2017 Casino High School Annual Report - Amazon S3 · 2018-04-13 · Introduction The Annual Report...

Casino High SchoolAnnual Report

2017

8154

Printed on: 13 April, 2018Page 1 of 20 Casino High School 8154 (2017)

Introduction

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

Neil Schneider

Principal

School contact details

Casino High SchoolQueensland RdCasino, 2470www.casino-h.schools.nsw.edu.aucasino-h.School@det.nsw.edu.au6662 3077

Message from the Principal

Casino High School is a proud public high school with strong links to the local community. The school has a culturewhere excellence is not only valued but achieved in several areas including academia, leadership and on the sportingfield. The students are constantly challenged in their learning and as a result have shown substantial improvement ineducational outcomes. The school is committed to promoting fairness, nurturing respectful relationships and developingsafe and cooperative learning environment for all. At Casino High School we actively teach our students how to modelthe school PBL rules of Be a Learner, Be Safe, Be Responsible, Be Respectful and Be Cooperative.

Our school's success is underpinned by three key elements that promote quality teaching and learning programs for ourstudents.

Firstly, we have a highly dedicated staff who work together to provide an inclusive environment where all students arenurtured and encouraged to achieve their personal best in all they do. Secondly, our students are a passionate andmotivated group of young people who are keen to learn and participate in the vast range of educational opportunitiesprovided for them at the school. Thirdly, Casino High School enjoys tremendous support from our parent body and thelocal community.

I am proud to be part of a school community that challenges students and promotes high expectations to all. Theteaching and support staff is committed, focused and professional. The school continues to enjoy excellent relationshipswith our partner primary schools and the broader community. Our goal is to send our students into the community asresilient, independent and confident young people, ready for work and further study.

Neil Schneider

Principal


Message from the school community

The P and C Executive Committee would like to thank all our members and volunteers for contributing to a verysuccessful 2017. Once again we volunteered at the Casino Show by running the two food canteens. Unfortunately, theweather was against us and the event was cancelled early. So, even though it wasn't a great fundraiser, it was still agreat day.

We have been able to provide the school with valuable resources over various faculties, contributing $22,000.00 in 2017.As well as this we also contributed $15,000.00 toward the new school mini bus in association with the Variety Club ofAustralia and $18,000.00 in funding toward the additions to the Agriculture Arena.

We would like to thank our valued volunteers in the canteen. Without them we wouldn't be able to provide such a greatservice. We also like to thank our canteen and uniform shop supervisors. They do a fantastic job running these facilitiesand between both areas $30,000.00 was raised in 2017 for our P and C and all funds raised go toward enhancing theeducational outcomes for our students. Thank you to the school community for actively supporting both initiatives,without your support we wouldn't have such a successful P and C.

Message from the students

Throughout 2017 Casino High School Student Representative Council participated in a range of different activities,hosted a variety of events and supported many charities. Students from across Years 7–12 helped to build studentparticipation, moral and the overall community spirit of our school.

During Term 1 we supported the following events: • Swimming Carnival – house colour jelly cups and cup cakes • Clean up Australia Day– Year 7 students helped to make our school look beautiful by donating their time to clean

up our playground. • Pink Stumps Day– Students cooked a BBQ and hosted a mufti day to raise funds for the McGrath Foundation. We

raised over$700. • Easter Cadbury Chocolate Drive– students sold Cadbury chocolates to raise funds for the SRC to support fellow

students • Shave For A Cure– SRC supported senior students in raising funds. Over $400 was raised. • School Social supported by the Richmond Valley Council, allowing SRC to subsidise the tickets at a cost of $2

each. • Friday Fun Days– Selling of ice–cups and weekly games for interested students.

Throughout Term 2 SRC focused on the following school based events including: • Big Heart Project– Five cent Friday. $355 was fundraised for the project. • WOW Day– Wear Orange Wednesday for SES. Just over $200 was raised that went to the local SES unit. • Beef Week mufti day– dressed up in theme of Step Back In Time. • SRC volunteers helping cook with ‘Breakfast with the Butchers’ as part of Beef Week celebrations. • SRC leaders and members participating in the local Anzac Day March. • Students supporting the school float for the Beef Week parade alongside the P&C. • CASCAPA performance and variety night • Athletics carnival BBQ • Year 10 students attending the regional SRC Conference in Lismore to gain fresh ideas for our school.

In Term 3 we supported both local and national charitiessuch as: • Mufti day, raffle and BBQ for the Girls Rugby team travelling to Sydney • Jeans for Genes Day– $215 raised to go to the Children’s Medical Research Institute to help cure childhood

diseases. • Footy Colours Day– $150 raised for the Fight Cancer Foundation that supports young people with cancer by

offering education support programs to support them in continuing their education and achieving their goals whilstundergoing treatment.

• Year 12 final social with a Neon theme. • Established the Breakfast program– providing breakfast three days a week to the whole school • Year 10 SRC students assisting Legacy by selling items to the public during Legacy Week. These students raised

$1000 for Legacy to raise awareness and funds for the families of incapacitated and deceased Veterans.Finally Term 4 promoted many fun activities including:

• All Year 11 students attending the GRIP Leadership conference in Lismore • Year 11 students attending the Remembrance Day service in Casino


• Ice Cup Fridays • Cadbury Chocolate Drive • Mufti day and BBQ to support students

The overall aim of the SRC is to promote our school in a fun and inclusive manner and our events in 2017 successfullyachieved this.


School background

School vision statement

Casino High School aims to enhance the development of our students as confident and creative individuals equippingthem to become informed citizens and lifelong learners. All students have the opportunity to achieve excellence throughengaged, active learning within a safe and inclusive school environment.

School context

Casino is a regional town located in Northern New South Wales. The school is situated 2km north of the central businessdistrict with a rural demographic. Casino High School is a comprehensive high school and has approximately 700students from years 7–12 with diverse cultural and socio–economic backgrounds.

The school focuses on every student’s wellbeing to ensure they are educated in a supportive and nurturing environment,tending to each student’s individual needs.

We are a PBL school and instil our values of being a learner, respectful, cooperative, safe and responsible at all times.Our PBL rewards are closely linked with our welfare system to ensure we are acknowledging the great efforts of all ourstudents.

We have a diverse and innovative staff that are able to engage students through varied curriculum choices which meetacademic, vocational (VET and TVET and School to Work), sporting and social needs of our students. The Casinocommunity are active participants in school events and the development of stronger partnerships and programs withinthe school setting enable our students to gain ‘real world’ experiences.

School attendance across all years has been improving and school attainment in the HSC has been positive, with asustained trend of increasing ATSI students completing their HSC.


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. 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.

In 2017 the school staff has undertaken a self–assessment process using the School Excellence Framework (SEF) toinform, monitor and validate school improvement. Time was provided at executive and staff meetings to map schoolprogress in the achievement of milestones and alignment with each element of the SEF.

In the domain of Learning, our efforts have primarily focused on wellbeing, learning culture and curriculum and learning.Positive and respectful relationships are evident among students and staff, promoting student wellbeing and ensuringgood conditions for student learning. The school has in place a comprehensive and inclusive framework to support thecognitive, emotional, social, physical and spiritual wellbeing of students, which improves individual and collectivewellbeing. High expectations and respect for the teaching and learning process was evident across the school. Studentsreflect on their own learning and engagements. The teachers have been involved in professional learning that enhancedthe delivery of an instructional framework to engage all students and improve educational outcomes. The school’ssupport unit and Learning and Support Team (LaST) developed Individual Learning Plans for students with diverseneeds. The Aboriginal Education Team developed Personalised Learning Pathways for Aboriginal students in Years 7 to12.

In the Teaching domain, our main focus has been on learning and development and effective classroom practice. Allclassrooms at Casino High School are managed so that students can engage productively with minimal disruption. Staffhave once again participated in a whole school engagement survey and the Tell Them From Me Staff survey as well asnumerous and extensive staff meetings with a focus on building teacher and leader capacity. The school's learning anddevelopment builds teacher skills in the analysis, interpretation and use of student performance data. Staff demonstratingsubject expertise have been identified and lead professional learning sessions. This is particularly evident in thosesessions related to the implementation of a whole school instructional framework based around learning objectives andexit strategies to improve student engagement and educational outcomes. All teachers are actively engaged in planningtheir own professional goals and development through the PDP process to improve their understanding and performanceboth in and out of the classroom setting.

In the domain of Leading, our priorities have focused on leadership. The school’s leadership team has workedconsistently and effectively to develop a culture where the development of a quality learning environment that maximisesstudent potential is encouraged through professional learning, collegiality and the efficient deployment of resources.Meaningful connections with the school’s community and surrounding feeder schools have continued to flourish in 2017.We are committed to building sustainable leadership and supporting a culture where leadership is valued and iscollaborative.

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


Strategic Direction 1

Dynamic and Engaging Learning Culture

Purpose

To actively support all students in achieving their potential and developing a love of learning in a high expectationsenvironment. Students are engaged as 21st Century learners and enjoy a variety of learning experiences and contexts.Through the use and sharing of growth–focused data students are engaged in their own learning journey.

Overall summary of progress

Our continued school–wide focus on improving the educational outcomes of students has enabled us to achievesignificant improvement in this strategic direction through the implementation of an instructional framework based aroundincreasing whole school engagement and a successful evidence based approach to student progress and learningculture. The implementation and follow–on of the Instructional Framework has ensured the continued use of a consistentapproach to teaching and learning across the school. There have been significant observable changes in engagementwith lessons featuring more focused and dynamic teaching strategies throughout the school.

Learning and Support Team processes have been further refined and modified to support the National ConsistentCollection of Data (NCCD) and meet the requirements of the Disability Standards Act. This has enabled us to improveearly identification and intervention to provide stronger, more focused support to individual students in partnership withtheir parents and carers. Staff are also better able to plan for and support student progress in literacy and numeracywithin each of the specific KLAs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Casino High School to increasestudent engagement by 20%. • 10% increase in studentsNAPLAN results on the previousyears’ results. • Increased numbers from ourfeeder Primary Schools. • Increased retention andattainment of students in theirsenior years of schooling. • Reduction of suspension ratesby 10% per year for three years. • Attendance of all studentsincreases annually by 2% eachyear.

$40,000.00

$300,000.00

$200,000.00

Casino High School ranked 13th on the valueadded gains from Year 9 to Year 12 whencompared against similar/like schools.

Next Steps

• Further development of the learning and support process and strengthen the support for Gifted and Talentedstudents.

• Through the Casino High School Project Officer and Aboriginal Education Team provide a range of culturalactivities and teaching initiatives based on building stronger relationships and high expectations.

• Furthering the development of quality literacy and numeracy programs for students to meet minimum standardsbefore completing their HSC.



Building Teacher and Leader Capacity

Purpose

Developing teacher capacity to systematically deliver a differentiated curriculum through quality leadership and qualityteaching and learning. The staff has a commitment to ongoing professional development and use systematic datacollection to monitor school–wide progress and target areas for improvement. Resources are applied in a targetedmanner to meet student learning and wellbeing needs.


Continued implementation of Performance and Development Plans has been a key professional learning focus for 2017to achieve this particular Strategic Direction, based on the Department of Education's Performance and DevelopmentFramework.

All teachers have received further training in the overall concept of the Performance and Development Framework andhow it relates to new scheme teachers as well as how it impacts on existing teachers from the start of 2018. Staff havebeen made well aware of the accreditation and maintenance process as well as the mandatory Working With ChildrenCheck and the impact this will have on any future employment.

The development of deeper understandings and valuing of Aboriginal culture has been achieved through a range ofcultural activities as well as curricular and extra–curricular cultural initiatives such as NAIDOC celebrations, the FutureTracks program as part of the Indigenous Advancement Strategy (IAS) and the development of Personalised LearningPathways (PLPs). This is having a positive impact on the culture of the school, as well as contributing to strongerinvolvement of Aboriginal elders, the AECG and the community.





• All teachers satisfactorilycomplete the teacher reviewprocess through theimplementation of thePerformance and DevelopmentFramework. • All teachers achieve ormaintain accreditation with theNSW Institute of Teachers. • PBL drives responsibility of allstakeholders to provide qualitylearning environments • All staff are skilled about thelocal culture and have localknowledge to understand, andcater for the learning needs ofAboriginal students in Casino.There will be more engagedAboriginal students as teachersare aware of their cultural needsand are sensitive to these needs.

89,000.00 All teachers received additional support to improvethe quality of PLP's and link goals to the AustralianProfessional Standards for Teachers and theCasino High School 2015–2017 School Plan.

Next Steps

• Continue to refine and improve the implementation of quality Professional Development Plans. • Access an increased number of leadership opportunities through the use of TPL funds. • Further development and implementation of the Casino High School Instructional Framework in all lessons with an

increased focus on continued evaluation of literacy and numeracy strategies to improve NAPLAN and HSC results.



Building Cohesive Community Relationships

Purpose

Fostering quality, sustainable relationships throughout the whole school community to promote and maintain wellbeingand a positive and successful school culture. Partnerships with the community and feeder schools are strategicallyestablished to address identified student needs.


Staff members have continued to refine their skills in communicating with our school community. Teachers from withinour school and across the learning community are leading and supporting colleagues to develop relationships withparents, carers and outside agencies.

Staff and parents/carers have positively engaged with each other through numerous school and community events suchas celebratory dinners, transition information evenings for incoming Year 7 and continuing Year 11 students andparent/teacher interviews.

As a school we are committed to supporting students with their post school endeavours. We have a substantial numberof students become engaged in post Year 12 University and TAFE study. Often these students will gain early acceptanceinto Griffith and Southern Cross University based on their ongoing commitment to study and quality assessment taskresults. Others who do not pursue these options often take–up offers of apprenticeships and traineeships which lead tofull–time employment and a trade qualification. This in–turn further strengthens our link to the community and localbusinesses.





• Attendance of all parents atSchool Events is increased • Attendance of Aboriginalparents at School events isproportionally equal tonon–Aboriginal parents • Increased percentage of post–Year 12 students engaged inUniversity, TAFE, andemployment.

$90,000.00

$70,000.00

Attendance of parents continued to increase atschool events, especially assemblies. The numberof community members continue to increase forCHS NAIDOC events.

Next Steps

• Continue to develop and maintain various forms of digital communication between staff, students, parents/carersand the wider community.

• Staff to participate in additional opportunities that are culturally significant such as 'Healthy Culture, HealthyCountry and 'Connect to Country'.

• Further engagement in community events. • Continued support of students wishing to pursue post–school opportunities through university, TAFE and

employment.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading 234,066.00 All students have a Personalised LearningPathway (PLP) and are making progress inregard to improved literacy and numeracyoutcomes. Aboriginal students aredemonstrating progress in NAPLAN. During2017 funding from Equity and Aboriginalbackground funding was combined to enablesignificant initiatives for Aboriginal studentsaround culture and leadership. Theseinitiatives increased student engagement andattendance demonstrated through improvededucational outcomes.

Low level adjustment for disability 741,000.00 Additional School Learning Support Officers(SLSOs) were employed to work withstudents who have additional learning needsand tutors were employed for year 9–12students who require additional support forvarious reasons. All identified students haveIndividual Education Plans (IEPs) developedin consultation with parents and personalisedadjustments have been made to learningexperiences. This enabled all students toparticipate fully in their learning. As a resultadjustments in all necessary subjectsexplicitly address the specific needs ofstudents with disabilities and studentparticipation and engagement in lessons haveincreased. The school supported the NationalConsistent Collection of Data (NCCD) andthis created opportunities for teachers toengage in meaningful professional dialogueabout how to caterf or the varied needs ofstudents in their classes.

Socio–economic background $368,600.0 Students from low socio–economic familiesreceived additional financial support to ensureequity in educational opportunity. Supportranged from uniforms, school fees,excursions and camp costs. This resulted inhigher levels of engagement and attendancein school activities. Welfare programs such asLoveBites, Safe on Social, RRISK, PASH andcyber bullying workshops were continued toensure students were provided with a widevariety of social impact workshops. Teacherfeedback indicated that targeted studentswere more engaged in school and achievinggreater success in and out of the classroomafter participating in these programs.

Support for beginning teachers 6,500.00 Under the Great Teacher Inspired Learninginitiative, Casino High School receivedfunding for one beginning teacher at the startof 2017. Funds were used to provideinduction, professional development andmentoring opportunities based on theteachers' strengths and needs.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 347 341 343 332

Girls 319 321 325 311

This table shows the pattern of student enrolments overthe past four years. Over time there has been adecrease in enrolment which is indicative of thedemographic decline in the local community.

Student attendance profile

School

Year 2014 2015 2016 2017

7 90.7 92 89 89.7

8 88.3 90.7 89.2 87.2

9 84.5 88.7 84.1 87.9

10 84.8 83 88 88.3

11 78.1 85.2 80.2 82.2

12 89.2 84.4 87.5 86.6

All Years 85.7 87.3 86.1 86.9

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

There has been a slight increase in overall studentattendance during 2017. Many strategies have beenimplemented and we will continue to try and continuethis increased trend for the 2018 school year. Theseinclude: • A regular SMS to parents/carers when students

are absent for a whole day.

• Monitoring of attendance by Year Advisors andconsistent follow–up of students whoseattendance was unexplained.

• Referrals by the Learning and Support Team(LaST) to the Home School Liaison Officers(HSLO) of students whose attendance wasapproaching less than 85%.

• Consistent monitoring and follow–up of fractionaltruancies.

• Continuation of the Homeroom Program.Homeroom teachers were able to monitorstudents'attendance and through the relationshipsdeveloped with the student develop anunderstanding of areas ofconcern. These werethen acted upon by the relevant staff.

• The continued emphasis on the significanceofattendance and success at school through allforms of school communication suchas thenewsletter, P & C meetings and assemblies.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 17

Employment 3.25 10 26

TAFE entry 2 8.25 8

University Entry 0 0 34

Other 0 5.2 2

Unknown 0 1.2 13

The large majority of Casino High School studentsreturned to undertake future years of schooling. Fromour 2017 HSC cohort, 34% of candidates took upuniversity places in the arts, medical science, business,science and engineering, eduation, nursing, socialwork, architecture and law.

Year 12 students undertaking vocational or tradetraining

Vocational Education and Trade Training are veryimportant to Casino High School. The school offeredseven Vocational Education and Training (VET)courses to our students and access to TAFE VocationalEducation and Training (TVET) is also available. In2017 twenty five Year 12 students were enrolled in atleast one VET course and some students were enrolledin up to three VET courses. Eleven Year 12 studentswere enrolled in TVET courses at TAFE.


Year 12 students attaining HSC or equivalentvocational education qualification

98% of the Year 12 cohort of 2017 achieved their HSCand of these 32.43% a vocational qualification as well.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 9

Classroom Teacher(s) 44.3

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 2.7

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

18.88

Other Positions 1

*Full Time Equivalent

The teaching staff comprised of new scheme andexperienced teachers who were well supported by anadministration team, Learning and Support Team(LaST), Aboriginal Education Officer, Student SupportOfficer and General Assistants. The school alsoemployed a Project Officer and numerous SLSO's.

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce. Casino High School has five Aboriginalmembers of staff.

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 6


Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Casino High School in 2017.

Professional learning developed the mindsets andcapabilities of our staff to reflect on current practice,partake in professional dialogues and led to all teachersactively developing a PDP to improve their ownperformance.

Twenty seven teachers were maintaining accreditationat the Proficient level, and five Temporary Full–Timestaff were working toward accreditation at Proficient.

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.

This summary financial information covers funds foroperating costs to 30 November, 2017 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Receipts $

Balance brought forward 1,835,518

Global funds 857,185

Tied funds 1,378,556

School & community sources 106,495

Interest 23,160

Trust receipts 27,884

Canteen 0

Total Receipts 2,393,280

Payments

Teaching & learning

Key Learning Areas 95,420

Excursions 35,445

Extracurricular dissections 27,760

Library 10,232

Training & Development 3,163

Tied Funds Payments 758,911

Short Term Relief 156,751

Administration & Office 105,988

Canteen Payments 0

Utilities 104,854

Maintenance 42,427

Trust Payments 31,670

Capital Programs 0

Total Payments 1,372,620

Balance carried forward 2,856,178

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 2,949,474

Appropriation 2,875,740

Sale of Goods and Services 2,147

Grants and Contributions 67,897

Gain and Loss 0

Other Revenue 3,064

Investment Income 625

Expenses -665,931

Recurrent Expenses -665,931

Employee Related -390,615

Operating Expenses -275,317

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

2,283,542

Balance Carried Forward 2,283,542

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.

There are many strategies put into place which enablethe ongoing financial management of the school. TheDepartment of Education have provided a budgetingtool for all schools to be able to better manage theirfinances. A finance committee is also in place to makesure that funds are distributed equitably across theschool. In 2017 Casino High School deliberatelyunderspent in anticipation for upcoming projects andthe uncertainty of future Equity funding.

In 2018 we intend to use available funds to expand the

literacy and numeracy programs to include: • Years 9 & 10 as part of the Premiers' Targets • An additional alternate curriculum class to

increase student engagement for students withlow attendance rates

• Additional tutor support for Stage 6 • Additional welfare program funding Head Teacher

– Welfare, Aboriginal Programs Officer andStudent Support Officer

• Capital Works programs including enlarging thespecial education playground area to reduceconflicts and enlargement of the Senior LearningCentre to Support Year 12 students

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 6,283,414

Base Per Capita 110,368

Base Location 15,428

Other Base 6,157,617

Equity Total 1,701,186

Equity Aboriginal 225,718

Equity Socio economic 1,108,109

Equity Language 1,470

Equity Disability 365,889

Targeted Total 1,702,437

Other Total 209,721

Grand Total 9,896,758

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.

The NAPLAN results show general improvements inSpelling in the top three bands. Year 7 have shownabove average growth in Grammar and Punctuation inthe middle bands over the past three years.

Percentage in Bands:Year 7 - Grammar & Punctuation

Band 4 5 6 7 8 9

Percentage of students 23.8 19.8 30.7 19.8 5.9 0.0

School avg 2015-2017 22.8 27.6 24.6 17.5 6.3 1.2

Percentage in Bands:Year 7 - Reading

Band 4 5 6 7 8 9


School avg 2015-2017 13.3 33.4 26.3 17.5 8.0 1.6

Percentage in Bands:Year 7 - Spelling

Band 4 5 6 7 8 9


School avg 2015-2017 19.5 23.3 20.0 22.7 12.9 1.6

Percentage in Bands:Year 7 - Writing

Band 4 5 6 7 8 9


School avg 2015-2017 29.8 35.5 22.0 9.9 2.2 0.6

Percentage in Bands:Year 9 - Grammar & Punctuation

Band 5 6 7 8 9 10


School avg 2015-2017 26.9 27.9 25.6 14.6 3.3 1.6

Percentage in Bands:Year 9 - Reading

Band 5 6 7 8 9 10


School avg 2015-2017 16.9 33.9 23.8 18.7 5.0 1.7

Percentage in Bands:Year 9 - Spelling

Band 5 6 7 8 9 10


School avg 2015-2017 21.5 19.1 28.2 19.8 9.8 1.6

Percentage in Bands:Year 9 - Writing

Band 5 6 7 8 9 10


School avg 2015-2017 45.5 19.9 19.5 12.5 1.7 1.0

Average Numeracy Scores for Year 7 Students hasdeclined in the lower bands, however, these scoreshave increased above average growth in Band 7. Year9 students scores have remained relatively steady inthe past three years with small levels of growth inBands 8 and 9.

Percentage in Bands:Year 7 - Numeracy

Band 4 5 6 7 8 9


School avg 2015-2017 11.4 30.9 32.5 19.8 4.1 1.3

Percentage in Bands:Year 9 - Numeracy

Band 5 6 7 8 9 10


School avg 2015-2017 7.0 35.6 35.8 16.6 3.8 1.4

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

In Accordance with the Premier's Priorities:Improving Education Results, schools are required toreport their student performance for the top twoNAPLAN bands in reading and numeracy.


The percentage of Year 7 students in the top two bandshas increased for spelling, remained consistentfor Grammar and Punctuation, Reading and Numeracyand slightly decreased for Writing. The percentage ofYear 9 students in the top two bands has increased forspelling, remained consistent for grammar andpunctuation, writing and Numeracy and slightlydecreased for Reading.

Another reporting requirement from the StatePriorities: Better Services – Improving AboriginalEducation Outcomes is for schools with significantnumbers of Aboriginal students to report thepercentage of Aboriginal students in the top twoNPLAN bands.

Seven percent of Year 7 Aboriginal students were inthe top two band for Reading and 3.5% in the top twobands for Grammar and Punctuation, Spelling andNumeracy at Casino High School. The percentage ofYear 9 Aboriginal students at Casino High School in thetop two NAPLAN bands was 11% for Spelling and noYear 9 Aboriginal students in the top two bands for allother categories, including numeracy.

Higher School Certificate (HSC)

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

Subject School2017 SSSG State

SchoolAverage

2013-2017

AboriginalStudies

56.5 65.6 70.2 56.5

Biology 69.8 63.2 70.9 65.5

BusinessStudies

60.9 59.2 68.2 62.3

English(Advanced)

67.5 67.8 77.6 70.4

English(Standard)

57.4 59.3 65.6 58.5

MathematicsGeneral 2

52.1 55.2 63.6 56.0

Senior Science 57.3 53.4 68.3 57.3

Students studied a range of courses across thespectrum of curriculum including ATAR eligible andnon–ATAR eligible subjects. The achievements atBands 5 and 6 increased slightly to previous years.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

In 2016, the school sought the opinions of students,parents and staff using the Tell Them From Me (TTFM)survey platform. Their responses are presented below: • The majority of parents feel welcome when they

visit the school and information to the communityis clear.

• Parents overwhelmingly feel that the schoolsupports learning and positive behaviour. Theyare informed of their child's academic progressand behaviour at school.

• 82% of students feel as though they have friendsat school they can trust and who encourage themto make positive choices.

• 77% of students believe that schooling is useful intheir everyday life and will have a strong bearingon their future.

• Teacher feedback indicated a significant majorityof staff believed that the school was a highlyinclusive environment.

• 88% of staff agreed that school leaders clearlycommunicate their strategic vision and values forour school.


Policy requirements

Aboriginal education

The implementation of the Aboriginal Education andTraining Policy has seen Casino High School targetresources and professional learning to promote theinclusion of Aboriginal perspectives and content acrossall KLAs.

Funding from Equity and Aboriginal Background isprovided through DoE resource allocation so thatstudents are given support as required. Focus is givento increasing literacy and numeracy outcomes andenhancing retention and engagement through thedevelopment and integration of indigenousperspectives across the curriculum.

All Aboriginal students are fostered and supportedthrough the process of developing PersonalisedLearning Pathways and student profiles that target theindividual needs of each Aboriginal student.

Formal meetings, assemblies and functionsacknowledge the traditional custodians of theBundjalung Nation and we pay respect to the elderspast, present and future for they hold the memories, thetraditions, the culture and hopes of Aboriginal Australia.

Multicultural and anti-racism education

The Multicultural Education Policy and the Anti–RacismPolicy have supported the school communitytoacknowledge and respect cultural diversity and a senseof belonging through the celebration of events such asNAIDOC Week. Casino High School celebrates thiscuturally significant event through the implementation ofa whole school assembly and activities which involveour feeder schools. The day included activities basedaround the ethos of inclusivity, respect and a sense ofbelonging for everyone. It was a day for all students toembrace cultural diversity and to share what we have incommon. The objective of the day was to reinforce theimportance of inclusiveness to all students.

Data expelled from the Tell Them From Me surveyshows a significant increase in students' sense ofbelonging at Casino High School.

Multicultural education is a whole school process thatprepares students for their roles and responsibilities inan interdependent world. It places students at thecentre of all school practices that promote multipleperspectives and an appreciation of cultural andlinguistic diversity within a democratic society.

Other school programs

Sport

2017 was a very busy year with many highlights andoutstanding sporting achievements. Casino HighSchool continued to provide opportunities for studentsof all ages and abilities to participate in and enjoy a

wide variety of sporting activities or recreationalpursuits. As a result of this all–encompassingapproach, students of Casino High School havemaintained a high level of participation, with some ofthese students achieving outstanding results. We sawquite a significant increase in students representing atnot only a Zone level but also at a Regional and Statelevel. This has continued on from the previous year.

Major Sports Awards for 2017 included:

Senior Sportspersons– Juliara O’Donoghue andJustin Baker

Junior Sportspersons– Taleesha Lambeth andTyrhys Williams

Spirit of Sport– Rachel Clarke and Ryan Clarke

NSW Premier’s Sporting Challenge Medal– StellaAllen

Pierre de Coubertin Award– Joel Pillar

Olga Ferguson–McElligott Sporting EncouragementAwards–Tallulah Mohammed and Trenell Williams

Most Successful Sports Team– Senior Boys BeachVolleyball team

Weekly sport provided students with a good range ofsporting or recreational pursuits catering for a widerange of student abilities and interests aiming tomaximise student participation and enthusiasm.

There is an ongoing interest to provide all students withsuitable activities as well as sustain student physicalactivity levels across all sports and furtherinvestigations will be held to ensure sporting successfor our students.

The school fielded numerous teams in NSW CHSKnockouts and Round Robin competitions. Thanksmust go to the dedicated group of teachers, inparticular, the Sports Organiser Miss Thaya Evenden,who all donate their time and expertise to coach,manage and organise team events and school sport forthe students of Casino High School. Without these staffthe Casino High sports program would not exist.

A special thanks also to the PDHPE staff whodedicated themselves to and contributed countlesshours in organising the school swimming, cross countryand athletics carnivals. Results for those carnivals areas follows:

Swimming – Carrington House Champions and AgeChampions were:

Seth Marsden 12 Years Boys

Taj Currie–Lyons 13 Years Boys

Zentay Cormick 14 Years Boys


Kaleb Miller 15 Years Boys

Luke Judson 16 Years Boys

Michael Haynes 17+ Years Boys

Kassadee Appleton &

Taleesha Lambeth 12 Years Girls

Mekelle Williams 13 Years Girls

Cheyne Appleton 14Years Girls

Hayley Creighton 15 Years Girls

Brooke Hare 16 Years Girls

Sophie Bennett 17+ Years Girls

Josiah Thomas 12–15 Boys MC

Declan Bienke–West 16–19 Boys MD

Makayla Wallace 12–15 Girls MD

Georgia Johnson 16–19 Girls MD

Cross Country – Richmond House Champions andAge Champions were:

Ashley Avery 12 Years Boys

Jackson Hall 13 Years Boys

Ezra Frost 14 Years Boys

Travis Trustum 15 Years Boys

Luke Judson 16 Years Boys

Jacob Warne 17+ Years Boys

Taleesha Lambeth 12 Years Girls

Mekelle Williams 13 Years Girls

Faith Pittman 14 Years Girls

Emily Taylor–Talbot 15 Years Girls

Georgia Campbell 16 Years Girls

Shanae Slade 17+ Years Girls

Athletics – Richmond House Champions and AgeChampions were:

Thomas Lee 12 Years Boys

Kirell Robinson 13 Years Boys

Isaiah Freeburn 14 Years Boys

Justin Baker 15 Years Boys

Deacon Daley–Palmer 16 Years Boys

Jacob Warne 17+ Years Boys

Payton Lotz 12 Years Girls

Shakia Peglar 13 Years Girls

Faith Pittman 14 Years Girls

Trenell Williams 15 Years Girls

Billi Willetts 16 Years Girls

Juliara O’Donoghue 17+ Years Girls

Declan Bienke–West 16–19 Boys Para

Overall House Champion – Carrington

Science

Casino High School offered Biology, Chemistry,Physics and Senior Science at HSC level in 2017.

Traditionally, school science has been subdivided intoPhysics, Chemistry and Biology. What the scienceshave in common is their absolute respect forexperimental truth over unsubstantiated opinion and tothat end all three sciences involve a significant elementof laboratory work. The Science department provides achallenging curriculum that strives to meet the needs ofthe student body by:

•Providing the necessary background and skills toenable students to become scientifically literate in orderto make responsible decisions

•Actively involving students in problem solving,qualitative and quantitative analysis, and verbal andwritten communications

•Developing in students an appreciation of science asan investigative process rather than as merely a bodyof knowledge

As scientists, we seek to understand the mechanismsby which the life machine works, how it came to be andwhat the future holds. Where appropriate, we try tocome to terms with the ethical issues thisunderstanding inevitably raises. From the Big Bang tothe end of time, or from the behaviour of a lone electronto the behaviour of a society of human beings, there isno aspect of the universe in which a broad–mindedscientist does not take an interest. Humans havealways yearned to explore and to know about his placein the greater scheme of things: we all ask the bigquestions at some stage. Our aim in Science is to equipCasino High School students with the intellectual skillsand some of the background knowledge that will enablethem to investigate these issues confidently andresponsibly over the course of their lives.


Casino High School students learn that Science is away of knowing about the natural world, based onreproducible observations and experiments. Theactivities undertaken at Casino High School during thepast year have been an inspiring spectacle. Theenthusiasm of our students for all things Science iscommendable.

The Science faculty implemented the followingstrategies from the Quality Teaching Document.

• Lunchtime workshops targeting scientific literacy

• Lunchtime workshops for Year 12 Biology students tomaximise grades

• Lunchtime workshops in HSC Biology, Chemistry,Physics and Senior Science addressing metalanguageand deep learning

Science teachers completed their individualprofessional development plans, mainly with a focus onprogram development for the new Senior Sciencecurriculum. Literacy and numeracy also had a strongfocus. Science teachers shared techniques andstrategies. The evaluation process of the facultiesprograms will continue through 2018.

25 Year 10 students were selected to participate in theJunior Science and Engineering Challenge at southernCross University where they worked in teams to solve arange of engineering problems. Through the Challenge,students experience aspects of Science andEngineering which they would not usually see in theirschool environment. This year Casino High Schoolcame 2nd in their heat at Southern Cross University.

The Senior Science and Biology classes completed afield trip to Ballina where they completed a series ofactivities to challenge the students and to give themreal life experience of applying the scientific method inthe field, working as field ecologists.

The Biology students also took part in the BiologyOlympiad. The Australian Science Olympiads are anational extension program for top performingsecondary science students that culminate in theInternational Science Olympiads.

We strengthened our links with local Universities; wehad one student complete the Griffith University Biologyunit, a two year course that compliments the stage 6HSC Biology course, the student that successfullycompleted the course gain acceptance to the GriffithUniversity Pharmacology and Toxicology course.

THE ARTS

NOMAD – Night of Music Art and Drama

Night of Music Art and Drama is a creative andperforming arts showcase of student performance andexhibition held annually in Term 2. Drawing anaudience from the school and wider community,students from Drama, Music, Photography, VETEntertainment and Visual Arts Years 7 to 12 have the

opportunity to present their work as part of meetingcourse outcomes in each of these subjects. Thepresentation of quality work in this show is prestigiousand builds confidence and skills beyond the classroomenvironment.

Senior CAPA Night

Senior CAPA Night in Term 3 is an exhibition of VisualArts Higher School Certificate bodies of work and Musicand Drama Higher School Certificate performances.This evening provides the Year 12 Creative andPerforming Arts students with an opportunity to refineand develop their respective practices through theprocess of presenting to an audience and the markingof their work for their Trial Higher School Certificate.

School Assemblies

Formal assemblies feature regularly on the calendar forCasino High School celebrating a range of school andwider community events such as ANZAC Day,NAIDOC, Year 6 Orientation and Academic Awards.Opportunities for student involvement exist in the“Crew” managing lighting, sound and stage as a part ofstudies in VET entertainment or through Crew TrainingWorkshops. Musical and dramatic performances aswell as visual art and photographic exhibitionsaccompany many of these events showcasing theoutstanding work of our creative and performing artsstudents.

QUICKSMART

The Quicksmart programs for schools to use withmiddle years’ students (Years 5 – 8) in the areas ofliteracy and numeracy were developed by lecturers atthe University of New England in Armidale usingresources that were provided by the SiMERR project.The programs have operated in our school over a fewyears. They provide an opportunity for several studentsin Years 7 and 8 to undertake one of the programs sothat they can be accurate and automatic in their skilldevelopment in reading (for Literacy) or number andproblem solving (for Numeracy) programs. In the 2017Quicksmart Literacy Program eight students, 1 girl and7 boys completed the program of three terms’ durationwith lessons undertaken 3 times a week. Four studentswere from an ATSI background. Results wereforwarded for the eight students to the University ofNew England. One tutor taught 5 groups of 2 studentsin each group; 2 students did not complete theprogram. Students received around 60 lessons duringthe program.

In the Quicksmart Numeracy Program in 2017,twenty–two students received certificates at the end ofthe year for completing the 30 weeks’ program withlessons being held three times a week. Students wereoffered around 60 lessons; the reduced number beingattributed to other school responsibilities duringtimetabled Quicksmart lessons. Students werewithdrawn from different KLAs when forming theQuicksmart timetables. There were 13 girls and 9 boysin the program. 5 girls and 2 boys identified as ATSIstudents and there was a girl from a NESB. Resultswere forwarded for the twenty–two students. There


were four tutors.

At the end of Term 3, results were sent to SiMERR whoprepared a report using the data presented by ourschool. This report offers feedback to the school andgives information that assists our school in ourpreparation for future years’ growth and on–goingsuccess. The Quicksmart Licence that we purchasewhich allows us to use the OZCAAS computer programwill be due for renewal at the end of 2018. TheUniversity of New England SiMERR project developersanalyse our students’ results and then forward to theschool Literacy and Numeracy reports that highlightareas of improvement that are evident and aspects thatneed to be further developed. In the reports the resultsgive an ‘Effect Size’; the developers’ reports remindschools what the ‘Effect Size’ means: ‘Effect Size isused to show growth or improvement associated with aTeaching Program,’ based on the work of Hattie (Hattie,J. 2009) in “Visible Learning.”

Students have benefitted from multiplication anddivision practice and have learned strategies to solvemathematics problems that are often encased in muchunnecessary literacy (from the point of solving anumeracy question); these aspects of numeracydevelopment will provide long–lasting, positiveassistance in the subject of Mathematics across thesecondary school years.

From the previous year’s results it was noticeable thatas a focus students needed to improve vocabularyskills; from the results given above, when all studentsare considered, “strong improvement” which isencouraging and the achievement of that goal to makesome improvement; however, more is needed sovocabulary development will again be a focus forstudents during Quicksmart Literacy lessons.

The Certificate Presentation Ceremony was held duringthe last week of school in the school hall. Over thirtyparents/carers and other interested communitymembers attended the ceremony that acknowledgedthe successful completion of the programs for the eightliteracy students and twenty–two numeracy students. The students were presented with certificates that werethe ‘official Quicksmart Programs’ Certificates in colourand design. Certificate recipients joined guests for ascrumptious morning tea that was prepared by thecanteen workers and tutors and was served by FoodTechnology students.

The tutors diligently persevere in the task to raise theliteracy and numeracy levels of students throughpersistence and commitment to positive outcomes forall students. I would like to thank the tutors for theseattributes and the students for their willingness to beinvolved and to work hard at the tasks.

EXCURSIONS

Educational excursions are organised for students togain experiences beyond the classroom which highlightthe key role the creative and performing arts play in oursociety and to gain an understanding of the quality ofwork that can be achieved. Excursions within our localarea and metropolitan centres such as Brisbane allow

for a broad variety of performance and exhibition to beaccessed.

SCHOOL, COMMUNITY AND STATEPERFORMANCE, EXHIBITION, COMPETITION

Students are encouraged to participate in school,community and state performances, exhibitions andcompetitions to expand their skills and showcase theiraccomplishments. Beef Week, NAIDOC, Reconciliation,Triple J Unearthed, Operation Art, Schools Spectacular,State Music, Drama and Visual Arts Camps andWorkshops are examples available to studentsthroughout the year.

SCHOOL BASED ACTIVITY

Extra–curricular and school based activities providestudents with an opportunity to further develop skillsand interests. Some of these activities include choir,band, guest performers/artists/speakers, recording instudio and development workshops.


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