their individual achievements.

There is broad understanding of and support for, school expectations and aspirations for improving student learning across the school community.

All stakeholders are encouraged to adopt the three pillars that underpin Kingswood High School – Respect, Responsibility and Participation in everything they do not only at school but also at home and in the community. There is general agreement across all facets of the school community that the staff are supportive, encouraging and have a genuine caring attitude towards the students under their supervision. Faculties actively utilise internal and external quantitative data sets as well as anecdotal information to improve the educational outcomes of our students.

Staff are committed to, and can articulate each strategic direction in the school plan.

There are clear links between the school plan and the various focus groups and teams that operate within the school.

Regular information sessions and feedback are provided to staff at meetings to review performance and achievements. Information provided to the planning committee is then evaluated and if required, the school plan is adjusted.

Monitoring and review processes are embedded and undertaken routinely.

All mandated review processes (School Plan, Annual School Report, Education Support Reviews for Faculties and Personalised Development Pathways) are undertaken annually.

Staff and faculties are monitored regularly as part of the professional monitoring process for teachers agreed to by the Department and the Teacher's Federation.

The school uses evidence-based strategy and innovative thinking in designing a school plan that delivers ongoing improvements in student outcomes.

The pool of evidence being accessed by the school to design the school plan is increasing. Greater teacher understanding and acceptance of the process are resulting in greater levels of input being provided to develop and review the school plan.

Our self-assessment process will further assist the school to refine the strategic priorities in our school plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Building student and community engagement

Purpose

Improving student and community engagement will begin by finding out what the local community wants from their school. This will supply a larger context and purpose for learning. It will be achieved through the creation of an inclusive and differentiated curriculum that will increase individual learning and reduce disruption. This will improve the KHS profile and promote our ethos so students are valued by and value our community. Students will have opportunities to participate in projects in mentoring, service, vocational education and employment. Students are encouraged to dream big and be supported in setting goals to achieve them.

Overall summary of progress

There was a focus on collecting a significant amount of data from all stakeholders to make an assessment of where the school is currently at in terms of meeting the milestones established for 2015.

The revised student wellbeing and discipline policy provided clear expectations for positive behaviour for students and their families. The revised procedures document for staff ensured greater consistency in dealing with student infractions and the consequences for those infractions being enforced across the school. Additionally the revised awards procedures resulted in greater numbers of students receiving positive reinforcement which in turned impacted on improved classroom learning environments.

Significant resources were directed towards providing professional learning to expand the skill set of staff in a range of significant areas – Classroom management, Super 6 and Alarm to enhance literacy achievement across the school. New goal-based staff personal development plans were also implemented.

The community garden project involved students and local businesses. A series of garden beds and water tanks were constructed with material sourced from local businesses. The produce was sold at the local markets with revenue raised reinvested in the project.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year $

Improved social inclusiveness displayed in the learning community via `Tell Them From Me' Student Survey and Parent Engagement survey

Students and parents participated in the `Tell Them From Me' suite of surveys. Data was analysed and presented to staff.

A senior study place was allocated and set up in the library.

School welfare and discipline policies were reviewed and renamed Student Wellbeing and Engagement.

Anti-bullying policy was reviewed and a draft document was produced for stakeholder feedback.

Creating Chances leadership program and student leadership conference.

EQ program implemented for Yr 7.

Community garden project was completed.

$ 20500


Increase positive trend data in Sentral student management data – incident notifications, student merit, non-award certifications, and attendance.

Merit achievement policy reviewed.

Review of Non-award procedures and communication between school and caregiver.

Accidental counsellor training made available for all staff to access.

Regular attendance reviews with Home School Liaison Officer including individual student interviews at NIPS.

Next steps

There is a need to encourage greater student, parent and community input on the vision, values

and purpose of the school. This could be achieved through clearer communication to parents and

community about the advantages their involvement can make to their children's education and the

school in general. This could then be followed up with community meetings that will enable

parents and community to have input on the vision, values and purpose of the school.

Develop a multimedia presentation that can be shown to students, parents and community

members that articulates the role and importance of all stakeholders that contribute to the school

plan. The presentation will include commentary from students about their experiences at the

school. In addition community advocates would be interviewed and given the opportunity to

articulate their understanding of the school's vision and contribution to the community.

Encourage collaboration between the school and the community to develop and implement a

wider range of community-based projects. The community garden project will continue to operate.

Expand the use of the café as a community resource perhaps as a meeting place or small

conference venue for outside businesses with the students, under staff supervision, providing

venue management and catering services.

The EQ program trialled with Year 7 needs to be evaluated.


Fostering quality teaching and learning.

Purpose

A focus on improving teaching and learning is needed to provide students with engaging learning experiences that equip them with the skills and mindset they will need to be creative and productive citizens in a knowledge age society. We need a diverse curriculum which is responsive to student needs and provides a range of relevant learning experiences for the pathways that students are studying. Professional practice supporting personalised learning and the progression of basic skills, social and emotional development to support career options is critical. Teachers working collaboratively and individually to improve the quality and consistency of teaching programs and practice using emerging technologies will provide inspiring learning opportunities for our students. Students and staff are encouraged to be lifelong learners and reflective practitioners of their progress and achievements.


NAPLAN 2014 data was used to create class profiles to highlight the relative strengths and

weaknesses of class groups from Years 7 – 10 in English and Mathematics. A presentation was

made to a whole school staff meeting to outline the benefits and the methodology to be applied to

enable staff to analyse their own students and so modify lesson delivery to enhance every student's

learning experiences.

Super 6 strategies were introduced and promoted at staff meetings, with one member of each

faculty being responsible for modelling the strategies and assisting other members of the faculty to

incorporate these strategies in their teaching.

CARS & STARS is a structured reading program that was used in Year 7 to diagnose levels of student

comprehension and then to guide teachers to instruct to the level of each student’s ability to

improve literacy results.

The ALARM series of strategies were implemented to assist Stage 5 and 6 (Year 10-12) develop

their writing skills, particularly in longer answer formats.




100% of faculties implement action plans that identify areas of strength and address areas of need as analysed via SMART, RAP and ESSA data.

All aboriginal students, out of home care students, students with mental health needs and students with disabilities had personalised learning plans developed in consultation with all stakeholders.

Alarm and Super 6 strategies were implemented within the teaching and learning environment of all faculties.

Analysis of external survey and data sources (`Tell Them From Me', SMART, NAPLAN, ESSA) occurred at faculty level to identify areas of strength and improvement.

Progress of staff performance development goals demonstrates an increase in end of year achievement.

Staff completed professional development plans, consulted with and received positive feedback from their supervisor.

Professional learning experiences reflected the goals identified by members of staff in their professional performance development.




Increased positive trend achievement in relevant Focus on Learning survey results.

The value added data for Years 7-9 and Years 9 – 12 indicated a small improvement in student performance. 96% of Year 7 and 87% of Year 9 students are at or above the National minimum standard in Reading and Numeracy.

An increase in staff accessing and achieving higher accreditation levels.

6 staff attended professional development on accreditation at higher levels. All staff were provided with professional development on maintenance of accreditation and accreditation requirements as a result of delegation of Teacher Accreditation authority to the Principal.

$6000

Next steps

Number of staff in each faculty promoting and utilising Super 6 strategies in their classrooms is to be increased, with the overall aim to be that all members of staff incorporate these strategies in their classrooms.

Ongoing focus on communicating with parents and students to reinforce the importance of the external testing programs (NAPLAN and ESSA) which provide teaching staff with significant amounts of data that can be used to support the learning outcomes of their children.


Improving organisational effectiveness.

Purpose

Ensuring Kingswood High School is an effective and innovative centre of learning in our community begins with all stakeholders contributing to the strategic school plan and developing a vision for future achievement. Strong leadership and the promotion of leadership opportunities at all levels create direction and will allow the alignment of school priorities to be pursued collaboratively and consistently across the school. As a learning organisation we are accountable to our school community and will utilise resources in the most effective manner in order to deliver quality educational opportunities. Students and staff are encouraged to take ownership of learning, value contributions in relation to themselves and peers, embrace best practice and be committed to achieving the personal best for themselves and their students.


Significant investment of resources to engage the parents and the local community had mixed

levels of success. The Parents and Citizens group while only small in number contributed

effectively to providing feedback and additional ideas that were incorporated into the school plan.

The majority of our parents did not respond to invitations to participate in online surveys or attend

information sessions relating to the school’s strategic direction.

The attendance of staff at school community professional learning activities relating to career

development proved popular. This along with opportunities to attend Departmental and external

professional learning has enhanced the leadership capacity of the school. A greater number of staff

are presenting at faculty and whole school levels.

Improvements in the learning environment included a conference style outdoor learning space for

alternate lessons and activities, completion of painting works and installation of data projectors in

class rooms.

The availability of technology was evaluated for the arrival of ET4L. Improvement of technology

infrastructure to accommodate future needs is to be addressed as well as an improvement in the

speed in implementation of technology in the classroom.

Focus Group convened for the consolidation of data sources to support student learning and

progress of the school plan, utilising research and best practice from the Centre for Educational

Research.

Review of registration systems and audit systems to ensure BOSTES and DEC requirements are

being followed.

Development and use of an evidence tool to measure progress and evidence toward achieving

indicators of excellence from the School Excellence Framework. Identify and implement

opportunities for enhancing teacher leadership.




Mapping and collection of school data demonstrates an increase in School Excellence Framework elements achieved.

All staff provided with professional development on the school excellence framework and the collection of evidence. School excellence framework reports were presented to staff and as faculties and in focus groups this data was used to brainstorm strategies to improve


teacher and student performance.

All staff provided professional development on the benefits of analysing SMART Data

Results and trend data from staff wellbeing survey indicates KHS is effectively supporting a collaborative learning culture

Survey not completed in 2015. Development of new tool.

Next steps

Improve communication and feedback systems to ensure staff are aware of whole school, faculty

and student cohort data and the progress and achievement of school priorities .

Develop a school culture of success by improving morale and capacity of staff to work as a cohesive

team in improving student learning outcomes and achieving personal career goals.

Refine and improve existing school improvement processes and communication channels.

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

Personal Learning plans for all

Aboriginal students.

Improved teaching and learning outcomes

for the students. Promoted genuine

collaboration between the school and

Aboriginal families.

$49021.45

Norta Norta Program 22 students from Years 7-12 took advantage

of in-class tutoring provided. Students were

able to develop research skills, fine tune

assignments and gain greater confidence in

producing a quality piece of work.

Supported Aboriginal students meeting

educational outcomes through improved

attendance, participation and engagement.

Mentoring Programs – Pathways to

Dreaming (Western Sydney University)

Strengthened support for Aboriginal

students at key transition points (including

for students’ readiness for transition - home

to school, Year 6 to Year 7, Year 10 to Years

11 and 12 and from school to work/further

study)

Increased Aboriginal students’ attendance,

participation and engagement in learning

and improved outcomes so that Aboriginal

students can achieve educational outcomes

that match or better the outcomes of `all

students’.

Meet the Mob and Make It Happen

This program sponsored by the Penrith

Rugby League Club strengthened

partnerships and promoted genuine

collaboration between schools, Aboriginal

families, local AECGs and Aboriginal

community organisations.

Improved the quality of leadership and

workforce development for Aboriginal

students.


English language proficiency funding

Specialist EAL/D teacher

Testing of EAD/L students to obtain data on EAL/D students

Differentiating curriculum for EAL/D students in teaching programs.

Professional learning presentations to staff

Facilitates planning and programming; to determine placement on the literacy continuum and provides data towards the development of individual learning goals.

Consultation between all stakeholders (student, parent / caregivers and teachers) to enhance student learning experiences.

Increased EAL/D students’ English language proficiency and improvement of EAL/D student learning outcomes.

Improved understanding of and ability to implement EAL/D pedagogy.

Effective reporting of English language learning outcomes to parents/families.

$2170

Stage 6 support Small class groups with specialist EAL/D teacher which focussed on development of verbal and written English language skills.

Additional periods were provided within the timetable to allow EAL/D students opportunities to focus on developing specific skills relating to other key learning areas.

Increased EAL/D students’ English language proficiency and improvement of EAL/D student learning outcomes.

School learning support officer Employed 2 days per week to work specifically with students in mainstream classes.

Impacted on EAL/D students’ participation and engagement in learning and formal assessment

Strengthened English language support for EAL/D students at key transition points (e.g. on arrival at school in Australia , from intensive English settings into mainstream, from home to school, Year 6 to Year 7, Year 10 to Years 11 and 12 and from school to work or further study.


Socio-economic funding

Welfare programs

I Can: This 8 week program targeted students who were identified as being at risk of disengaging from school and family life. Activities presented to students developed their skills in setting goals, manage overwhelming emotions, understanding responsibility, appreciate the consequences of their actions, building resilience to overcome hard times, improve communication skills.

This program worked towards enabling our students to communicate more effectively with others including teachers, executive, families and members of the community. Students felt as though they had more control of their future and this supported effective participation in learning activities taking place in the classroom.

$546013.81

Get That Job – Yr. 9 and 10 students

This one day program encouraged students to think about their future and how their choices today have consequences on the accomplishment of their goals. Students discovered, in general: what employer expectations are; they developed skills in writing resumes; they set goals; and they identified `Ten things not to do in an interview'.

This program raised the expectations of students and their families. Many of our students work to support their families and this course provided skills that assisted the students to seek employment – either in casual positions or for transition into the workforce.

Rage: This course is designed to

empower students who have been

identified as struggling to cope with

anger to develop strategies to more

appropriately deal with social

interactions that may result in

conflict. Aspects of the course cover

the faces of anger, the anger cycle,

healthy expressions of anger, getting

through the guilt of anger and the

impact of diet and relaxation

Students developed and sustained a positive and inclusive school culture. The strategies taught lowered aspects of conflict in the playground through the provision of appropriate coping strategies.

Worth, Strength & Purpose: This

program focussed on targeted

students finding worth, building

resilience and setting goals.

Students targeted had experienced elements of bullying behaviour at school. The strategies gained enabled students to deal effectively with bullying behaviour and to develop self-confidence and belief in themselves as human beings.

Technology Programs BYOD/Chromebooks: An investment into technology in the classroom to supplement the computers that have been bought by parents/carers for student use. Classroom technology: enabling classrooms with digital technology. Literacy Specialist Literacy teacher and Learning Support Officer employed to teach Year 7 in designated literacy lessons.

All students have access to computers for classwork. Google Apps for Education (GAFE) can be utilised in classes especially year 7. Supporting BYOD in the classroom so that every student has access to GAFE. Increased literacy levels based on NAPLAN results from previous cohort.


Low level adjustment for disability funding

Specialist Learning and Support Teacher (LaST).

Testing and analysis of a range of data on student performance.

Development of Individualised Learning Plans (IEP)

Co-ordination of teacher aides (SLSOs)

Differentiation of the curriculum

Facilitated planning and programming to determine specific educational needs and to develop individual learning programs or adjustments as required.

Engaged students and their parents/carers in consultative and collaborative processes to personalise learning and support reflecting student needs.

Staff work individually with students within mainstream classrooms to increase the level of students’ participation and engagement in learning and improve students’ learning outcomes.

Collaborate with teaching staff to modify where necessary learning programs to address learner diversity in classrooms, including the provision of support for teachers in recognising and responding to students’ additional learning needs.

$34402.79

Next Steps


Support for beginning teachers

Induction programs

Beginning teachers participate in a school-developed program that focuses on school policy and procedures and classroom management.

Beginning teachers are provided with ongoing feedback and support that is embedded in the collaborative practices of the school.

$32178.78

Mentoring

Beginning teachers are given opportunities to be mentored by an experienced teacher within the school or at another school to facilitate the development of specific skills and resources that relate to a specific curriculum area.

Mentoring structures and collaborative practices support beginning teachers resulting in confident delivery of curriculum material to students.

Teacher mentors were provided with specific training and given flexibility in their teaching responsibilities to support classroom observation of beginning teachers to enable regular structured feedback.

Modified teaching duties Beginning teachers in their first year had reduced responsibilities and/or teaching loads. This provided opportunities to work with mentors/supervisory staff or attend professional learning opportunities which led to the development of teaching practice and procedures to enhance the learning opportunities of their students.

Provision of targeted professional learning opportunities

Beginning teachers were given access to professional learning that focused on classroom and behaviour management, strategies to build student engagement, collaborative professional practices within the school and productive relationships with parents and care givers. This resulted in enhanced teaching practice and delivery of curriculum in the classroom.

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

Gender 2011 2012 2013 2014 2015

Male 420 389 416 413 410

Female 349 358 366 345 308

Student attendance profile

Sch

ool

Year 2011 2012 2013 2014 2015

7 89.3 87.6 91.4 89.6 89.6

8 86.6 83.8 88.4 89.6 87.0

9 83.3 85.3 84.7 82.7 87.6

10 81.7 78.0 85.1 80.0 80.8

11 81.4 75.3 75.7 76.7 76.5

12 80.1 80.6 79.7 76.4 82.3

Total 84.1 81.9 84.3 82.3 83.6

Sta

te D

oE

7 92.5 92.4 93.2 93.3 92.7

8 90.1 90.1 90.9 91.1 90.6

9 88.8 88.7 89.4 89.7 89.3

10 87.1 87.0 87.7 88.1 87.7

11 87.6 87.6 88.3 88.8 88.2

12 89.2 89.3 90.1 90.3 89.9

Total 89.2 89.1 89.9 90.2 89.7

Retention Year 10 to Year 12

Retention to Year 12

SC09-HSC11

SC10-HSC12

SC11-HSC13

NAP 11-HSC14

NAP 12-HSC15

School 41.0 43.1 51.1 48.7 61.6

State 64.7 63.4 64.5 69.1 68.9

Previous Methodology (SC to HSC apparent retention)

Post-school destinations

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

Year

10

%

Year

11

%

Year

12

%

seeking employment 0 15 20

employment 0 3 8

TAFE entry 0 4 15

university entry 0 0 16

other 8 2 2

unknown 0 0 39

Year 12 students undertaking vocational or trade training

Seven Year 12 students were undertaking a TAFE Vocational Education Training (TVET) Course in 2015

Year 12 students attaining HSC or equivalent vocational educational qualification

Seven students undertook a TVET Course

Four students undertook a School-Based Traineeship

0

500

1000

2009 2010 2011 2012 2013 2014 2015

Stu

de

nts

Year

Enrolments

Male Female

0

25

50

75

100

2009 2010 2011 2012 2013 2014 2015

Att

en

dan

ce r

ate

Year

Student attendance rates

School State DoE

0.0

50.0

100.0

SC07-HSC09 SC09-HSC11 SC11-HSC13 NAPLAN 12-HSC15

Retention to Year 12 (SC to HSC / Year 9 NAPLAN to HSC)

School State

Workforce information

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 2

Assistant Principal(s)

Head Teacher(s) 9

Classroom Teacher(s) 48

Teacher of Reading Recovery

Learning and Support Teacher(s) 2.1

Teacher Librarian 1

Teacher of ESL 0.8

School Counsellor 0.8

School Administrative & Support Staff 21

Other positions

Total 85.7

The Aboriginal composition of the staff is one teacher.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 5

Professional learning and teacher accreditation

Professional Learning was undertaken by 100% of the teaching and non-teaching staff at Kingswood High School. Teaching staff focused on a range of activities in the areas of Literacy, Numeracy, Student Welfare, subject specific pedagogy and Vocational Education and Training. Support staff engaged in activities designed to enhance the learning opportunities of learning support students. Non-Teaching staff were engaged in activities to support Work Health and Safety (General and Farm Assistant) and office practices and procedures related to LMBR and Microsoft Office applications. The implementation of school-based focus groups empowered staff to pursue an area within the school plan to develop the leadership capacity and enhance the learning opportunities of our students and the organisational effectiveness of the school. The focus groups offered included – Aboriginal and

Torres Strait Islander, Professional Learning, Literacy, Numeracy and Technology. The school spent $69 717 on professional development in 2015 which equated to $813 per member of staff. School Development days gave all staff the opportunity to be up-skilled in areas of student welfare, including: Anaphylaxis training; Child Protection Update Disability Standards for Education (DSE); Classroom Management; literacy strategies (Alarm and Super 6); and the use of technology in the classroom (Microsoft Office 365). Currently 3 new scheme teachers are working towards Board of Studies Teaching and Education Standards (BOSTES) accreditation. There are 5 new scheme teachers maintaining accreditation at Proficient level.

Financial information

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 the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance

School-based assessment

Creative and Performing Arts (CAPA) Educational Support Team Report.

The review focused on four terms of reference. The performance of the faculty in these four areas is reported below.

To evaluate the effectiveness and relevance of teaching and learning programs in supporting improved student learning outcomes in the CAPA Faculty.

All programs reflect current BOSTES requirements, although they generally appear to be content driven rather than outcome driven.

Policies and procedures reflect current Department of Education and school documentation.

Music, Drama and Dance programs were considered to reflect best practice; however a consistent format should be extended across the entire faculty. A range of teaching, literacy, numeracy and ICT strategies and resources were identified that would cater for all student levels of ability.

To evaluate the effectiveness of communication procedures/practices within the CAPA faculty.

All staff believe they are part of a cohesive team and have a whole school focus. All staff contribute to program development, which is often done through sharing documents though Google.

Faculty meeting minutes suggested that the staff are well informed of school-related issues and staff believe that the use of Sentral is integral to them being kept up to date on all aspects of the school.

There is a well-developed procedure utilised within the faculty where individual feedback is provided to students on their performance.

To evaluate the effectiveness of structures within the CAPA faculty to support the capacity of staff to commit to high professional standards in all their operations.

All staff appeared to be very courteous and responsive to students in the classroom. Staff organise and are involved in whole school activities. Staff are professional, competent and conscientious and appear to work collaboratively with each other.

To evaluate the effectiveness of the faculty’s professional learning program in supporting teachers in their teaching practice and their professional growth.

Staff have updated their Personal Development Plans in line with current Departmental practices. The Head Teacher worked collaboratively with staff to assess and monitor staff through lesson observations, team teaching and mentoring practices. Staff regularly discuss teaching practices and invite each other in to view aspects of their lessons.

Date of financial summary

Income 30/11/2015

Balance brought forward $

Global funds 884534.73

Tied funds 528581.82

School & community sources 980759.28

Interest 239159.81

Trust receipts 23439.26

Canteen 25426.66

Total income 0.00

Expenditure 2681901.56

Teaching & learning

Key learning areas

Excursions 5774.09

Extracurricular dissections 105275.08

Library 26418.70

Training & development 0.00

Tied funds 0.00

Casual relief teachers 1025189.03

Administration & office 161885.05

School-operated canteen 0.00

Utilities 90860.69

Maintenance 99806.44

Trust accounts 66495.81

Capital programs 69388.51

Total expenditure 40470.00

Balance carried forward 1691563.400

blank 990338.16

Two teachers introduced the EQ program to the school and it ran as a trial for Year 7 students. The teachers regularly present to staff meetings and showcase Super 6 strategies being employed in their classrooms.

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.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Higher School Certificate (HSC) In the Higher School Certificate, the performance of students is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

In 2015, the school sought the opinions of parents, students and teachers about the school. Their responses are presented below.

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`Tell them from Me’ survey Results from the students indicated: • 52% of students (52% girls and 52% boys) in this

school had a high sense of belonging and felt accepted and valued by their peers and by others; the NSW pilot norm for these years is 66% (girls 62% and for boys 69%);

• 70% of students (74% girls and 66% boys) had positive relationships with their peers. The NSW pilot norm for these years is 78% (74% girls and for boys 66%);

• 67% of students (60% girls and 73% boys) in this school valued School Outcomes; the NSW pilot norm for these years is 72% (girls 72% and for boys 73%);

• 72% of students (79% of the girls and 67% of the boys) believed they demonstrated positive behaviour;

• 28% of students (26% of the girls and 31% of the boys) in this school were interested and motivated; the NSW pilot norm for these years is 28% (for girls is 26% and for boys is 29%);

• students rated Effective Classroom Learning Time 6.3 out of 10; the NSW pilot norm for these years is 6.6;

• students rated Relevance 5.6 out of 10; the NSW pilot norm for these years is 6.1; and

• students find the classroom instruction is well organised, with a clear purpose, and with immediate and appropriate feedback that helps them learn. In this school, students rated Rigour 5.9 out of 10; the NSW pilot norm for these years is 6.1. Previous results from the teachers indicated:

• 84% of staff believed they engage in school-based, classroom-focused Professional Learning;

• 71% of staff believed they planned high quality learning experiences for their students;

• 70% of staff believed they provided quality feedback to their students; and

• 75% of staff believed they worked effectively with all students to assist them to overcome any learning difficulties they might have in class.

Results from parents indicated

73% of parents felt welcome at the school;

74% of parents believed they were well informed about school events and activities their children are involved in;

80% of parents have contacted their children’s teacher however 40% indicated that they had not attended any meetings at the school and none of

the parents indicated they participated in school committees;

50% of parents supported learning at home;

80% of parents believe the school is supportive of their children;

76% believe the school supports and encourages positive behavior;

80% believed the school is a safe place for their children; and

71% of parents believe that the school is inclusive for all students.

Policy requirements

Aboriginal education

Kingswood has had a very busy year for Indigenous students. In consultation with all stakeholders, the school developed Personal Learning Plans for students which are provided to teachers to enhance student learning. Additional support is provided through one-on-one tutorial programs funded by Norta Norta. This year 22 indigenous students took advantage of in-class tutoring. We started the year with a special event called `Meet the Mob and Make It Happen' where we took our Indigenous student body and community members to the Chairman’s Lounge at Penrith Leagues football stadium and they listened to talks from predominant footballs players including Jamal Idris and Tyrone Peachey. This was followed by a very special experience where the students could go down to the training rooms and watch the players warm up and also have a quick play on the field. We joined Western Sydney University for `Pathways to Dreaming', a mentoring program where students involved would have mentors for school and also participate in a wide range of activities at the Kingswood campus to help inspire students to attend university. Some of the students in the program also received the opportunity in April and September to attend the university’s Walking Tall Camp where they met other local Indigenous students and engaged in three days of university mini lessons, cultural talks with local elders and other fun activities. At the end of Term 2, we had our school’s NAIDOC Day and we were lucky enough to be joined by Jo Clancy who shared her traditional dances with the whole school and then to a smaller audience with the Indigenous students where they got to paint

their stories and express themselves through dance. Throughout the day, Year 7 were able to participate in boomerang making and throwing competition, storytelling and bracelet making with Uncle Lex Dadd, traditional indigenous games with P.E. and an indigenous ex-student and an art lesson. A special thank you to CAPA for their inspirational work in creating a collaboration of dot-art handprints of students which can be found at the front of our school office. In terms of engagement, our students have also worked with `Get Real' focusing on self-empowerment and spent two days focusing on their own development and learning some Brazilian jiu jitsu along the way. Recently, they commenced a more regular program called the `Kingswood Academy' with an ex-student and AFL Indigenous worker where students are involved in a number of workshops while acquiring skills for AFL. Finally, this year our school was honoured to send two students to the Northern Territory to represent the state in AFL for the `Women’s Indigenous Team'. While they were unsuccessful in winning many games, the girls learnt many valuable lessons in teamwork, culture, football, and not to mention, enjoyed their five day mini vacation. We welcomed Mrs Roberts this year as part of the Norta Norta program providing tutoring for Indigenous students with Ms Humphries. Mrs Roberts also played an key role in the assistance of strengthening our community links with our local area. 2015 has been a very busy year, and we are looking forward to what will happen in 2016.

Multicultural Education and Anti-racism

Aspects of multicultural education are embedded in all programs within the school. A series of cultural awareness-raising activities was held in support of multiculturalism. The school has an identified member of staff who acts as the Anti-Racism Contact Officer, whose role it is to receive and act on any complaints or concerns relating to suspected racial discrimination occurring within the school. Where parents from non-English speaking backgrounds are required to attend meetings with school personnel, access to an interpreter is always offered.

When requested, the school will send home correspondence to familes in their preferred language.

Other school programs

Sport

In 2015, Kingswood High School continued with its integrated sport structure, where students were placed into teams and played in structured competitions which covered a range of sports. The school also successfully competed in major carnivals and state knockout competitions, achieving success at Zone, Sydney West Area and CHS State level. Some of the school’s specific achievements include:

Werrington Zone Cup Champions; 7 Age Champions at Werrington Zone Major

Carnivals; 72 Students represented the school at

Werrington Zone level in a range of Sports; 23 teams represented KHS in Knockout

competitions in 2015; 10 students represented Sydney West at

CHS Carnivals, with 3 students being selected to compete at the Australian All Schools Carnival;

The Boys Hockey made the Sydney West Final of the State Knockout Competition. The Girls Softball and Boys Volleyball teams also made the Sydney West Area Semi Finals; and

Boys Lawn Bowls Team made the top 16 in the state playoffs.

Premiers Sporting and Leadership Challenge During 2015 Kingswood High School participated in the Premier’s Sporting and Leadership Challenge. During Term 3, most students in the school were placed into teams and weekly sessions were held to record amounts of physical activity completed. Each student who participated received either a Premier’s Sporting silver or gold award, with the school achieving a gold award. Twenty students were also selected to participate in the Premiers Sporting Leadership Program. Students were led through a series of coaching workshops to strengthen their skills in leadership and sports coaching. This resulted in Kingswood students having the opportunity to facilitate the Australian Rugby League Junior Development Backyard League Program and referee PSSA Rugby league games for students at local Partner Primary Schools.

Students from Years 9, 10 and 11 were also selected to attend a leadership camp at the Sydney Academy of Sport held over 3 days. They participated in workshops and earned recognised coaching qualifications in two sports. Talented Athlete Program During this year Kingswood High School offered a program which identified talented students across a range of sports and provided specialist coaching. Partnerships were formed between the school and Nepean Districts Soccer Football Association, GWS Giants AFL Development and Penrith and Districts Basketball Association. Professional training sessions for sports such as AFL, Basketball, Netball, Rugby League, Soccer, Touch Football and Volleyball were offered to 100 talented students, where they could attend two sessions per week. Since the start of the program in 2012, various school teams have already achieved some fantastic results due to the additional training. Some students have also been able to access playing opportunities outside of the school setting through links with these organisations. Aquatics Program During Term 4 the PDHPE faculty offered an aquatics program to its Year 7, 8 and Special Education students. The program was held over 3 days at Penrith Pools and focused on teaching students skills in water safety, rescue and CPR. The program was extremely successful with 50 students attending. Year 10 PASS – Orienteering Challenge Was offered to students in the Physical Activity and Sports Studies elective subject held at Glenbrook Reserve. Students experienced the enjoyment of bushwalking whilst building skills in navigation, problem-solving and team collaboration. English language proficiency English as an Additional Language or Dialect (EAL/D) support is an integral part of the social and academic development of non-English speaking background students. During 2015, EAL/D students have worked closely with the EAL/D specialist teacher to strengthen English demands while recognising the inclusion of their culturally diverse backgrounds. The implementation of the EAL/D progressions allowed students to be tested on their reading, writing, listening and speaking capabilities and to be placed in a suitable progression according to their level. This data was then used to allow the specialist teacher to develop individual learning goals based

on areas of need for each student identified as beginning, emerging or developing their language. As some students come from the Evans Intensive English Centre, they are involved in a range of processes which allow them to settle into high school including meeting their Year Advisor; organising a buddy to show them around; referrals to the school counsellor to assist with any wellbeing concerns; and participating in small focus group work with the EAL/D teacher. As issues developed over the year (academically and socially) the EAL/D teacher was in consultation via interview or telephone with any concerned parents. Data from their 2015 Yearly Examinations was used to assist level placements in classes in preparation for 2016. As a result of the progressions, the EAL/D teacher worked closely with members of staff to assist with differentiation of the curriculum within lessons and programs to allow equal opportunity of the syllabus for EAL/D students. Furthermore, some classes that had a high number of EAL/D students were team-taught in mainstream classes so that the students were not only assisted by the classroom teacher, but had specialist support within their lesson. There has been the inclusion of a School Learning Support Officer twice a week as well to assist in classes where there are a number of EAL/D students to increase coverage of assistance across the school. Years 11 and 12 Higher School Certificate EAL/D classes were run simultaneously this year. Beyond the small, structured and formal lessons, these students were allocated extra periods in which they would focus on other Key Learning Areas and receive one-on-one support. As students completed the Higher School Certificate and made selections for university, they were supported in how to accurately complete important documents beyond the demands of their syllabus. The focus of EAL/D is well beyond the parameters of the classroom.

`Fast For Word’ was utilised in the first semester. This multimodal computer program focused on improving the phonological awareness (hearing abilities and concentration) of Year 7. Students were able to receive one-on-one assistance as there was an aide assigned three days a week. During Second Semester, the Cars and Stars program, in conjunction with Super 6, has also been implemented as part of the Year 7 Literacy Program. Pre-testing students allowed all students to be assigned a book that was at their level. Through this differentiation we were able to challenge students

while supporting their learning needs. Cars and Stars focused on the twelve most important reading comprehension skills a student needs in order to achieve at school. Visual literacy skills are taught and referred to in most units so as to create awareness and proficiency. In one unit on visual literacy, students analysed a picture book and photographs. Once students had learned the basics of visual literacy techniques, they experimented with photo composition which further deepened their knowledge.

Whole School Literacy

All Year 8 students continued to be assessed and placed on the Literacy Continuum as part of the Improving Literacy and Numeracy National Partnership (ILNNP).

ALARM was implemented as a whole school approach to further improve extended responses. Super 6 is an approach to improving the comprehension abilities of all students. Through applying this whole school approach, students are better able to connect their learning across all Key Learning Areas (KLA).

Learning and Support

During 2015 students in mainstream classes who were identified as having additional learning needs were given support through a variety of adjustments. Throughout the year, newly enrolled students in Year 7 who were identified as needing additional learning support participated in a Peer Tutor Program during roll call where they worked with a Year 10 student. They engaged in activities to improve reading, comprehension and numeracy using levelled reading and general skills acquisition tasks. This has been very successful and has increased the level of participation and engagement of learning in the classroom of the targeted students. Support is given across all years and faculties by School Learning Support Officers (SLSOs). SLOSs assist the classroom teacher either in class or by withdrawal for one-on-one support or small group instruction, thus improving students’ learning outcomes. Learning and Support Teachers (LaSTs) provide additional support through team teaching or withdrawal for intensive one-on-one support. LaSTs are also available to assist staff with modification of

assessment tasks and examinations for those students with additional learning needs. LaSTs provide staff with strategies to make adjustments within their classroom to ensure that students with additional learning needs can receive equal access to the curriculum and an appropriate level of achievement. Some students with additional learning needs are provided with special provisions such as having a reader/writer for examinations, separate supervision or extra time for completing assessment tasks and examinations. Finally, students are given constant reminders throughout the year, that Homework Club is available every day at recess and lunch. There is always a LaST available for assistance with any task, and access to computers and the internet is always available.

kingswood high school annual report annual report for 2015 is provided to the community of kingswood...

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