2019 Gulgong High School Annual Report - Amazon S3 · • At least 50% of students are using BYOD...

Gulgong High School2019 Annual Report

8546

Printed on: 24 February, 2020Page 1 of 26 Gulgong High School 8546 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Gulgong 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.

School contact details

Gulgong High SchoolBelmore StreetGULGONG, 2852www.gulgong-h.schools.nsw.edu.augulgong-h.school@det.nsw.edu.au6374 1201


School background

School vision statement

Our aim at Gulgong High School is to encourage excellence in lifelong learning in a school that is safe, supportive andthat values individual difference. We believe in a collaborative and respectful environment where students and staff havethe opportunity to reach their full potential whilst working in partnership with the school community.

School context

Gulgong High School is a comprehensive co–educational secondary school located in the central west of NSW. It has astudent population of 230 with 34 Aboriginal students that are supported by Equity Programs. The school is part of theCudgegong Learning Community and is well resourced with the library recently undergoing a significant refurbishment.The school is committed to future focused leaning practices and is a Positive Behaviour for Learning school. Thededicated and professional staff are supported by an active Parent and Citizens Association in catering for the diverselearning and welfare needs of the student body.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Delivering

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Excelling

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Student Excellence and Engagement

Purpose

Gulgong High School aims to lead students into the future, ensuring a strong foundation in literacy, numeracy andenabling students to become creative and technologically skilled. Staff will endeavour to develop, engage and inspirelearning partnerships and set high expectations through the delivery of quality teaching and learning programs that arerelevant and meaningful.

Improvement Measures

• At least 50% of students are using BYOD devices and all students have access to appropriate technologies.

• 75% of staff have embraced AVID and Project Based Learning within the school curriculum structure.

• At least 80% of students demonstrate expected growth across numeracy and literacy progressions. with 90% ofstudents achieving at or above national minimum standards on NAPLAN reading, writing and numeracy.

• The number of students in the top two NAPLAN bands increase by eight per cent by 2019.

Progress towards achieving improvement measures

Process 1: • Develop processes to implement future focused learning across the school, including the provision ofprofessional learning to maximise the effective use of technology.

Evaluation Funds Expended(Resources)

Project based learning is no longer a school priority andthis teams focus will now be on implementing technologywithin the classroom.

After surveying staff and students, the decision was madeto move forward with the implementation of BYOD in2020 for years 9–12, with support still being provided forstudents in years 7 and 8 who bring their own devices. ABYOD open night was held mid Term 4 for parents/carersand students in years 8–10 2019.

Installation of remaining interactive panels has beencompleted in all teaching spaces.

New staff laptops have been issued.

Student laptop pods have been expanded with newlaptops due to be purchased at the start of 2020.

Staff have been offered 'Tech Bytes' afternoons duringTerm 4 to upskill/refresh their technology use.Professional learning for staff on theimplementation/upskilling in the use of the interactivepanels, OneNote and Google classroom will continue in2020.

$30 000

Process 2: • Deliver Literacy and Numeracy classes to Years 7 and 8 one period per week in conjunction withassociated Professional Learning for staff.


Year 10 students have completed minimum standardstesting. Some students have retaken test. 8 students stillto pass at least one component. Year 11 students have



retaken tests. 2 students still to pass one componenteach. Careers Advisor conducted multiple practicesessions in preparation. Program to continue in 2020. It issuggested that Year 10 start tests in Term 1 and aretaken during various subjects rather than careers lessons.In addition to this, Western Student Connectionsdelivered workshops to students for students not yetmeeting minimum standards.

The literacy and numeracy team delivered professionallearning to staff on paragraphs and capital letters – basedon data analysis of minimum standards.

Literacy Planet and Mathletics (an online learningplatform) was embedded into Year 7 & 8 Literacy andNumeracy lessons.

Process 3: • Implement the AVID education program to assist staff in implementing quality teaching practices, witha focus on questioning, explicit teaching practices, high expectations and feedback.


10 staff attended AVID Summer Institute including 8 staffthat had not been before.

Professional Learning has been delivered in severalsessions throughout the year building staffs capacity toimplement AVID strategies in their classes.

Survey results indicate most staff are embedding AVIDinto their teaching practice.

$20 000



Excellence in Teaching

Purpose

To promote excellence in teaching our core strategy will be to ensure that our teaching practice is based on the ongoingevaluation of evidence. Through collaboration we will share and develop our knowledge and expertise to cater effectivelyfor the diversity of student needs. This will enable both students and staff to reach their full potential.


• The value–added student performance from Year 9 NAPLAN to HSC will be positive.

•There will be an increase in the proportion of students demonstrating active engagement with their learning, asdetermined by the "Tell Them from Me" survey (or similar means).

• 100% of staff actively participate in Professional Learning Communities

• 100 % of Teaching and Learning Programs reflect a common method of recording adjustments.

• 50% or higher of students with ILSP's show improvement in aptitude and attitude as measured by school reportingmechanisms.


Process 1: • Develop and implement professional learning processes that builds teacher skills in effectiveclassroom practice and the analysis of data.


The team plans to continue to provide opportunities forthe analysis of data to other teams. A greaterunderstanding of how data is triangulated is needed.

Process 2: • The school identifies and draws on expertise within its staff to develop its professional learningcommunity


Professional learning has been delivered by various staff.It has been positive to develop staff's capacity to deliverprofessional via the AVID focus staff meetings.

Process 3: • Strengthen staff knowledge and understanding of the mandatory requirement to cater for the diversityof student needs through ongoing professional learning


Staff have been given several professional learningopportunities throughout the year. The Learning andSupport Teacher (LaST) and members of the Literacy &Numeracy team have presented to staff information aboutstudents needing adjustments and those who have notmet the HSC minimum standards, providing classroomstrategies and suggestions for adjustments. A bank ofresources has been created with subject–specific andgeneral strategies to assist students with differentlearning needs. Staff have worked with the LaST tomodify class tasks and examinations. Similarprofessional learning opportunities are recommended for



2020, with additional training in teaching students withhearing impairments.

The team identified a need for Year Advisers to receiveincidental counsellor's training. It is recommended that allstaff are provided with strategies to deal with specificstudent issues, for example: anxiety, depression andanger management. Staff may then assist students in aspecific and practical way, rather than simply 'having achat'. A focus on students' conditions rather than thesocial consequences of those conditions may alleviate thetendency of some students to abuse their timeout cardsand overburden their support teachers.

A priority for 2020 is examination modification. Someexams were not modified to the level that studentsrequire. Head Teachers are to be more rigorous aboutchecking programs, entering classrooms and ensuringthat appropriate adjustments are being made. Teachersare to spend more time adjusting tasks and especiallyexams.



School Culture and Community

Purpose

The commitment to and expansion of strong, sustainable and wider community links will enable Gulgong High School tooffer a diverse range of academic, transitional, cultural, sporting and community service opportunities. To create andfoster a learning environment that is safe, respectful and inclusive and which stimulates intellectual rigour. To recogniseand value the strength of partnerships between parents and carers and community organisations.


• A 20% increase in programs and activities that link Gulgong High School and Gulgong Public School

• A 20% increase in the number of parents in attendance at GHS activities

•A reduction in number of student suspensions and discipline level monitoring cards with staff and students usingPositive Behaviour for Learning both in and out of the classroom.

•Increase in the number of students reaching the Gold Award, Principals Gold Medal and extra curricula activities in theMerit System.


Process 1: Develop and implement a range of opportunities for feeder schools to access e.g School Band, peerreading, buddy system, sporting activities, teaching and learning activities


New projects undertaken this year, including 'Getting intolearning lessons', the rollout of a new school uniform, andlessons with our feeder schools. It will be important tomaintain these project into 2020.

There has been an increase engagement rate onFacebook.

TTFM survey data shows some parents don't feel there isenough communication from the school – team toinvestigate Sentral parent/student portal in 2020.

Process 2: Implement a structured manner to include opportunities for community involvement at school and forschool involvement in the local community


Everyone on the communication team has been activelyinvolved. Initiatives this year included:

– Participation in the Henry Lawson weekend

– Developing thank you cards

– Specific articles written for the newsletter surroundingkey local issues

– Getting into learning lessons

$3 000



– Engagement activities between the school andcommunity, for example the mining industry breakfast

– Purchasing promotional banners

Process 3: Develop and strengthen systems to recognise student achievement and success including theintroduction of Positive Behaviour for Learning into the classroom.


This team will need a greater refocus in 2020. This year,there was some initial analysis of data, although PBL didnot enter classrooms as anticipated.

$4 000


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding Sources: • Aboriginal backgroundloading ($37 256.00)

Gulgong High School is an active member ofthe newly established AECG.

Funds have been sourced to build a yarningcircle in 2020.

An outdoor learning area has beenestablished.

The Aboriginal Education team continued torun initiatives such as NAIDOC day, and seeknew opportunities for students such asparticipating in the Goodooga games andboys' mentoring program.

English language proficiency Funding Sources: • English languageproficiency ($2 954.00)

Students were supported with readers forexaminations which meant they could betteraccess the content being assessed.

Students were given targeted literacy andnumeracy classes to better support learningin these areas.

Students were provided with 1–1–assessment task support with school learningand support officers and the learning andsupport teacher.

Low level adjustment for disability Funding Sources: • Low level adjustment fordisability ($113 130.00)

Individual learning plans were developed inconsultation with students, families andrequired agencies. These were thencommunicated to staff to make suitableadjustments to their teaching.

Head teachers ensured that adjustmentswere reflected in teaching programs andimplemented within the classroom.

The school learning and support teacherworked with individual classroom teachers inbuilding their capacity to differentiate teachingpractice.

Socio–economic background Funding Sources: • Socio–economicbackground ($224 440.00)

Breakfast club was successful with areduction in negative student behaviourrecorded for periods 1 and 2.

Lunches and hygiene facilities were providedto students who were affected by the drought.

Students assistance was used to providestudents with uniforms, learning equipmentand to assist students attend excursions sothat they could be fully engaged at school.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 128 118 124 139

Girls 98 111 128 136

Student attendance profile

School

Year 2016 2017 2018 2019

7 92 93.5 89 92.3

8 91.6 90 89.8 86.6

9 91.3 88.3 89.5 86.9

10 90.2 90.4 85.3 85.2

11 90.2 89.6 88.7 83.6

12 92.3 90.6 86.5 89.4

All Years 91.3 90.4 88.3 87.6

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment N/A N/A 12

Employment 5 10 50

TAFE entry 2 5 8

University Entry N/A N/A 20

Other N/A N/A 2

Unknown N/A N/A N/A

Vocational Education and Training (VET) Programs operated at the school throughout 2019. The quality and relevanceof these programs to our students becomes more evident each year with our students completing their education able tomake informed future career decisions and choices. The senior VET frameworks courses taught at the school during2019 were Hospitality Kitchen Operations and Primary Industries.

45% percent of Year 12 students in 2019 enrolled in a vocational education course, with 4 students undertaking morethan one course. 47% of Year 11 students enrolled in a vocational education course with 5 students undertaking morethan one course.

16 students across years 10–12 were involved in TVET courses. 7 students attended Mudgee TAFE Campus and wereenrolled in Automotive Studies, Animal Studies, and Electro technology. 5 students were enrolled in TAFE coursesthrough Dubbo and Gunnedah, completing their studies via blended delivery. These courses included Nursing, EarlyChildhood and the Miimi Djuiul Community Services course for Aboriginal students. 4 students studied Animals Studiesand Travel, Tourism and Events via TAFE Digital. In 2019, one student successfully completed a School BasedApprenticeship in Electrical and will continue into an apprenticeship for 2020.

Students from years 10–12 were given the opportunity to attend work experience to increase their school to workopportunities post–school. In Year 10, 11 and 12, some students attended work experience throughout the year eitherone day a week or as block release. A Year 11 student on Life Skills attended work experience two days a week toincrease his chance of success in the workplace post–school. 104 students were given the opportunity to engage in workexperience across the year. In 2019 all of Year 10 were encouraged to undertake a block release of work experience and85% percent of Year 10 students took up the opportunity and entered the workforce for a week block. This block releasesupports the Year 10 Career Education program by developing student employability skills through a hands on approach.The work experience program strengthens the school's relationship with the community as the majority of placementoccurs in local businesses. Two students chose to complete their work experience away from Gulgong, allowing them toexperience work outside of their rural community.

Students at Gulgong High are encouraged to participate in as many vocational experiences as possible as a means ofbuilding competitive portfolios. Year 10 students participated in an end of year program and were provided with a varityof alternate activities to further develop their employability sills and add to their portfolios. The activities included WhiteCard Induction for students wishing to work in the construction industry, community service with Wenonah Lodge, theWork Experience Program, Resume & Cover Letter workshops, Elevate Study Skills, Letters to Santa with GulgongPublic School students, and a tour of Mudgee TAFE campus. Throughout the year all students have the opportunity toengage in Career Interviews & Sessions conducted by Careers Adviser, and numerous Career related excursions andUniversity and tertiary visits.

In 2019, Year 7 were offered career related learning through the Make it Real Game, facilitated by Western StudentConnections. This gave Stage 4 students exposure to early career education and career related thinking, so that theycan begin to see the links between school and work. Students in Years 10 and 11 were also offered a Literacy andNumeracy for Work one day workshop at no cost, to improve literacy and numeracy skills and to learn about employerexpectations, including aptitude tests for mining (a major local industry).

In 2019, four students from year 11 left during or at the completion of their year 11 studies. Of these four students, twoleft to pursue work opportunities and two students went to TAFE to further their studies. At the completion of year 10 in2019, two students accepted apprenticeships or traineeship, one student has enrolled in TAFE. 100% of students in year12 in 2019 received either a RoSA or their HSC. Upon completion of year 12, 2 students accepted apprenticeships ortraineeships, 10 students engaged in part time or full time employment, 5 students accepted University offers and 2students are enrolled in TAFE.

Year 12 students undertaking vocational or trade training


36.67% of Year 12 students at Gulgong High School undertook vocational education and training in 2019

Year 12 students attaining HSC or equivalent vocational education qualification

95.8% of all Year 12 students at expected to complete Year 12 in 2019 received a Higher School Certificate or equivalentvocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Head Teacher(s) 4

Classroom Teacher(s) 20.9

Learning and Support Teacher(s) 0.8

Teacher Librarian 1

School Counsellor 1

School Administration and Support Staff 8.18

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 523,621

Revenue 5,225,756

Appropriation 5,075,680

Sale of Goods and Services 38,354

Grants and contributions 105,733

Investment income 3,035

Other revenue 2,955

Expenses -5,099,057

Employee related -4,370,419

Operating expenses -728,638

Surplus / deficit for the year 126,699

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 493,955

Equity Total 386,230

Equity - Aboriginal 37,256

Equity - Socio-economic 224,440

Equity - Language 2,954

Equity - Disability 121,581

Base Total 3,783,717

Base - Per Capita 60,340

Base - Location 41,050

Base - Other 3,682,327

Other Total 284,087

Grand Total 4,947,990

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 4 5 6 7 8 9

Percentage of students 14.3 27.0 20.6 23.8 11.1 3.2

School avg -2019 17.6 21.4 27 22.6 8.2 3.1


Band 4 5 6 7 8 9


School avg -2019 12.3 20 31.6 25.2 7.7 3.2

Band 4 5 6 7 8 9


School avg -2019 16.4 17 25.8 24.5 11.3 5


Band 4 5 6 7 8 9


School avg -2019 23.3 34 26.4 11.3 4.4 0.6

Band 5 6 7 8 9 10


School avg -2019 11.6 29.5 25.9 24.1 8 0.9


Band 5 6 7 8 9 10


School avg -2019 6.1 27.2 30.7 28.1 5.3 2.6

Band 5 6 7 8 9 10


School avg -2019 9.8 19.6 42.9 18.8 7.1 1.8


Band 5 6 7 8 9 10


School avg -2019 33.6 18.2 24.5 15.5 6.4 1.8

Band 4 5 6 7 8 9


School avg -2019 4.5 26.1 33.1 22.3 12.1 1.9


Band 5 6 7 8 9 10


School avg -2019 4.4 26.5 36.3 22.1 7.1 3.5


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.

Subject School 2019 SSSG State School Average2015-2019

English (Standard) 63.4 63.9 67.3 65.6

Mathematics Standard 2 66.4 63.3 67.7 66.4

Personal Development, Health andPhysical Education

65.7 66.6 70.5 61.7


Parent/caregiver, student, teacher satisfaction

Gulgong High School Parents and Citizens Association continues to support the school with regular financial donationsand the allocation of funds for the purchasing of items. In 2019 they assisted with funding to contribute to studentsattending school camps and made a donation towards the construction of the Sophia Tooney Memorial OutdoorGymnasium. The P and C continued its key fundraising event of the Gulgong Debutante Ball which again was able tosupport many local businesses and facilitate positive relationships between the school, P and C and the community.One of the major responsibilities associated with the P and C is the provision of the school canteen. The P and C meeton a monthly basis and have as its major focus the needs of the students of Gulgong and its community.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


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