whs school plan 2012 - 2014web2.warilla-h.schools.nsw.edu.au/internet/downloads/... · 2017. 1....

WHS SCHOOL PLAN 2012 - 2014

Principal’s Signature: School Education Director Endorsement: Date:

SCHOOL PLAN 2012 – 2014

SCHOOL CONTEXT

Warilla High School is situated in close proximity to the picturesque seaside village of Shellharbour on the South Coast of NSW and sits within the Shellharbour School Education Group of the Illawarra and South East Region. The school was established in 1965 as a comprehensive co-educational high school. The school attracts many students from outside its designated drawing area because of its excellent reputation in the community for its sporting, academic and welfare successes and initiatives. The school serves a diverse community and has 5 Special Education classes including ED, Autism, IM and IO. It is one of the largest schools in the Illawarra and South East Region and offers a broad curriculum in both the junior and senior school. Student Engagement has been a crucial focus for the school. We are achieving this through quality teaching practice, the use of technology and the provision of extensive extra curricula opportunities for students.

The school is committed to equality of opportunity and of creating the conditions that will allow all students to achieve excellence. Quality teaching practice that reflects current research will drive our efforts to ensure the school is student centred and outcomes driven.

This process will include a rigorous self-assessment regime and a data driven situational analysis that will allow us to make informed decisions about improving student outcomes in Literacy, Numeracy and the Higher School Certificate.

The introduction of the Positive Behaviour for Success (PBS) program has focussed our attention on our key values:

1. Respect others and value yourself

2. Seek knowledge

3. Care for your environment

4. Embrace honesty

This is a whole school program and these values are displayed in every classroom and are used in our discussions with students and parents in welfare and discipline interviews. PBS is supported by all staff and all staff are involved in teaching explicit lessons around these values.

Our staff and parents are proud of the highly developed welfare system which is reflected in the cohesive nature of the school community and our unwavering commitment of ensuring all students leave this school equipped with the requisite skills to be effective citizens who will lead fulfilling and rewarding lives.


The community of Warilla High School shares a vision which is committed to:

Statement of Purpose – Warilla High School is committed to excellence for all in a safe, caring and inclusive environment which provides relevant learning activities that will develop independent, self-directed learners who will positively contribute to their local and wider communities.

The principles and practices of Warilla High School are derived form a set of core beliefs that have been endorsed by our school community.

At Warilla High School, we believe that:

• every child can learn, • every child has the right to learn and • every child has the right to access quality teaching practice.

We believe that as a school, we are: “Student Centred and Outcomes Driven”.

We commit to the notion of equality of opportunity for all members of our school.

We believe in a working environment of mutual respect and shared responsibility that promotes positive relationships among staff and students.

Working ethically and with integrity will be hallmarks of our school.

Our vision for the school will be achieved by:

• Effective teaching practices in classrooms based on the Quality Teaching Framework. • Systematic and explicit teaching of literacy, numeracy and ICT skills. • Quality teacher professional learning. • Leadership and management which supports learning and teaching. • Effective and efficient school administration including close monitoring of student attendance. • Strong discipline and welfare structures which promote self-discipline, including the wearing of our school uniform with pride • Student commitment to our PBS statement: “PBS utilises school-wide systems of support, evidence-based academic and behavioural

practices, that include proactive strategies for defining, teaching and supporting appropriate student behaviours to create a positive school environment to improve student academic and behaviour outcomes”.

• Strong relationships between staff based on the DEC Staff Code of Conduct and the Dignity and Respect in the Workplace Charter • High expectations for student achievement and success for all. • A school environment of gentle good humour where the rejection of disunifying behaviours such as bullying and harassment are clearly self-

evident.

Principal: John Hambly School Education Director: Graham Kahabka


SCHOOL IDENTIFIED PRIORITY AREAS INTENDED OUTCOMES

Aboriginal Education • Improve Aboriginal students’ engagement, well-being and educational outcomes.

• Improved rate of completion of the HSC by Indigenous students.

Literacy and Numeracy • Improved literacy and numeracy outcomes for all students

• Increased whole school focus on literacy and numeracy

Curriculum and Assessment • Build teacher capacity and confidence to implement the national curriculum.

• Develop a diverse and flexible curriculum that caters for the new School Certificate, the increased leaving age and high academic success.

Engagement and Attainment • Engaged students learning in a peaceful and productive learning environment.

• The development of an effective middle school transition plan.

• Staff are confident and positive in the daily use of technology in teaching and learning.


School targets for Action 2012-2014

Aboriginal Education

Target 1: To increase the number of Aboriginal students achieving at or above National Minimum Standard in NAPLAN writing from 94.2% in Year 7 2011 and 54.6% in Year 9 2011 to:

Year 7 2012: 94.5% Year 9 2012: 58% 2013: 94.8% 2013: 61%

2014: 95.0% 2014: 64%

Target 2: To increase attendance rates for Aboriginal students from 85.9% (SEG) in 2011 to:

2012: 86.1% 2013: 86.3% 2014: 86.5%

Literacy and Numeracy

Target 3: To increase the number of students in Years 7 and 9 achieving at or above National Minimum Standard in NAPLAN writing from 91.2% in Year 7 2011 and 62.5% in Year 9 2011 to:

Year 7 2012: 91.3% Year 9 2012: 65% 2013: 91.4% 2013: 67%

2014: 91.5% 2014: 70%

Target 4: To increase the number of students in Years 7 and 9 achieving in the top 2 bands (Proficient) in NAPLAN writing from 11% in Year 7 2011 and 4.6% in Year 9 2011 to:

Year 7 2012: 12% Year 9 2012: 6% 2013: 13% 2013: 8%

2014: 14% 2014: 10%

Target 5: To increase the number of students in Years 7 and 9 achieving at or above National Minimum Standard in NAPLAN numeracy from 94.4% in Year 7 2011 and 90.7% in Year 9 2011 to:

Year 7 2012: 94.7% Year 9 2012: 91.7% 2013: 95% 2013: 92.7%

2014: 95.3% 2014: 93.7%


Target 6: To increase the number of students in Years 7 and 9 achieving in the top 2 bands (Proficient) in NAPLAN numeracy from 18.7% in Year 7 2011 and 11.2% in Year 9 2011 to:

Year 7 2012: 19.7% Year 9 2012: 13%

2013: 20.7% 2013: 16%

2014: 21.7% 2014: 19%

Curriculum and Assessment

Target 7: 100% of staff undertake professional learning related to the new Australian Curriculum.

Target 8: The number of students achieving a Band 6 result in HSC courses will improve from a total of 14 in 2011 to:

2012: 15 2013: 16 2014: 17

Engagement and Attainment

Target 9: To increase retention rates from 64% in 2011 to:

2012: 65% 2013: 66% 2014: 67%

Target 10: To increase attendance rates from 87.9% in 2011 to:

2012: 88.4% 2013: 88.9% 2014: 89.5% Target 11: Staff are positive and confident in the daily use of technology in teaching and learning.

Target 12: The development of an effective middle school transition.


SCHOOL IDENTIFIED PRIORITY 1. ABORIGINAL EDUCATION

OU

TCO

MES

• Improve Aboriginal students’

engagement, well-being and educational outcomes.

• Improved rate of completion of the HSC by Indigenous students.

TAR

GET

S

Target 1: To increase the number of Aboriginal students achieving at or above National Minimum Standard in NAPLAN writing from 94.2% in Year 7 2011 and 54.6% in Year 9 2011 to:

Year 7 - 2012: 94.5%, 2013: 94.8%, 2014: 95.0%

Year 9 - 2012: 58%, 2013: 61%, 2014: 64%

Target 2: To increase attendance rates for Aboriginal students from 85.9% (SEG) in 2011 to: 2012: 86.1%, 2013: 86.3%, 2014: 86.5%

STRATEGIES INDICATORS TIMEFRAME

2012 2013 2014

RESPONSIBILITY FUNDING SOURCE/BUDGET

• All staff to complete the 5 modules of Cultural Awareness training “No gap – No excuses”. Modules planned in line with whole school SDD and TPL planning

• School staff are involved in cultural and community activities, signalling the value of cultural identity to Aboriginal students’ families

Principal

Regional Support Staff

All school staff

AEO & AEW

Global

$2000 / year

TPL - Module 3, 4 and 5 to be completed in 2014

• Staff representatives to attend local AECG - nominated through portfolio structure

• Regular attendance at AECG and feedback to staff

• Succession planning for staff leadership in Aboriginal Education

Senior executive and staff representatives

Calls or further interested staff during 2014


• All Aboriginal students to have quality PLPs available and communicated to staff, through digital template.

• Aboriginal students known by staff

• PLPs reflect the goal of improved educational outcomes

• Allocation of mentor to all students

• Communication with Primary Schools’ PLPs

• PLP developed for all students by 2013 and used by staff

Senior Executives, AEO, AEW, designated staff

Information regarding PLPs and Mentors to be made available to all staff

Long term – use of Sentral to record information

$2000

• Broaden leadership capacity in Aboriginal Education portfolio

• Team of staff working on Aboriginal Education programs in school

• Yearly plan of Aboriginal Education events, activities and programs

Executive and designated staff, Portfolio leaders and members, AEO, AEW

$500 TPL (investigate funding)

• Target ATSI students at risk or struggling using data and teacher identification (staff training in use of SMART for identifying student learning needs)

• Greater participation in - In class tutoring - Mentoring for

senior students - Senior student

tutoring program - Homework centre

• Greater participation in - AIME Program - Traineeships - Subject Selection

Support - Careers information

Executive and designated staff

Senior Executives, Careers Advisor, AEO, AEW

$5000(Access to Norta Norta Funds)

Emphasis on Tutors in classrooms

$2000 (Access to Norta Norta Funds)

• Continuation of Homework Centre with focused support for literacy (ie. Grammar and punctuation, writing)

• Trained staff, across faculties, involved in Homework Centre

Aboriginal Education Portfolio Staff

Norta Norta Funds

$ 600


• Promotion of SBATs and other post school options for Aboriginal Students

• Increased successful completion of SBATs

• Increased accessing of extension programs for Aboriginal students (University Winter School etc)

• Senior pathway of study and post school options reflected in PLP

• All students interviewed by Careers Advisor during subject selection process

Senior Executive, Careers Advisor, AEO, AEW, PLP Mentors

Investigate funding nd complete through Careers advisor and other staff


SCHOOL IDENTIFIED PRIORITY 2. LITERACY AND NUMERACY

OU

TCO

MES

• Improved literacy and numeracy

outcomes for students.

• Improved whole school focus on literacy and numeracy.

TAR

GET

S

Target 3: To increase the number of students in Years 7 and 9 achieving at or above National Minimum Standard in NAPLAN writing from 91.2% in Year 7 2011 and 62.5% in Year 9 2011 to:

Year 7 - 2012: 91.3%, 2013: 91.4%, 2014: 91.5%

Year 9 - 2012: 65%2013: 67%2014: 70%

Target 4: To increase the number of students in Years 7 and 9 achieving in the top 2 bands (Proficient) in NAPLAN writing from 11% in Year 7 2011 and 4.6% in Year 9 2011 to:

Year 7 - 2012: 12%, 2013: 13%, 2014: 14%

Year 9 - 2012: 6%, 2013: 8%, 2014: 10%

Target 5: To increase the number of students in Years 7 and 9 achieving at or above National Minimum Standard in NAPLAN numeracy from 94.4% in Year 7 2011 and 90.7% in Year 9 2011 to:

Year 7 - 2012: 94.7%, 2013: 95%, 2014: 95.3%

Year 9 - 2012: 91.7%, 2013: 92.7%, 2014: 93.7%

Target 6: To increase the number of students in Years 7 and 9 achieving in the top 2 bands (Proficient) in NAPLAN numeracy from 18.7% in Year 7 2011 and 11.2% in Year 9 2011 to:

Year 7 - 2012: 19.7%, 2013: 20.7%, 2014: 21.7%

Year 9 - 2012: 13%, 2013: 16%, 2014: 19%


2012 2013 2014


• Literacy and numeracy task groups formed within Portfolio structure

• Plan developed for Literacy and Numeracy focus across the school reflecting targets

• Staff nominate in TPL Plan their interest in Literacy/Numeracy team

Senior Executive, Literacy and Numeracy task groups

TPL $1200 – additional funding through ILNNP 2013-2014


• Develop, implement and evaluate whole school approach to specific areas, as identified by Data

• Professional development across all faculties informed by literacy and numeracy task groups

• Timetabled approach to Years 7-9 (explicit plan preparation)

Senior Executive, Literacy and Numeracy task groups, Year Advisers, SLST

TPL $6000 – additional funding through ILNNP 2013-2014

• TPL – literacy focus areas for staff (writing and grammar and punctuation)

• Staff participate in Open to Persuasion TPL

• Staff provided with grammar and punctuation resource/toolkit

• Past NAPLAN papers reviewed by staff

All Staff TPL $600

• TPL – numeracy for staff • Development of toolkit for staff with common metalanguage regarding numeracy

• Past NAPLAN papers reviewed by staff

All staff – led by HT Maths

TPL $600

• Extension Mathematics, English, History and Geography Electives offered to students as Taster Electives 2013 and Stage 5 2014

• Extension classes formed

• Increased students engaged in academic extension activities (eg. In school and extra curricula)

HT – Maths, English and HSIE

Senior Executive

STLA, YAs

ISER Literacy/Numeracy support personnel

TPL – extension program writing $2000 including Extension Science, CAP program


• Faculties to use data (previous School Certificate, NAPLAN, Higher School Certificate) to review literacy and numeracy in teaching programs

• Literacy and numeracy are embedded into daily practice

• Staff use SDD to develop class lists through SMART to identify literacy / numeracy needs

• HTs discuss literacy and numeracy within T&L programs during EARS

All Head Teachers, Executives SLSO’s

TPL $5000 – to develop proficient use of SMART and RAP

• Purchase of relevant resources to support teaching and learning programs that are subject specific and provide NAPLAN stimulus

• Students are exposed to a variety of stimulus / learning materials with a literacy and numeracy focus

Executives Faculty Budget

allocation

• Focus on underachieving students in literacy and numeracy at both ends of the student cohort

• ILP’s implemented for targeted students

• Literacy and Numeracy classes to be timetabled early to provide choice for allocation and staffing

Deputy Principals, LST, SLSO and SLSTs

SLST and LST staffing

• Literacy continuums developed between COS schools

• Literacy team working with Primary School Staff

• Shared NAPLAN data

• Joint COS TPL activities

Principal, COS Principals and staff, Literacy team, SLSO

Transition + TPL Fund, additional funding through ILNNP 2013-2014


SCHOOL IDENTIFIED PRIORITY 3. CURRICULUM AND ASSESSMENT

OU

TCO

MES

• Build teacher capacity and

confidence to implement the national curriculum.

• Develop a diverse and flexible curriculum that caters for the new School Certificate, the increased leaving age and high academic success.

TAR

GET

S

Target 7: 100% of staff undertake professional learning related to the new Australian Curriculum.

Target 8: The number of students achieving a Band 6 result in HSC courses will improve from a total of 14 in 2011 to: 2012: 15, 2013: 16, 2014: 17


2012 2013 2014


• Introduce / raise awareness of Australian curriculums and content beginning with English and Maths (2012/2013)

• Science and History to follow 2012/2013

• Full implementation of curriculums 2014

• A school approach to curriculum content and delivery is implemented

• Development of quality teaching and learning programs In line with the National Curriculum

• Participate in ALARM training – project team will lead implementation

Executive staff

All staff of relevant faculties

ALARM team

TPL $10000

(Designated Faculties will need at least 6 planning DAYS each to develop)

ALARM – funding + TPL

CNI initiative

• Engage, familiarise and begin to implement curriculums

• Staff plan, teach and assess using National Curriculum

• Use of QT framework to develop and evaluate T&L programs seen through TARS, EARS, Registrations, Programs, surveys, results

All staff of relevant faculties

TPL $10000

• Staff lead and actively participate in networks within and across schools

• Programs developed and shared between and amongst schools

All staff (as implementation requires)

TPL $5000

CNI initiative


• Communicate to parents and school community changes in Curriculum and Assessment

• Parent Workshops • P&C information • Newsletter articles • Website updated with

links to relevant sites

Principal, DPs, P&C, HTs

• Develop K-10 approach to the implementation of the National Curriculum

• COS staff communicating regarding new curriculum outcomes Stage 3 and 4

• Planning for continuum of learning by COS staff

• Staff develop an awareness of curriculum links

Principal, Executive, Transition Coordinator, COS staff

COS team - days allocated

• Introduce / raise awareness of the new Year 10 and Year 11 requirements for assessment of learning outcomes

• A school approach to development of assessment grades and descriptions to satisfy Board of Studies requirements

• School Policy developed for Assessment Procedures

Subject Selection Staff, Senior Executive and HTs

• Staff training in performance assessment for Years 10 and 11

• Year 10 Assessment Booklet / Calendar developed

• Staff participation in BOS and DEC workshops

Projected $5000 (2013)

Some CNI workshops covered this area


SCHOOL IDENTIFIED PRIORITY 4. ENGAGEMENT & ATTAINMENT

OU

TCO

MES

• Engaged students learning in a

peaceful and productive learning environment.

• The development of an effective middle school transition plan.

• Staff are confident and positive in the daily use of technology in teaching and learning.

TAR

GET

S

Target 9: To increase retention rates from 64% (check figure just from graph) in 2011 to: 2012: 65%, 2013: 66%, 2014: 67%

Target 10: To increase attendance rates from 87.9% in 2011 to: 2012: 88.4%, 2013: 88.9%, 2014: 89.5%

Target 11: Staff are positive and confident in the daily use of technology in teaching and learning

Target 12: The development of an effective middle school transition


2012 2013 2014


• Reinforce positive behaviour strategies: Class, playground, whole school through PBS program

• Establish functional, trained PBS team

• Develop and train staff in the use of SENTRAL

• More merits issued for positive behaviour

• More frequent recognition events (assemblies, morning teas, year meetings etc)

• Increased staff involved in and development of student welfare initiatives

Welfare team

PBS team

Regional PBS support staff

$5000 TPL

• Evaluate current discipline / levels system and tracking system to improve intervention

• Build on current discipline levels to achieve consistency

• Re-establish ground rules and procedures with discipline issues (eg. Mobile phones, truancy etc)

• Less discipline issues at the high end

• Improved transparency and consistency of discipline structure

• Improved classroom management

Welfare team, Executives

Welfare Budget $2000


• Evaluate LST structure and function within the school

• Increased student referrals through learning support team

• Centralised resource for intervention programs

Student Services Portfolio, LST, DPs, Executive, Welfare Team, DGO, Counsellor

• Apply explicit quality teaching practices to differentiate curriculum to meet student needs

• Innovative lessons presented and shared with staff

All Staff TPL $4200

• Middle school and COS initiatives to be further evaluated and developed by the appointment of a co-ordinator

• Greater interaction between Primary and High School staff and students

Senior Executive, COS staff, Student Advisors

Transition Fund ($9586.75)

• Review and update school attendance plan

• Increased student attendance

• Streamline current attendance check program

• Increased communication of attendance issues and procedures

HT Administration, YAs, DPs, HSLO and SAS staff

Review current funding of attendance program

$2000 TPL

• Expand technology opportunities and training to all staff

• Formation of technology team

• Greater use of IWBS, Moodle, Laptops, Ipad minis, Edmodo, blogs, admin etc

Senior Executives, ICT Coordinators, Careers Advisor

DER funding


• Develop individual subject selection plans for senior students

• Subject selection process document and direct student pathway

• Increased students gaining work readiness skills where relevant (eg. First aid, OHS, RSA)

Executive, Careers Advisor, YA, Subject Selection staff, alternative curriculum staff

$600 – Careers Advisor and YA to review subject selection information

• Promotion of HSC VET, SBATs, TVET and other HSC options to students and parents

• Increased attainment of HSC with relevant certification

• Increased student participation in extra curricula links to post school options (eg. Uni days, summer schools)

Careers Advisor, HT VET, YA, DPs

Funding through SBATs etc

• Identify and develop high achieving students to maximise potential using STORM

• Increased opportunities to understand high band requirements (HSC marker sessions, major work planning, tutoring and study planning)

• Increased Band 6 results

• Increased students progressing to further training and/or tertiary study

YA, Welfare Team, Senior Staff, Careers Advisor, Executive, Year 12 Mentors

$2000 TPL Planning


SCHOOL IDENTIFIED PRIORITY – IMPROVING LITERACY AND NUMERACY NATIONAL PARTNERSHIP (2103-2014) (SCHOOL FOCUS – LITERACY)

OU

TCO

MES

• Improved literacy outcomes for

students (reading and comprehension).

• Improved whole school focus on literacy reading and comprehension).

TAR

GET

S

The school has added this section of a revised school plan in line with the ILNNP actions and additional resources for literacy and in particular Reading and Comprehension.

Improvement in Reading and Comprehension results for the targeted Year 7 and 8 student group including Aboriginal and Torres-Strait Islander students. This improvement will be measured with internal assessment against the Literacy Continuum in November 2013 and will be measured against the following targets:

1. Improvement in literacy results for targeted Year 7 and 8 student group: - Decrease students in the well below expectation from 63% (Year 7) to 30% and from

92% (Year 7 ATSI) to 30%. - Decrease students in the well below expectation from 55% (Year 8) to 30% and from

69% (Year 8 ATSI) to 30%

2. All staff will be engaged with professional learning regarding the literacy continuum.

3. All staff will be engaged in professional learning in quality teaching and learning for improved reading and comprehension.


2013 2014


• Benchmarking of student Reading and Comprehension against the Literacy Continuum. This will include small group professional learning and staff development day sessions (Term 3 and 4 2013) (30 relief days)

• This will involve the development of staff knowledge and expertise in relation to the continuum and placement of students.

• Involvement in focussed professional learning regarding Literacy Continuum

• All students in Year 7 and 8 placed on Literacy Continuum for Reading and Comprehension in April 2013 and evaluated in November 2013.

HT T&L, Senior Executive, Literacy PO, Literacy Leaders

ILNNP $9000


• The development and implementation of a whole school approach to reading and comprehension with a focus on Stage 4. The school will investigate and select the most appropriate program for improved Student Reading Outcomes. (Planning, school visits, Regional consultancy and research 30 relief days)

• Investigation of programs at other similar schools involved in ILNNP

• Implementation of the Super 7 strategies for Reading and Comprehension

HT T&L, Senior Executive

ILNNP $9000

• Reading and Comprehension Resource purchase and development

• Literacy strategies are embedded into daily practice

• Appropriate and focused resources available to all staff

• Increased opportunities for professional reading and dialogue.


ILNNP - $3365

• The development of leadership capacity in relation to Literacy improvement in the school.

• This will include the broadening of the role of the current HT T&L, project officer (0.6), SASS Support, inclusion of senior executive in planning and implementation and development of Literacy Leader roles (x11) with relief provided for faculty leaders.

• 14 Literacy Leaders trained and actively developing KLA based Reading and Comprehension resources.

• Evidence of classroom observations, team teaching and sharing of best practice.

• Literacy Project Officer working alongside staff and supporting leadership capacity.

• Development and collation of accurate data regarding Reading and Comprehension


ILNNP $242400

(Relief HT T&L $12,150 – 2013 and $16,200 – 2014 (28, 350), Project Officer $29,700 - 2013, employment of casual for relief if Literacy Leaders $18,900 per term x 6 terms = $37,800 2013, $75,600 2014 ($113,400), SASS Support 2013 - $5400, 2014 – $14,400 ($19,800), Research Assistant ($9000). On Costs for staffing ($24,990 – 2013, $33,360 - 2014).


• Action Learning Project with Academic Advisers (UOW) Brian Cambourne and Gary Kilarr. Professional learning, planning and research.

• Action Learning project occurring within faculties during 2013 and 2014

• Development of shared understanding of Reading and Comprehension to inform teaching practice

• Literacy Team leaders to be trained and then undertake forensic analysis of Reading and comprehension in classroom practice


ILNNP - $34,500

(Action Learning project led by Professor Camborne and Kilarr then led within faculties by Literacy Leaders $12,500 – 2013, $22,000 – 2014)

• Focused Professional learning will also occur for staff in relation to the selected Reading and Comprehension strategies.

• Professional learning will be conducted by a combination of literacy leaders, consultants, colleagues in partner schools and Warilla High School executive (Literacy Continuum and Super 7 training)

• Evaluation and ongoing professional

learning

• Professional development regarding data and strategies, lesson and unit planning.

• Evidence of Super 7 strategies embedded in units of work.

• Regular and ongoing team teaching, debrief and evaluation sessions.

All staff


DEC consultants

Partner Primary Schools

ILNNP – $87,156

(Literacy Continuum and Super 7 training $2156 (course costs) + $4500 (relief), Literacy professional Learning in faculties, 2013 $8100 and $32400 2014).

Evaluation and ongoing professional learning 65 relief days per year 2013-2014 ($40,000)

$15,000 – contingency funds in the event of unforeseen administrative or staffing costs

whs school plan 2012 - 2014web2.warilla-h.schools.nsw.edu.au/internet/downloads/... · 2017. 1....

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