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

2015

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Wingham High School Annual Report

Introduction

The Annual Report for 2015 is provided to the community of Wingham 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.

Mark Thomson

Principal

School contact details:

Wingham High School

Rowley St

Wingham, 2429

Email: [email protected]

www.wingham-h.schools.nsw.edu.au

02 65535488

School background

School vision statement

Wingham High School will ensure the continued growth of a culture of learning which inspires innovative and independent thinkers who challenge and support themselves and others to be resilient, lifelong learners and productive citizens.

School context

Wingham High School is a rural comprehensive school. The school provides a broad curriculum and many extra curricula opportunities for all students. Local demographics predict a continuing of the declining enrolments experienced over the last 10 years. This presents many challenges in maintaining curriculum choices particularly in Stages 5 and 6. Our Family Occupation and Education index (FOEI) is 125 (state average is 100). This means that we have a higher proportion of families from less advantaged backgrounds. 74% of students are from families who are in the lowest ½ of Socio economic status, with 41% being in the lowest ¼. Other data reveals that 70 % of our parents did not stay at school to complete Year 12. 25% of parents did not participate in paid work in the previous 12 months. In 2014 we participated in the National Consistent Collection of data trial. This revealed that we have over 200 students with recognised disabilities and or additional Learning needs. Our Learning and Support team consists of 2 fulltime Learning and Support Teachers, 5 fulltime Student Learning Support Officers, a job coach (SLSO) and a Transition Adviser (teacher). We have 51 Indigenous students making up 8% of our student population. We employ a fulltime Aboriginal Education Worker. Our teaching staff of 55 is made up of a mix of beginning teachers (10), mid-career teachers and teachers who are close to retirement (6). As teachers retire and are replaced more often than not these replacements are teachers requiring accreditation or maintenance of accreditation. There will be key retirements in a number

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

of faculties within the next 5-10 years that will impact on staffing. Retirements in the TAS and Mathematics faculties will remove a great wealth of experience from the school. Wingham High has always been a valued part of the wider Wingham Community. It is often the 1st point of call by organisations looking for participation in community events. The Wingham schools are seen as integral to local history and tradition as well as reflecting the values of the community as a whole. Wingham High School farm is indicative of this. The 40 acre lot consists of 2 sections of rich alluvial pasture. The farm is run on the premise that it mirrors a commercial beef operation from paddock to plate. It enjoys a wealth of support from local agri-businesses (such as Wingham Beef Exports) as well as many volunteers from the community. It has achieved many awards from its show cattle and beef carcasses. Recent economic circumstances has seen a decline in the number of businesses in the district and hence a decline in local employment opportunities for students leaving school. Thus making Transition to work programs and Vocational Education Training (VET) courses an even more important part of our curriculum. Our 2 Trade Training Centres (Construction and Hospitality) will play an increasingly important role in these programs.

As a result many resources are devoted to implementing Transition to work programs. A Careers Adviser, Job Coach and Transition Adviser work closely with our LaSTs and Learning Support team to provide best practice in this area.

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 results of this process indicated that Wingham High School was delivering in three (11) elements of the School Excellence Framework (SEF). The assessment also indicated that our school was sustaining and growing in the Leading Domain – Leadership; School Planning, Implementation and Reporting and in the Learning Domain – Wellbeing. Throughout the validation process it became apparent that our school needed to produce further quality evidence and data with which to guide school planning, learning and teaching. Staff at Wingham High School has collectively decided to focus on improving student performance measures through more structured gathering of data to more comprehensively identify areas for improved teaching and learning.

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

Inspirational Teaching Practice

Purpose

To understand and meet the needs of 21st century learners

Overall summary of progress

In our efforts to raise the comprehension levels for all students, representatives of different faculty areas of the school embarked on training ‘Reading 2 Learn’ (R2L). This is a comprehensive program that enables teaching practice to meet the needs of individual students. It provides structures that support our students of highest need and allows students to extend their understanding.

Our school achieved the training throughout 2015 and began embedding practice in their classroom. Our school has also funded a writing coach who will now collaborate with our R2L team and extend the pedagogy throughout each faculty.

Our school embarked to provide all staff access to greater levels of student information. This was to ensure that staff had greater understanding of student background and information of their aspirations. All students were to complete a Personalised Learning Plan (PLP) to provide this information and challenge them to think about future goal directions.

All student PLP’s have been loaded up to Sentral database and staff have been provided the time to ensure all students’ profiles have been read. Whilst this has been achieved there are structures that have been identified to make the process more comprehensive and increase the ease of access to information.

Mental health of our students and staff has been identified as a great concern. Our implementation of Mind Matters has been an initiative to help address the growing concern of bullying and interpersonal relationships within the school community. Through 2015 we have had a team of staff train in mind Matters

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year Funds Expended

30% increase of teachers confident in utilising learning technologies to maximise 21C learning opportunities for students

Introduction Sentral as a daily reference to technology has ensured all staff becomes literate in the use of technology as an ongoing consideration in their pedagogy. Presentation of technology in the classroom provided practical technological application to support student learning.

$2700

Annual increase of parent feedback showing the success of the school’s educational programs

Tell Them From Me survey had a small parent sample initially with only 49 participants providing feedback to the school.

Our parent Teacher evenings are areas where we would like to see greater numbers accessing student performance.

Our schools’ participation with community in endeavours linked to student skill development, predominantly through work experience and placement continues to thrive. Links with community groups such as Rotary also showcase

student skills through educational programs.

Annual increase of students, staff and parents who actively engage in online community partnerships and learning opportunities via SENTRAL and other online platforms (eg. moodles)

Sentral has been purchased and investigations to provide information and feedback for parents on their children’s learning and performance.

$8000

Annual increase of students exploring 21C learning technologies to engage in and attain expected learning outcomes.

Learning Support has implemented technology through the use of iPads and research of numerous teaching Apps to help the learning of our lower performing students.

Our stage 6 students have access to BYOD with senior class teachers providing notes digitally and online learning opportunities.

$2000

Next steps

In 2016 there will be a focus on the teaching domain with intense attention to collection and analysis of data. Programs that were commenced in 2015 will continue or evolve to meet the outcome for Inspired Teaching. At Wingham High we will;

Ensure all staff presents professional learning at faculty, staff meetings or school development day.

Ensure that all faculties are represented in R2L strategies for learning and embark in professional observation with the writing coach.

Involve all students with ongoing Mind Matters workshops and curriculum.

Ensure all staff produce evidence of data collection and use it to inform teaching and learning.

Ensure all staff to student PLPs and sue it to develop deeper understanding and student relationships.

Assist Head Teachers in evidence collection and the use of data to set faculty goals and improvements.


Lifelong Learners and Productive Citizens

Purpose

To Improve student outcomes and achievement in ROSA; HSC; NAPLAN and other Accreditation/s (TVET; SVET) To lift aspirations of students To achieve successful transition to post school life To improve employment opportunities and quality of life


Our school set out to enable teachers and students with clear future goals and identify barriers to learning.

All students have been through an initial questionnaire to provide information that focuses on their goals and abilities. It challenges students to think about what role school has in attaining their personal goals and what steps need to be addressed in their achievement. From this each student has a Personalised Learning Plan (PLP) that can be accessed by all teachers. This information is vital for their class teachers to gain an understanding of what personal goals students have set but of greater focus is to increase student relationships.

All students have completed an initial PLP in 2015 which will form the basis of an annual evaluation of learning directions and goal achievement.

In order to help ‘Close the Gap’ in the performance of our Aboriginal students our school has been committed to the employment of an Aboriginal Education Worker (AEW). Entwined in academic achievement is the commitment to promote Aboriginal culture across the school community. Our success in 2015 has been identified through;

Continued representation at our local AECG

Celebration of NAIDOC

Programming of SistaSpeak and BroSpeak

Cultural excursions




15% Increase in Attendance of Stage 5 and 6 students

Our school continues to see attendance rates of above 86% in stage 5 and 6.

An increase in attendance for Y12 students balanced by a fall in Y11 was observed in 2015.

$5500

10% increase of student employment data highlighting workforce opportunities post-school.

Investigation into data collection has commenced with resourcing being provided to develop data team in 2016.

Annual decrease in N Award Warning letters

2015 has seen development of data collection on student warning letters and assessment completion.

Tutors have been employed to support student comprehension and organisation skills.

Senior Success programs have presented stage 6 students and parents with information for HSC

$11000

performance.

A change to Sentral in late 2015 provides a more accessible database to information.

15% increase of students attaining full accreditation in VET courses

2015 saw only 2 students fail to complete a VET course without any other employment or alternate education to go to. One of these students was enrolled in more than 1 VET course.

10% increase in University offers to Year 12 students

All students in 2015 who applied for early entry into university were successful. A great outcome for our students.

Next steps

In 2016 there will be a continued focus on the provision of information to students to help support their goals and learning performance. Of particular focus will be the evaluation and adjustment of data teams within the school to provide diagnostic evidence to which future directions can be identified and designed. Programs that were commenced in 2015 will continue or evolve to meet the outcome for Learning. At Wingham High we will;

Ensure all students complete and evaluate their Personalised Learning Plans (PLP).

Ensure that cultural understanding and celebration is embedded in all teaching programs.

Involve all students with ongoing Mind Matters workshops and curriculum.

Ensure all staff produce evidence of data collection and use it to inform teaching and learning.

Ensure data teams are established with responsibility for information analysis

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Quality School Structures

Purpose

To create collaborative supportive team structures which:

promote engagement in learning

build resilience

develop well rounded individuals strengthen community involvement


2015 saw Wingham High School invest in a new database system called Sentral. Investigation identified this system to be used among a large number of schools and most importantly one of our major Primary feeder schools. The implementation of this database is comprehensive and our school has begun making significant inroads with the eventual goal of greater communication and data collection.

Our students’ wellbeing is paramount and the initial area of application. With this has been the uploading of student driven information primarily students’ PLPs. Included and still progressing is information on attendance, student assessment and performance.




20% increase of students, staff and parents meaningfully connecting with student wellbeing programs in the school. 20% increase of students showing positive behaviours for effective learning

Collection of data suggests that we have some extremely positive methods of reward and celebration of positive student achievement. Our Excellence Assemblies, Presentation Evenings, Sports Assembly all have showcased positive student success.

$12800

Annual increase in students declaring less anxiety as evidenced by data from TTFM surveys

School and social bullying continues to be a source represented by both students and parents of great concern. Incidents of bullying remain the highest of notifications on RISC and Sentral database.

Needing attention is a high incidence of repeated incidents of bullying occurring among groups of students.

The school continues to provide programs and initiatives to address this area of concern.

$12500

Next steps

Wingham High will be continuing in the implementation of Sentral database to gain valuable insight and data collection for future directions in school structures and pedagogical practice.

We will also be initiating collection of data from sources such as online survey and information evenings to gain greater insight of successful communication and community input into the decision making at Wingham High.

Next Steps

Key initiatives and other school focus areas

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

Aboriginal background funding

Progress in 2015 –

Students identified and support programs developed.

PLP’s completed for all ATSI students.

Stage 6 Tuition throughout the year.

Aboriginal Mural completed

Aboriginal cultural excursion

Bro Speak and Sista Speak programs

$27 600

RAM Funding

Socio-economic funding

Progress in 2015

Employment of second Deputy Principal

Provide a variety of online learning resources which are accessible by all students to improve learning outcomes and NAPLAN results.

Ensured that all students have access to new curriculum resources and technology.

Targeted students worked with SLSO’s in targeted literacy and numeracy programs.

Employment of transition coordinator to work with students into workforce and support of numeracy, literacy and welfare programs.

MoneySmart garden to support numeracy and life planning programs. Direct support of school cooking programs.

$100 000

RAM Senior Executive resourcing

$90 000

Transition programs

$94 000

Targeted SLSO programs welfare and support

Low level adjustment for disability funding

Progress in 2015

Support timetables and programs are set up for targeted students.

ILP’s completed for all students who require support. Staff PL to support adjustments for students with a disability.

Staff supported with NCCD processes and assisted with programing.

Targeted student support through various programs using SLSO’s.

$73 700

Targeted SLSO programs of support

Support for beginning teachers

Progress in 2015

Initial school induction program implemented

Professional networks, lesson observations and compulsory training implemented for

$40 000

Release days and TPL for PDP completion, resourcing and mentoring

Next Steps

beginning teachers.

Accreditation, team teaching and teaching strategy focused professional learning plans developed for all new and beginning teachers.

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

Student attendance profile (mandatory)

Post-school destinations

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

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%

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%

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%

seeking employment 5 9 14

employment 6 7 20

TAFE entry 2 6 10

university entry 25

other 14 7 16

unknown 14

In 2015 Year 12 undertook a range of academic and vocational subjects and were successful in their HSC endeavours. Students seeking employment in the local labour market are still the most sought after by local employers in the Manning Great Lakes Area. The increased usage of our technical Hospitality and Construction facilities has further decreased the usage of TVET and increased the participation in SVET. The curriculum advantage program is also

providing increased options for students to participate in Vocational Education programs. Alternative pathways students were again successful in gaining employment and SBAT participation was steady. 100% of graduates gained the HSC or equivalent through employment or Cert II/ Cert III credentials.

University Entry

Early entry to tertiary institutions remains strong and deferment remains a strong option while new developments in eligibility for independent student status may cause this trend to change. Charles Sturt University, University of New England, Southern Cross University, University of Sydney, Bond University and University of Wollongong offered 58 places at university prior to the students gaining ATAR results. These offers are based on Principal/School Recommendations. The University of Newcastle joined the School Recommendation Scheme through UAC so students were also accepted at the University of Newcastle for the first time based on School Recommendation.

University entry numbers have slightly decreased. TAFE numbers have also decreased. Entry into the workforce full time has remained stable. It should be noted that s om e of those entering employment are also attending TAFE part time.

The number of students indicating their intention to defer their placement after accepting university offers is stable. This reflects a continuing reaction to availability of Human Services relocation scholarships and other rules for gaining independent student status.

An overall thirty one (31) offers were made for 2016 admissions to universities. Some students received more than one offer. The universities with early entry and regional bonus point schemes (University of Newcastle, University of New England, Southern Cross University, and Charles Sturt University) remain the major tertiary destinations with 75% of qualified students accessing those institutions. A total of 58 Early Entry Offers (some students receiving multiple offers) were also made and has become a popular pathway for students. A rising number of students gained offers and accepted Sydney and interstate places at university. Griffith University and SCU Gold Coast are popular also. Students were also successful in gaining regional university scholarships for study and accommodation. One student was successful in gaining a Teach NSW Rural Scholarship.

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Employment

Employment in apprenticeships and traineeships has remained stable. Most students continue to access these opportunities in the local area. Our students continue to be sought after in the local job market. Students were s u c c e s s f u l i n t h i s area gaining: 3 P l u mbi ng; 1 E l e c tr i ca l ; 4 B u i l d i ng an d 5 C h i l d C a r e (traineeships/apprenticeships).

Employment in the Retail, Hospitality and Trade areas continue to dominate.

Vocational Education program

Wingham High School has a number of established Vocational Education and Training Courses that currently operate within existing curriculum structure. These include:

The Hospitality and Construction courses are delivered through Trade Training Centre on-site that were constructed and became fully operational in 2012 with 2013 students being the first cohort to complete studies entirely within these facilities. Students in 2014 and 2015 have continued to benefit from using these facilities.

The Metals and Engineering course was re-established as part of the curriculum after a 7 year absence. It has continued to run with both Preliminary and HSC courses in 2015.

Primary Industries continues to retain students and for the first time will cater for students in a neighbouring high school in 2014/15 under the Shared Curriculum program.

The Entertainment Industry Curriculum Framework Course also catered for students in neighbouring high schools under the Shared Curriculum program in 2014/15. In 2015/16 this Framework is running

here and we have a student with a School Based Traineeship for the first time.

Information Technology had its first class in over 6 years and saw several students complete most course requirements for this subject.

Several students in Hospitality, Construction, Primary Industries and Entertainment were successful in gaining full Certificate II qualifications for their respective courses with a 70% or better retention rate in each subject area from Year 11 to Year 12. Entertainment has students working towards a Statement of Attainment towards a Certificate III. Our school based trainee is working towards the full qualification.

TAFE has also partnered with our school in the delivery of Hospitality (Barista), Metals and Engineering and Primary Industry modules. Forty (40) students completed their White Card Induction in 2015 on our school site with TAFE delivering the Unit of Competency..

In 2015, we established a Presentation for Success class on site (TAFE delivered) with students working towards a Certificate II in Beauty. This was a successful partnership with TAFE.

Year 12 students undertaking vocational or trade training

In 2012 two Technical Trades Centres came on line for Hospitality and Construction. We have also completed training of SVET staff in Sports Coaching, Metals & Engineering and Information Technology. These changes have resulted in an increase in SVET participation and TVET decline. Shared curriculum options with surrounding schools may also expand in SVET.

Our Transition Adviser is in the process of being trained in Vocational Pathways and Certificate IV in Training and Assessment.

Seven (7) students were employed in School Based Apprenticeships and Traineeships (SBAT’s) within the local area. One (1) student was employed in Animal Care; four (4) in Retail at McDonalds; one student in Entertainment and one (1) in Sport and Recreation. These SBAT’s are becoming more popular each year.

Due to difficulties in transport to TAFE on Wednesdays, the need to maximise face to face

contact time, reduction of catch up work and the expansion of SVET courses at school, this program has been evaluated. Participation at TAFE for one course only is now part of a flexible and inclusive (mainstream) curriculum pattern for these students m a x i m i z i n g t h e i r e n g a g e m e n t i n Wingham High School courses. We do have a number of students undertaking Pathways programs which includes TVET, Work Studies and relevant Work Experience.

Year 12 students attaining HSC or equivalent vocational educational qualification

100% of our Year 12 gained the HSC. 48% of our Year 12 cohort was engaged in SVET or TVET Framework and Non-Framework courses. The majority of students opt for Framework Courses and sit final exams.

The majority (95%) also achieved Certificate II in a Framework Course. A small number of students (5%) were awarded Statements of Attainment toward Certificates II.

Fourteen students left the school in Year 10. Of these, 13 went to other schools and 1 was over the compulsory age of 17.

Seventeen students left the school during Year 11. Of these, 7 went to other schools, 2 commenced employment, 3 went to TAFE and 7 were 17 plus.

Workforce information

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 8

Classroom Teacher(s) 55

Learning and Support Teacher(s) 2

Teacher Librarian 1

School Counsellor 1

School Administrative & Support Staff 15

Other positions: TSO & AEW 2

Total 87

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

Wingham High School employed a full time Aboriginal Education Worker to assist Aboriginal Students and the implementation of the Aboriginal

Education Policy in 2014. As well as an Aboriginal Tutor for the second semester.

Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 75

Postgraduate 25

Professional learning and teacher accreditation

In 2015 1 teacher achieved accreditation at proficient level and another completed the maintenance cycle required for teachers already accredited.

In 2015 Teacher Professional Learning funds enabled 30 teachers to participate I a range of Professional Learning activities including technology, HSC marking, Wellbeing & Mental Health, Leadership, Literacy and Numeracy, Quality Teaching, Planning and differentiation.

Beginning Teachers

Several staff continued to access special purpose funds provided for their Professional Learning. These funds were used to allow collaboration with mentors and senior teachers, programming of new syllabus units and to develop capacity to collaborate on a whole school 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.

Date of financial summary 30/11/2015

Income $

Balance brought forward $700,706.56 Global funds 561,344.51 Tied funds 769,514.55 School & community sources 207,442.20 Interest 20,817.01 Trust receipts 37,005.08

Total income $1,596,123.35

Expenditure

Teaching & learning Key learning areas 160,385.79 Excursions 45,395.12 Extracurricular dissections 47,993.003

Library 9,101.50 Training & development 3,457.71 Tied funds 756,060.58 Casual relief teachers 187,300.08 Administration & office 144,764.76 Utilities 108,995.48 Maintenance 56,392.54 Trust accounts 47,668.35 Capital programs 0.00

Total expenditure $1,567,514.94

Balance carried forward $729,314.97

Tied Funds are used for specific projects and learning areas. This year RAM Equity funds were used to retain a second Deputy Principal position also to employ a Transition Officer and Job Coach to assist selected students to transition into the workforce; a Technology Officer to manage the maintenance and installations of the school’s technology equipment; and an Aboriginal Education Officer to work with and support Aboriginal students. Funding and Learning Support funds were used to employ a team of Learning Support Officers to assist targeted students in the classroom. Teacher Professional Learning funding is also included in this category and it provided teacher relief and course costs for teaching staff to attend workshops and training in areas such as literacy and numeracy, student welfare and teacher accreditation.

School & Community Sources: Includes student excursion participation and subject contributions. Donations from community groups included Wingham Rotary Club and Manning Women in Agriculture Forum who provided funds to support the school’s bus and agriculture students respectively. WHS P&C supported the school this year by providing funds to purchase additional classroom technology and teaching resources. Sale of cattle, sheep, poultry and farm produce are also included in this category,

Trust Funds: Include Year 12 activities such as fundraising for their selected charity; Graduation and jersey sales. The Manning and Great Lakes Technology Awards were also held this year to showcase student’s major works to the community; and the final installments of the Dr Greening Scholarship were awarded.

KLA expenditure: Teaching resources including new curriculum textbooks for Maths and Science faculties, online subscriptions, and general consumable items for classrooms were purchased this year. This area also includes technology purchases including laptops, desktop computers and installation of classroom smart board and all costs associated with the daily operation of the school’s ag farm.

Extracurricular: Includes expenses associated with travelling sporting teams, bus fares to Friday sport venues, the Ag Show Team and presentation awards.

Administration & Office: Included classrooms and administration paper and publishing costs; school publicity; SMS service to parents/carers and expenses incurred associated with the operation and maintenance of the school bus.

A full copy of the school’s 2015 financial statement is tabled at the annual general meeting of the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance

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.

Literacy

In 2015 the priority for literacy in the school was the extension of staff training in Reading to Learn (R2L). An additional eight teachers participated in the four two-day workshops conducted by David Rose in Sydney: Tiffany White, Andrew Edwards, Mary Doust, Rachel Bloomfield, Karen Smart, Peta Tattersall, Darko Jovanovich and Gary Dunbier. All faculties, except Mathematics, are now in a position to have trained staff coach other members of the faculty in the methodology, and embed the R2L strategies in teaching and learning. The Maths faculty has expressed a willingness to be coached by other staff in 2016 as an extension of their literacy and numeracy strategies. Presentations on Reading to Learn were delivered to staff at staff meetings and School Development Days. In addition, Tiffany White participated in a Literacy Leaders course and will use strategies from that course to supplement her work with R2L as the school’s writing coach in 2016. Data from NAPLAN, school reports and PAT testing again revealed the need for continued work to improve student reading comprehension and writing. Numeracy Year 7 Year 7 numeracy results showed a significant downward trend since 2014 with a decrease from 522.7 to 495.9. The trend for State and DEC schools saw a marginal downward trend also. When compared to Statistically Similar

Schools, Wingham High School students performed slightly below. 61.3% of students had greater than or equal to expected growth in their numeracy since previously tested. The 2015 numeracy results showed very little gap between our Aboriginal and non-Aboriginal students (489.4 compared to 499.3) while in 2014 the gap was 421.8 to 514.4. The girls slightly outperformed the boys which was a reversal of previous years. Year 9 The data for Year 9 numeracy was the highest in five years for Wingham High School. There was a significant upward trend in Numeracy results since 2014 (544.2 in 2014 to 554.4 in 2015) which was reflective of the state wide trend where it increased slightly. The trend in numeracy results was identical to the Statistically Similar Schools. When compared to 2013 and 2014, the data was slightly skewed towards the higher bands. 86% of students experienced growth since Year 7 NAPLAN testing in numeracy whereas only 50.5% of students experienced greater than or equal to the expected growth. In 2015, the boys mean result (572) was higher than the girls mean result (539.9) whereas in the previous years the results were very similar. The numeracy results for our Aboriginal students has improved significantly over the last three years (2013 – 495.6, 2014 – 508.7 and 2015 – 533.4). When this current cohort was in Year 7 (2013) the gap between the Aboriginal and non-Aboriginal students was 21.95% whereas this gap has reduced to 4.4%.

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).

http://www.myschool.edu.au/

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Parent/caregiver, student, teacher satisfaction

In 2015 Wingham High School sought the opinions of Parents through the Partners in Learning Parent Survey conducted through the Tell Them From Me (TTFM) program.

Unfortunately there was a disappointing response rate with only 49 parents participating in the online survey.

Areas highlighted for improvement by the respondents included communication, wellbeing, positive behaviours and inclusiveness.

Students highlighted wellbeing such as bullying and mental health as priorities. Staff have already undertaken extensive training in mental health awareness in response to student concerns.

Policy requirements

Aboriginal education

Wingham High School has raised cultural awareness and implemented varied indigenous programs across the school. A large reason for the success and implementation of Aboriginal programs has been due to a productive team and employment of our Aboriginal Education Worker (AEW) Mr Brendan Croker. RAM funding has allowed our school to continue this employment which directly supports student learning, cultural awareness and performance. Individual learning plans are tailored to suit the needs of the Aboriginal students. With their personal, social, schooling and career goals in mind, students along with parents aim to achieve. Student aspiration and achievement has been further supported via successful employment of Norta Norta tutors. Tutors, along with the AEW, have communicated with all students and investigated plans to individually tailor support to meet greatest area of need. These students have then been involved in 1:1 or small group support to increase learning opportunity and success.

Program highlights in 2015 Norta Norta Stage 6 Sponsorship program; Study Hubs, In-class Assistance/support, mentoring, tutoring, NAIDOC week/day celebrations, cultural excursions, BroSpeak and SistaSpeak programs.

In 2015 we completed a highly successful cultural initiative during Term 2, celebrating the school mural. This provided an opportunity for all students across the school to engage in culture and improve their understanding of their Aboriginal origins.

Multicultural Education and Anti-racism

Wingham High School continues to implement the values central to the Multicultural Education Policy through our ongoing commitment to our core values of Respect, Trust, Fairness and Positivity. These are integral to all programs at this school.

Similarly we implement Anti-racist policy through the same values and promote a zero tolerance policy towards racism. Any reports of racism (there are very few) are dealt with by our anti-racist contact officer (ARCO) promptly and effectively.

Other school programs

Manning Great Lakes High Schools Technology Display 2015 In the last week on November 2015 the Manning Regional Art Gallery hosted our combined high schools technology display. This

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School 2015

School Average 2011-2015

SSG 2015

State DoE 2015

display has a history of 25 years of displaying and awarding prizes to a range of students from years seven through to twelve in Technology subjects across our local region schools include Bulahdelah, Great Lakes Colleges at Tuncurry, Forster, Gloucester, Taree Christian Community, Taree, Chatham, St Clare’s and Wingham High Schools. Wingham High school students received many prizes for their work. The local media newspapers and television covered the event. We have been very fortunate to have been sponsored by local businesses; Manning River Steel, Midcoast Water, Rocket Tools, Southcott Engineering, Bunnings Masters and Dr David Gillespie (Federal member for Lyne) awarding prizes to a total value of $3500.

Public Speaking

Grace Callaghan, Year 11, won the Taree RSL/Midcoast Water public speaking contest. In May, Denham Callanan and Thomas Brasher represented Wingham High and Wingham Rotary at the Model United Nations Assembly (MUNA), held at Macintyre High Inverell. The boys' allocated country was Russia and they were awarded first place overall. They also won the Most Humorous Team award. Senior Success

This program is designed to encourage a shared understanding of the needs, language and expectations of Stage 6. It is intended to support students and their family to develop communication skills, effective study at home, conflict resolution and an understanding of what the Board of Studies, the school and tertiary institutions expect of students and what students and families can expect of themselves. One of the main ideas of the course is that students should have support throughout Stage 6 and therefore the program encourages students to find a reliable, significant adult to be their support person. Most often this is a parent or carer. Outcomes of the workshops include: increased confidence and knowledge of parents; increased support of students by both parties; increased

partnership with school in accessing high stake educational resources and knowledge as well as greater preparedness for the HSC proper. 30% of the year accessed the workshops at its outset and across the year a total of 30% accessed the program, its coordinators and the resources made available from workshops. Senior Success saw the second cohort of HSC students through and the program was identified, by the students and parents who completed the program, as one of their main strategies for their survival and success. Our top students this year had all attended Senior Success. The Senior Success Program will continue in 2016 with both Preliminary and HSC workshops. The holistic approach of this program has been beneficial for both students and their carers. A Senior Success Facebook group has also been valuable for parents, carers and students to keep updated with information, receive extra readings on particular topics and also communicate with one another in a positive and cyber safe environment. Authentic Assessment Program The Year 10 Interview Assessment task known as AAP (Authentic Assessment Program) was once again very successful. This program involves Year 10 students reflecting on their learning experiences (a core outcome in each KLA syllabus) in a mock interview before a panel of three (consisting of a staff member, a Year 9 student and a community representative). The object of the task is for the student to select three assessment tasks from the year’s work (1 must be the English, Maths or Science Major Work, 1 from another core subject area and 1 from an elective subject choice). The tasks have already been marked and are not remarked in this process. The student’s ability to articulate what they learned, how they learned it and what skills or processes can be transferred from this task to other subjects, and into their senior campaign as study ideas for the HSC is what is assessed. The student’s capacity to reflect on their learning as well as eye contact and dress are all factors taken into account by the panel.

The panel members are vital to the process. Panel training is undertaken and a standardised marking schemata is provided. A standards video was created from the first year to assist all panel members with grade allocations. For the staff, this process offers an opportunity to view the task work from across a range of subjects other than their own and to see the students in a holistic light. For the Year 9 student, this process offers an opportunity to see the program in action as a forerunner to what they will, themselves, be undertaking the following year. Many of the Year 10 students this year were on panels last year and the knowledge they gained assisted them in their presentations, work choices and also with the apprehension students generally feel prior to the interview. For the community member, this process provides the opportunity to see prospective employees – and some job offerings have come about as a direct consequence of this process – and also the diverse work achieve by our Year 10 students. This year Mrs Shirley Clissold and Mr Damien Keen promoted the program to local businesses and created a more professional approach for the students. The community involvement is an excellent Public Relations exercise for the school. The Year 9 involvement ensures sustainability and continuity of the process. The involvement of Year 10 students ensures reflection and adjustment before senior schooling and allows them to see purpose in the tasks they commit to throughout the year. By far the two main areas of reflection for student improvement for both years this program has operated are Time Management and Organisational Skills. The interview undertaken also assesses ‘soft’ skills, such as presentation (physical, posture, manner and demeanour), articulation, ability to answer questions, establish and maintain eye contact and demonstrate reflection. Upon completion of the interview itself, students are given instant feedback and their grade. A report is created, using panel feedback and each student receives an individual AAP report as part of their Semester 2 report. Students also receive a certificate with the grade on it for their CV. In 2015 85% of students received either an Outstanding or High grade for their interview

task. This was a rise of 9% from last year, which relates to implementations from surveys and evaluations carried out from the previous year and also students, staff and community were more aware of the program and all it entails. Life skills students were given the opportunity to have a support person sit with them through the interview. An evaluation and surveys were again conducted at the conclusion and reflected overwhelmingly this is a very valuable and worthwhile program for all students. Further modifications have been made in preparation for the 2016 AAP process, to take place on November 30, December 1.

Creative and Performing Arts CAPA activities are constantly occurring throughout the year. Students have had the opportunity to participate in excursions to various art galleries (for the Archibald Prize exhibition, ArtExpress & the local Manning Art Gallery exhibitions amongst others), performances in the Taree Eisteddfod and at CAPA Concerts, Big Night Out and the annual school production. Instead of our annual School production this year the CAPA department attempted to integrate the primary schools in a program entitled Wingham’s Winter Wonderland. With time constraints surrounding the primary school’s the program became integrated throughout the year and was a great success. During term two Visual Art teachers Rachel Bloomfield and Peta Tattersall took Year 9 Art students once a week to the local primary schools and created masterpieces which were then put on display in local shops at the end of term and over the holidays, turning Wingham into an amazing art gallery. Year 9 student Travis Cross wrote a script called “Before Ever After” based around Disney characters and high school life. The year 9 Drama class worked on the play while the Year 9 Music class created musical items to enhance the performance. During term 4 the music and drama classes travelled to the primary schools each week to teach the primary students the theatrical musical activities that would be incorporated in the show. The primary students spent two days

at the high school in the lead up to the show and received a brief orientation of the high school. The show was then performed as a matinee and an evening performance with outstanding success. Thanks go to Ms Spooner and the Year 9 software design class who designed all advertisements, programs and tickets. Both junior and senior students participated in The Big Night Out as senior Drama and Music students used the opportunity to polish their HSC performances and Entertainment students honed their skills in production. Jack Donehue achieved an Encore nomination for his exceptional drumming skills in the HSC Music 1 exam and performed at The Glasshouse in Port Macquarie in the Bravissimo concert, a showcase for excellent HSC students from the area. He represented Wingham High School and was amazing. Sophie Smyth and attended The National Arts School which is an intensive studio work practice and achieved excellent results. This has inspired Sophie and she now wants to attend the school after completing her HSC. This particular program has become quite popular and many students are wanting to attend in the future. There is now a photo gallery on the Wingham High School website which displays the HSC Major Works from last year’s Visual Arts students. Once again Wingham High School dominated the Manning and District Eisteddfod. Playbuilding and scripted drama were prepared by years 9 and 10 students in class time. Year 12 presented their individual monologues in preparation for the HSC.

Agriculture

With the end of the mining boom Agriculture is enjoying strong publicity in the media as the sector to be involved in within regional Australia.

During 2015 the Agriculture teachers Mr John Hawkins, Mr Charlie Cassels and Mrs Karlyn Hawkins have worked collaboratively with volunteers, and support staff to continue to make improvements in the teaching and learning areas of the school farms. As the infrastructure of the farm now dates well over twenty years the upkeep exponentially grows in terms of costs and labour inputs. Much of this maintenance is completed by the current farm assistant Mr Bob Settle or relieving farm assistant Mr Phil Kelly working three days a week. The number of students involved in the show team has continued to expand with some students enrolling from other local high schools to complete Agriculture at Wingham High. The continuing growth/interest in Agriculture is inherently due to our strong community linkages, Beef Week promotions, the physical resource base on offer within the TOP and Bottom Farms plus quality teaching and learning experiences on offer. Our students are able to be involved in the whole paddock to fork experience. They develop an understanding of food provenance in action as they follow individual animals and plants from birth till departure. The show team students from Years 7 to 12 competed at five major show events consisting of Camden Haven, Taree, Sydney Royal, Wingham Beef Week and Scone Beef Bonanza. Mr Charlie Cassels has had a major input in the sourcing and breeding of the Beef Cattle used in the various shows based on specific show dates and weight ranges. Some results included: NABIAC Grand Champion Steer, Grand Champion Parader – Jess Hudson Grand Champion Judge – Kate Stocks WINGHAM Grand Champion Steer, Grand Champion Judge – Hayley Brood BEEF WEEK Champion Middle Weight (Carcass) 1st in Middle Weight (Live) Multiple students from Year 7 to 12 – Parading Ribbons Reserve Champion Beef Appraisal Team SYDNEY

Highly Commended Nationally – Woolworths Trade Steer (Live) Silver Medal – Carcass Eating Quality 3rd Place – Middleweight Carcass State Parading Final – Jessica Hudson SCONE Reserve Champion Heavyweight Steer (Live) 1st Place – Middleweight Class (Live) Champion Middleweight Carcass Champion Junior Judge – Kate Stocks Age Finalists – Parading – Charles Turner, Emily Foster and Jessica Hudson The Show Team, following their many wins across the state, was recognised in The Land, Manning River Times, Wingham Chronicle, Town and Country Farmer and Focus Magazine. The Show Team wishes to recognise the many community members who have supplied animals for shows and supported our students and events. These included Wingham Beef Exports executive team, Max Dench (Breeder Simmentals Gilgandra), Graham Edgell (Breeder), Kyle and Robin Thomas (Breeder Murray Greys). The Beef Cattle used on the show circuit consist of school bred animals and breeder sourced animals specifically chosen on weights and conformation. For animals to fit particular class specifications planning often takes place 10 to 12 months out from each event. Our students gain insight into a variety of breeds and temperaments by using a range of breeds in the show circuit. “Animals are the best teachers” and involvement in the show team has been a massive directional change for a range of our students with low engagement in traditional teaching/learning subjects. All of the activity focussed on producing animals suitable for the shows does come at a high financial cost and the animals sold on from these shows have continued to produce a capital return on investment. Any Capital returns are used to pay for grain in our feedlot and reinvest in future steers or heifers for competitions. Grain is used to finish animals to market specifications and it remains a high cost input required to achieve success in competitions. During 2015 silage was produced from our own school farm to supplementary feed the show team cattle and breeding herd. This follows on

from the previous years of minimal pasture growth and silage production due to low rainfall periods. We have had to engage a new silage contractor and pay market rates for silage baling and wrapping which impinges on our financial situation. Quality rainfall in late 2015 will see silage bales cut for the 2016 winter/feedlot supplementary feeding programs. With the current breeding herd at 25 breeders and calves approximately eighty silage bales are required to fill the winter feed gap and feedlot requirements per year. All other enterprises such as vegetable production, prime lamb production and poultry production have continued to be enjoyed and developed with student input and positivity. A learning support initiative has brought new above ground vegetable beds to the Top Farm and students involved with this program are developing skills in the “Money Smart” units of learning. This initiative allows students with support staff to grow and produce vegetables/flowers and involve aspects of budgeting in the process. The work of Mr John Surtees (retired Ag teacher) must not be lost amongst all the other activities of the farm. Each Monday John has donated his time to construct and repair many of the enterprise resources. He is able to reduce the financial cost of running and repairing the school farm resources. Mr Grant Coleman must also be recognised for donating second hand steel left after the re-development of the Wingham Abattoir in 2015. The steel’s value to us in Agriculture has been outstanding for many projects required to keep the farm infrastructure meeting Work Health and Safety standards. The school’s Wiltipol sheep flock has continued to flourish and a range of wethers/ewes and lambs were sold off as carcass meat. A new ram was purchased in 2015 and is currently under assessment for his future abilities in production. Equine Studies led by Mrs Hawkins has seen the first cohort graduate the course and receive their completion certificates. Many of these students have gone on to compete in their own equine disciplines locally and nationally. A major focus for Mr John Hawkins and Mr Charlie Cassels has been Beef Week, as

members of the committee. Beef Week has gained an outstanding reputation across the educational sector as a learning model so much so many schools are avoiding the larger events and attending Beef Week. This is a significant week for Wingham High as we host a Primary School Day for our feeder schools followed by the hosting of 21 other high school show teams from across the state for the week of industry and educational activities. This is a major public relations exercise for our students as they mix with industry personnel, school students, community members and possible future employers. Overall the situation on the school farm moving into 2016 is positive as the rain has fallen consistently for pasture production. Cattle prices are high with returns over $2:50/kg. Future directions include the completion of the feedlot concrete pads and the long-term purchase of a new irrigator for the bottom farm. General maintenance of the top farm will continue to enhance the teaching and learning environment for both staff and students. Agriculture is the subject to be in to help build resilience, community mindedness, and connection to society/food and skills for life.

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

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