2017 Erskine Park High School Annual Report...Erskine Park High School Annual Report 2017 8590 Page...

Erskine Park High SchoolAnnual Report

2017

8590

Printed on: 12 April, 2018Page 1 of 20 Erskine Park High School 8590 (2017)

Introduction

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

Leiza Lewis

Principal

School contact details

Erskine Park High SchoolSwallow DriveErskine Park, 2759www.erskinepk-h.schools.nsw.edu.auerskinepk-h.School@det.nsw.edu.au9834 3536


School background

School vision statement

Erskine Park High School is a dynamic and innovative learning community committed to personal excellence through thedelivery of high quality teaching and learning opportunities. Our dedicated staff and superior facilities provide asupportive, respectful and inspiring learning environment to support students to become engaged, creative and informedglobal citizens.

School context

Erskine Park High School is a modern, vibrant and comprehensive 7 – 12 high school with a diverse population of morethan 1000 students. The school has a dedicated Support Unit catering to the learning needs of students with mild andmoderate learning disabilities, extensive gifted and talented programs and extra curricula activities for students and wellestablished Vocational Education and Training programs.

The school enjoys highly supportive and inclusive parent and community partnerships including rich and purposefulrelationships with local primary schools.

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.

Learning

There is school–wide, collective responsibility for student learning and success, with high levels of student, staff andcommunity engagement. Positive and respectful relationships across the school community underpin a productivelearning environment, and support students’ development of strong identities as learners. Students are showingexpected growth on internal school performance measures.

Quality teaching and professional practice are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development.

Curriculum provision is enhanced by learning alliances with other schools and organisations. The school actively collectsand uses information to support students’ successful transitions. There are systematic policies, programs and processesto identify and address student learning needs.

The school has aligned staff processes and school systems for collecting, analysing and reporting local and external dataon student and school performance. Evaluating and reporting student performance data underpins the whole–schoolassessment strategy.

Teaching

Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their ownteaching practices. Teachers provide explicit, specific and timely formative feedback to students on how to improve.

Teachers incorporate data analysis in their planning for learning. Assessment instruments are used regularly to helpmonitor student learning progress and to identify skill gaps for improvement. The school leadership team engages theschool community in reflecting on student performance data.

Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular studentgroups. Teachers provide and receive planned constructive feedback from peers, school leaders and students toimprove teaching practice. Processes are in place to provide formal mentoring or coaching support to improve teachingand leadership practice. The school identifies expertise within its staff and draws on this to further develop its


professional community.

Teachers actively share learning from targeted professional development with others. Teachers are actively engaged inplanning their own professional development to improve their performance. Teachers draw on and implementevidence–based research to improve their performance and development.

Leading

Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals. Teacherswork beyond their classrooms to contribute to broader school programs.

The school solicits and addresses feedback on school performance. The school has productive relationships withexternal agencies such as universities, business, industry and community organisations to improve educationalopportunities for students. The school community is committed to the school’s strategic directions and practices toachieve educational priorities.

There is broad understanding of, and support for, school expectations and aspirations for improving student learningacross the school community. Staff are committed to, and can articulate the purpose of, each strategic direction in theschool plan. Monitoring, evaluation and review processes are embedded and undertaken routinely.

The school’s financial, physical resources and facilities are well maintained, within the constraints of the school budget,and provide a safe environment that supports learning. Workforce planning supports curriculum provision and therecruitment of high quality staff. The use of school facilities is optimised within the local community, to best meet theneeds of students and the local community.

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

Students are actively engaged learners who are supported towards personal excellence

Purpose

To develop informed global citizens and critical thinkers with high expectations for personal growth. Students takeownership of their learning and actively contribute to the school and learning community to cultivate the skills andattitudes necessary for success in the 21st century context.

Student learning is differentiated and supported through data and research based approaches that ensure the provisionof responsive and equitable learning opportunities which cater for individual learning needs. Student success isacknowledged and celebrated and students take pride in their achievement.

Overall summary of progress

All staff have been trained in the Certificate of Gifted Education issued by GERRIC UNSW. All faculty teaching andlearning programs are developed and implemented with a focus on differentiated learning for all students.

Staff develop individual learning plans for identified students, in collaboration with parents, case workers, learning andsupport staff and special education teachers and share these plans with all teaching staff online via the Sentral database.

Analysis of the growth of student results between years 7 and 9 based on NAPLAN results show a continualimprovement from 2015 – 2017.

Eighty nine per cent of Year 9 students exhibited positive growth in NAPLAN data in 2017 compared to eighty four percent in 2016 and seventy three per cent in 2015.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

•Data informed differentiated andpersonalised learningexperiences are highly visible inall teaching and learningprograms.

•100% of students exhibit positivegrowth in value added data

Equity funding from the2017 Approved SchoolBudget Allocation Report inthe areas of Low LevelAdjustment for Disability($242, 203) andSocio–economicBackground ($468,712)have been used to employadditional staff to supportstudent learning.

A designated faculty has been established tosupport all students with learning.

A Head Teacher of Teaching and Learning leadsthe team and chairs weekly Learning and Supportmeetings.

Four Learning and Support positions and fiveLearning and Support Officer positions have beencreated to provide additional support to studentlearning.

Next Steps

Succession planning and a budget allocation has been considered for the ongoing training of all new staff in theCertificate of Gifted Education delivered by GERRIC UNSW.

The establishment of a Literacy Team will ensure the continuation of the work done to improve literacy beyond theexisting school planning period. Analysis of current Literacy and Numeracy data will inform future school planning andrevised milestones. Additional methods of collecting student data in the areas of Literacy and Numeracy will beinvestigated to supplement NAPLAN data and allow analysis at more points during secondary schooling.

The sharing and analysis of data from K – 12 will be further developed and used by teachers to inform the planning ofteaching and learning.



Staff are dedicated to delivering high quality teaching and learning through reflective and collaborative practices

Purpose

To build a culture of high expectations and performance of staff. Staff are dedicated lifelong learners who have theconfidence and skill set to embrace educational reform and change. The school ethos incorporates building capacity atall stages of career development to ensure all staff are high performing, inspiring and experts in their respective fields.


All staff have gained accreditation against the professional teaching standards.

All teaching staff have completed a PDP (Professional Development Plan) incorporating a school wide goal with a focuson improving the delivery of literacy strategies in the classroom, evidenced by a growth in student literacy outcomes.

All staff have completed lesson observations with colleagues both within and external to their own faculty. Theseobservations include professional dialogue scaffolded on the Visible Learning concepts of "Criteria for learning success,Learning Intentions and Feedback".





•All staff are actively engaged inobservation of professionalpractice, self–reflection andprofessional dialogue withcolleagues.

•All staff are supported to gain andmaintain accreditation against theprofessional teaching standards.

•Increased numbers of staff arecompleting accreditation at HighlyAccomplished and Lead levels.

Beginning teacher fundingand Teacher Professionalfunding have been used tosupport the implementationof lesson observations andother professional learning.

Structures within the schoolhave been set up to supportthe ongoing needs forprofessional learning asstaff move into the cycle ofmaintaining accreditation.

All staff actively engaged in observation ofprofessional practice and shared professionaldialogue via the observation component of the PDPprocess. Evidence was collected and retainedduring the PDP meetings.

All staff gained accreditation in preparation forrollover on 1st January 2018 via the PDP process.

A group of teachers continued to work towardaccreditation at highly accomplished and lead.

Seven Head Teachers attended leadershipprofessional learning with the DP association onschool leadership.

Next Steps

Sustainable practices have been implemented to support the ongoing professional development of staff to maintainaccreditation at proficient against the professional teaching standards.

Head Teacher Professional Practice has been employed to support staff through professional development and theaccreditation processes across the K–12 campuses of James Erskine Public School and Erskine Park High School. Thisrole also encompasses a coaching role for those staff seeking higher levels of accreditation.

Professional Development Plans (PDP) have been established to ensure the development and implementation ofprofessional development planning for each staff member. Professional development goals, associated resources andtraining to access these goals and transparency and accountability are established to support implementation of plans.

The culture of collegial faculty and cross–faculty professional practice observation has been embedded, providing asustainable platform for professional dialogue and critical analysis of practice. The school has scaffolded the professionaldialogue against Visible Learning and research based practices.



Teaching and Learning is supported by systems leadership, quality assurance and community engagement.

Purpose

As a connected and engaged school community the vision is to develop and sustain systems which support the highestquality educational opportunities for all students. The school is dedicated to providing a high degree of transparency toour community in approaches to ensure quality, accountability and systems which drive continual school improvement.Community input into the operational management and the strategic directions of the school is valued. Engagement withlocal businesses, schools, Universities and other key stakeholders ensure students have extensive pathways to successand a relevant and sustainable continuum of learning.


Student attendance has improved across the school to a level equal to the state average. In the junior school,attendance is sitting above state average. Student attendance has been addressed through the implementation ofsystems and practices which provide direct feedback to parents about absences of students as well as accountabilitymechanisms and strategies to follow up student absences.

High quality lessons are delivered to every student through the use of practices of incorporating technology into teachingand learning. All students across the school access the Bring Your Own Device (BYOD) program on an ongoing basis,meaning that every student has access to technology in every lesson. School culture has been established such that theexpectation is for each teacher to utilise these technologies in the majority of lessons as appropriate.

Staff continue to access professional learning and improve the quality of the integration of technology into lessons and toreview digital learning platforms, with an agenda of continual improvement for student access and improved learningoutcomes.

Formal reporting processes have been reviewed in consultation with staff, students and the community through surveysand interviews. Reporting templates, structure and wording have been reviewed to provide a greater clarity for parentsand make clearer the connection between learning, assessment and reporting against syllabus outcomes.





•Attendance is improved andsustained at a level equal to orgreater than state average. •School wide systems are in placeto ensure the highest qualityassessment and reportingpractices. •Increased effective use oftechnology for learning.

T4L roll–out utilised tosupport the ongoingimplementation of BYODwithin the school.

Teacher ProfessionalLearning funding engagedto support professionallearning for implementationof technology in theclassroom.

Student attendance this year has been in line withthe state average.

BYOD is now being sustained in the school atgreater than 90% take up. Systems are in place tomaintain student buy in and bring their device toevery lesson. BYOD feature in every executive andfaculty meeting agenda.

Yearly reports have been modified to reflectrequired modifications after consultation withparents, students and staff. Greater transparency isevident between assessment practices and reportstructures.

Next Steps

Attendance at school, and in each lesson continues, to be a higher priority for the school. An additional Head TeacherAdministration has been employed to support the work of the existing Head Teacher in this area. Every student who isnot in a lesson or at school is followed up by one of these staff in a timely manner to ensure all students are inattendance to every scheduled lesson.

Sustainable practices for ongoing maintenance of BYOD have been implemented including targeted information forstudents in our feeder primary schools and for those students looking to enter Erskine Park High School into the future.


Parent sessions are run during the year 6 into 7 enrolment processes as well as information sessions for existing parentson how to support their child through the use of technology in the classroom and at home.

Additional resources are available to support those students who do not have access to their own computers. This issupplemented from school funds each year to ensure the pool is sustainable into the future.

Staff continue to undergo professional learning in the implementation of technology in teaching and learning. Thisincludes the teach meet structured training to build the capacity of staff using internal expertise. Staff are also completingtraining to investigate alternate digital platforms with in excess of 25 staff completing training in the use of Office 365 as alearning platform.

Review of assessment tasks to ensure consistency and accessibility is currently underway. Assessment practices arebeing reviewed to identify areas where improvements to consistency, accessibility and transparency may be made.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $44,829 Targeted students worked with AboriginalArtist, Darren Dunn, through the Black on YaFeet program and within the STEPs learningcommunity.

Senior students participated in the AIMEmentoring program.

Additional support for indigenous studentsdelivered in the areas of assessment task and literacy support through the teaching andlearning centre and the employment ofadditional SLSO and LAST staff.

English language proficiency $28,049 Students received additional learning supportwith the employment of additional learningand support officers provided through theteaching and learning centre.

Low level adjustment for disability $242,203

• ($0.00)

Students received additional learning supportwith the employment of additional learningand support officers and learning and supportteachers provided through the teaching andlearning centre.

Socio–economic background $468,712 Students participated in explicit study skillsprograms delivered by Elevate.

Head Teacher Teaching and Learningemployed to identify and lead theimplementation of support programs for allidentified students, using a case managementstructure, through the teaching and learningcentre. This incorporated an individuallearning plan for every supported student.

At risk students identified and placed into theEnterprise Project, with more than eightypercent of participants transitioning toemployment.

Pastoral care delivered across 2017 toidentified groups within the school and towhole year groups. Guest speakers andcommunity workers engaged with yearadvisors to structure programs to addresslocal needs in a high quality pastoral careinitiative for all year groups.

Support for beginning teachers $75, 376 All beginning teachers participated ininduction programs, mentoring programs andwere supported by head teachers through thePDP processes within the school; includingstructured lesson observation within andoutside the teachers faculty areas.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 516 522 509 503

Girls 502 485 478 469

The school showed no significant changes in thenumber of students enrolled in the school

Student attendance profile

School

Year 2014 2015 2016 2017

7 93 93 92.2 92.4

8 90.7 90.9 91.6 90.8

9 88.5 88.8 90.2 91.8

10 85.3 87 88.9 89.2

11 84.5 87.5 87.2 82.7

12 87.4 89.6 90.4 89.1

All Years 88.5 89.6 90.1 89.6

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

Student non–attendance has been managed locally through the implementation of monitoring proceduresincluding period by period online roll marking, SMS textmessages to parents and the parent online portalwhere student attendance information can beaccessed. Increased access to information hasimproved parents ability to provide information aboutillnesses, injury and other absences.

Head Teacher Administration and the office staffinvestigate every student whole day and periodabsence to explain any missed classes and implementstrategies to address and eliminate truancy.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 3

Employment 4 20.2 44

TAFE entry 0 3.7 13

University Entry 0 0 36

Other 6 0 4

Unknown 0.5 3 0

Year 12 students undertaking vocational or tradetraining

A total of 43 students from the year 12 cohort 2017undertook a Vocational Education and Training course.This represented 40% of the students in year 12completing a Vocational Education course.

This is made up of 28 students who completedvocational education course at Erskine Park HighSchool in Hospitality and Construction. In addition, 15students completed vocational education at TAFE.

Year 12 students attaining HSC or equivalentvocational education qualification

118 students completed Year 12 in 2017. Of the 43students undertaking a vocational education course, 38students completed the course. The five students whodid not complete the courses left school to pursue fulltime employment.

This means that 88% of students studying a vocationaleducation course attained a vocational educationqualification as part of their HSC.

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 11

Classroom Teacher(s) 51.2

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.6

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

16.37

Other Positions 1

*Full Time Equivalent

No staff identify as Aboriginal

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 42

Professional learning and teacher accreditation

Staff professional learning for 2017 was aligned to thestrategic directions of the school plan. This year thefunding for staff professional learning was $77,181.

All staff participated in professional development inLiteracy throughout the year. The literacy teamdelivered professional learning to staff on theidentification of areas of need for individual studentsthrough the analysis of NAPLAN data and other internalassessments. The team has also provided explicitinstruction for staff on embedding targeted strategiesfor the improvement in reading and writing across allKLA groups.

Twenty five staff completed GERRIC training at thebeginning of the year. This training provided a standardscaffold for differentiating the learning in eachclassroom and forms the basis of our commonprogramming platform.

All staff have completed professional learning in termfour to revise the school pastoral care program to alignwith our CLUES values platform. Staff collaborativelydeveloped modules to support students through theexplicit teaching of wellbeing and social developmentpriorities.

All teaching staff continued to received professionallearning on the implementation of the schools BringYour Own Device (BYOD) program. Staff receivedtraining on specific programs and digital learningplatforms which have subsequently been integrated intoteaching and learning across the school. Staff shareddetails of successful implementation of technology indifferent learning areas through the createbytesprofessional learning meetings twice per term.

All teaching staff completed the professionaldevelopment plan cycle through 2017, were successfulin working towards achieving their professional learninggoals. All pre–2004 teaching staff have been accreditedas proficient against the Australian ProfessionalStandards for Teachers and now move into themaintenance phase of accreditation.

Five teachers gained accreditation at the level ofProficient and thirty teachers continued to maintainaccreditation at proficient. All staff participated inprofessional learning to support the mandatoryaccreditation processes for pre–2004 teachers.

This year all Non–teaching personnel completedtraining in the PDP process. Non–teaching staffattended professional learning about goal setting withinthe context of their role, identifying goals using thepublic service capabilities framework and settingaspirational goals where new roles or promotion hasbeen identified as an area of desired growth. Thesestaff developed and implemented professionaldevelopment plans with their supervisor in line with theprocess utilised by teaching staff.

Office administration and senior executive staffreceived training to plan for and successfully roll outLMBR as the school's administration system, in linewith the DoE's requirements. The administration systemsuccessfully transitioned from OASIS to LMBR midyear, with new systems and processes in place and alladministration staff trained in the application of therelevant modules for their roles within theadministration office.

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.


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.

Receipts $

Balance brought forward 1,126,747

Global funds 506,556

Tied funds 534,622

School & community sources 323,791

Interest 29,320

Trust receipts 24,129

Canteen 0

Total Receipts 1,418,417

Payments

Teaching & learning

Key Learning Areas 76,045

Excursions 94,193

Extracurricular dissections 50,160

Library 7,885

Training & Development 2,593

Tied Funds Payments 459,092

Short Term Relief 179,150

Administration & Office 134,658

Canteen Payments 0

Utilities 89,950

Maintenance 61,286

Trust Payments 19,828

Capital Programs 218,647

Total Payments 1,393,489

Balance carried forward 1,151,676

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 2,210,588

Appropriation 1,931,237

Sale of Goods and Services 44,536

Grants and Contributions 232,672

Gain and Loss 0

Other Revenue 0

Investment Income 2,143

Expenses -1,243,515

Recurrent Expenses -1,243,515

Employee Related -510,580

Operating Expenses -732,935

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

967,073

Balance Carried Forward 967,073

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.

The school finance team oversee the financialmanagement and planning of school funds. This teamis lead by the Principal and is made up of the SchoolAdministration Manager, an Executive staff memberand a parent representative. This team meets once aterm.

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 8,285,517

Base Per Capita 157,472

Base Location 0

Other Base 8,128,045

Equity Total 783,793

Equity Aboriginal 44,829

Equity Socio economic 468,712

Equity Language 28,049

Equity Disability 242,203

Targeted Total 881,298

Other Total 181,202

Grand Total 10,131,811

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.

130 of 148 students achieved growth between years 7and 9 in reading in NAPLAN.

57% of students in year 9 achieved greater than orequal to expected growth in writing.



75.9% of students have achieved greater than or equalto expected growth in numeracy in NAPLAN. ErskinePark High School is achieving higher than all state andNSW DoE schools in average scaled score growth.

Year 9 NAPLAN results indicate that students are

achieving have demonstrated improvement in thenumber of students achieving in the top two bands ofachievement in spelling, writing and grammar.

Higher School Certificate (HSC)

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


Parent/caregiver, student, teachersatisfaction

In our recent Tell Them From Me survey conductedacross 2017, parents responded favorably in terms oftheir satisfaction with the school. 68% of parentsindicated they were satisfied with the level ofcommunication with the school. 65% of parentsindicated that the school had a good or positivereputation with them and among the community and79% indicated that they would be willing to recommendthe school to others. Parents had identified studentbehavior and bullying as areas where the school couldfocus on for improvement.

Staff also articulated satisfaction with communication,with 78% of staff indicating they were either satisfied orvery satisfied with the level of communication. Staff feltthat the leadership of the school was drivingimprovement with 58% feeling strongly favorable in thisarea and 80% overall agreeing with this position. Staffgenerally felt morale was high among the staff, with68% indicating that morale was at a suitable to highlevel.

Students identified some areas of improvement for theschool to focus on as being in the areas of bullying,mental health and truancy. However, the majority ofstudents indicated they were experiencing positiverelationships at school with both staff and students andgenerally had pride in their school. Students alsoindicated that staff generally held high expectations forstudents academically and the rigors of the curriculumwere set at an appropriately challenging level.


Policy requirements

Aboriginal education

AIME – Australian Indigenous Mentoring Experience isa program run in conjunction with Western SydneyUniversity. Aboriginal students from Erskine Park HighSchool attend multiple sessions at the University acrossthe year to engage with mentors. The purpose of theprogram is to develop an understanding of and toexplore Aboriginal culture, and to work with studentstowards setting and achieving educational andaspiration goals. The program also includes an onsitecomponent where mentors work directly with seniorstudents to support them through their assessment andlearning and to develop their skills as the nextgeneration of mentors.

Yarn circle – Yarn circle is an onsite extension to theAIME program as delivered at the University. Mentorsattend the school and work with Aboriginal studentsthrough mentoring, exploring and celebrating Aboriginalculture and through setting and achieving goals.Students themselves are given opportunity through thisprogram to develop as leaders for the other students.

NAIDOC day was celebrated this year with a formalassembly and presentations about the significance ofNAIDOC day. Aboriginal perspectives and culture weredemonstrated and celebrated throughout the assemblyand across the day.

Aboriginal ANZAC commemoration – Students fromErskine Park High School have again been invited toattend the celebration of Aboriginal serviceman as partof the annual ANZAC celebrations. A contingent fromthe school attended the ANZAC service and laidwreaths in acknowledgement and celebration of theservice of Aboriginal Australians to our country inprevious conflicts.

Black on ya feet – This year has again seen the Blackon ya feet program run within the school. AboriginalArtist Darren Dunn worked with Aboriginal students todevelop their skills in Aboriginal painting styles and inexploring and celebrating their culture. The programcontinued to be a success with improved outcomes inbehaviour and academic progress being observedacross the school for those students involved.

Anzac artwork for Captain Reginald Saunders –Students from Erskine Park High School worked with StMarys RSL club this year to produce an artwork incelebration of the life of Aboriginal serviceman ReginaldSaunders. The artwork, produced by our Aboriginalstudents, was presented to the family of CaptainSaunders at the dawn service for ANZAC day. Thefamily were very moved by the quality of the piece andpersonally thanked the school and each individual whoworked on the artwork in writing.

Koori kids futures – work experience opportunities atNepean Hospital have been accessed through thecareers advisor for a number of Aboriginal studentswho are looking to explore careers in medicine and/orcommunity services. The week long program calledHealth Inspirations exposes students to the operations

of many different wards within the hospital, with a goalof providing insight and inspiration for our students topursue careers in the health services area.

Multicultural and anti-racism education

Harmony Day is celebrated each year at Erksine ParkHigh School with an assembly for the whole schoolwhere our student leaders provide information andinsight into the origins and meaning of Harmony Day.Student performances and cultural displays form amajor part of the Harmony day celebrations.

Multicultural Day is an annual event which includesperformances, cultural displays and food stalls. Eachyear these events focus on food, dress and art fromsome of the many cultures that make up our school.Multicultural Day celebrates the many different culturesthat make up our school

Anti–racism coordinator – The Anti–racism coordinatoris a member of the teaching staff who manages andaddresses individual cases of racism within the school.Whilst it is rare at our school, the ARCO will meet withstudents where racism has become evident andaddress concerns of the impact and consequences ofracism. Students who behave in a racist ordiscriminatory manner are addressed swiftly andconsistently. Anti–racism also forms part of our pastoralcare program and aligns directly with our CLUESvalues platform.

Other school programs

Achievements in the Creative and Performing Arts

Arts in the Park, in its 22nd consecutive year,showcased Erskine Park’s talented art, photography,ceramics, design and music students. HSC Visual Artsmajor works and musical performances along with avariety of junior and senior work ranging from paintings,drawings, sculptures,photographs, prints and designedobjects, displayed the skills of our student; works werealso exhibited from our local primary schools. ErskinePark’s annual student portrait competition of staff, “TheBald Archie’s” also featured in the treasured andanticipated school and community event.

Year 10 Visual Design students participated in a picturebook collaboration project with year 6 James ErskinePublic School students. This involved workshops anddesign meetings to help develop the concept and layoutfor a picture book where Erskine Park High studentscreated illustrations for a story written by the year 6students. The finished product was displayed at theschools book fair and through the collaboration of thetwo schools; a story was brought to life throughillustration.

Trinity Taylor and Scott Tucker of Year 11 wereselected to attend the prestigious Dobell DrawingSchool at the National Art School, Sydney. The drawingschool is sponsored by the Sir William Dobell ArtFoundation. The students participated in a week long


intensive residency program in the April school holidaysand had their work exhibited at the end of the course.

A number of students from the EPHS Concert Bandcontinued to be involved in the Western Sydney StateSchools Concert Band. Jacob Tiatia, Brendan Carnyand Victoria Harry attended a four day camp at theMerroo Conference Centre, Kurrajong. This was afantastic opportunity to extend their abilities withexperienced tutors from the Western Sydney Region.

The EPHS Concert Band provided musicalaccompaniment for ANZAC Day Services both here atthe school and within the local community. The bandplayed at the St Marys RSL ANZAC Daycommemorations during and after the dawn service onthe 25 of April. Jasmine Tiatia was invited to performthe Last Post and Reveille at the ANZAC Day service infront of several thousand people and at a number oflocal schools within the community.

Students from the Erskine Park High School ConcertBand entertained our local senior citizens at the annualSeniors Week event held at Erskine Park CommunityCentre. This is an annual event and we are honoured tosupport to the day. The senior citizens of thecommunity were impressed by the skills of the ConcertBand performers.

The school Concert Band and Senior/Junior DanceTroupe performed at the annual STEPS Concert held atPenrith Panthers. This concert showcasedperformances from schools within the St Clair andErskine Park area. The Concert Band played arendition of “Sesame Street” favourites. Erskine ParkHigh School is the only school in the STEPScommunity to have a full band program running. Thedance troupe displayed our schools dance programperforming routines choreographed to a “Little Minx”remix.

The Erskine Park Concert Band and Support DanceTroupe performed at Education Week celebrations atMt Druitt Westelds Shopping Centre. The bandperformed to a very high standard performing a wideselection of musical styles and the dance troupeperformed a high energy item. The band and dancetroupe are professional in the way that they set up,perform and pack away after each concert.

The EPHS Concert Band’s Jacob Tiatia, JasmineTiatia, and Sinead Rofe performed in the PULSE PublicSchools Ensembles at the Sydney Opera House.These students continued our association with thisprestigious musical event.

The school’s annual Variety and HSC PerformanceNight displayed the broad talent from both our studentsand staff ranging from singing, dancing, drama,gymnastics, comedy and rock bands.The night wasgreatly supported by the community. The teacher’sband “The Purple Cards” kept the audience guessingwith what they would perform next.

On 19 October 2017, the Rotary Club of St Maryscelebrated its 60th anniversary. A dinner function was

held to celebrate the occasion at the Twin Creeks GolfClub. Two of our Yr 11 Music students, Sinead Rofeand Aerith Revilla impressed the audience by providingmusic during the dinner. The anniversary is animportant milestone for the club and we were honouredto be a part of this significant night.

The EPHS Training Band continued to welcome newmembers willing to work hard on gaining new skills.Opportunities to join the band or learn an instrument,continued to be available for wind, brass andpercussion Instruments in a fostering and nurturingenvironment. This program allows students to learn orenhance existing skills and expand upon theirconfidence within music.

2017 Sport – Annual Report

Swimming • Forty five students attended the Werrington Zone

Carnival. From this group of students, 17 studentsattending the Sydney West Carnival. Erskine ParkHigh School came second overall at the zonecarnival.

Cross Country • Erskine Park High School was represented by 80

students at the Zone Cross Country Carnival.twenty three students progressed onto theSydney West Carnival.

• Five students excelled and represented ErskinePark High School at the Combined High Schools(CHS) Carnival: Emmanuel Boadu, RaviniRavikumar, Brodie Rushby and Britney Tucker.

Athletics • Erskine Park High School was represented by

102 students at the zone carnival. Of this number,27 students progressed to the Sydney WestAthletics Carnival.

• Three students progressed to the CHS level: BreeEgan, Kirk Morozoff and Brodie Rushby.

• Kirk Morozoff was 17 Years Boys shotputchampion, progressing to the All Schools AthleticsCarnival.

Football • Two students represented Erskine Park High

School at the Open Boys Sydney WestChampionships: Zaid Granzooy and MichaelScandelin.

• In the Open Girls division, we were representedby Alicia Borg and Britney Tucker.

Tennis • Two students were selected in the Zone Tennis

Team to trial at the Sydney West level: BenBannister and Jayden Swalue.

Touch Football • At the Sydney West Opens Championships,

Erskine Park High School was represented byKirk Morozoff and Austin Quast in the boysdivision, and Tiarne Verbeek in the girls division.

Netball


• Erskine Park High School was represented at theSydney West Championships by five students:Hayley Barsby, Hayley Hanlon, Caitlin Miller,Jasmine McGrath and Madison Williams. Thisteam was also coached by an Erskine Park HighSchool staff member, Mrs Megan Tucker.

Softball • Erskine Park High School students were

represented at the Sydney West Championshipsin Girls Softball by Lauren Bailey and RebeccaBailey.

• Open Boys Softball saw three studentsrepresenting Erskine Park High School at theSydney West Championships: Michael Doodson,Tom Power and Rocky Yates.

Rugby League and Union • Erskine Park High School had six representatives

compete at Sydney West level in Rugby League:Joel Boulter, Matthew Hatson, Kirk Morozoff,Austin Quast, Kyle Wade, Joel Waugh.

• The Sydney West Rugby Union Team coachingstaff included staff member, Mr Danial Lindsay.

• Erskine Park High School was rewarded the MarkGeyer Cup in Rugby League for the 14s Division.This team was coached by MrJacob Brenner.

Volleyball • Kimberley Quinto was successful in being

selected in the Werrington Zone Volleyball Teamwho competed at the Sydney WestChampionships.

Cricket • Raj Patil was a Sydney West Representative at

the Combined High Schools Carnival in GirlsCricket.

Water Polo • Flyn Moss represented Erskine Park High School

in Girls Water Polo at the Sydney West andCombined High Schools Carnivals.

External Achievements

We had a number of students excel in their sportingavenues outside of school: • Sarah Clarke competed at Swimming

Championships, excelling in her division. • Caitlin Christie represented NSW at the Australian

Gymnastics Championships. • Flyn Moss was selected as a NSW Open Girls

team member in Water Polo. • Chloe Borg was successful in being selected to

represent Australia in Taekwondo. • Brodie Rushby excelled at the NSW Athletics

Championships in long distance running events. • Mikayla Martin, Annalise Nagle, Caylee Marrre

presented their club in CheerleadingChampionships. Holly Fitzpatrick excelled inDance Sport representation.

• Hayley Barsby was selected to play IndoorNetball for NSW. She was also selected for theSydney West Academy Netball Team.

• Wyatt North represented NSW at the NationalFishing Championships.

• James Harms excelled in Karate, and BridgetGrima in Mixed Martial Arts.

• Izaiah Ape–Esara was selected for a position inan Academy Team for Regional Championships.

• Damon Myburgh–Sisam was a representativeplayer for NSW cricket.

Community Partnerships

The school continued to build valued partnerships withlocal community organisations.

The partnership between the school and St MarysRotary club continued with the second iteration of ourpublic speaking competition. Rotary members attendeda dinner, catered for by Erskine Park Hospitalitystudents, and six Year 9 finalists in the competitionpresented their final speeches to the audience andjudges. First place in the completion was awarded toCasey Larden, second place Jeveshni Sen and thirdplace Alexandria Lazo–Toledano. Our learningcommunity were also in attendance at the evening withrepresentatives from each of the schools in the STEPScommunity attending with a look to expanding the eventto include the schools from our learning community.

The St Marys RSL sub branch provided three ColinSheppard OAM scholarships. These were awarded toTim Yarkov, Rhys Graham and Zoe Dutton. The schoolconcert band played at the St Marys ANZAC dawnservice and other associated services. Students fromErskine Park High School presented the relatives ofCaptain Reginal Saunders with an artwork designed bystudents to celebrate his life. This artwork was alsopresented to the family at the St Marys RSL dawnservice.

The local community continues to show support for theexcellent learning opportunities provided by the schoolthrough their contributions to the Senior Scholarshipprogram. The followed students received scholarshipsfor their senior studies; Ethan Baker (St Clair ShoppingCentre), Diana Ebirim (St Clair Shopping Centre),Natasha Stankowski (St Clair Shopping Centre),Tyrone Pearce (St Clair Shopping Centre), EthanMacAnulty (St Clair Rugby League Club), JaymePleshette (St Clair Rugby League Club), JenniferNewman (Erskine Park Eagles Netball Club), SulavMalla (St Clair Hawkes Cricket Club), Kaustubh Alulkar(Erskine Park Concreting), Brenna Kerr (Ryan FamilyScholarship), Guruparan Shivan (Erskine Park DentalClinic), Hannah Marchant (LJ Hooker), Tim Yarkov(Jamie Will Transport Pty Ltd), Ijlal Khan (Jamie WillTransport Pty Ltd).

Gifted and Talented Education Programs

The Gifted and Talented students at Erskine Park HighSchool participated in a variety of activities andprograms. The structure of the program included aGifted and Talented class in years 7–10, where adifferentiated and extended curriculum was delivered.Additional withdrawl lessons for year 7 and 8 GAT


students, allowed students undertake project basedlearning tasks and open ended projects throughout theyear.

Approximately 35 students sat the Higher AbilitySelection Test. This information along with nominationforms and information from primary school teachersand teacher references were utilised to help determinethe students for the year 7 GAT class for 2017.

The year 7 GAT class participated in many projectbased learning activities across the year includingClaymation. Students developed a script and designedcharacters. They then had to shoot and edit their filmusing claymation software.

The year 8 class completed a robotics workshop wherethey constructed and programmed robots to completespecific functions. This extended students problemsolving and design skills in addition to developing skillsin coding.

The TOPSTEPS day offered primary school studentsthe opportunity to extend themselves in particularsubject areas. St Clair and Erskine Park studentsselected a workshop which they attended for the day.This annual event gives primary students anopportunity to engage in extended learning in subjectareas of personal interest.

This year the GAT camp was a challenge throughoutthe city, structured in the same format as the RaceAround the World. Students completed a range ofchallenges and problem solving activities over a coupleof days using teamwork and collaboration. Studentsand staff competed in smaller teams and developedskills in the areas of lateral thinking, teamwork andcollaboration and problem solving. The camp was achallenging and fun event where a light heartedcompetition produced exceptional learning and teambuilding opportunities.


Date post:	05-Oct-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

2017 Erskine Park High School Annual Report...Erskine Park High School Annual Report 2017 8590 Page...

Documents