2016 Kingsgrove High School Annual Report - Amazon S3€¦ · all students, as set out in the...

Kingsgrove High SchoolAnnual Report

2016

8247

Printed on: 9 May, 2017Page 1 of 17 Kingsgrove High School 8247 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Kingsgrove High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Mr Douglas Melville

Principal

School contact details

Kingsgrove High SchoolKingsgrove RdKingsgrove, 2208www.kingsgrove-h.schools.nsw.edu.aukingsgrove-h.School@det.nsw.edu.au9150 4416

Message from the Principal

2016 was another notable year of success, on many fronts.

This report encapsulates some of the more significant highlights. Kingsgrove High School continues to be a rewardingplace to teach and learn, with a continued focus on students achieving success across a range of curricular andextra–curricular areas.

We endeavour to provide quality learning for all, and the school’s Latin motto summarises our philosophy of allowingstudents to achieve their personal best.

Our teachers are highly professional and continue to actively pursue professional growth and development opportunitiesthat translate back into the classroom, educational thinking and planning.

Our administrative support staff are skilled practitioners,maintaining sound support for parents, students and staff.

Our parents are a very positive and supportive community who acclaim the school in many forums and in many ways.


School background

School vision statement

Kingsgrove High School students will be respectful, tolerant, accepting individuals in an inclusive learning environment.All learners are valued members of the Kingsgrove HS community. At Kingsgrove HS, students will take pride inachieving their personal best in an environment which fosters the development of young leaders and conscious andproductive members of society. Staff will maintain a safe and secure learning environment where every student has theopportunity to achieve their potential and experience success through a range of curricula and extra–curricular activities.We believe that students should let their light shine Lumen Tuum Fulgat and that we provide Quality Learning for all.

School context

Kingsgrove High School is situated in the suburb of Kingsgrove, in the inner south west of greater Sydney. The school issituated on the corner of two busy thoroughfares – Kingsgrove and Stoney Creek Roads.

The suburb is 13 kilometres south of the Sydney central business district and lies across the local government areas ofthe City of Rockdale, the City of Hurstville and the City of Canterbury. Kingsgrove is in both the St George and SouthWestern Sydney political regions.

Kingsgrove HS services the local community and takes students from a range of suburbs within its zone and beyond.Students come from a range of local and out of area feeder schools. Surrounding local suburbs are Bexley, BexleyNorth, Bardwell Park, Arncliffe, Hurstville, Kogarah, Riverwood, and Beverley Hills.

The school is co–educational, providing boys and girls with a comprehensive education from Year 7 to Year 12. In recentyears there has been a gender differentiation towards more boys.

The school prides itself on excellent academic results and quality programs that have been acknowledged in past yearsby a variety of awards.

The student population is currently 1030 students, which has been consistent over past years, made up of a diverse andmulticultural student population, with 29% identifying as Arabic speaking, 15% Chinese (Cantonese and Mandarin), 13%Greek, 7% Macedonian and 3% as Pacific Islander.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer Principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated the school has a deep understanding of the School Excellence validation process,as external validators endorsed our internal validation process. Evidence to support our assessment was deemedappropriate for our validation purposes and the Panel endorsed our internal appraisal.

In the Domain of Learning • Learning Culture

Kingsgrove High School has a strong learning culture, embedded in sound pedagogical practice. The school’s structureallows for the eight curriculum areas to be overseen by a Deputy Principal. Regular meetings between supervisors allowsfor professional dialogue around student learning. Evidence from the Business Intelligence indicates strong growth, withKHS measuring in the top 3–4% of NSW high schools, in the senior school for value–addedness. The junior schoolneeds a greater focus, and this is currently being addressed by the Kingsgrove Literacy Improvement Program (KLIP)and the employment of a new Head Teacher, Mathematics who will be charged with driving a refocus on numeracyacross the curriculum. A continued focus exists to encourage staff to promote excellence in the classroom,


through their professional learning and reflection on the Australian Teaching Standards, and demonstrating deepknowledge of the Quality Teaching Framework and their curriculum areas.

• WellbeingEffective student welfare and discipline strategies are in place, couched around staff currently focusing on, andundertaking and maintaining, ongoing dialogue around consistency of language. All staff have been introduced to theDepartment’s Wellbeing Framework, and the HT, Welfare and Year Advisers have re–written the school’s welfare policy.All staff use the Sentral system to record and administer student wellbeing, academic progress, reward and studentinfractions. The school’s RAM budget has been used to expand service to students with the HT,Welfare being able towork more intensively with students at risk, particularly with reference to engagement and attendance. Further supporthas been allocated to the school’s indigenous students, to support them in making better and informed life choices, andtransition from school. Aboriginal students have all been identified and have personalised plans. All students have beenassessed against the NCCD standards, and some, based on need, have personalised learning plans (PLP) and othershave behaviour support plan (BSP) to support their engagement and connectedness to school.

• Curriculum and LearningThe school’s focus in 2016 of employing a new Head Teacher,Teaching and Learning has re–invigorated a continuedfocus on improving student learning, to ensure engagement to school, and safeguard they thrive. The curriculum isreviewed regularly, at the end of teaching units, and also each year in preparation of the year ahead. Students selecttheir electives, based around student choice. Flexibility in staffing allows for the employment of temporary teachers tomeet the needs of students and adapt to a change in curriculum focus. The school’s RAM budget has been used toexpand curriculum offerings in Learning Support, English as an additional language or dialect (EAL/D) and supportingstudents with learning difficulties, to support students through accommodation, differentiation and adjustment in theclassroom.

• Assessment and ReportingThe school rewrote its Assessing and Reporting policy, to better report to parents on student learning outcomes. Staffhave all been trained in a modified approach, and the Sentral report system was introduced. Reports are now betterwritten, with teachers reporting on a strength, an area of concern, how students compare (rank) with others, and finally,and most importantly, how to improve. Parents meet with teachers, usually at the mid–year annual Parent–Teacher nightand gain feedback from teachers on their child’s progress. All parents are encouraged to have regular feedback with theirchild’s Year Adviser and a range of feedback is provided by them and curriculum Head Teachers. KHS has also spenttime on planning and backward mapping assessment, with meaningful tasks to measure student progress. Each year anew assessment schedule is written for each year group, and new tasks are developed. Students are activelyencouraged to review formal and informal feedback from their teachers to reflect on their learning and achieve ‘personalbests’ each time.

• Student Performance MeasuresKHS regularly reviews internal data and student results to assess student performance, including assessment of and forlearning. Significant external data is reviewed in curriculum areas with school based reports presented to Executive.Students are reviewed in both Year 7 NAPLAN and Year 9 NAPLAN, and a new Kingsgrove Literacy Improvement Plan(KLIP) has been instigated to target literacy improvement with Year 8, based on the Literacy Continuum. VALID andRoSA grades are assessed for student improvement.

In the Domain of Teaching • Effective Classroom Practice

Through staff PDP, lesson observation has now been morestrongly embedded into good practice, with both peer andsupervisor observations in place. Professional dialogue is a positive outcome. Teachers liaise with the Learning andSupport Teachers and implement Aboriginal Learning plans, Behaviour Management Plans and Individualised LearningPlans. Strategies to support the school’s very multi–cultural students are supported with specialist English classes andteam teaching approaches. Student performance data is reviewed to increase teacher analysis

• Data Skills and UseThe Annual Report is successfully used to report on the compilation of all data in a guide for parents and the widercommunity to encourage discussion and discourse, and to reflect on the school's three strategic directions. The schoolhas had three focus sessions in the past School Development Days where staff have had the opportunity to developskills and knowledge in external data analyses, interpretation and use to improve student learning. Teachers use theirown internal formal and informal data to guide the teaching and learning process, to review the teaching program andcycle, and evaluate student progress. Head Teachers lead their Faculties in reviewing teaching and learning programs,to focus, particularly in senior years, on core and options study.

• Collaborative PracticeKHS uses professional learning to guide collaboration and ensure ongoing professional dialogue amongst peers.Classroom observation and regular pair, committee and Faculty meetings ensure teachers have structured opportunity toliaise and collaborate on a range of curriculum, social and welfare, and extra–curricular initiatives. Teachers take onleadership roles as team leaders of programs, as Year or Stage coordinators, and present to staff in meetings,depending on skills and expertise, as well as being proactive team members. An introduction of the Bring Your Own


Device (BYOD) initiative in 2015, and now targeting two classes in 2016, by the Technology Team has brought teacherstogether to focus on particular class groups with broad representation from all KLAs and class teacher groups. Logically,the focus is on improving student learning through the use of technology, not on the teaching of technology. The KLIPinitiative also brings together all teachers to focus on the explicit teaching of literacy through teams and mentors workingaround the teaching of the explicit language of literacy through the Super Six and Savvy Seven strategies.

• Learning and DevelopmentAll new staff are inducted to the school, and for new and early career teachers, they are inducted into the teachingservice. Orientation is a key focus for new staff, for their ongoing development. The HT, Teaching and Learning has akey role in supporting new teachers to the school, well supported by their curriculum Head Teacher and Deputy Principal.Beginning Teachers participate in the Department’s two year induction and funded program, to ensure they gainaccreditation, and meet the requirements of employment as measured against the Australian Professional Standards forTeachers. Staff are able to access funded professional learning through the school’s PL Team, professionalassociations, the Teachers' Federation, and regular leadership from their Head Teacher. All staff are encouraged to belifelong learners and have a professional learning plan, as reflected in the Department’s Performance and DevelopmentFramework for Principals, Executives and Teachers In NSW Public Schools. All staff attend the school’s SchoolDevelopment Days, and this year in the Twilight Professional Learning, where focuses have been on DoE compliance,school priorities, Faculty planning and personal goals.

• Professional StandardsStaff have been presented with learning around the standards (Australian Professional Standards for Teachers) with allteachers employed since October 2004 undertaking accreditation at proficient level. With the current changes, allteachers have a PLP, and are working towards gaining ‘proficient’ to meet accountability mechanisms for 2018.Familiarity and clarity with the standards ensures consistent language is used in professional conversations, and allteaching staff have a clear understanding of their professional and ethical responsibilities.

In the Domain of Leading • Leadership

At KHS, staff are encouraged to take on experiences above and beyond their current role, commensurate with their skillsand knowledge, through a variety of Expressions of Interest when these vacancies come about. Staff discuss with theirsupervisor their goals and aspects of their PDP, and each year the school vacates the majority of positions, and staff areinvited to re–apply or take on a new role. These may be welfare and/or administrative roles, or extra–curricular activities,depending on each individual’s talents and interests. Student leadership is strongly encouraged, with two studentleadership groups. The school’s Prefect body is made up of incoming Year 11 students each October, and comprisestwo Captains, two Vice Captains, two Sports Captains, two Student–Staff liaison roles, and eight Prefects. The StudentRepresentative Council (SRC) calls for students to represent the students’ body, with four student representatives foreach year group, across Years 7 to 11.

• School planning, Implementation and ReportingThe School Plan guides the current three year focus, from 2015 – 2017, with its three Strategic Directions. This isreported on each year in the Annual Report, the first of which was successfully presented to the wider school community,reporting on our 2015 highlights. The external self–assessment at the end of 2015, and the current validation processtakes stock of our current state, for progress on our implementation in 2016. The external validation will then be used inour 2016 Annual Report. This document is used to record and report on efficient expenditure of school budgets, and tocelebrate the school’s performance across all domains. Draft planning for 2017 is currently underway, with logistics to dowith staffing and timetabling started.

• School ResourcesThe school has a wide and diverse community coming from the greater Kingsgrove area. The school’s funding grants,internally called RAM, and externally known as Gonski Funding, has assiduously been applied to support all studentsthrough a range of dynamic and planned programs, as well as the on–going programs that have successfully been runfor many years. Sound educational thought and financial management has ensured the school has been well resourcedto implement curriculum initiatives, welfare and wellbeing strategies and a range of pecuniary support to students frombackgrounds where English is spoken as an additional language or dialect, those of Indigenous background, those whoare from homes where socio–economic disadvantage exists, and those who have been identified with a need foradditional learning support.

• Management Practices and ProcessesThe school has a strong Leadership Team, comprised of its Principal, two Deputy Principals, and eleven Head Teachers.The team meets each week to discuss and appraise the week, term and year, through sound discussion and robustanalyses of curriculum, administration, finances, and student wellbeing. Staff are informed through regular FacultyMeetings and Staff Meetings (one per fortnight, alternating). Each program leader is responsible for ensuring feedback(both top–down, and bottom–up) occurs to the Executive Team, to ensure evaluation and consideration, with reports,where appropriate, to Staff at meetings. Minutes of all meetings are regularly communicated to all staff by email, shortlyafter each meeting. Communication with the parent / carer body is enabled through the school’s newsletter,Communicator, and text messages, and regular phone communication from class teachers, Head Teachers and thesenior Executive where the need arises. Parents are regularly informed, using the Sentral welfare communication, and


by telephone. Staff also use Sentral in a wide range of areas for management and administration of student data, andmost recently, the successful implementation of the Report writing component for the May/June reports to all studentsacross the school.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Student Learning and Engagement

Purpose

To improve student learning across all years appropriate to the students’ emotional, intellectual and social developmentin a quality learning environment.

To improve student connection, attendance and engagement, tailored to each cohort Year.

Overall summary of progress

Professional Learning throughout the year ensured Teaching and Learning programs across the school have beenrenewed and updated annually. Supervisors met regularly with Head Teachers and Head Teachers met with their staff. Awhole school focus was to ensure personal learning plans and behaviour support plans were written for identifiedstudents, and disseminated to relevant teachers. All staff undertook mandatory and compliance training, includingtraining on NCIS and NCCS.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• All students have access to ameaningful, differentiated oraccommodated curriculum,appropriate to their learningneeds with analysis of all externaldata and internal data to gaugesuccess of learning, and studentengagement.

All staff have developed and completed the secondcycle of the PDP process focussing onimproving student learning. All staff have hadequitable access to PL. All staff have attendedSDDs and participated in data analyses trainingwith HSC RAP and NAPLAN. All faculties havereviewed their teaching and learning programs.

P/L budget. Faculty andStaff Meetings. SDDs.

Low level adjustment fordisability ($85086.90)

Faculty time andmeetings, SDDs and StaffMeetings. Plannedtime(relief) to write andupdate T/L programs andunits of work.


Socio–economicbackground ($87215.40)

• Students attend schoolregularly and on time, and learnin lessons with teachers whoknow them well, and participate ina range of extra–curricularactivities. Attendance data will bereviewed to assess regular andconsistent attendance.

Head Teacher Welfare and Deputy Principals wererelieved of full time face to face teaching, and reliefstaff employed to cover classes. A range ofproactive, planned strategies were used to engagestudents, and focus on improving studentattendance.

RAM funding


Socio–economicbackground ($63081.39)

Next Steps

In 2017 we plan to • widen the curriculum by offering more elective subjects, and maintain smaller classes. • focus more deeply on literacy through our Kingsgrove Literacy Improvement Program (KLIP) and numeracy across

the curriculum • continue the role of the Head Teacher Welfare as a non–teaching role, to better oversee student engagement

through monitoring attendance, lateness and truancy, and implement planned proactive initiatives. • again provide relief to the two Deputy Principals to allow more time to follow up student Wellbeing, and referrals

proactively.


• strengthen targeted Gifted and Talented programs with a dual focus across two classes ofscience/mathematics/technology talent and literacy/humanities talent.

• maintain and support an additional Year 7 and 8 class to ensure smaller classes, and successful orientation to highschool.



Staff Learning and Engagement

Purpose

To support the learning of all staff across all levels of career experience and development to improve student learningexperiences and outcomes.

To support staff engagement and connection to, and participation in, Kingsgrove HS processes, differentiated to theirlevel of experience and leadership role.


Teachers work closely with their students, plan for their learning and teach them well. This has enabled us to work withstudents in classroom contexts, to support their learning and engagement with school.

Teachers who support students from backgrounds where English is an additional language or dialect, and learningsupport teachers have enabled us to better support all students. School learning support officers are working in classesto support targeted students, and also groups of students encountering difficulties.

Regular reviews of attendance data have identified students at risk, and wellbeing programs and targeted interviewshave been strengthened to address lateness, absences and truancy.

Non–teaching staff have completed additional professional learning, including opportunities to relieve in higher dutiesand took on leadership roles beyond the school

The work of the Professional Learning Committee ensured more proactive planning for School Development Days,'Twilight Sessions', and liaison with staff to meet their PDPs.




• All staff have individualised P/Lplans aligned to their level ofdevelopment and leadership rolethrough a cohesive P/L policy andestablished committee. • Teaching and LearningPrograms are systematicallyreviewed and revised over thethree year cycle. • Succession policy andpractices are implemented.

All staff have successfully completed the secondyear of the PDP cycle.

All Teaching and Learning Programs have beenreviewed.

Whole school policies have started to be evaluatedin an evaluative cycle.

• Low level adjustment fordisability ($38045.05) • Socio–economicbackground ($45716.39)

Next Steps

In 2017 we plan to: • adopt the LMBR initiative and train and support all staff in its implementation • implement the PDP process for non–teaching staff • offer a greater range of acting and relieving leadership roles within Faculties, across the school, and beyond the

school, with staff relieving and shadowing leaders in roles at State Office, Area Office, and at other schools,through the EOI process.

• encourage all eligible teachers to gain accreditation through NESA, maintain their accreditation, and seek higheraccreditation at Lead or Highly Accomplished level.

• maintain and support an additional Year 7 and 8 class to ensure smaller classes, and orientation to school. • extend our consistent language approach to incorporate a 'values' overview. • introduce a 'Values' platform to support students in becoming better citizens in the wider community.



Community Engagement

Purpose

To better inform parents and carers, and promote greater school community involvement and participation in KingsgroveHS activities, and decision making.

To encourage wider community commitment and participation in Kingsgrove HS.


A new website coordinator was trained, and appointed to ensure the website was much more current and relevant.

The text message system was expanded to do whole school announcements, and emails were used where provided byparents and carers to better advise of events and happenings.

An electronic noticeboard was established in the Administration Office to inform parent, community members andstudents of current and up coming events.




• Data is collected on communityinvolvement, attendance atschool functions, andsponsorship initiatives to show anincrease in participation.

Data tells us that more parents and carers attendedmore functions than in 2015

Kingsgrove RSL has been a great sponsor andsupport to the high school.

Made Fresh has provided sponsorship to theschool, providing lunches on SDD, and Year 6Orientation Day.

Clerical time, ExecutiveMeetings, Welfare TeamMeetings.

• Attendance and satisfactiondata is collected to demonstrateincreased involvement.

Parents have responded to school surveys,including Parent Teacher nights, and P&C.

Satisfaction is reported as being high.

Text messages (SMS) and email is better used.

• Clerical time. • Low level adjustment fordisability ($12155.00) • Socio–economicbackground ($17365.00)

• Satisfaction data reflectsparents / carers are betterinformed about day–to–day andformal procedures and how thisimpacts on their child.

Higher attendance figures at school functions (Year12 Graduation, Speech Day, Year 5/6 Open Day,Year 6 Orientation Day, Parent Teacher Interviews)encourages the school to believe communicationwith parents and carers is better than in 2015.

Clerical time, stationery andprinting.

Next Steps

In 2017 we will • better use the P&C to liaise with the wider parent body, through the P&C Meetings and the P&C email network. • continue to promote all events and happenings through all forums, including the website, text messages and

traditional means. • explore social media to better contact families in a relevant real time manner.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Aboriginal students now have a PLP.Students have all been targeted, appropriateto their year and experience, in a range ofschool and community based activities. Ateacher mentor was employed to support allstudents.

RAM budget. StudentMentor Meetings.Community costs. • Aboriginal backgroundloading ($2 062.02)

English language proficiency Extra literacy classes were established inYear 7. Extra support for all students wasundertaken through the two DPs and the HTWelfare not teaching (relief).

RAM budget • Low level adjustment fordisability ($618.18)

Low level adjustment for disability Extra Support Officer time was engaged. Theadditional support of a Learning SupportTeacher. Targeted students were mentored.

RAM budget • Low level adjustment fordisability ($115 139.84)

Socio–economic background Extra class were established in Year 7. Extrasupport for all students was undertakenthrough the two DPs and the HT Welfare notteaching (relief).

RAM • Socio–economicbackground ($150 296.79)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 583 595 616 622

Girls 452 438 417 376

Student attendance profile

School

Year 2013 2014 2015 2016

7 96 96.2 91.2 92.7

8 93 94.9 91.9 90.4

9 89.3 94 91.5 88.9

10 87.9 92.4 89.8 89.2

11 92.5 91.8 91.1 89.1

12 91.8 94 90.4 89.5

All Years 91.7 93.9 91 89.9

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

All students are expected to attend every school day.Lateness to school and absences must be explained byparents and carers. Various support mechanisms are inplace to support students and parents and carers whenattendance concerns arise. Year Advisers and theHead Teacher Welfare regularly monitor attendanceand roll marking. They liaise extensively with familiesthrough written communication and phone calls, andwith the Deputy Principals. Faculties communicate withfamilies when there are attendance and participationconcerns, including the issuing of 'N' determinationwarning letters. Where necessary, the school liaiseswith the Home School Liaison Officer (HSLO) to call onDepartment support to monitor and support studentsand their families.

Attendance rates at Kingsgrove High School aregenerally very high, for the majority of students.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 3.3 7.4 25

TAFE entry 2.8 1.6 22.1

University Entry 0 0 49.3

Other 8.9 3.2 2.1

Unknown 0 0 1.5

Some of our International Students concluded theirstudies and returned overseas.

Year 12 students undertaking vocational or tradetraining

In 2016 Kingsgrove High School continued to run HSCvocational education and training courses in Hospitality,Construction, and Business Services. Other studentsundertook additional studies through TAFE, DistanceEducation, the Open High School and School BasedApprenticeship and Training (SBAT) opportunities.Some students completed the Retail course throughtheir casual employment.

In the 2016 HSC, 141 students sat at least one HSCexamination. Of the VET courses, one student sat theexternal HSC examination in Business Services, eightin Construction, 14 in Hospitality (Kitchen Operationsand Cookery) and three in Retail Services.

Year 12 students attaining HSC or equivalentvocational education qualification

100% of students received HSC qualifications – 93%receiving an HSC and the remainder receiving aRecord of School Achievement. Three Year 11students completed one HSC course, in advance oftheir cohort. In addition, a further 29% received avocational education qualification in at least onecourse, and 3.5% received a qualification in twocourses.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 11

Classroom Teacher(s) 49.1

Learning and Support Teacher(s) 1.8

Teacher Librarian 1

Teacher of ESL 2.4

School Counsellor 0

School Administration & SupportStaff

12.17

Other Positions 1

*Full Time Equivalent

There are two Aboriginal staff currently employed at theschool.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 24

Professional learning and teacher accreditation

The Department's teacher professional learning budgetallocation was completely expended on staffprofessional learning, with staff attending a range ofcompliance, personal, and whole school professionallearning, linked to staff PLPs. Where relevant, equityfunding was used to support specific professionallearning relevant to Aboriginal Education, to supportlow disability learning strategies in the classroom, andto support learning for staff to implement strategies inthe classroom to speakers of English as an additionallanguage or dialect.

Total school expenditure on teacher professionallearning was $60 238.20

Five teachers gained accreditation at the Proficientlevel, no teachers were seeking accreditation at

Highly Accomplished and one teacher was seekingaccreditation at Lead Teacher stages of the AustralianProfessional Standards for Teachers.

Three School Development Days (SDD) were held onday one of Term 1, day one of Term 2 and day one ofTerm 3. This year the school successfully trialled analternate approach to SDD 4 and SDD 5. In 2016 thestaff voted to test the use of four half day "TwilightSession" held over Term 2 and 3. This enabledthe Professional Learning Team to implement trainingto staff during the course of the year, rather than in thelast two days of the year. 100% of staff attended allSDDs.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30 November, 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 617 782.33

Global funds 722 772.98

Tied funds 560 537.90

School & community sources 585 418.33

Interest 16 811.81

Trust receipts 55 809.90

Canteen 0.00

Total income 2 559 133.25

Expenditure

Teaching & learning

Key learning areas 244 656.09

Excursions 126 919.25

Extracurricular dissections 97 709.66

Library 15 835.54

Training & development 0.00

Tied funds 520 688.50

Short term relief 261 224.37

Administration & office 145 770.04

School-operated canteen 0.00

Utilities 116 792.06

Maintenance 141 439.72

Trust accounts 71 893.97

Capital programs 7 698.60

Total expenditure 1 750 627.80

Balance carried forward 808 505.45

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills and understandings demonstrated in these assessments.

In 2016 the school implemented its Kingsgrove LiteracyImprovement Program (KLIP) initiative. Students areassessed, using the Department's Literacy Continuum,and grouped. Students who are of a similar groupingare targeted with remediation and or extension skillsdevelopment strategies. All staff were trained in KLIPstrategies, based around the Super Six and SexySeven initiatives, and incorporate these explicitly intotheir Teaching and Learning Programs. The first focusgroup in 2016 was Year 8, and then Years 9 and 7, witha follow through to the three senior years.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).


The 2016 cohort of students undertook a variety ofpost–secondary pathways. Strong Australian TertiaryAdmission Ranks (ATARs) were recorded for many ofour high achieving students, seeking a universitypathway. Other students chose non–ATAR pathways,including TAFE and private college admission, workincluding apprenticeships and cadetships, and 'gapyear' options, including travel.

Parent/caregiver, student, teachersatisfaction

Parents and caregivers are regularly encouraged tocontact the school and respond with praise orconcerns. Families, generally, are very supportive ofthe school. Surveys from the parent forum, the Parentsand Citizens' Association (P&C) indicates strongsupport for the school, for staff and the school'sprograms. Additional surveys taken at our annualParent Teacher interview night indicate a high level ofsatisfaction across a broad range of criteria. relating toschool performance, in the domains of learning,teaching and leading. In particular, parents and acrersexpressed pleasure in relation to quality teaching, andprofessional practice; positive, respectful relationshipsamongst staff and students, and student reportscontaining detailed information on student learning.Areas of improvement continue to be communicationbetween the school and home, better promotion ofschool events, and the introduction of moreinstantaneous communication, such as social media, orphone apps.

Year 12 student exit surveys, indicate they are happywith their education at Kingsgrove High School and feelwell prepared for life after school. Those seeking


tertiary pathways – university, TAFE and privatecolleges, feel well prepared for tertiary study and lifebeyond school. Areas of improvement they mentionedwere few, but relate to advice on improving studytechniques, and communication.

Staff have indicated at a range of forums (StaffMeetings, Executive Meetings, Welfare TeamMeetings, Faculty Meetings) satisfaction with currentpractice and procedures. We also recognise there isalways room for continued improvement. Wherenecessary, concerns can be raised at each of theseforums, and are addressed either individually or as awhole staff. Areas of improvement relate tocommunication via our Sentral system, and betteradvice on how to use it, as we expand the suite offunctions. We need to ensure all staff thoroughlyunderstand how to use the functions. Promotion ofProfessional Learning opportunities, especially inrelation to accreditation, through the NSW EducationStandards Authority (NESA). In addition, staffrequested more advice and information about theDepartment's reforms, in terms of informationdissemination to staff and its implication forprofessional practice.

Policy requirements

Aboriginal education

In 2016 the school created a new role of TeacherMentor to support students identified as Aboriginal.Individual learning plans were written, familiesconsulted, and plans implemented. Teaching staffundertook a range of professional learning throughDepartment and independent external providers, topromote quality teaching in the classroom, and toensure the inclusion of Aboriginal perspectives andcontent across their subjects.

Teaching and Learning Programs were strengthenedand improved in a range of subject areas, with unitstaught in Human Society and Its Environment (HSIE)including History and Geography, Visual Arts andMusic, Food Technology, PDHPE and English. Allstudents are informed about Australian and Aboriginalperspectives, Aboriginal histories, cultures and foods,and current Aboriginal Australia.


Multicultural and anti-racism education

In 2016 the school held its first International Day ofFriendship. This was an acknowledgement to the verysuccessful Multicultural Days, in part coordinated by MrShane Millard, a long term and much loved PDHPE andsport teacher who sadly passed away in 2016. TheInternational Day of Friendship is a United Nations (UN)day that promotes the role that friendship plays inpromoting peace in many cultures. It is observed onJuly 30 each year. The school acknowledges thedriving force that Ms Maria Dracopoulos had in itssuccess, and thanks her, and Mr Jim Nicolls, for theirwork. The Welfare Team embedded a range ofproactive events across the year, to acknowledge andcelebrate the school's multicultural community, andpromote harmony and wellbeing amongst our staff andstudent body.

The role of the Anti–Racism Contact Officer was vacantfor the majority of 2016 and was filled at the end of theyear. Elements of anti–racism have been stronglyincorporated into the school’s anti–bullying program,with lesson content presented through the school’s verysuccessful Welfare assemblies and year meetings, withunits prepared by the Year Advisers.

Other commemorations to acknowledge Australia andKingsgrove’s multicultural program were made at wholeschool and year assemblies, including ANZAC Day,Armistice Day and were taught through curriculumunits. The PDHPE curriculum covers units within theirTeaching and Learning Programs.

The school’s International Students coordinator againcelebrated a range of initiatives once a term with all theschool’s international students, including excursions tosignificant Sydney sites to explore indigenous history,early Australian colonisation, and modern Australia.


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