Byron Bay High SchoolAnnual Report

2017

8577

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Introduction

The Annual Report for 2017 is provided to the community of Byron Bay 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.

Ms Janine Marcus

Principal

School contact details

Byron Bay High School2 Arakwal Court Byron Bay NSW 2481NULL, 2481www.byronbay-h.schools.nsw.edu.aubyronbay-h.School@det.nsw.edu.au6685 8188

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School background

School vision statement

Our Purpose

We passionately educate, inspire and nurture our students so that the future is theirs.

Our Vision

We passionately develop educational excellence in our students by providing dynamic and innovative teaching andlearning programs which allow students to achieve their potential and experience personal success. We bring inspiration,opportunity and enrichment to every BBHS student.

Our students develop their sense of belonging to BBHS and our wider community by celebrating respect andunderstanding of each other’s culture, ethnicity, age, gender, sexuality, religion and ability. We foster our students’appreciation of their responsibilities to others and an understanding of their individual and collective responsibility for theenvironment,equity and social justice.

Our students are confident, flexible, empowered and have a strong commitment to themselves, their future and theircommunity. Our students develop and sustain genuine relationships based on honesty, respect and integrity.

We harness and promote the unique position of BBHS and celebrate its diverse and united community. We serve thecommunity of Byron Bay by delivering outstanding educational programs for students which enrich and cultivate theiracademic, creative, social and personal development.

We ensure shared decision making underpins the school’s culture of innovation, mutual support, critical reflection andcollective accountability.

We maintain a safe and purposeful learning environment by providing comprehensive welfare programs and asupportive, caring environment.

School context

We respectfully acknowledge the Arakwal people of the Bundjalung nation, on whose land we learn and work together.

BBHS is the school of choice in the Byron Bay area and we value our outstanding reputation in the community.

Byron Bay is one of Australia’s famous tourist destinations. It is acclaimed for its beaches, art, fashion, food, music,designers, film makers, writers, athletes, actors and healers. Byron Bay has the highest percentage of creative peopleper capita in Australia and our students reflect this richness. Our school plan directly addresses the directions ourstudents, parents and staff feel are most important for our school.

Our school’s FOEI (Family occupation and education index) is 60 compared to the state average of 100. This means ourschool ranks in the top 20% of socio economically advantaged schools in NSW.

The school enjoys high quality facilities in a beautiful bush and beach setting. The school is renowned for and extremelyproud of its strong community support and connectedness.

Byron Bay High School executive and staff are committed to 21st century learning pedagogies. Our students’ learning isenriched by an exceptional creative and performing arts program. We run extension academic, sporting and culturalprograms.

We pride ourselves on developing outstanding citizens who have a strong sense of empowerment and add value tosociety.

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,

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school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

The School Executive Team lead a whole school and community analysis of the progress of Byron Bay High Schoolagainst the criteria in the School Excellence Framework.  This analysis reflected the progress of the School Plan2015–2017 initiatives and informed directions for the School Plan 2018–2020.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide 

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Strategic Direction 1

Excellence and Innovation

Purpose

To continually develop innovative teaching practices that engage, motivate and provide the necessary skills for 21stcentury learners. To create learning environments that encourage critical and creative thinkers leading to excellence inthe classroom and beyond.

Overall summary of progress

2017 witnessed the continued development of innovative teaching practices that engage, motivate and provide thenecessary skills for 21st Century Learners.  The creation of learning environments that encourage critical and creativethinkers lead to the movement towards excellence in the classroom and beyond. 

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Review Stage 4Teaching and LearningPrograms: differentiation forGAT & LS students

Open door Faculty protocols andprocedures for creating,delivering and registering qualityScope & Sequences, Programsand Assessment Tasks for everyunit of work.

Supported by ProfessionalLearning funds.

Presentation at Staff Development Days and StaffMeetings.  Staff feedback on the usefulness ofdeveloped resources.  Feedback from 2017process shared and the start of refining processesfor 2018.

Next Steps

In 2018 we move towards answering the question: In what ways and to what extent will our purposeful and guided focuson Excellence result in improved Assessment, Reporting and Wellbeing outcomes for all students, staff and parents ofByron Bay High School?

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Strategic Direction 2

Inspiration, Passion and Creativity

Purpose

To passionately inspire creative excellence in our students by providing dynamic and innovative learning programs whichallow students to achieve their potential and experience personal success.

To bring inspiration, opportunity and enrichment to every BBHS student. To educate with connectedness to the realworld so our students discover their passion.

To harness and promote the unique position of BBHS and celebrate its diverse and united community.

Overall summary of progress

In 2017 staff passionately inspired creative excellence in our students by providing dynamic and innovative learningprograms which allowed students to achieve their potential and experience personal success.  Staff strove to bringinspiration, opportunity and enrichment to every Byron Bay High School student.  To educate with connectedness to thereal world so our students discovered their passions. Staff moved to harness and promote the unique position of ByronBay High School and celebrate its diverse and united community. 

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Performance & Developmentframeworks focus on teacherprofessional learning & growth

Supported by ProfessionalLearning Funds. 

Evaluate data from both surveys. Publish and reportupon survey data.

Next Steps

In 2018 we move towards answering the question: In what ways and to what extent will our purposeful and guided focuson Excellence result in improved Data Skills and Use, Accreditation, Mentoring and Coaching, Innovation and Expertiseoutcomes for all students, staff and parents of Byron Bay High School?

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Strategic Direction 3

Engagement and Collaboration

Purpose

To develop and sustain genuine relationships based on honesty, respect and integrity. To provide an environment wherepositive relationships flourish built on trust, respect, collaboration, communicationand shared purpose.

To develop our students sense of belonging to BBHS and our wider community by celebrating respect andunderstanding of each other’s culture, ethnicity, age, gender, sexuality, religion and ability.  To foster our students’appreciation of their responsibilities to others and an understanding of their individual and collective responsibility for theenvironment, equity and social justice.

Overall summary of progress

Staff developed and sustained genuine relationships based on honesty, respect and integrity.  We provided anenvironment where positive relationships flourished built on trust, respect, collaboration, communication and sharedpurpose. 

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Use digital resources to improveorganisation and communication.

Supported by ProfessionalLearning Funds. 

Report data comparison to Executive and FacultyTeam Survey on the success of the guides andProfessional Learning.

Communicate assessment andcourse information for all Yearlevels to the school community

No funds used forresourcing.

Use of school website, email and Moodle todistribute information. 

Next Steps

In 2018 we move towards answering the question: In what ways and to what extent will our purposeful and guided focuson Excellence result in an improved, Educational Leadership – a High Expectations Culture, for all students, staff andparents of Byron Bay High School?

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Spent $28,138 English, Maths and Science tutors in place forjunior students. Senior tutors working withsenior students in areas of need.

English language proficiency Spent $17,932 SLSO assisting EALD students to gainnecessary English language skills.

Low level adjustment for disability Spent $44,000 Focus on differentiation of teaching andlearning processes for students to be able toaccess learning and assessment tasksthrough adjustments and accommodations. 

Socio–economic background Spent $56,773 Full participation of low SES students

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Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 393 406 419 411

Girls 403 384 425 419

Student attendance profile

School

Year 2014 2015 2016 2017

7 91.9 91.6 92.2 90.7

8 89.3 89.3 89.8 90.1

9 87.6 89.8 87 86.7

10 86.4 86.2 85.2 86.4

11 87.6 87.4 86.6 87

12 86.6 91.5 87 87.4

All Years 88.2 89.2 88.1 88.1

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

• The attendance of students in 2016 wasmaintained for 2017.  The monitoring ofAttendance through school processes andcommunication with parents continues to be afocus for improvement. 

• The school Executive and Wellbeing Teamscontinue to analyse school attendance data andreview current strategies for 2018. Attendancehas been an item of the P&C Agenda to inviteparent feedback on this issues. 

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 1 5.5

Employment 1 8 44

TAFE entry 2 8 4.5

University Entry 0 0 31

Other 0 0 11.5

Unknown 0 0 3.5

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 9

Classroom Teacher(s) 42.8

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.9

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

11.48

Other Positions 1

*Full Time Equivalent

There are currently two indigenous persons employedat Byron Bay High School. 

Teacher qualifications

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

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Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 17

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017). 

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement. 

Receipts $

Balance brought forward 324,189

Global funds 815,406

Tied funds 387,041

School & community sources 599,278

Interest 5,284

Trust receipts 10,538

Canteen 234,405

Total Receipts 2,051,952

Payments

Teaching & learning

Key Learning Areas 180,153

Excursions 276,700

Extracurricular dissections 101,783

Library 11,068

Training & Development 0

Tied Funds Payments 218,033

Short Term Relief 178,278

Administration & Office 193,103

Canteen Payments 186,906

Utilities 112,734

Maintenance 23,351

Trust Payments 9,625

Capital Programs 104,228

Total Payments 1,595,963

Balance carried forward 780,179

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding. 

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017. 

2017 Actual ($)

Opening Balance 0

Revenue 1,070,249

Appropriation 780,258

Sale of Goods and Services 113,304

Grants and Contributions 176,221

Gain and Loss 0

Other Revenue 0

Investment Income 466

Expenses -691,946

Recurrent Expenses -691,946

Employee Related -259,059

Operating Expenses -432,886

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

378,303

Balance Carried Forward 378,303

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward). 

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount. 

• Byron Bay High School has a financialmanagement team that processes funds in linewith governance structures to meet financialpolicy requirements.

• Byron Bay High School intends to use fundsavailable to provide air conditioning in classroomsover the coming years due to the need to provide

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quality learning environments for all students inrelation to the climate of the area. 

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above. 

2017 Actual ($)

Base Total 7,611,375

Base Per Capita 128,985

Base Location 15,903

Other Base 7,466,487

Equity Total 238,713

Equity Aboriginal 28,138

Equity Socio economic 56,773

Equity Language 17,932

Equity Disability 135,870

Targeted Total 50,340

Other Total 152,716

Grand Total 8,053,144

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding. 

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 skillsand understandings demonstrated in theseassessments.

Overall in Year 7 NAPLAN for Literacy (Grammar &Punctuation, Reading, Spelling, Writing) the schoolachieved 60.3% of students in the top 2 Bands.

Overall in Year 9 NAPLAN for Literacy (Grammar &Punctuation, Reading, Spelling, Writing) the schoolachieved 51.4% of students in the top 2 Bands.

Band 4 5 6 7 8 9

Percentage of students 5.3 22.9 30.5 16.8 20.6 3.8

School avg 2015-2017 5.6 24.8 29.2 21.3 15.3 3.8

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Band 4 5 6 7 8 9

Percentage of students 0.8 5.3 18.2 35.6 28.0 12.1

School avg 2015-2017 3.4 8.1 19.0 32.0 27.3 10.2

Band 4 5 6 7 8 9

Percentage of students 0.8 6.8 18.9 25.0 25.8 22.7

School avg 2015-2017 2.4 8.4 22.3 25.3 24.4 17.2

Band 4 5 6 7 8 9

Percentage of students 1.5 3.8 25.0 30.3 23.5 15.9

School avg 2015-2017 2.4 9.2 22.4 33.3 19.9 12.8

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Band 5 6 7 8 9 10

Percentage of students 3.6 16.3 29.8 24.8 14.9 10.6

School avg 2015-2017 5.9 14.7 28.5 28.3 15.8 6.9

Band 5 6 7 8 9 10

Percentage of students 2.2 10.8 17.3 37.4 18.0 14.4

School avg 2015-2017 3.0 10.9 19.5 37.2 19.0 10.5

Band 5 6 7 8 9 10

Percentage of students 3.6 13.5 24.1 24.8 25.5 8.5

School avg 2015-2017 3.7 13.3 26.9 33.4 16.6 6.2

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Band 5 6 7 8 9 10

Percentage of students 13.6 22.9 18.6 24.3 15.7 5.0

School avg 2015-2017 16.4 21.8 21.4 26.4 10.9 3.1

Overall in Year 7 NAPLAN for Numeracy the schoolachieved 33.6% of students in the top 2 Bands.

Overall in Year 9 NAPLAN for Numeracy the schoolachieved 26.1% of students in the top 2 Bands.

Band 4 5 6 7 8 9

Percentage of students 0.8 7.0 20.3 38.3 20.3 13.3

School avg 2015-2017 0.8 8.4 22.3 36.4 21.0 11.2

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Band 5 6 7 8 9 10

Percentage of students 0.7 11.6 26.8 34.8 17.4 8.7

School avg 2015-2017 1.1 12.5 29.0 34.9 15.9 6.6

 50% of Aboriginal students in Year 7 NAPLAN for bothLiteracy and Numeracy performed in the top 2 bands in2017.

50% of Aboriginal students in Year 9 NAPLAN for bothLiteracy and Numeracy performed in the top 2 bands in2017.

This is well above state average of 38.5% in Year 7 and32.2% in Year 9 of Aboriginal students performing inthe top 2 Bands in NAPLAN.

Higher School Certificate (HSC)

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

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Subject School2017 SSSG State

SchoolAverage

2013-2017

Ancient History 69.2 72.0 68.1 71.4

Biology 69.3 74.0 70.9 71.7

BusinessStudies

68.9 71.9 68.2 69.3

Chemistry 73.9 73.2 72.1 76.8

Design andTechnology

76.9 75.6 72.6 74.5

Drama 72.5 77.0 75.5 77.7

Earth andEnvironmentalScience

71.6 71.3 73.6 74.0

English(Advanced)

73.8 80.2 77.6 78.3

English(Standard)

67.9 69.9 65.6 67.8

EntertainmentIndustryExamination

69.9 73.2 73.5 69.3

Legal Studies 71.5 75.6 72.1 69.9

Mathematics 68.7 76.4 73.2 72.7

MathematicsGeneral 2

65.3 69.0 63.6 66.6

Modern History 66.6 73.0 69.6 69.3

Music 1 79.7 83.4 79.7 79.1

PersonalDevelopmentHealth andPhysicalEducation

68.5 71.0 67.7 68.1

Physics 66.7 71.1 70.4 70.6

Society andCulture

71.1 78.5 76.4 72.0

Studies ofReligion II

64.7 72.0 69.6 65.9

Visual Arts 78.5 80.3 77.7 79.7

Parent/caregiver, student, teachersatisfaction

Every year schools are required to seek the opinions ofparents, students and staff about the school.

During 2017 student, staff and community circles weredeveloped to invite feedback on school processes anddirections for school planning.  The outcomes of thesecircles inspired new directions for school planninggroups, continued feedback forums for parents at P&Cmeetings, a Senior Student School Executive Teamand a newly created ATSI Empowerment Team. 

In 2017 our P&C put out a school survey.  Theresponses have been analysed by both P&C, staff andstudents.  Action has been taken in accordance tofeedback garnered by this survey. The school body andP&C continue to work closely together to provide

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quality outcomes for all students at Byron Bay HighSchool.  Policy requirements

Aboriginal education

We incorporate into our teaching and learningprograms outcomes designed to educate all studentsabout Aboriginal history, culture and current AboriginalAustralia.  We recognise and celebrate significantannual events such as NAIDOC Week.

Mrs Michelle Lowe continued as leader of the school'sAboriginal Education Committee in 2017.  ThisCommittee assisted staff in promoting an Aboriginalperspective across the faculties and has supportedAboriginal students with academic and welfare issues. The Committee managed the expenditure of the TiedFunding for Aboriginal students.  At the close of 2017this Committee developed into the Strategic DirectionSchool Planning Group: The ATSI EmpowermentTeam.  There are currently 14 staff as part of this Teamwho are working collaboratively to develop andimplement Individual Learning Plans for all Aboriginalstudents. 

Multicultural and anti-racism education

Multiculturalism is part of the cultural heritage of ByronBay High School due to its location as a holidaydestination for international visitors to Australia.   Assuch the region and the school have a sensitivity too,and understanding of cultural differences.  There aremany different language backgrounds other thanEnglish in the homes of students at Byron Bay HighSchool.  

Several programs explicitly teach about racism anddiscrimination including mandatory History andPersonal Development, Health and Physical Educationcourses in Years 7 – 10.

The school has an appointed and trained Anti–RacismContact Officer. 

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