Le Fevre High School

Annual Report 2013

Org Unit No: 0814 Principal: Mr Rob Shepherd School Name:

Context

Le Fevre High School Region: Western Adelaide

Le Fevre High School is a comprehensive co-educational secondary school with a number of key programs including

o the IBO Middle Years Program

o comprehensive SACE Program

o High Achievers Program

o the Maritime High School, Advanced Technology and Vocational Programs

o Western Adelaide Trade School for the Future

o International activities of the school and International Fee Paying Student programs

o South Australian Aboriginal Sports Training Academy (SAASTA)

o Elite Sporting programs including Ice Hockey, Rugby and Football programs o The school is a member of a federation of Western Adelaide state schools

that shares the teaching of senior classes and access to vocational courses across sites. There is a High Achiever’s program for years 8-10. The school has a strong emphasis on case management of student progress.

o A Pastoral Care Program which supports students with successful transitions to post schooling options including University, TAFE and work.

o The school has approximately 21% Aboriginal enrolment. An understanding of the educational disadvantage is expected through a commitment to inclusive teaching practice and flexible delivery in order to improve educational outcomes for all students.

o The school’s enrolment has increased steadily over recent years. FTE Enrolment

2010 2011 2012 2013 527.7 570.5 609.5 610

673 actual students: comprising 55 FLO students 21% ATSI, 25% NESB of which 30% are ESL, 72 mainstream students with Negotiated Education Plans, 12 Special Class students

82 staff: 61 teaching staff (a number of whom are part time= 53 FTE) 14 SSOs, 2 School Based Apprenticeship Brokers, 2 Aboriginal Community Education Officers , 1 Christian Pastoral Care Worker

2013 Highlights 2013 has been a yet another remarkable year for our school community in many ways, just some of the highlights include:

the full embedding of the International Baccalaureate Middle Years Program World into our curriculum through the guidance of our curriculum AP, Sonya Johinke. The level of student engagement and the results are a testament to this program

the first IBMYP graduation Ceremony as many of our current year 10 students have participated in this program since year 6 in their former Primary settings

the work of Literacy Coach, Stuart Kenny and Numeracy Coach Alastair Lupton with our staff teams and development of whole school plans and improvement targets

the introduction of specialized literacy programs for students by Lina Ruggiero and Susan Kauschke

the welcoming of international students representing Thailand, Bangladesh and Saudi Arabia, Myanmar, China and Brazil. Next year we hope to welcome a teacher from Mongolia.

the many advances made in the Maritime School program through the leadership of Rod Hunter, the creative excellence of Thierry Herman, Eddy Grzeskowiak and the ongoing trade skills development of Chris Chrisakis and Liam Narcys.

the continuing success of the School Based Apprenticeship program through the work of Vicki Bryant and Chris Houltby

a group of students accompanied by Dash Taylor and staff and students from Modbury High to visit Cambodia and Laos on a World Challenge community service program

our ongoing relationship with our sister schools in Indonesia with two visits Sekolah Pilar Indonesia and one from Bandung School #5 and the providing of consultancies in Indonesia

the successes of our high achievers classes the DUX of 2012, Jasmin Boyce, being awarded a Principal’s Scholarship to the

University of Adelaide and entry into the new High Achievers Law program there the development of our Special Education garden project through the leadership of

Greg Cashel and Angela Krieg and the winning of a sponsorship from the Port Adelaide branch of Bendigo Bank through the work of Governing Counsellors Stephanie Thomson and Mel Pudney for the extension of this project

our students Corey Mancini and Shiranta Aston very capably presenting at the Australian of the Year Ceremony at the Member’s Dining Room of Adelaide Oval yet again

support from a very active and involved Governing Council in relation to the development of an application for the upgrade of buildings at the school and the further development of a strong community focus of our governing council through the enthusiastic work of the fundraising and functions committee

numerous sporting, cultural and academic achievements by our students with particularly notable achievements in the areas of Ice Hockey, Cricket, SAASTA Football and netball. In particular we were delighted to win both the ICE Hockey Cup and the Open Boys Football Competitions this year!

the outstanding contributions of the Student Ambassadors as student representatives at official school functions

the use of the Bill Davis Scholarship for Special Education and at Risk Students to support a number of students in various activities related to their courses

On behalf of the school, I would like to take this opportunity to thank all our

parents, particularly the members of the Governing Council, staff, students, our industry partners and community organisations who work with us, for their ongoing commitment, support and dedication to Le Fevre High.

I am immensely proud of our school, its students and its staff. I humbly acknowledge the work of all staff and students in the achievements

I also acknowledge the career of retiring staff member Ms Sonya Johinke who has spent 3 wonderful years of her career with us. She has given us much in curriculum leadership, HR ideas and an absolutely wicked sense of fun in her work with us. Her impact on our school has been profound and she leaves us with a strong legacy of curriculum, assessment and professional learning advancement. On a personal note I will miss her counsel immensely, and as a school community we wish her much happiness in her next adventures.

2013 Report from the Governing Council The Governing Council feels strongly that we have one of the best secondary schools in South Australia. When we see some of the accomplishments of our students in the various areas of academics, arts, sports and community involvement we are extremely proud to be a part of their success stories. Between the students, staff, teachers and leadership team we believe we are setting the standard for community education. In the last year the school:

was accredited with the International Baccalaureate program for the middle years continued to strengthen its programs and ties in the Maritime High School program strengthened existing international relationships with overseas schools and formed

a new partnership through the Australian Consulate in Ulaan Baator with UNESCO School#45 in Mongolia

hosted international students as part of our accredited International Student Program

was an official site for the South Australian Aboriginal Sports Academy (SAASTA) that attracted students from across Australia

had students who excelled in Academics on a national level, excelled in Music on the world wide stage, continued our reputation as being not only excellent on the sporting fields but also fair, produced amazing art work, drama productions, music and creative writing pieces.

Launched new initiatives about community awareness and our role within building a community that we can be proud of within the school and also in the wider world.

Had an active Student Voice that provided opportunities for the student body to express their talents and gifts

Had a number of students once again participate in the World Challenge and visit Laos and Cambodia to better understand how much of the world lives in very different conditions to our own.

We cannot say enough about our students and the way they try to build a community of respect and safety for all people. Like every community we have our challenges but last year we had outstanding behavior from our students. Do you remember the incidents on the news about guns, violence and bullying in SA schools last year? We are very proud that such incidents are not the norm at Le Fevre High. What an incredible affirmation of the positive attitude of our students toward one another and their teachers and staff.

We believe all of these things have been a by-product of the vision and determination of the teachers, staff and leadership to provide the best environment possible for our young adults. There will continue to be an emphasis on literacy and numeracy over the next year as it is recognized that this is the key reason that the schools exist. Technology and teaching styles are continuing to be cutting edge in our community and there has been an incredible amount of emphasis placed on the teachers, staff and leadership group to provide the type of environment that supports the excellence we have experienced in so many areas. The Governing council would like to end this report by thanking all of the students, parents, teachers, staff and leadership team for their hard work and continuing commitment to making Le Fevre High School one of the top high schools in South Australia. Ian Hunter, Chairperson, for the Governing Council Le Fevre High School Inc.

The World Challenge group on location in a Cambodian orphanage project

2013 Site Improvement Planning The Site Learning Plan for Le Fevre High School, reviewed collaboratively during 2013 by staff members, student representatives, Governing Council and paretns of the school, features three key strategic priorities: (1) relationships for learning, teaching (2) curriculum initiatives for quality learning (3) resources for quality learning. Addressing these priorities has been a major focus of the school during 2008 through to 2010 and the outcomes in relation to these foci are reported within the various sections of the annual report. During 2013 a new three year Site Learning Plan was drafted for implementation early in 2014, for the period 2014 to 2016. An extract is cited below. LE FEVRE HIGH SCHOOL SITE LEARNING PLAN 2011 – 2013 Dated 16 February 2011 FOCUS: How do we ensure a focus on quality learning and teaching practices and approaches? As a community of learners our values, principles and vision will underpin how we operate and will determine the strategies we adopt to achieve our site learning plan goals.

Our Vision:

Le Fevre High School is an innovative, dynamic learning community, committed to providing quality teaching and learning and successes for all in an environment that values achievement of personal bests, well-being and respect for all. Our Purpose:

To provide quality education in a contemporary and caring environment in which students are challenged to develop their knowledge, skills and values, thus empowering them to be successful, active citizens in the local and global society.

We Value: Care Commitment Co-operation Respect

as we achieve together. Our priorities:

A strong partnership between parents/caregivers, teachers and students underpin student success

Each student’s needs and talents are nurtured in a safe, non-judgmental and caring environment,

Students are challenged by a relevant, dynamic, engaging curriculum Diversity is acknowledged, respected and celebrated Staff and students model a positive code of conduct which fosters success Accountability and commitment to our community Principles of integrity, social justice and equity Recognition of the importance of a highly competent, resilient, accountable and

innovative teaching profession, which can monitor and evaluate its performance through the DECD Improvement and Accountability Framework (DIAF)

2014-2016 site learning plan : Strategic Priorities Key Strands Focus Areas Key Outcomes

Relationships for quality learning Inquiry Question How do we provide for effective and supportive relationships in a dynamic diverse school?

Student well-being and success

Staff well-being and development

Coordinated Year 8-12 Pastoral

Care programs to incorporate Mind Matters/ Learner well being/ Child protection curriculum elements

Decision-making reviewed. Culturally inclusive practices are

supported and developed Staff professional growth.

Student well-being is a key priority in the school. Students are safe, feel happy and successful in their relationships and learning. Anti-harassment and attendance improvement procedures ongoing review procedures in place. Review of behaviour management consequences to support safe environment incorporating key elements of restorative justice principles Stronger focus on Aboriginal perspectives and inclusivity Staff are encouraged to undertake the new Step 9 processes Staff access quality professional development: eg; TFEL; AITSl ;IBMYP; SACE, Mind matters; Child Protection Curriculum

Teaching and curriculum for quality learning Inquiry Questions -How do we ensure a seamless curriculum provision and ongoing feedback for the students of our school -How do we ensure that all teachers at this school work together to further build capacity in quality pedagogy and curriculum development

Literacy/Numeracy Quality teaching and learning Learning and Career Pathways IPPs

Academic Pathways

Career Pathways

Whole school approaches to literacy and numeracy, incorporating quantitative and qualitative data including the NAPLAN , PAT R and PAT M data and diagnostic tools

Introduce the ‘New Chapter’ of

the IBMYP Introduce PLC’s Informed Practice - Policy

DIAF & ATSL informs practice

and policy Supporting teachers to

differentiate the curriculum and come to agreements on what high expectations are in order to cater for all students

Implementation of the Australian

Curriculum Ensure appropriate use of ICT in

teaching and learning Extension of International

Mindedness through the encouragement of global perspectives and experiences and International Education programs including World Challenge

Flexible delivery and timetables investigated to support students to be engaged in learning outside of the school

Arts programs fostered, in Music, Performing & Visual Arts

The Advanced Technology and Maritime High School programs

Effective career counselling

Increased functional and critical literacy skills in writing, speaking, reading. Improved numeracy performance of targeted year levels Shared training and development in TESMC and literacy across the curriculum Teachers are supported in professional reflection through opportunities for curriculum collaboration through PLC’s Student ability ranges and preferred learning styles are catered for by teaching staff who are able to vary methodologies and evaluate the quality of different teaching approaches. SACE Results reflect suitable pathways. Western Region transition Research informs practice Formalised partnerships further developed with partner schools re Senior Course delivery Students able to participate in educational hosting and exchange visits to international friendship schools, especially in Indonesia, Lao, Cambodia, Vietnam, Mongolia etc Strategic partnerships are further strengthened with SA businesses SACE improvement plan is developed

Implementation of Career Strategy

Implementation of Vocational Pathways Plan

Whole School career strategy implemented

Vocational Pathways Plan implemented and reviewed annually

Teaching and curriculum for quality learning Inquiry Questions -How do we ensure a seamless curriculum provision and ongoing feedback for the students of our school -How do we ensure that all teachers at this school work together to further build capacity in quality pedagogy and curriculum development

Literacy/Numeracy Quality teaching and learning Learning and Career Pathways IPPs

AcademicPathways

Career Pathways

Whole school approaches to literacy and numeracy, incorporating quantitative and qualitative data including the NAPLAN , PAT R and PAT M data and diagnostic tools

Introduce the ‘New Chapter’ of the IBMYP Introduce PLC’s Informed Practice - Policy

DIAF & ATSL informs practice and policy Supporting teachers to differentiate the

curriculum and come to agreements on what high expectations are in order to cater for all students

Implementation of the Australian Curriculum Ensure appropriate use of ICT in teaching and

learning Extension of International Mindedness through

the encouragement of global perspectives and experiences and International Education programs including World Challenge

Flexible delivery and timetables investigated to support students to be engaged in learning outside of the school

Arts programs fostered, in Music, Performing & Visual Arts

The Advanced Technology and Maritime High School programs

Effective career counselling Implementation of Career Strategy Implementation of Vocational Pathways Plan Whole School career strategy implemented Vocational Pathways Plan implemented and

reviewed annually

Resources for quality learning Inquiry Question What will be the building and infrastructure requirements of our school in the digital age?

School Education and care submission

Facilities for future schooling and digital education approaches

Sustainable practices

Establish priorities for upgrading of Science laboratories

Establish priorities for replacement of the ‘Prefab’ buildings with appropriate modern learning facilities

Introduce new Student Management system: Day Map

Maintain the DER policy on 1:1 ICT devices for all students in years 9-12.

Upgrade webpage and moodle systems

Investment in sustainable energy

and water usage Implement paper saving

practices; eg electronic faxing, electronic daily notices, electronic lesson materials

Future schooling needs and potential for community partnerships have been enhanced. Students have access to up to date resources in ICT to support their learning. School use of capacity is enhanced through the redevelopment of buildings and extension of others. Improved student engagement in their learning through the assistance of ICT capabilities. Decrease in paper, energy and water consumption as a school community through solar and energy grant applications and implementations

Continue improvement of locker facilities

Audit of energy usage and agreed

energy saving actions.

Improvement Enquiry question: -How do we build a sustainable leadership environment in this school to support clear improvement and effectiveness

Cycle of Whole school improvement Continue to refine role clarity and capacity building activities

Structured time for teachers to meet: Potential learning communities

Enacted performance and development activities including induction congruent with our overall priorities

Structured Performance planning procedures mandating the ATSL Use of AITSL and TFEL required for all staff Structured time built into meeting schedules

DIAF SNAPSHOT Tool data from January 2008 –January 2013

Focus on Learning:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 0 15 28 52 5 January 2009 0 9 8 74 9 January 2010 0 3 6 80 11 January 2011 0 2 6 79 13 January 2012 0 0.6 2 83.4 14 January 2013 0 1 1 83 15

Think Systemically:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008

0 15 23 57 5

January 2009

2 2 20 63 13

January 2010

0 0.6 13.4 67 19

January 2011

0 0.5 9.5 69 21

January 2012

0 0.5 9.5 70 20

January 2013

0 0.5 8.5 64 27

Shared Leadership

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 1 12 50 32 5

January 2009 0 3 5 73 19

January 2010 0 1 5 71 23

January 2011 0 1 3 72 24

January 2012 0 0.8 3.2 72 24

January 2013 0 0.5 2.5 69 28

Attend to Culture:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 5 11 57 25 2

January 2009 4 8 17 61 9

January 2010 0.3 3 11.7 73 12

January 2011 0 2 8.5 74.5 15

January 2012 0 1.6 6.8 77 14.6

January 2013 0 1 4 78 17

Listen and Respond:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 0 8 31 57 4

January 2009 4 6 6 75 9

January 2010 0 2 5 78 15

January 2011 0 2 4 72 22

January 2012 0 0 4 74 22

January 2013 0 0 2 80 18

Make Data Count:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 2 6 31 59 2

January 2009 0 9 8 73 10

January 2010 0 5 8 73 14

January 2011 0 4.5 5 75 15.5

January 2012 0 3 5 75 17

January 2013 0 2.5 2 74.5 21

Set Directions:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 4 18 29 49 0

January 2009 0 5 5 77 13

January 2010 0.3 0.7 4 80 15

January 2011 0 4.5 5 75 15.5

January 2012 0 0.8 2.6 82 14.6

January 2013 0 0.5 3 80 16.5

Target Resources:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 4 9 26 57 4

January 2009 4 9 13 67 7

January 2010 3 3 13 69 12

January 2011 0 3 10 73 14

January 2012 0 5 10 72 13

January 2013 0 3 3 75 19

Continuously Improve:

Strongly Disagree

Disagree Neither agree /

disagree

Agreed Strongly Agree

January 2008 2 20 36 42 0

January 2009 3 4 8 76 9

January 2010 0.3 0.7 7 78 14

January 2011 0 1 4 79 16

January 2012 0 1.6 3.4 79 16

January 2013 0 0 2 80 18

This data set demonstrates a steady improvement in a number of key dimensions of the DIAF and has been a useful tool for the staff team to develop detailed approaches to improvements in identified areas. We look forward to the enhanced DIAF being phased in during 2014 as a quality and accountability tool for school registration and overarching improvement framework.

STUDENT ACHIEVEMENT MIDDLE SCHOOL ACHIEVEMENTS 2013 was the first year the school offered the full International Baccalaureate Middle Years program after being accredited in December 2012. This meant a complete change in the way we reported to parents. The grades A-E were replaced with a seven point scale where 1 is the lowest standard and 7 is the highest. We are still developing software to aggregate student results. So at this stage a summation of 8-10 achievements cannot be made for each year level. In December the school conducted its first IBMYP graduation ceremony. This cohort of students had potentially studied within the program over the last 5 years if they came from partner primary schools also delivering the program. Of the 125 Year 10 students graduating 113 or 91% received the official IBO Certificate of successful completion and 12 or 9% were awarded the school based IB Certificate of recognition for participation. These students had either recently joined the school or had not successfully completed the mandatory IBO personal project. NAPLAN Student Proficiency Bands Figure 1: Year 9 Proficiency Bands by Aspect

Table 1: Year 9 Proficiency Bands by Aspect

% Proficiency Band by Test

Aspect

Year 9

Exempt

5 6 7 8 9 10

Numeracy 15.9 35.4 30.5 8.5 6.1 3.7 Reading 9.2 27.6 34.5 14.9 11.5 2.3 Writing 26.8 19.5 20.7 19.5 4.9 8.5 Spelling 10.7 17.9 33.3 25.0 9.5 3.6 Grammar 14.3 22.6 27.4 26.2 6.0 3.6

Student Mean Scores

Figure 2: Year 9 Mean Scores

Table 2: Year 9 Mean Scores

Mean Scores by

Test Aspect

Year 9 2011 2012 2013

Numeracy 532.0 565.5 538.2Reading 538.8 565.4 557.5Writing 504.4 552.5 527.5Spelling 550.7 556.5 566.1Grammar 534.1 559.0 549.7 Growth

Figure 3: Year 7-9 Growth

NAPLAN School Growth: Year 7-9

Table 3: Year 7-9 Growth

Growth by Test

Aspect

Year 7-9 Progress Group

Site

Numeracy Lower 25% 27.7Middle 50% 56.9Upper 25% 15.4

Reading Lower 25% 28.2Middle 50% 52.1Upper 25% 19.7

NAPLAN performance for 2013 was stronger than for 2012 in several key areas and was supported by the school’s developments in specifically supporting Literacy and Numeracy development through the deployment of a Literacy and a Numeracy coach as well as the establishment of a whole school approach to literacy. There remain significant challenges for us in both areas and one of our complexities is the relatively high student population mobility. We have over a 30% mobility factor and thus many students in our year 9 cohort have not been with us or indeed in our feeder Primary schools to be advantaged by the specific literacy and numeracy improvement programs. All staff members have undertaken training in the Tactical approach to Reading program. We have achieved far greater staffing stability over recent years and thus our agreed understandings and capacity building in literacy and numeracy are beginning to take hold across our entire staff team. The School’s action plans include specific strategies in both literacy and numeracy development. The school through the Literacy and Numeracy Coaches has conducted PAT R and PAT M testing in 2013 to establish base data and will continue this in 2014. The LLI (Levelled Literacy Intervention) program was introduced in Semester 2 2013 and has anecdotally produced significant outcomes for the students targeted in this program. It is early days for this program. More longitudinal data is required before any statistically significant results can be claimed.

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PAT‐R Scale score

Students

Year 10 (2013): students  PAT‐R reading above and below year‐levelYear 9 students

‐20

‐15

‐10

‐5

0

5

10

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25

30

PAT‐R AScale scores

Students

Year 10 (2013): PAT‐R growth since Year 8 (matched cohort)

Student growth since year 8

60

80

100

120

140

160

R Scale score

Year 9 (2013): students  and below y

Year 8 students

Senior Secondary Achievement The senior school achievements at Stage 1 and 2 have remained relatively consistent.

Approximately 65% of Stage 1 results were at a C grade or better. Despite still gaining a credit towards their SACE certificate with a D result a disappointing 13% of results were a D grade.

An 87% SACE completion rate for the year 12 Cohort is significantly higher than the previous year when due to the high number of students completing their SACE over two years the completion rate was 75%

89.87% of Stage 2 results were at a C- or better grade. This compares very favourably with previous years data below: In 2012 82% of Stage 2 students achieved A, B & C grades compared with 77.8% in 2011 81.4 % in 2010 and 82.4% in 2009

A significant number of Stage 2 students achieved very high ATARs and there were 4 merit Certificates from the cohort of 54 potential SACE completers. Two students received a final ATAR of 99.95, the highest possible.

Students in Year 12 Undertaking Vocational or Trade Training

57 % of students in Year 12 undertook some form vocational or trade training as a part of their program of study.

Students in Year 12 Attaining a Year 12 Certificate or Equivalent VET Qualification

87% of students in Year 12 attained a SACE or VET qualification. SAASTA (South Australian Aboriginal Sports Training Academy)

100% of le Fevre High Students enrolled in this program achieved their SACE certificate

Student Data Attendance Figure 4: Attendance by Year Level

Table 4: Attendance by Year Level

Attendance by Year Level

% Attendance 2011 2012 2013

Year 8 87.3 86.4 88.3 Year 9 79.4 84.7 82.0 Year 10 76.7 77.4 82.9 Year 11 78.0 82.8 81.3 Year 12 79.9 84.1 85.3 Secondary Other 91.1 87.7 92.8 Total All Year Levels 80.5 83.4 84.0 Total ACARA 1 TO 10 81.1 83.3 84.2 Our attendance rate for Semester 1 2013 was 84% compared with Semester 1 2012 was 83% and Semester 1 2011 which was 80.5% The special class attendance was the highest at 92.8%, while year 8s were at 88.3%. NESB and ATSI/Non-ATSI subpopulation data is not available at the time of writing. Anecdotally ATSI attendance rates are lower than non-ATSI but have improved in certain categories, particularly for students within the SAASTA program. There were again a number of chronic non-attendees in each year level who were referred to the regional attendance officer for further support. During 2013 we employed the following strategies to focus on promoting attendance at school: The continuation of the SMS messaging system to advise parents of unexplained student

absence or lateness. This was implemented during Semester 2 2011 and had an initial very significant impact on average attendance rates during that period with improvements of over 20% at some year levels, especially at years 9 and 10. The net

overall improvement for 2013 over 2012 was however only 0.6% improvement in attendance.

The employment of a second Aboriginal Community Education Officer and a specialist mentor and the SAASTA program supported Aboriginal student attendance

A palm system was used to record attendance at school Parents were provided with an EDSAS absence report with each term assessment Regular contact home including home visits for regular non-attendees by care group,

year level and Aboriginal Education staff Continued delivery of a structured whole school care group program All curriculum areas designed, customized, modified and delivered engaging curriculum We continued to profile the importance of students attending school through the

newsletter We continued to refer non-attending students to the regional attendance officer We identified a number of students for specialised support as FLO (Flexible Learning

Options) students to support their retention in learning programs. Recommendations: From the data there have been limited improvements. In addition, ATSI students had higher than average attendance rates especially int eh SAASTA program. In 2014 we will adopt the Day Map system which will allow us to have much more accurate attendance and class attendance data. At present we believe our absence data is overstated as a significant number of students arrive late and go straight to class rather than signing in on the attendance system. The day Map system will capture these attendees and hopefully give us a more authentic picture of our student attendance.

Destination (Delete if not applicable) Table 5: Intended Destination

Leave Reason 2012 School Regio

n Index DECD

No % % % % Employment 6 3.3% 1.4% 4.1% 2.9% Interstate/Overseas 9 5.0% 9.3% 6.7% 9.1% Other 1 0.6% 1.8% 1.1% 2.3% Seeking Employment 14 7.7% 1.8% 6.4% 3.3% Tertiary/TAFE/Training 35 19.3% 4.5% 4.1% 4.2% Transfer to Non-Govt Schl 6 3.3% 10.0% 6.8% 9.8% Transfer to SA Govt Schl 48 26.5% 51.4% 52.4% 48.0% Unknown 62 34.3% 19.7% 18.4% 20.4%

*Time of year for data collection did not include end of year University/other Tertiary entrance for 2013 students thus is non a reliable representation.

Mr Lupton and Mr Kyriazis with Dux Chris Chen at the Graduation Ceremony

Client Opinion Parent satisfaction The participation size of the parent survey was limited and not really large enough to produce a statistically significant representation (25 responses from 100 distributed; 92 % of respondents were female 8% were male. Distribution by year level of students was as follows Year 8 17%, Year 9 21%, Year 10 25%, Year 11 21%, Year 12 17%)

According to the respondents, parents’ satisfaction with the school continues to be positive in a large number of areas. The levels of satisfaction for all categories were higher than the previous year. On a five point scale almost all were on average between 4 and 5. There was strongly positive recognition of the learning programs of the school and the high quality and enthusiastic teaching and leadership within the school. Parent’s responses indicated that they felt very welcome at the school and were comfortable approaching staff members about matters relating to their children. They noted that the school provides ample opportunities to discuss their child’s progress, and that if there are concerns the school would respond appropriately. There were sound levels of satisfaction with the opportunities for parental involvement in the development of the school’s programs, decision making and the development of school plans (such as the Site Learning Plan which was widely promulgated to the school community). There continues to be a clear indication from parents that the school provides helpful information about their child’s progress and achievement. Parents noted that programs evolve and change to suit the cohort, that staff care highly for the well-being of students in their care and that the school provides good levels of information to its students about other agencies within the community. According to the majority of parent respondents there are generally sufficient resources for students’ learning needs. There was high comfort level for parents in approaching members of staff to discuss issues with their child and very high recognition that the school assists in the development of children’s personal and social skills. Further, parents were happy with the level to which teachers let them how their child is progressing. There was high recognition that the school treats students from differing cultural backgrounds fairly, and that the school keeps the community well informed of activities, that parents are actively encouraged to participate in the life of the school and that the school would respond appropriately to any concerns or suggestions parents may have. Parents viewed the school as well organised, and believe there is effective educational leadership and, overall were well satisfied with the school’s planning and opportunities for parental involvement in school directions. Student satisfaction 62 students of the 100 offered the opportunity to participate did. 51% of the respondents were male and 49% were female. Due to the late timing of the distribution of the survey due to technical difficulties with the new on-line survey generation the majority of student respondents were in the Middle Years: 44% year 8, 32% in Year 9, 8% in Year 10, 5% in Year 11 and 10% in Year 12. 10% were Aboriginal or Torres Straight Islanders ( compared with this group representing 21% of our student cohort). Student satisfaction with the school continues to be very positive and has again improved this year. ON the five point scale most averaged around 4. Most highly rated were the categories: Teachers expect me to do m y best, my school looks for ways to improve, I feel safe at my school, teachers treat students fairly, my school gives me opportunities to do interesting things.

Students indicated that they believe that discipline issues are handled fairly at our school. Students indicated that their teachers are aware of their abilities and how to assist them, as well as knowing themselves how they are doing and how they can improve. Expectations by teachers to do as well as they can is evident. The majority of students stated that they really want to learn at their school, that teachers are very willing to assist in the learning process, care for students and that they are encouraged by the school to have pride in their achievements. Students generally noted that they get on well with their peers and that students at the school are friendly, that they are happy at the school, are encouraged to participate in events like going to school each day, and enjoy positive relationships with their teachers. Students generally believe that students of differing cultures are treated fairly at the school. Students indicated some concerns about the school, in particular the availability of resources. Staff satisfaction 51 staff members participated in the opinion survey. There was a very strong positive skew on all categories, Staff satisfaction with the school continues to be very positive in a wide range of areas. There were very high levels of recognition for supportive leadership in the school. There was also very high support for the concept that there are positive relationships between staff and students at the school. The overwhelming majority of staff members are happy to be at the school and feel a part of the school’s visioning processes. The staff noted the excellent communication between staff members and the care that colleagues demonstrate for each other in the work place. Sample comments include: The teachers at this school have one of the best student-teacher and teacher-teacher relationships I have seen. A real strength but some criticisms related to confusion over communication between the school and parents have been noted Communication between staff at this school is limited to positive feedback and when critical feedback is given, staff respond in a manner that skirts the issue or rather ongoingly creates more issues because they don't speak up about what's important to them and what they really want. Cultural competence can always be improved in our system. Excellent relationships exist between students and staff. Communication is open at all times. It is a very caring school. Staff indicated that they can freely express their opinions or concerns to other staff at the school, that the staff at this school respect each other and that there is supportive leadership in this school. Staff also indicated that learning programs at this school are responsive to student needs, teachers use a variety of teaching and learning strategies to help students, and teachers use a wide and effective variety of assessment methods which give students the opportunity to show how well they have learned. This has increased dramatically since the introduction of the IBMYP assessment procedures. Staff reported that they feel appreciated for the work they do in this school and that they can freely express their opinions or concerns to other staff at the school. They believe the school is well organized and that they have appropriate opportunities for involvement in decision making. Sample comments include: The school is well led. If it wasn't, I would not be there. Very good Considering the expectations that are increasingly placed upon our leaders, they are managing the demands well Leadership at this school is well run and most staff at this school feel supported by the leadership team.

Students are supported by staff to the best of their ability, yet, the policies and procedures that this school has limits what's possible for individual students and their needs when disciplinary action does not support them. There will always be a need to differentiate the curriculum and this requires time, energy and commitment.... all of which vary. I believe there is an opportunity to promote greater academic rigour. Continuous support is offered to students I think general wellbeing, relationship discussions and bullying need to be addressed in workshop formats. Ongoing issues for all schools. In my experience in participating in and noticing conversations, there are a number of staff who do not believe our cohort are capable of high levels of achievement because of circumstances like socio-economic status, family, etc. This already concrete mentality does not allow students to flourish and be who they are really capable of being. It is a very supportive school but at times academic expectations are lowered in the name of compassion/student welfare More needs to happen for students to learn strategies to self-manage. e.g :Anger management workshops to meet regularly for a term; a commitment made to deliver them. Differentiation in all subject areas. Students doing alternative programs should not be expected to make up class work. Should not be penalised. Consistency needed. Teachers should model what they expect.

ACCOUNTABILITY

National Partnerships The Supporting School Improvement (SSI) - Diagnostic Review is one component of the DECD strategy to implement the Communities Making a Difference National Partnership. This initiative aims to raise achievement levels and redress the performance gap for students in low SES schools by promoting and supporting the development of effective whole school approaches to literacy teaching and learning.

The SSI diagnostic review process was undertaken at Le Fevre High School on 5-7 March 2012. During 2013 the school developed Whole school, Literacy and Numeracy Plans and participated in the Literacy Coach and Numeracy Coach programs. The school has used the key recommendations of the SSI Diagnostic review in the development of its current Site lmprovement Plan.

Staff Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 104 Post Graduate Qualifications 38 Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce Composition including Indigenous staff Workforce Composition Teaching Staff Non-Teaching Staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 3.40 47.50 1.85 13.14

Persons 4 52 2 14

Financial Statement

Please see attached the appendix detailing the sound financial position of the school. Independent auditors for the school, Perks and Associates made no significant recommendations for changes to accounting practices again in 2013. The school met DECD guidelines in all areas for financial systems. Further the school has accrued sums of money for significant curriculum and amenities improvements over the coming year in specified assets and reserves lines.

Front Cover Art work: ‘Opposites Attract’ Fire and Water imagery interplay with this enigmatic portrait of a female. By Jasmin Broadbridge Year 11 2013