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Chifley College Annual Report

2016

8528, 8488, 8459, 8473, 8496

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Introduction

The Annual Report for 2016 is provided to the community of Chifley College as an account of the college's operations and achievements throughout the year.

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

Mark BurnardPrincipalChifley College Bidwill CampusBunya RdBidwill, 2770www.bidwill-h.schools.nsw.edu.aubidwill-h.School@det.nsw.edu.au02 9628 2222

Tim JonesPrincipalChifley College Dunheved CampusMaple RdNorth St Marys, 2760www.dunheved-h.schools.nsw.edu.audunheved-h.School@det.nsw.edu.au02 9623 6600

Ms C.M.AndersonPrincipalChifley College Mount Druitt CampusStuart StMount Druitt, 2770www.mtdruitt-h.schools.nsw.edu.aumtdruitt-h.School@det.nsw.edu.au02 9625 9750

Stephen FreebornPrincipalChifley College Senior Campus67 North ParadeMount Druitt, 2770www.chifcolsnr-h.schools.nsw.edu.auchifcolsnr-h.school@det.nsw.edu.au02 9625 9920

Janet HardingPrincipalSchool contact detailsChifley College Shalvey CampusNoumea StShalvey, 2770www.shalvey-h.schools.nsw.edu.aushalvey-h.School@det.nsw.edu.au02 9628 9161

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Printed on: 28 April, 2017Chifley College (2016)

College Principal's MessageChifley College entered its sixteenth year as vibrant, successful learning community in 2016 building on academic, sporting and arts success through our collective belief “Learn Discover Inspire”. The partnership of five college campuses allows us to provide a strong educational focus at both middle school and senior level underpinned by comprehensive welfare structures to support our diverse student population in a safe and connected learning environment.

This partnership enables the provision of specialised middle school strategies and Stage 6 programs encompassing adult learning principles within the smaller school setting of each campus. We also have the advantage of the expanded learning networks as a college as a large school. Each campus is driven in the provision of age appropriate social and educational learning strategies embedded with quality teaching and learning practices and student welfare programs unmatched across Western Sydney.

The college continues to create new, and sustain existing, pathways and opportunities for students through links to local businesses, TAFE, Western Sydney University, Macquarie University and a variety of non-government organisations, such as Clontarf, World Vision and Fusion.

Students within the College also benefit from the strong working relationship with community groups including the Aboriginal Education Consultative Group and Pacific Islander community and parent bodies. The College community includes 14 local primary schools adding to the rich diversity of the Mt Druitt learning network. The Chifley College Scholarship and enrichment program, comprehensive transition programs and the provision of collaborative learning experiences reinforce these significant relationships for all students.

All campuses of the college participated in self-evaluation against the School Excellence Framework in 2016. Progress against the domains of the framework, achieved by campuses, indicate the college is growing and sustaining in most areas and delivering in the remainder. Of particular note is the continuous sustained growth in literacy and numeracy for students across the college as reflected in internal and external assessment and in 2016 HSC results with 10 subjects being above school averages for 2014-2016. In 2016 these results were externally validated by the Department of Education in a number of Campuses.

Chifley College acknowledges the contributions made by parents through the individual campus Parents and Citizen Groups the College Council as well as the wider parental support of College initiatives. Their work and commitment to the College is highly valued and has increased the community’s participation in the decision making processes that have enhanced all students’ educational outcomes.

I certify that the information in this report is the result of rigorous campus self-evaluation processes and is a balanced and genuine account of the college’s achievement and areas for development.

Tim. C. Jones College Principal (2017)

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School background- Bidwill Campus

School vision statement

We aim to challenge and guide, to inspire and support, to focus on the positive and acknowledge growth. We are here toprovide personally meaningful and engaging learning opportunities for everyone, to develop a culture of highexpectations, innovation and a love of learning so each person can contribute as valued members of our community.

School context

Chifley College Bidwill Campus is proud to serve the local community of Bidwill and to also be part of Chifley College.Bidwill is a 7 to 12 school and also shares its site with Bidwill Public School giving it a uniquely family oriented,communityatmosphere and culture. Around 12% of the students identify as having an Aboriginal background and around 30% ofstudents come from Pacific Island families.

The school builds its identity and sense of community on its core values of Responsibility, Learning and Respect. Allteaching and learning programs and all well–being initiatives, are designed to reinforce these values and supportstudents in their social, personal and academic growth. Staff are committed to working together as a team.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

The results of this process indicated that the school is delivering in the domains of learning, teaching and leading.

The External Validation process has been rigorous and beneficial in enhancing the self–evaluative practices in theschool. The discussions in the panel meeting and the general alignment of the panel with the school EV team have givenhighly valued feedback and support to the school evaluation and leadership team. In particular, the process hashighlighted several issues that will be incorporated into ongoing self–reflection and evaluation in the future. Theseinclude:

1. Further developing the “evidence gathering culture” being established in areas of work such as Accreditation andProfessional Standards, Professional Development planning and implementation as well as school planning andleadership.

2. Complimenting external with more sophisticated internal assessment measures.3. Building skills in data gathering,interpretation and application for all staff across the school.4. Reflecting on and developing targets for practice and evidence5. Engaging the community in more helpful and formal feedback as evidence of impact and informed decision

making.6. Continuing to strengthen the cycles of planning and evaluation at all levels.

There are many areas that the school is aiming to improve its performance in but these particular issues, in development, will enhance meaningful self–evaluation in the future as a critical aspect of whole school growth.

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

For more information about the School Excellence Framework:

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

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Strategic Direction 1

Engage all students in meaningful and challenging learning.

Purpose

Engagement in learning is critical and relies on a meaningful curriculum that connects to student lives and experiences.

It is important to develop a shared culture that inspires a life–long passion for learning, promotes innovative 21st centurylearning and encourages all students to become actively engaged citizens.

Overall summary of progress

Significant progress has been made in improving the quality of teaching and learning programs and assessment tasks in2016. Australian Curriculum programs in English, Maths, Science and History have been revised an include explicitdifferentiation strategies to cater for individual learning needs as well as the general capabilities required of 21st Centurylearners.

Student results in literacy and numeracy were consistent with our aim to reduce the gap in achievement in Year 9NAPLAN and HSC results. This was particularly evident in Year 9 writing achievement which showed strong growthsince 2015. In addition, several HSC courses, including Visual Arts, Music 1, Mathematics General 2, English Standard,Dance, Drama, Biology and Ancient History showed an improvement in achievement by Bidwill Campus students whencompared with the average across the state.

Submission rates for internal assessment tasks have increased substantially as a result of efforts to differentiate tasksand provide increased assistance for students during school time and via technology platforms such as Edmodo andGoogle Classroom.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• PLAN and SMART data tomonitor Stage 4 literacy andnumeracy growth.

Analysis of NAPLAN results showed strong studentgrowth for our Year 9 students in the area of Writingcompared to the state average and with theirperformance in Year 7 in 2014. This shows that ourwriting strategies in Stage 4 have been successfulin improving overall achievement as well asindividual growth.

In Numeracy, more work needs to be done to liftstudent achievement. However over 56% ofstudents achieved greater than or equal toexpected growth in 2016.

$500,000 for literacy andnumeracy support acrossthe school.

• Year 9 NAPLAN results andHSC performance data gatheredto monitor student performancegrowth.

A comparison of HSC performance data againstindividual student achievement in Year 9 NAPLANtests has shown significant value–added results inthe following subjects:• Mathematics General 2• Legal Studies• Music 1

Other subjects that achieved at expected growth forstudents include:• English Standard• Biology• Geography• Dance• Drama• Visual Arts

As above.


The 2017 School Plan continues to prioritise student writing, with a series of PLTs in 2016 and 2017 aimed at developingconsistent school–wide writing strategies for Stages 4, 5 and 6. This includes developing a whole–school Literacy Teamwho will conduct an investigation into literacy strategies at the school and best–practice techniques being usedelsewhere. A series of PLTs using the ALARM literacy program was conducted in late 2016 and will continue in 2017. This is aimed at improving student writing in each stage and provides a series of structures and techniques to improvethe quality of written responses in internal and external assessments.


Next Steps


Implement a program of professional learning that is relevant, contemporary and innovative, enhancing a culture ofdevelopment, growth, and quality practice.

Purpose

Research indicates that teaching excellence is enhanced through building a collective understanding of what works bestin improving student learning. A professional learning program that is dynamic and broad–ranging, inspires high qualityand engaging teaching practice.


Our professional learning program includes a comprehensive array of internal events and external providers.

Internal professional learning has included our twelve PLT sessions over the year, eight College Network meetings, threeSchool Development Days, a staff conference, executive conference and faculty planning days. In 2016 the PLTsessions evolved into a series of sessions supporting elements of the School Plan Strategic Directions, which haveproved to be successful in both teacher evaluation and student results as discussed elsewhere in this report.

The school continues to support extensive professional learning delivered by external providers, including teacherassociation conferences, VET teacher training, and a variety of courses to support teacher Performance andDevelopment Plans (PDPs).

The application process for teacher professional learning was revised and refined to ensure that professional learning isbetter aligned with the school's Strategic Directions and the teacher's PDP.




• Completion of Performanceand Development Framework forall staff.

The Performance and Development Framework,including the PDP process for all teaching staff, wassuccessfully completed and was used to evaluatethe effectiveness of professional learning. This datawas used to design the professional learningpriorities for 2017 and has led to the design ofresearch action Professional Learning Teams in theareas of Literacy, Quality Teaching, Technologyand Boys Education. Further staff training on thepurpose and design of PDPs was conducted tofurther improve the effectiveness of PDPs.

School Development Days, Staff Conference,Executive Conferences were devoted to supportingthe platform areas and goals identified in staffPDPs. Staff feedback from evaluations of theseevents was positive. Evidence that theseprofessional learning activities have had an effecton teaching and learning is apparent in facultyplans and programs embedding these strategiesand individual PDP reviews.

$100,000 (this includesprofessional learning funds)

• Accreditation levels of staffsupported at Proficient, HighlyAccomplished and Lead.

Bidwill Campus had eight teachers who sought to be accredited at Proficient Teacher, and 9 teachers who worked towards finalising their Maintenance of Accreditation at the end of the year. There were four teachers interested in voluntarily seeking and undergoing accreditation at either Highly Accomplished or Lead levels. At the end of 2016, the campus did not have any teachers working towards Maintenance at the higher levels of accreditation

$15,000

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• Accreditation levels of staffsupported at Proficient, HighlyAccomplished and Lead.

More experienced staff had opportunities to engage in support group meetings at the school or via college network meetings for maintaining accreditation or seeking accreditation at Highly Accomplished or Lead levels.

Next Steps

Professional Learning Teams (PLTs) will continue to be run as a series of workshops and will include action research inareas including Improving Student Writing, Boys Education, ALARM and Quality Teaching. These priorities have beendesigned to support staff professional learning goals in their 2017 PDPs.



Develop and maintain a school culture that reflects our core values of Responsibility, Learning and Respect and nurturesa sense of belonging to a quality community.

Purpose

All members of the school have a right to be safe and happy. Positive learning takes place when staff and students bothshare the responsibility of ensuring this environment is created and protected. Our values inspire us to build a communityof respectful and responsible life–long learners.


Significant time has been spent training staff in, and implementing, the Wellbeing Framework in 2016. Our PositiveBehaviour for Learning (PBL) Team has used student Wellbeing data to design a range of strategies to support theWellbeing Framework in weekly Responsibility, Learning and Respect (RLR) lessons. These sessions are designed tocater to our students' variety of backgrounds and individual circumstances, and focus on attributes that teach andsupport students to grow and learn from challenges and complexities and to develop resilience.

Additional staff resources were allocated to support this area, including a student support officer and a Learning andSupport Teacher. Twelve students were placed in alternate educational settings to suit their individual learning andbehaviour needs. Student leadership initiatives continued as in previous years and have led to an increase innominations for SRC in several year groups. The 7 Habits group for Year 10 students was affected by a staffing changemid–way through the course, however the students who completed the year–long leadership development courseprovided very positive feedback and have all made a successful transition to Stage 6.All new executive staff, and somemembers of the Wellbeing Team, attended a four day Choice Theory/Lead Management course in line with our platformarea. An additional three member of the executive attended the Art of Leadership course and have passed on theknowledge and skills gleaned form this at executive and staff meetings. Choice theory and educational leadershipfeatured prominently in our Staff and Executive Conferences. All executive staff now have training in an array ofleadership skills.




• Data from Sentral tabled atPBL meetings to tracksuspensions and disciplinereferrals.

The PBL team refined the way they gather data tomake it more accurate in monitoring student majorand minor student behaviors and issues of concern.Students requiring additional support to manageschool life are given focused attention through acase–management approach between the seniorexecutive, our Behaviour, Learning and SupportTeacher, and the Wellbeing Team. Continuedemployment of a Community Liaison team and aStudent Engagement Officer to give practicalsupport to students at school and their families hasassisted the Wellbeing Team.

$240,000

• NAPLAN results in Year 9 forall students to pass state averagegrowth.

NAPLAN results for Year 9 were used as ameasure of how well our student wellbeingapproaches were translating into student learningoutcomes.

As discussed elsewhere in this report, studentachievement in Numeracy did not show any gainsform 2015 to 2016, however student writing showedvery significant improvement in this period.

Included in funding forStrategic Direction 1


platforms. Additional SASS support to review school communications will be used to coordinate these platforms andimprove the usefulness of school communications for our community. Parent Online Payment (POP) was introduced inlate 2016 and has proven to be a popular option for many parents as it will streamline many of our educational andwellbeing programs.


Next Steps

School communications is an area of ongoing attention and resources have been allocated in 2017 to employ aprofessional photographer to improve the quality of visual representations of the school on these communications

Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The Clontarf Academy has successfullyintegrated int he school and 95% of Aboriginalboys are actively engaged with their programsand activities. Attendance among these boyshas significantly improved, however theAcademy has not yet run for a full year socomprehensive data is not yet available.

$129,000 (includeslow–SES funds)

English language proficiency Student data showed expected growth for themajority of students using NAPLAN/HSCcomparison tool. Students had above schoolaverage submission of assessment tasks.

English languageproficiency funding $60,787

Low level adjustment for disability Students identified as having a disability havehad reasonable adjustments discussed andregistered on the Sentral database. Teachershave been trained in the sue of this data andfaculty programming and assessment designhas incorporated these needs.

$87,854

Socio–economic background An additional Support Unit class wasestablished to cater for the needs of studentswith intellectual disabilities who wished to stayat Bidwill Campus to complete Year 12. Thisgroup had an above school average retentionrate.Additional classes were maintained in Years7–10 to reduce the size of each class andallow flexibility in the delivery of curriculumaccording to learning needs.Curriculum breadth in Stage 6 was achievedthrough funding a larger number of classes tocater for both ATAR and non–ATAR students.A Stage 6 Jobquest course was successfullyrun and targeted non_ATAR students at riskof not completing their HSC.

$650,000

Support for beginning teachers All teachers under the Australian ProfessionalStandards for Teachers successfullycompleted their Accreditation report or theirMaintenance of Accreditation. All newlyappointed and temporary teachers completedan induction program over the course of theyear.

$20,000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 282 274 262 277

Girls 313 320 316 315

Student numbers in 2016 were 620 in total.

This included 12% Aboriginal students and 30% with aPacific Island background.

Student attendance profile

School

Year 2013 2014 2015 2016

7 87.8 86.3 86.1 88.8

8 84.3 84 83 84

9 79.7 81.6 79.9 81.4

10 77.2 76.6 79.1 75.3

11 77.5 77.9 72.3 76.7

12 89.5 85.3 80.7 82.6

All Years 82.4 81.8 80.3 81.4

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

School attendance in 2016 increased by over 1%, withthe largest increases in Years 11 and 12.

New measures to address non–attenders and studentswith below–average attendance were introduced at theend of 2016. This included developing a whole–schoolattendance policy to assist staff to understand theirroles in improving school attendance.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

22 43 21

Employment 44

TAFE entry 14 24

University Entry 11

Other 67 43

Unknown 11

Destination Survey

Year 12 students 2016

22% went to TAFE or private vocational colleges

11% went to university

2% have successfully gained an apprenticeship withmany more who have applied and are awaitingresponses.

44% are in employment

21% are looking for work, apprenticeships or other opportunities

VET Destination survey

31% of VET students have gained employment. Of these, 13% have gained employment directly from work placement, 9% are at TAFE pursuing higher studies in VET, and 1 student gained an apprenticeship as a result of his Cert II in VET. Our McDonald's SBAT was offered permanent employment with McDonald's head office.

Year 12 students undertaking vocational or trade training

2016 VET Report

The VET courses run at Bidwill Campus in 2016 were

• CertificateII in Construction• CertificateII in Hospitality• CertificateII in Retail Services• CertificateII in Business Services• CertificateIII in Information, Digital Media and

Technology• CertificateII in Sport Coaching• CertificateI in Engineering

Many students were enrolled in more than one VET course, and in 2016 53 Year 12 students filled 71 positions in vocational education courses


Students completing VET at TAFE in 2016 through School Based Traineeships:

We had one School Based trainee in Year 12 in 2016.

In term 4, 2016 the following students were also successful in gaining a traineeship:

• Lillie Smith – Business Services at WestfieldCentre Management

• Jayden Sanderson–Barton – Construction atSCENTRE Group

• Abbey Dhu– Business services at Westfield

• Centre Management• Tiana Wild – Business Services at Qantas

Awards

Mercy Michael received the Schools Industry Partnership award for excellence at work placement. She also gained permanent employment from this work placement.

Year 10

Hospitality – 18 students

Year 11

Business Services – 7

Construction – 18

Hospitality – 36

Information and Digital Media Technology – 4

Metal and Engineering – 14

Retail Services –17

Sport Coaching – 19

Year 12

Construction – 9

Hospitality – 8

Metal and Engineering – 4

Retail Services –13

School based Trainee– one student completing a traineeship in Retail with McDonalds.

Year 12 students attaining HSC or equivalent vocational education qualification

There were 59 students in total in Year 12 2016. Of these, 20 were ATAR students and 39 non–ATAR students. Approximately 90% of HSC students competed at least one VET course in 2016.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 13

Classroom Teacher(s) 28

Learning and Support Teacher(s) 2.8

Teacher Librarian 1

Teacher of ESL 0.4

School Counsellor 1

School Administration & SupportStaff

14.48

Other Positions 9.37

*Full Time Equivalent

The Australian Education Regulation, 2014, requiresschools to report on Aboriginal composition of theirworkforce. Our Aboriginal staff at Bidwill Campusincludes 2 SASS staff and 3 teaching staff.

Teacher qualifications

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


Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 35

Professional learning and teacher accreditation

Professional learning

In 2016 Bidwill Campus refined its ProfessionalLearning Team (PLT) program. We shifted from aone–off workshop model to a process wherebyparticipants were involved in an extended three partsession over the term. The focus of each PLT serieswas linked to an element of the School Plan.Participants could choose from a literacy focus in Term1, a student wellbeing focus in Term 2 and a qualityteaching focus in Term 3. This allowed staff to engagemore deeply in the school’s strategic directions. Theextended sessions enabled opportunities for action


place. Staff were also provided with the opportunity to participate in registered courses. The program proved to be very successful as reflected in staff evaluation and feedback. In 2017 this model of PLTs will be extended to a semesterised model where staff will engage in six sessions in a particular area of the school plan..

Accreditation and Induction

Bidwill Campus in 2016 saw a transition of new teaching and executive staff. As part of the school’s strategic plan, we have continued to support our staff through a range of induction programs and ongoing professional learning for new or early career teachers, and more established teachers.

Bidwill Campus employed around 75–80 teaching staff with approximately 8 teachers who sought to be accredited at Proficient Teacher, and 9 teachers who worked towards finalising their Maintenance of Accreditation at the end of the year. There were four teachers interested in voluntarily seeking and undergoing accreditation at either Highly Accomplished or Lead levels. At the end of 2016, the campus did not have any teachers working towards Maintenance at the higher levels of accreditation.

Early career and beginning teachers participated in a fortnightly induction program for the entire year, in addition to ongoing support and mentoring through the teacher accreditation process. The main support was provided by one of the Head Teachers Teaching and Learning and consisted of formal induction group meetings, individual mentor meetings on a scheduled basis, lesson observations, team teaching and ongoing mentoring between the new teacher and their KLA supervising teacher.

More experienced staff had opportunities to engage in support group meetings at the school or via college network meetings for maintaining accreditation or seeking accreditation at Highly Accomplished or Lead levels.

Many opportunities were provided to staff for ongoing professional learning internally and externally. Professional learning was explicitly linked to teacher Performance Development Plans, and in 2016, the school’s annual expenditure on teacher professional learning was $52,584.15.

School Development Days in 2016 were conducted as whole–school planning days and workshops at school. We also held an external one–day School Conference and additional School Development Days were made up during school holidays or weekends by faculty teams.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds for operating costs to 31st December 2016 and does not

involve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 1 394 316.00

Global funds 545 724.00

Tied funds 1 394 573.00

School & community sources 110 649.00

Interest 32 161.00

Trust receipts 40 315.00

Canteen 0.00

Total income 3 517 738.00

Expenditure

Teaching & learning

Key learning areas 101 943.00

Excursions 31 000.00

Extracurricular dissections 36 326.00

Library 9 749.00

Training & development 52 587.00

Tied funds 1 515 226.00

Short term relief 58 385.00

Administration & office 122 819.00

School-operated canteen 0.00

Utilities 149 664.00

Maintenance 78 027.00

Trust accounts 35 659.00

Capital programs 93 982.00

Total expenditure 2 285 367.00

Balance carried forward 1 232 371.00

A full copy of the school’s financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.


School performance

NAPLAN

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

Year 9 Writing showed significant growth in the top three bands combined, with a corresponding decrease in the proportion of students in the lowest three bands combined. Year 9 results for Reading, Spelling and Grammar/Punctuation did not show similar growth.


Year 9 Numeracy results indicate a continuation of thegradual growth over the period 2012–2016 compared tothe rest of NSW, resulting in a steady narrowing of theachievement gap. However, year–on year results showa small decline in overall Numeracy results from 2015to 2016.

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

The proportion of students in the top two bands inWriting increased from 2.2% in 2015 to 6.1% in 2016.

Higher School Certificate (HSC)

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


A comparison of HSC performance data againstindividual student achievement in Year 9 NAPLAN testshas shown significant value–added results in thefollowing subjects:

• Mathematics General 2• Legal Studies• Music 1

Other subjects that achieved at expected growth forstudents include:

• English Standard• Biology• Geography• Dance• Drama• Visual Arts

Parent/caregiver, student, teachersatisfaction

Bidwill Campus provided numerous opportunities forparents, caregivers and community members toengage with staff at the school and to provide formaland informal feedback. These include communityevents such as the annual Bidwill Blokes Breakfast,NAIDOC Day, Anzac and Remembrance ceremonies,Photography exhibition, Graduation ceremonies andthe annual presentation Night at Rooty HIll RSL.

Other events, including P&C meetings, Parent–Teachernight and the Year 7 students/parents/teachers BBQallow more formal feedback opportunities to occur.

Bidwill Campus was a pilot school in the Tell Them

From Me survey of student satisfaction, engagementand wellbeing. This survey was first conducted in 2013,then again in 2015. Results from the 2017 survey willbe used to track changes and evaluate theeffectiveness of our Strategic Directions.

Policy requirements

Aboriginal education

2016 was a positive Year for Aboriginal education at Bidwill Campus.

Clontarf was implemented and partnerships with outside agencies and community organisations were strengthened to develop identity focused programs, which saw strong student engagement. Staff also benefited from the partnerships with TPL offered in positive psychology and other areas. Individual students were able to access Aboriginal academics for tutorial and mentoring support. Increasing numbers of students accessed and were successful in gaining scholarships and places at NAISDA, university schools and in TVET traineeships. Our largest cohort of Aboriginal students has maintained retention to Year 12 with positive trends in retention in Stages 4 and 5.

Literacy and numeracy will require sustained support to alleviate the gaps in these areas.

There has been increased community support with more parents/carers engaging with school programs and events. The school is working closely with Bidwill Public School in design and delivery of programs from Stages 3–4. Staff from Bidwill Public School regularly attend Aboriginal Education Team meetings with executive and Aboriginal staff attendance. Students area heavily involved in the team’s decision making processes.

NAPLAN

ReadingYear 7

• 0 students at proficient• 5 students at standard• 7 students below minimum standard

Year 9• 0 at proficient• 2 at minimum standard• 8 below minimum standard


Writing

Year 7

0 students at proficient

6 students at standard

8 below minimum standard

Year 9

1 student at proficient

2 at minimum standard


Numeracy

Year 7

1 at proficient

4 at minimum standard


Year 9

0 at proficient

3 at standard


TREND DATA

Whilst the trend for writing in Year 7 and 9 is heading up, Aboriginal students remain 50 scaled growth scores behind State Average scores.. In the area of Reading and Numeracy trend data is down with larger gaps between the state and Aboriginal students scaled growth scores.

GROWTH

Reading

Year 7

58.3% below expected growth

41.7 % at or above expected growth

Remain 6 scaled growth scores behind State Aboriginal growth

Year 9

63.9% below expected growth

36.4% at or above expected growth

Remain below average state scaled growth score by 15

Numeracy

Year 7

53.9% above expected growth score

46.2% at or below expected growth score

However, students are still below state scaled score growth by 5

Year 9

54.5% above expected growth

45.5% at or below expected growth

Remain behind state growth by 11 scaled growth scores

MEAN DATA

The difference between state and Aboriginal students remains at 60–100 scaled growth scores across the above areas

Retention Rates: Apparent retention for Years 10,11 & 12 has increased.

Student Support – Students were supported in class through targeted SSLO and Norta Norta Tutoring. Students below NMS also participated in Multi Lit throughout the year. Students had access to an Aboriginal drug and alcohol counselor through Ted Noff’s outreach program, and to Aboriginal academics/mentors through ACU, World Vision Young Mob and Carriage works –Solid Ground program.

The boys have been supported through Clontarf and various partnerships Clontarf have provided. All boys have participated in health check and multi–agency programs.

Artist in Residence – Adam Hill ( BLAK DOUGLAS) attended regularly to support Aboriginal Studies and Art.

Student Successes

School based traineeships

Lilli Smith – Events and Promotions with Westfield

Tiana.Wild – Business Services with Qantas

Abbey Dhu – Business Services with Westfield

Jayden Sanderson–Barton – Construction with Westfield

Gili Scholarships: 3 successful students Year 7 (Latoya Whitton), Year 9 (Viviana Simpson) and Year 11 (Samantha Wild). The girls were recognised in a morning tea.

Samantha Wild, Tara Willis & Savarna Russell all attended the Australian National Art School.


Samantha Wild attended Summer University at University of Sydney and recorded music which has been publicly distributed via Triple J. She was also selected to attend NAISDA.

Savarna, Latoya, Tiana and Samantha collaborated with other students from Chifley College and NSW Health in a public artwork as part of an anti–smoking education program 'Walking Our Way Into Good Health’ which is permanently on display at Mt Druitt Hospital.

Programs:

Carriage Works – Solid Ground Artist in Residence Program. Supporting Stage 6 Aboriginal Studies, Art and HSIE subjects through the artist Blak Douglas. Students experienced broader Aboriginal Communities and affirmation of identity in positive contemporary ways. Aboriginal students were invited to participate in Bangara workshops and view performances at the Sydney Opera House, connecting with mentors via social media.

Deadly Dreaming – A cultural mentoring program focused on identity through creative expression and supported students through mentoring with strong Aboriginal women.

World Vision – Young Mob was set up as a transition program for girls in Stage 3 and 4 with fortnightly leadership and public speaking workshops. Three Year 7 Girls were selected to attend the combined World Vision workshop. We also operated the intermediate program to support girls in Stage 5 and 6 with girls directly accessing the services of Aboriginal University Professors as tutors and mentors for learning.

Australian Catholic University – We partnered with ACU in the Imagine Project focused on positive psychology resulting in the creation of benchmark data for student wellbeing and provided TPL for staff in evidence based current research in the area of positive psychology.

NSW Women’s Legal Service ‘It Stops Here’ Program delivered targeted gender specific workshops in the area of domestic violence, respectful relationships and wellbeing. As well as providing mentoring opportunities for girls and providing advocacy for our community.

NAIDOC Day – In 2016 was organised and delivered by the girls in the Year 11 Aboriginal Studies class it was a joint community venture with the primary school. The girls choreographed, performed and were responsible for the whole day.

Multicultural and anti-racism education

In 2016 Bidwill Campus conducted whole school initiatives to support EAL/D, Multicultural Education and Anti–Racism. Students participated in various activities to develop and promote inclusion and celebrate diversity in the school population. Following NAIDOC day and various Pacific Islander celebrations, themes of Multiculturalism were further reflected in the curriculum when students were provided with opportunities to learn about Chinese, Japanese and Spanish cultures and explore the diverse nature of Multicultural Australia in the classroom. Multicultural Education, EAL/D support, tolerance and inclusion also constitute an integral part of the Wellbeing Framework that teachers deconstructed and examined at the School Development Day workshops. The Anti–Racism Officer updated their currency with processes to ensure a fair and equitable approach was implemented in dealing with issues related to racism.

• Learning and Support Team handles referrals tosupport the needs of EAL/D students via programs,counsellor support and workplace transition

• EAL/D teachers participated in ProfessionalDevelopment to enhance professional growth andunderstanding of the needs ofrefugee students

• EAL/D teachers conducted ProfessionalDevelopment via PLT ‘Refugee Students andStudents with Trauma’ to support and raiseawareness

• Specialist consultation provided to teachers forstudents arriving from Intensive English Centres

• Staff updated on student cultural background andrelated learning needs of all new enrolments

• Students with EAL/D needs provided with ongoingsupport via teacher collaboration, learning plansand curriculum adjustments

• EAL/D groups formed and provided with specialist,small group, intensive instruction to support theacademic and language development needs ofstudents

• EAL/D numbers updated to ensure Annual Surveyis completed

• Anti–Racism Processes streamlined followingmeeting with senior executive

• Anti–Racism workshops and activities were used toraise awareness amongst identified students

• Anti–Racism and its importance was deconstructedand analysed at the School Development Dayworkshop



School background - Dunheved Campus


The school’s vision is captured in the following Belief Statements which have been developed in consultation withstudents, staff, parents and the wider community.

1.. High Expectations for the achievement of school and personal excellence.

2. Best practice teaching and learning that incorporates explicit literacy and numeracy, and access to technology.

3. A curriculum that cultivates respect, responsibility for citizenship and inspires reconciliation.

4. Quality teaching with professional learning as a right and responsibility.

5. Community–wide partnership that value and pursue active roles in student learning pathways.

6. Strong and collaborative leadership by students, staff and the community.

7. A collaborative team that operates within a unified purpose.

8. Quality relationships between students, teachers, parents and the wider community.

9. A safe and fulfilling learning environment that promotes engagement.

10. A wellbeing framework that supports learning and encourages empathy.

1.1. A positive behaviour framework that provides a continuum of support for students, staff, parents and the community.

12. The celebration of academic, cultural, sporting and community achievement.

School context

Chifley College Dunheved Campus is a progressive, collaborative and compassionate middle–school, where together, students, staff, collegial partners, parents and the community Learn, Discover and Inspire.

The school is an individual campus that exists as part of a federation of five schools known as Chifley College and is situated on Darug land. In celebration of our Aboriginal heritage, the community acknowledges the traditional custodians of the Land, and continues to respect the wisdom and leadership of elders both past and present.

The school’s current enrolment of 280 students, includes a Support Unit with an enrolment of 45 students. With a Family Occupation and Education Index (FOEI) of 187, the school receives additional funding to support student learning outcomes through the RAM, including: equity loadings for Aboriginal Background, English Language Proficiency, Low Adjustment for Disability and Socio–economic Background.

Teaching programs are aimed at growing young people as responsible and productive learners, citizen and leaders. The school promotes personalised learning and a holistic approach to the development of students in the social and affective domains, as key drivers for academic development.

The school’s highly accomplished and experienced teachers are committed to ongoing rigorous professional training and development each year. Teachers act as learning advocates, providing support in all aspects of learning as students navigate their way through secondary schooling.

Learning takes place in a modern, quality environment, which includes: air–conditioned classrooms, interactive whiteboard technology, multi–media conferencing facilities, a modern technology based library, expansive grounds and extensive sporting facilities.

Strong partnerships exist with local businesses, employment agencies and UWS. Through these partnerships, the school offers a variety of programs that give students access to university mentoring programs, employment and TAFE courses.



Printed on: 28 April, 2017Chifley College Dunheved Campus 8488 (2016)22 of 92

On 8th of September 2016 our school participated in External Validation. In preparation for this meeting, the requiredbody of evidence has been prepared, reviewed and annotated. The Executive Summary synthesises the annotatedinformation provided in the body of evidence.

The results of this process indicated that in the School Excellence Framework domain of Learning the school isDelivering.

• Learning Culture – The school demonstrates a strong commitment to creating a learning culture both in and outsidethe classroom. Opportunities are provided for students at Chifley College Dunheved Campus to achieve academically aswell as across a variety of extra–curricula areas. As evidenced by Instructional rounds, all teaching staff understand thatstudent engagement and learning are related. The school’s Enrichment Class, demonstrates that the school hasdeveloped programs addressing the needs of gifted students enabling the school to build on their educational aspiration.In addition, the Learning Centre shows the school is Delivering when it supports all students by providing a range ofprograms to meet their varied learning needs. The school’s PBL systems ensures that student learning needs are beingmet in a positive and respectful environment. “The Dunheved Way” demonstrates expectations of behaviour explicitlytaught to students, relating to a variety of school settings. Systems for rewarding and maintaining positive behaviour areevident and ongoing improvements to the school’s behaviour management (mentoring and monitoring booklets,consequence continuum) have occurred to promote student wellbeing and good conditions for learning.

• Wellbeing – As evidenced by “The Dunheved Way” the school is sustaining and growing. The school hasimplemented a whole school approach to wellbeing that has clear defined behavioural expectations creating a positiveteaching and learning environment. Through PBL lessons, the school is delivering wellbeing through teaching andlearning. Students are taught to accept responsibility for their own behaviours as evidenced by the schools mentoringand monitoring booklets. This encourages students to take responsibility for their own choices and respect the rights ofothers to learn in a safe and respectful environment. The Collaborative Learning Agreements (CLA) and theirimplementation in classrooms shows that the school is delivering using a planned approach to support the cognitive,emotional, social, physical and spiritual wellbeing of all students.

• Curriculum and Learning – As evidenced by the Learning and Support Team, CLAs, PLPs, Enrichment Class, ExtraCurricula activities and Transitional Pathways the school has a sustaining and growing approach to quality teaching,curriculum planning and delivery in meeting the learning needs of all students. As evidenced by our PLP and CLAprocess, the school involves students and parents in planning to support all students as they progress through school.The Learning and Support Team demonstrates that the school is sustaining and growing in developing systematicpolicies, programs and processes to identify and address student learning needs. The Transitional Pathways reinforcesthat the school successfully plans and consults about pathways for transitioning to high school, into senior study andfrom school to work or further education. It also demonstrates that the school is sustaining and growing when it workssuccessfully with feeder schools, TAFE, external service providers to support students’ successful transitions. The stronglearning alliances to deliver many of the school’s extra curricula programs shows that the school is delivering in providinga range of extra curricula programs for student development and that curriculum provision is enhanced. The Enrichmentclass demonstrates differentiation in curriculum to meet the needs and educational aspirations of students within thisclass

.• Assessment and Reporting – As evidenced by the Numeracy evidence set the school has demonstrated that we aredelivering in analysing SMART NAPLAN data and using the Numeracy continuum to monitor, track and report on studentperformance. Individual student reports provide information of student’s strengths and areas of growth. In addition, PLANdata report also demonstrates that the school is delivering in having practices for parents to be updated on the progressof their children.

• Student Performance Measures – As evidenced by the effective implementation of Numeracy the school hasdemonstrated that there is a whole school focus and commitment to improving the performance of students in NAPLAN.Teaching and Learning programs and student work samples demonstrate a whole school approach to implementingexplicit Numeracy strategies within teaching and learning programs which are taught as part of the learning cycle. Theemployment of a Numeracy consultant to work with KLAs and professionally develop staff into Numeracy Leadersdemonstrate delivering of Numeracy activities. The results of this process indicated that in the School ExcellenceFramework domain of Teaching the school is Sustaining and Growing in this element of the Learning Domain.

.• Effective Classroom Practice – As evidenced by Instructional Rounds, establishment of the Enrichment class andschool wide Numeracy – Working with Numbers, the school shows that it is delivering as all teachers regularly reviewand revise their teaching and learning programs. Increased differentiation of learning and modification of assessmentsdemonstrate that all teaching staff are committed to identifying, understanding and implementing the most effectiveteaching methods to improve the educational outcomes of all students. Furthermore, a whole school approach to PBLthrough “The Dunheved Way” and all staff participating in classrooms systems training, demonstrates that all classroomsare well managed, resulting in well planned teaching taking place, enabling all students to engage in productive learningwith minimal disruption.

• Data Skills and Use– As evidenced by the school’s Transition program, Enrichment class, Instructional Rounds,whole school Numeracy – Working with Numbers and the Learning and Support Team, the school is delivering as


students assessment data is regularly analysed to understand the learning needs of students. The school’s Transitionprograms as well as our Enrichment and extra–curricula programs, demonstrate that student performance data isregularly provided to parents. This data enables parents and the community to be informed of the learning anddevelopment programs that are in place to improve the educational outcomes of students as well as supportingsuccessful transitioning to high school, senior schooling and educational pathways. The school’s professional learningLOTUS diagram and PBL classroom systems audit, demonstrates that the school is delivering as data is regularly usedto plan for staff professional learning and monitor the school’s learning goals.

• Collaborative Practice – As evidenced by Instructional Rounds and Numeracy – Working with Numbers, teachers infaculties work together to review and adjust teaching and learning programs to meet the educational needs of allstudents. The Performance and Development Plan (PDP) process used in achieving staff goals and professionaldevelopment is sustaining and growing through the use of collaborative practices in planning of teaching, throughclassroom observations and feedback from peers. The school’s organisational chart also identifies and draws on theexpertise of its staff to deliver whole school programs (Wellbeing, sporting, creative and performing arts) and build thecapacity of others to deliver such programs.

• Learning and Development – As evidenced by the Professional Learning Log and LOTUS diagram, the school’sprofessional learning is aligned with the school plan demonstrating that all staff participate in professional learningtargeted to the school’s directions. The focus of Instructional Rounds has been on teachers working togethercollaboratively to plan their own professional development to improve teaching methods in Numeracy and Aboriginalperspectives. The PDP process demonstrates that the school has systems for teachers’ performance and development.The 2016 CCDC Program for the Accreditation of New Scheme and Maintenance Teachers effectively supports theinduction and ongoing development of New Scheme teachers. Furthermore, the 2016 Mentoring Program that aligns withGTIL has been established to support the collaborative and mentoring practices for New Scheme Teachers, providingtargeted support for beginning and early career teachers in areas of identified need.

• Professional Standards – As evidenced by the PDP process and Instructional Rounds, teachers have shown anunderstanding of the professional standards and implementation of curriculum requirements within their teachingpractices. Through classroom observations and feedback from peers through the Instructional Rounds process, teachersdemonstrate that they have current content knowledge and teaching practice in all their teaching areas. Teachers inimplementing the PDP and the Instructional Round processes showed that they are demonstrating an ongoingcommitment to their professional development. Furthermore, the 2016 Mentoring program and Program for Accreditationof New scheme and Maintenance teachers demonstrate that all staff take personal responsibility for maintaining anddeveloping their professional standards.The results of this process indicated that in the School Excellence Frameworkdomain of Leading the school is Delivering.

• Leadership – As evidenced by the Transition programs, Enrichment class and extra curricula programs the school issustaining and growing in the productive relationships with external agencies such as universities, TAFE, communityorganisations and industry to improve the educational opportunities for students. Through the CLA and PLP processesthe school demonstrates that parents and community members have the opportunity to engage in a wide range of schoolrelated activities and become actively involved in the educational provisions for their child’s education. The PDP processalso demonstrates that the school is actively growing the leadership capacity of its Head Techers, 2ICs and other staffthrough a collaborative approach in supporting each other’s professional development and goals. The school’sOrganisation Chart demonstrates that staff have purposeful leadership roles based on the professional expertisedemonstrates that the school is committed to the development of leadership skills in staff and there is a process ofsuccession planning, distributed leadership and organisational best practice, resulting in sustained and measurablewhole school improvement

. School Planning, Implementation and Reporting – As evidenced by Instructional Rounds and The Dunheved Way the school articulates a commitment to equity and high expectations for the learning of each student. The CLA, PLP and NCCD processes along with the Transitional Pathways, Enrichment and extra curricula programs demonstrate a broad understanding of and support for school expectations and aspirations for improving student learning across the school community. Programs and practices are reviewed annually. Staff are committed to the school plan and have a clear sense of the school’s strategic directions. The school’s Professional Learning LOTUS demonstrates that the school plan is at the core of continuous improvements, with the school’s vision and strategic directions evident

. School Resources – As evidenced by the CCDC Management Practices, resources are strategically used to achieve improved student outcomes. School staffing ensures that full curriculum implementation and delivery requirements are being met. Through the PDP process systematic annual staff performance and development reviews are conducted. The school’s physical resources and facilities are well maintained and provide a safe environment that supports learning. Furthermore, physical learning spaces are used flexibly and technology is accessible to all staff and students resulting in improved student outcomes. As evidenced by the school’s Financial Management Manual the school has an effective system to integrate long–term financial planning to support the improvement of student outcomes and maximise the use of school resources

.



Learn to Learn Wingaru Gabarada

Purpose

Learn to Learn (Student Learning) encompasses the school’s vision for learning in providing students with theopportunity to achieve personal excellence and function as global citizens. By providing challenging and personalisedlearning experiences and a stimulating learning environment, students will increase their engagement in learning andbelieve that “anything is possible”. Rigorous school–based assessment practices ensure quality assessment informationabout student learning is available for all students and can be validated against explicit learning and assessmentframeworks.

The clear articulation of learning experiences and the learning environment will broaden opportunities for parents toactively engageand participate in their child/ren.


In 2016, Chifley College Dunheved Campus sustained its Enrichment class in Stage 4, but also established a Stage 5Enrichment class. Furthermore, the school implemented processes to sustain and grow in its value added results in numeracy byestablishing Numeracy leaders across all KLAs. Staff also participated in Instructional Rounds with a focus on Numeracywhich in turn developed professional conversations.. In addition, the school's Numeracy consultant also held professionallearning workshops to the school's SLSOs and In class tutors on Numeracy across the curriculum: Using the Numeracyskills framework, therefore, creating a whole school consistent approach to Numeracy. Furthermore, in 2016, Chifley College Dunheved Campus implemented a system to inform parents of NCCD (NationalConsistent Collection of Data) data collection. In addition, through the school's SENTRAL system staff have been able torecord learning adjustments to enable students to achieve their educational outcomes.In 2016, all Integrated funded students across stages 4 and 5 had an Individual Education Plan (IEP) developed andplaced on the school's Sentral system so all staff were able to access the plan to implement strategies to enable thesestudents to meet their educational outcomes.




The school has developed anintegrated approach to qualityteaching, curriculum planning anddelivery, and assessment whichpromotes learning excellence andresponsiveness in meeting thelearning needs of all students

Scope and Sequences complete, programs almostfinished. Assessments to be finalised by end ofyear. All stage 4 and 5 teaching and learningprograms to be collected and evaluated.

Nil

Students collectively performingat significantly higher levels onexternal and internal schoolperformance measures.

Literacy now a school priority and a Premierspriority for 2017 which was also evident throughValidation process. Numeracy leaders participatedin professional learning to embed numeracystrategies within teaching and learning programs.As evident in BI tool, the school is sustaining andgrowing in achieving good value–added results inNumeracy.

Teacher release forNumeracy leaders toparticipate in professionallearning.

$3000.00

School–wide approach toassessment and reportingdemonstrates improvedmonitoring, planning andreporting on student learning forall students in all areas of thecurriculum

Common assessment task proforma implementedacross all KLAs utlising a standardised formatincluding all assessment tasks having a coversheet, marking guideline and receipt of assessmentbeing issued to all students. The Sentral reportingsystem also enabled a consiustent school wideapproach to oputcomes based reporting as well asenabling our Stage 4 students to include acomment reflecting on their achievements andgoals in Semester 1 and 2.

Professional learning for allstaff on report writing.Report writing proceduresissued to all staff. Studentsreflecting on theirachievements throughouttheir life coaching lessons.


Next Steps

In 2017, the school will have a strong focus on improving the literacy results across the school and continue to sustainand grow the value added results in numeracy. A whole school approach to literacy and numeracy will be embeddedacross all KLAs through the continuation of numeracy leaders embedding teaching and learning strategies with anemphasis on numeracy and the professional learning of staff across all KLAs in becoming literacy leaders to embedliteracy strategies in teaching and learning programs.Furthermore, in 2017, another whole school focus will be on ensuring that teaching and learning programs haveevidence of differentiation and adjustments to cater for the learning needs of all students. Staff will participate inprofessional learning activities on differentiation in the curriculum, to ensure that teaching and learning programs haveevidence of differentiated tasks/activities therefore allowing all students in Chifley College Dunheved Campus to achievetheir educational outcomes.A whole school approach to assessment tasks through the implementation of a school wide assessment proforma willenable a consistent teacher judgement when it comes to giving feedback to students on assessments as well ascreating assessment tasks plus marking guidelines.



Learn to Live Wingaru Bayjah

Purpose

Learnto Live (School Learning) relates specifically to the unique context of our school and the importance of empoweringstudents to build connections and become active and informed citizens.

By providing a balanced, holistic curriculum, the school builds student capacity through a process of self–realisation,self–direction and self–enhancement. The school’s links to both the people and expertise within the wider community,provide students with further opportunity to broaden and develop their aspirations.

The development of a positive school culture that embraces the wisdom of parents and broader community, creates aprovision forshared learning and common belief.


In 2016, Chifley College Dunheved Campus established a strategy of renewing and refreshing its PBL school widesystems via improved visuals placed around the school. Furthermore, the school also implemented "ACCESS" visuals inplace and professional learning for staff and students took place to develop a thorough understanding of areas whichwere accessible to students and encouraging positive behaviour in those areas. Furthermore, Chifley College Dunhevedcontinued to sustain and grow in its approach to support the wellbeing of students. In 2016, the school updated theDunheved Way to include additional settings including appropriate use of technology and safe cyber usage.In 2016, Chifley College Dunheved Campus established the Community and Transition Team to develop an opportunityfor parents, community members and the school to develop a productive and collaborative relationship to improve theeducational opportunities for students. To further enhance this relationship between community, school, external servicesand agencies to meet the educational needs of all students, Chifley College Dunheved Campus organised a staffmember to undertake training as a Transition Adviser. In addition, students in Stage 5 Enrichment class at ChilfeyCollege Dunheved Campus organised and led an Employability Expo for our Stage 4 students as well as the school'slocal feeder Primary school students in Stage 3.




There is a strategic and plannedapproach to support thecognitive, emotional, social,physical and spiritual wellbeing ofstudents.

Whole school is now familiar with the DunhevedWay PBL matrix 3.0. Visuals have been placedaround the whole school with all staff and studentsbeing aware of the visuals. Feedback from the 2015survey was used to create a Team Plan for 2016.

School wide PBL audit completed for all classroomsin term 1 and reported to staff in term 2. As a resultall Stage 4 P1 classes are completing "Do Now"literacy activities

Teacher relief

$800.00

Whole school professionallearning for PBLimplementation.

Personalised learning pathwaysare collaboratively developed forall students ensuringachievement of identified studentgroups (e.g. Aboriginal students,gifted students, students withdisability and students for whomEnglish is a second language) isat least the equivalent to theoutcomes achieved by allstudents

Students in Years 9 & 10 (mainstream) havecompleted a pathway plan during careers lessonsCareer Advisor to maintain and review externalpartnerships that provide rich and engaginglearning experiences for students at all transitionstages including extending links to learningopportunities.

Nil

There is a demonstrable strongsense of pride in the schoolamongst the local community.

In 2016, the school held their annual NAIDOC Daycelebrations. This included members of the localcommunity and Aboriginal Elders attending the dayand holding workshops on Aboriginal culture to

$1500.00 for guestspeakers and performers.





There is a demonstrable strongsense of pride in the schoolamongst the local community.

staff, students, parents and community.

Furthermore, in 2016, there was an increase inparents and community attending the school'spresentation days and evenings as well as Parentteacher nights throughout the year.

Next Steps

In 2017, the school will continue to sustain and grow in its approach to support the wellbeing of students byprofessionally developing all staff in PBL classroom systems training on a term basis. Furthermore, the school in 2017 will be delivering of a 100 hour VET course in Manufacturing Pathways Course toprovide opportunities for our students in Stage 5 to participate in a TAFE course as one of their electives. In 2017, the school's community and transition team ensure that all our students participate in transition programs toenable them to reach their educational outcomes. The school will continue to sustain and grow in their partnerships withexternal services and agencies to assist students in a smooth transition to, through and beyond school.In addition, the school's welfare team will commence student awareness days which will also be led by the studentleadership body.



Learn to Lead Wingaru Waruma

Purpose

Learn To Lead (Staff and Leader Learning) enhances teacher quality and capacity, and hence, is key to the school’spursuit of excellence.

A culture where teachers actively pursue quality professional learning and leadership opportunities, drives best practiceteaching and the achievement of school improvement measures. High quality leadership and professional practice that isresearch based, and incorporates national and international best practice, challenges the status quo and promptschange.

Strong leadership is evidenced in collaborative teams that steer the school.


In 2016, all staff at Chifley College Dunheved Campus demonstrated personal responsibility for maintaining anddeveloping their professional standards as well as actively pursuing quality professional learning and leadershipopportunities through their PDP processes. All staff participated in professional learning workshops to familiarisethemselves with the PDP process and set their professional goals aligning with the standards.

Furthermore, all staff participated in mandatory training which included the new Anaphylaxis and CPR training moduleswhich included the online training as well as face to face training.

In addition, the school's professional learning model in 2016 encompassed a culture whereby staff actively pursueopportunities to develop and enhance their practice by targeting key priority areas within the school. These areas arethen discussed to provide meaningful and specific professional development for staff that further supports theirknowledge of school planning, organisational structures, pedagogical practice and goals.




The school leadership teamsupports a culture of highexpectations and communityengagement, resulting insustained and measurablewhole–school improvement

School executive team has provided a stronginstructional leadership in embedding literacy andnumeracy strategies as well as expert knowledge ofDEC and NESA policies and procedures.

In addition, the school sustained and grew in itsprofessional relationships with outside services andagencies to ensure that students meet theireducational outcomes and transition to, through andbeyond school.

Training of staff member asTransition Adviser –$1,200.00 (Teacher relief)

Professional learning is alignedwith the school plan and has ademonstrated positive impact onthe quality of teaching andstudent learning.

The school's professional learning model in 2016encompassed a culture whereby staff activelypursued opportunities to develop and enhance theirpractice by targeting key priority areas within theschool. These areas are then discussed to providemeaningful and specific professional developmentfor staff that further supports their knowledge ofschool planning, organisational structures,pedagogical practice and goals.

Furthermore, all staff attended professional learningworkshops on the PDP process. This included staffcompleting the self assessment tool which enabledteachers at all career stages, to reflect upon theirpractice in accordance with the AustralianProfessional Standards for teachers.

Staff attended professionallearning workshops on thePDP process – $1,000teacher relief.

Staff attended professionallearning workshops on 8ways of learning – $1,200teacher relief.

Staff attended professionallearning workshops onNCCD as well as DisabilityStandards for Education –$2000.00 teacher relief.





Professional learning is alignedwith the school plan and has ademonstrated positive impact onthe quality of teaching andstudent learning.

In 2016, the school also commenced whole schoolprofessional learning in implementing the DoE'sWellbeing Framework within the school to ensurethat the school's Wellbeing policy aligns andreflects with the Departments. In addition, theschool through Instructional Rounds continued toembed 8 Ways of Learning across all KLA teachingand learning programs, therefore ensuring that theschool aligns with the school plan in ensuring thatAboriginal Education is being implemented acrossall subject areas.

Staff participated in professional learning in NCCD(National Consistent Collection of Data) as well asDisability Standards for Education.

All staff demonstrate personalresponsibility for maintaining anddeveloping their professionalstandards.

In 2016, all staff at Chifley College DunhevedCampus participated in professional learningworkshops in the PDP process. Furthermore, allstaff completed the Teacher Self Assessment toolvia the AITSL (Australian Institute for Teaching andSchool Leadership) which enabled them to reflectupon their practice in accordance with theAustralian Professional Standards for Teachers.

Furthermore, the school also redefined andestablished a Pre–2004 and New scheme TeachersAccreditation Team. In addition the College as awhole supported teaching staff who were interestedin achieving Highly Accomplished or Lead throughorganising professional learning workshops andsessions on a weekly basis.

New scheme teachers at Chifley College DunhevedCampus in 2016 were supported with theiraccreditation process through Instructional Roundsaligning with the Australian Standards. This resultedin all new scheme teachers being up–to–date withtheir accreditation process.

$3000.00 teacher relief forteachers who have beennominated as mentors forNew scheme teachers toparticipate in professionallearning workshops asteacher mentors.

Next Steps

In 2017, the school's professional learning model will encompass the professional learning needs of all staff through anevidence based approach. Staff will complete surveys that identify the professional learning needs of the individual aswell as whole school directions. In addition, staff will have the opportunity to deliver professional development to buildtheir capacity and support a culture of high expectations.

To consolidate knowledge of Australian Teaching Standards and support the accreditation process, staff will befacilitated with courses particularly for teachers in New Scheme and maintaining phases. Furthermore pre–2004 teacherswill be supported through professional development, practices and processes within the school to integrate into theaccreditation process.



Aboriginal background loading Aboriginal Education Team table recommendations for improved PLP processes in 2016 & beyond (focus on student skill development& engaging parents and community as key priorities).

All Stage 5 Aboriginal students have a PLP in place (Goal Setting complete, significant other nominated & engaged).

Successful partnership with Clontarf Academy and Chifley College Dunheved Campus. Clontarf Directors embedded within school environment to work with all Aboriginal boys in improving attendance and retention rates.

All Stage 4 Aboriginal students have a PLP in place (Goal Setting complete, significant other nominated & involved & engaged).

Investigate, plan and implement Link Up program for Aboriginal girls to enhance cultural connections & cultural competencies.

Enhanced community involvement in NAIDOC celebrations. Whole school and community celebrations for NAIDOC 2016. Local elders organised and led workshops in story telling and Aboriginal culture and history to all students and staff. Furthermore, Aboriginal games held by Clontarf Organisation and performances by well known Aboriginal singer.

$5071.00

Employment of Aboriginalteacher's aides

Clontarf academy

Employment of an AEO

English language proficiency In 2016, Chifley College Dunheved Campus facilitated training for untrained EAL/D staff.

Allocate teaching resources according to EAL/D assessment data.

Multicultural Education and Anti–Racism policies and BOSTES Statement of Equity Principles presented to staff developing a thorough understanding by all staff of policies and how they are embedded within the school.

Chifley College Dunheved Campus developed a New Arrivals Orientation Program. This included new EALD students tested and familiarised with the school and the Dunheved Way which resulted in all students developing a thorough understanding of the school's policies and procedures as well as school wide expectations.

All EAL/D students were assessed throughout 2016 and their phase data has all been updated on ERN. Furthermore, all EAL/D students' needs were identified in 2016 and teachers were supported through collaboration and professional learning by the EAL/D teachers in differentiating their teaching and learning programs as well as

$41090.00

Teacher relief for EAL/D.

EAL/D teachers workingacross all KLAs to adjustand differentiate teachingand learning programs toenable EAL/D students toachieve their educationaloutcomes.


English language proficiency developing teaching and learningactivities to enable EAL/D students to achievetheir educational outcomes.

$41090.00

Teacher relief for EAL/D.

EAL/D teachers workingacross all KLAs to adjustand differentiate teachingand learning programs toenable EAL/D students toachieve their educationaloutcomes.

Low level adjustment for disability Engage LaSTs & a team of SLSOs to support student learning in the CLC & theirclasses. Target support of SLSOs for Lawson Worklinks classes. Identify students who have Integration Funding and provide SLSO support.

All Stage 4 and 5 Integration Funded Students have IEP (CLIPP) in place. Targeted SLSO in class support for Transition 6 to 7 in place, Weeks 1–3.

Deliver planned training sequence to ALL SLSOs– 2016 focus: numeracy, behaviour management.

Furthermore, the school commenced Focus Orientation groups for year 6–7 transition programs in 2016.

Social skills games groups & peer mentoring program for 2016 in place

$55343.00

Employment of SLSO's andLaST.

Higher Duty allocation forthe employment of anActing Head TeacherLearning and Support.

Employment of Numeracyconsultant to work with allKLAs to develop numeracystrategies and lessons.

Socio–economic background In 2016, Chifley College Dunheved Campus employed literacy and numeracy consultants to ensure that literacy and numeracy strategies were embedded within all teaching and learning programs. Furthermore, consultants also worked with KLAs in ensuring that staff from each faculty were trained as Numeracy Leaders to enhance & sustain priorities in KLA programs.

The employment of SLSOs as well as an Acting Head Teacher Learning and Support also enabled all students at Chifley College Dunheved to develop an IEP as well as a PLP.

Furthermore, in class tutors were employed as well as SLSOs to offer support to students within their classroom to meet their educational outcomes and complete set tasks in class and assessments.

Establish the Community and Transition(CaT)Team as a whole–school planning and support system for successful student pathways.

Investigate and action Transition Adviser training for a staff member in 2016.

Commence Student Pathway Plan (individual career plan), underpinned by BOSTES NSW Career Education Outcomes 7–12 and the

$451289.00

Employment of Acting HeadTeacher ICT, Learning andSupport, Wellbeing, andCommunity and Transition.

Employment of a CLO(Community Liaison Officer)



Socio–economic background Australian Blueprint for Career Development Framework.

In 2016, the school's Stage 5 Enrichment class led an Employability Expo for Stage 3 and 4 students to participate in.

In 2016, Chifley College Dunheved Campus continued to sustain and grew their professional relationship with feeder primary schools, senior campus, service providers, local businesses and community to develop and sustain ongoing partnerships to enable a smooth transition into high school , senior school and develop pathways for all students.

$451289.00

Employment of Acting HeadTeacher ICT, Learning andSupport, Wellbeing, andCommunity and Transition.

Employment of a CLO(Community Liaison Officer)


Support for beginning teachers In 2016, Chifley College Dunheved Campus adjusted the school's beginning teachers’ induction program to meet requirements of GTIL & support entry into the teaching profession. In addition, the school also developed a procedure where all beginning teachers established aprofessional relationship with an experienced mentor.

Furthermore, all beginning teachers participated in PBL Classroom Systems practices, enabling a whole school consistent approach to active classroom supervision and wellbeing of students.

Beginning teachers use PDP & school’s instructional rounds process to participate in lesson observations & discuss strengths and areas needing adjustment.

$26505.27

Teacher Relief formentoring beginningteachers.

Professional learningworkshops


Student information


Enrolments

Students 2013 2014 2015 2016

Boys 140 141 149 171

Girls 135 146 133 136

Chifley College Dunheved Campus has seen a steadyincrease in student enrolments and this is due toseveral programs that have been implemented with thesupport of students, staff, parents and the community.

1. The continuation of the successful establishmentof the Enrichment class in stage 4 which caters for thestudents who demonstrate the qualities of beingself–motivated and self–regulated learners. TheEnrichment class concept continued into 2016 with theaddition of a Stage 5 Enrichment class and this enabledcontinuity and consistency with these targetedstudents.. Our ongoing commitment and partnershipswith outside service providers enable our Enrichmentstudents to enhance their educational outcomes as wellas develop skills in making informed contributions ascitizens and leaders through opportunities such asTournament of the Minds, Debating, MacquarieUniversity and UTS links, Fast Forward Program,Enrichment programs and Activities.

2. To cater for our future stage 4 students, staff from avariety of KLA's visit our local feeder schools to deliverprograms as part of the Stage 3 to Stage 4 TransitionProgram. In addition, Stage 3 students visit the schooland participate in high school taster lessons to buildtheir educational aspirations. The Learning and SupportTeam organise Focus groups to cater for targeted andintensive students to provide smooth transition intoStage 4.

3. The employment of a Community Liaison Officer(CLO) who works as part of the Community andTransition Team to support Chifley College DunhevedCampus in building a vibrant, tolerant and harmoniousschool community. The role of the CLO is part of acollaborative and consultative school support processthat provides extra on–the–ground support. The CLOhas established and maintained effectivecommunication links and liaises with new enrolments toCCDC, exiting students, teachers and parents/carersabout the needs and issues relating to students.


School

Year 2013 2014 2015 2016

7 83.7 86.4 84.3 82

8 87 81.8 81.4 82.2

9 78.8 83.9 76.4 77.4

10 74.5 83.3 84.4 77.2

All Years 80.1 84 81.9 79.8

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

All Years 89.9 90.2 89.7 89.7


Regular attendance at school is essential to assist students to maximise their potential. Schools, in partnership with parents, are responsible for promoting the regular attendance of students.. Attendance is vital for the development of the students at Chifley College Dunheved Campus. It gives them opportunities to develop their academic skills, knowledge and their social skills. It also provides them with welfare support, leadership opportunities, career options, and a social network. It is our aim, at Dunheved Campus, to maximize the attendance of our students in order to provide them with the highest quality of education and the best options for their futures.

Monitoring and improving school attendance is the responsibility of all staff at Chifley College Dunheved Campus and everyone has a role to play: Principal, Deputy Principal, Teacher Administrator, Head Teacher Wellbeing, Stage Advisers, Home School Liaison Officer, AEO and CLO, Teachers, KLA Head Teachers and a School Administrative Officer

Non–attendance is handled at Chifley College Dunheved Campus through:

Phone Intervention

Early and direct contact with the parents or carers of students who are absent from school is a proven way to improve regular attendance and to build a positive relationship with parents in relation to school attendance. Phone Intervention inform parents that their children are not at school and to seek a brief explanation for the absence. Explanations provided by parents by telephone may be accepted as reasons for absences and entered on OASIS. Parents can give an explanation for their child’s absence over the phone and therefore do not need to provide a written note.


– The Wellbeing Team determine dates and groups forPI in consultation with HT Welfare.

– Identify students / parents to be contacted fromSENTRAL.

– Nominated personnel make initial telephone contactwith parents or carers to: inform a parent that their childis absent from school, determine whether the parent isaware of the absence and record reasons given by theparent for the absence on SENTRAL or attendancefollow up spread.

Non–Attenders Intervention Program

The Non–Attenders Intervention Program (NIPS) iscarried out by a team of HSLO’s from within WesternSydney Region with the assistance of personnel withinthe school i.e. the Welfare Team. They are run to fulfillegal requirements placed on the school by N.S.W.legislation; to assist caregivers and students and toassist the teaching staff in attendance matters.

– HT Wellbeing and HSLO check calendar and arrangea date with the WSR team.

– HT Wellbeing notifies staff re date of NIPS.

– An OASIS 85% attendance sheet is printed for years7 to 10 by SAO.

– Deputy Principals, HT’s Welfare/Support and StageAdvisers check the list and cross off any students whoshould not be interviewed.

– SAO prints an individual attendance sheet for allremaining students.

– HT Wellbeing or delegate is responsible for the dailyorganisation of the NIPS program. This includesbooking venue, preparing paperwork/packages,organising runners, back to class notes, computeraccess and printer etc.

– HSLO provides a copy of the interview notes to theHT Welfare to be filed in student file.

Home School Liaison Officer Referrals

Section 22 of the Education Act (1990) establishes thatparents of children of compulsory school age are legallyresponsible for their regular attendance at school.Schools have a major responsibility for supportingparents by implementing appropriate procedures forpromoting and monitoring attendance. The HomeSchool Liaison Program provides a supportive serviceto students, parents and schools to encourage the fullparticipation of all students in education.

Parents of a child can be prosecuted if their child doesnot satisfy this requirement. New legislation has beenintroduced that will make a child over 15 personallyresponsible for complying with the compulsoryschooling requirements in place of their parents.

– Students with below 85% attendance identified by

Stage Advisers

– Stage Adviser liaises with parents to determinereasons for absence and provide support to family.

– Students without legitimate reason for absencereferred by Head Teacher Welfare

– Head Teacher Wellbeing completes HSLO referralform which includes details of all previous interventionsput in place by the school. Referral forms are locatedon shared drive.

– HSLO Referral forwarded to WSR Student Servicesfor consideration.

– The Senior Education Officer (Student Welfare) atWSR will respond to the application and determine ifthe case warrants placement on HSLO’s case load.

– H.S.L.O visits the home and develops a program toassist the student to re–engage with the school andliaises with school.

PROGRAMS TO IMPROVE STUDENT ATTENDANCE

In 2016, Chifley College Dunheved Campus employed a CLO who works closely with the community andat–risk students, in particular visiting homes and making contact with families. The implementationof many Wellbeing programs and links with outside services and agencies to re–engage students with their schooling have been major factors in sustaining our attendance retention rates. These programs include:

The Clontarf Program, TAFE Program, Café Horizon, WSTEC, Reclaim Program, Careers Market, Fusion, Work Experience, UWS Fast Forward, Quality Teaching Practices, Bridging the Gap, UWS Indigenous Mentoring Program, AEO initiatedIndigenous Programs for targeted Aboriginal students such as AIME and Pathways to Dreaming.

Chifley College Dunheved Campus is proud to support all of our students and their families whilst striving to provide the best possible future options for all students.




Year10%

Year11%

Year12%

SeekingEmployment

Employment 3

TAFE entry

University Entry

Other 56

Unknown 8

The total number of students included in the surveyis 67. The number of students who completed Year10 at Chifley College Dunheved Campus.

Retention to Year 11 – 55 students = 83% approx.

Repeat Year 10 – 1 student= 1% approx.

Employed/Apprenticeship – 3 students = 4% approx.

At home/Unknown – 8 students = 12% approx.

The methods which were used to gatherinformation are as follows:

Consultation on ERN Historical student information

Phone call to school's to check enrolment status

Phone call to students' families

Knowledge of Year 10 Adviser and Act. HT Wellbeing



Position FTE*

Principal 1


Head Teacher(s) 6

Classroom Teacher(s) 11.2


Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1


10.18



The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce. Chifley College Dunheved Campus has 6Aboriginal members of staff.









Staff development takes place on school professionallearning days, staff and faculty meetings and additionaltimes within and outside of school. All staff have beeninvolved in professional learning activities throughoutthe year including mandatory training in ChildProtection, Anaphylaxis, Emergency Care and CPRTraining. All staff members are able to apply forprofessional learning funds to support individualprofessional learning plans as completed by all staffeach year.

The first Staff Development Day focused on the code ofconduct and behaving ethically, CCDC Schoolmilestones, Positive Behaviour for Learning, ChildProtection as well as WHS and Emergency processesand procedures. .

The focuses on the second Staff Development Daywere staff being trained for CPR & Anaphylaxis courseundertaken through training from Paramedical services,Wellbeing Framework and NCCD Adjustments.

The School Development Day in Term three entailedProfessional learning and workshops in ProfessionalDevelopment Plans (PDPs) and staffing procedures,External Validation at CCDC, NCCD Adjustments,Wellbeing Framework and CLONTARF.

A staff conference as well as two additional Thursdayafternoons was organised to cater for the last two daysof the school year. This was held with a focus oncompleting, School teams and KLA self assessment2016 and plans for 2017. In addition, staff participatedin professional learning including distributed leadership,Teacher Wellbeing and School Milestones planning anddiscussion.


Throughout the year at various staff and facultymeetings, other areas of professional learning that tookplace included:

• training in improved whole school, off–site,evacuation processes;

• further training in technology, with particularfocus on future–focused learning.

• work on the National CurriculumFurther to the SDD, staff participated in Professional learning throughout the year in accordance with the school plan and identification of PL required to enhance the teaching and learning quality of staff, professional learning was held across compliance training, administration, leadership development Teaching and Learning, Welfare and Positive Behaviour for Learning, Targeted/ Intensive interventions, Curriculum and Assessment as well as Aboriginal Education. Staff undertook PL about Future focused learning environments as well as the nature of these classroom at CCDC. Through compliance, KLAs were able to design, program and implement the National Curriculum through consultation and collaborative practices with the school’s ‘critical friend’ (see Louts diagram that highlights the focus of PL at CCDC).

Staff at Chifley College, Dunheved Campushave participated in Professional Learning activities in 2016 comprising of courses based on school welfare, faculty specific, ICT, literacy and leadership



This summary financial information covers funds for operating costs to 30/11/16 and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Income $

Balance brought forward 717 723.69


Tied funds 743 818.26


Interest 17 974.86


Canteen 0.00


Expenditure

Teaching & learning


Excursions 3 826.44


Library 281.00

Training & development 419.08


Short term relief 0.00



Utilities 92 160.59



Capital programs 0.00


Balance carried forward 655 367.17



School performanceNAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skill and understanding demonstrated in these assessments.


In the NAPLAN Reading assessment, the Year 9 cohortshowed an improvement in this area. For the first timein three years, 1.5% of students achieved a Band 9 and1.5% of students achieved a Band 10. There was alsoan increase of 2.9% in the number of studentsachieving a Band 8.

In the NAPLAN Spelling assessment, 1.4% of Year 9

students achieved a Band 10. There was growth andimprovement in Band 9 with 12.7% ofstudentsachieving Band 9 which was a 9.1% increase from2015.

In the Writing component, improvement was made forthe first time in three years with 2.8% of studentsachieving a Band 9.

In the NAPLAN Grammar and Punctuation assessment,improvement was made for the first time in three yearswith 1.4% of students achieving a Band 10.

The 2016 Numeracy results showed an improvementand growth for Year 9 students. In Numeracy testing,the Band 9 results showed growth with 1.4% ofstudents placing in this band for the first time in threeyears. Growth was also made in Band 8 with anincrease of 6.2% students placing in this band. In theData, Measurement, Space and Geometry test strand,growth was made with an increase of 6.1% of studentsachieving a Band 8 result. The second test strand,Number Patterns and Algebra, displayed growth inBand 9 with 2.9% of students being placed in this Bandfor the first time in three years.



Each year schools are required to seek the opinions ofparents, students and teachers about the school. AtChifley College Dunheved Campus, a survey wasconducted during our second Parent/Teacherinterview evening in Term 3.. From the data collected,their responses are presented below.:

The school respects and/or values my families beliefsand wishes – 96% agree–strongly agree,

The school provides a safe and caring environment formy child – 93% agree–strongly agree

I feel welcomed when visiting my child’s school – 100%agree–strongly agree

The school sets clear and high expectations for allstudents – 93% agree – strongly agree

The school’s academic program supports my child’sneeds – 93% agree–strongly agree

A total of 38 surveys were complete on thisparent/teacher night.

Policy requirements


The school is committed to educating the students who

Through the utilisation of using NORTA NORTA tutors at CCDC, the focus was improving the Numeracy and Literacy of students in Year 8 and 10. Students received assistance within the classroom setting in which tutors provided support for improvements in the students learning abilities. Tutors were also up skilled in Literacy and Numeracy strategies to assist in supporting students.A whole school NAIDOC Day celebration took place on Friday 23rd September 2016 where staff, students, parents and members of the wider community provided with an opportunity to acknowledge the Aboriginal and Torres Strait Islander peoples history and culture. The celebration comprised of students participating in a variety of workshops that entailed Story Telling, Aboriginal Art, Artefacts and history, Indigenous games, WSU Culture & Pride as well as a Dance workshop.Personalised Learning Plans, reviewed annually provide students and teachers with clear educational goals involving collaboration between the school, parents, and students.

At Chifley College Dunheved Campus, programs were utilised to educate all students including Aboriginal and Torre Strait Islanders about culture and history of Aboriginal Australia. Programs included CLONTARF, NORTA NORTA, Pathways to Dreaming and Links toMulticultural and anti-racism educationUnder the Department’s Anti–Racism Policy each school is required to have a trained Anti–Racism Contact Officer (ARCO). In 2016, two permanent staff members completed the ARCO training to help support and increase awareness for the students at Chifley College Dunheved Campus.. Both members officially form the Anti–Racism, Multicultural, Refugee Student Wellbeing Team.


come from many different ethnic backgrounds about Aboriginal culture and heritage.In accordance with policies and procedures outlined by the department in the Aboriginal Education Training Policy, CCDC in 2016 implemented the following as a part of Aboriginal Education:Training and up–skilling of staff in the areas of 8 ways of Aboriginal Learning and further implementation of KLAs embedding this understanding and knowledge within their teaching and learning programs. Staff further utilised Instructional rounds to identify, plan, implement and review teaching practices ofcross–curriculum priorities in Aboriginal and Torres Strait Islander histories and cultures within the classroom setting. These were then in addition discussed and improved through PL in a collaborative manner.

Both ARCO members have spoken to students formally and informally, during assemblies, stage meetings, during Life Coaching classes, in small groups and with individuals. The ARCO's within the school have taken on a mediation, procedural, educational and monitoring role. The team continues to investigate initiatives to foster students’ understandings of culture, cultural diversity, racism and active citizenship within a multicultural society. Further updates continue to take place with our current policy and practices through support of the Wellbeing Framework. Future direction for this team is to deliver Professional Learning to all staff. Chifley College Dunheved Campus continues to embrace the annual Visual Arts Harmony Day Competition. The 2016 Harmony Day theme was: Stop, Think and Consider Others. Entries reflected one or more of the following principles: Our society is made up of different people from different backgrounds, while we are unique, we all share the goal of wanting to live together in harmony, peace and understanding. We must respect others religion, gender and race and we must not accept hate, violence or unfair treatment of any person or group. In 2016, one student was invited to the NSW Parliament House in Sydney to receive a highly commended award for his artwork at the official prize giving ceremony. This student placed 3rd place in the Western Sydney region. All other students will received a Certificate of Participation for their efforts.

School background - Mt Druitt


At CCMDC students are engaged in a personalised and responsive learning environment in which achievement andcitizenship are valued, celebrated and driven by quality teaching focused on student outcomes and success.

School context

Chifley College Mount Druitt Campus is a Year 7–10 Campus of the Chifley College collegiate. The College provides awide array of academic and vocational courses, extra curricula activities, enrichment programs and innovative studentand teacher programs. At Mount Druitt Campus, we are committed to developing an environment that will providestudents with the skills and opportunities to develop their talents, secure their basic skills and promote self–disciplined,lifelong learners. We value academic, creative and sporting excellence while ensuring that student leadership andstudent welfare underpins all our structures and programs. Mount Druitt Campus has achieved DEC awards in Literacyand Numeracy, Mentoring Partnerships and Teacher Excellence. The environment, learning programs and welfarestructures accommodate the needs and developmental requirements of all students in Years 7 to 10.




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.

Progress achieved across the domain of Learning indicates the school’s effective delivery across all learning elements,as well as sustaining and growing in assessment and reporting. The school’s learning culture delivers programs thataddress the needs of identified student groups including Aboriginal students, students with disability and students forwhom English is a second language. In wellbeing the school introduced of timetabled wellbeing lessons for everystudent. School staff maintains currency of knowledge in Keeping Them Safe, while at the same time the schoolencourages students to recognise and respect cultural identity and diversity. The school has maintained its delivery ofcurriculum and learning across the school, the development of new curriculum programs, differentiated curriculumdelivery, extra–curricular options and meeting community needs and expectations continue to engage learners.Sustained growth in assessment and reporting on student learning, analyses of internal and external assessment andperformance data is effectively delivered school wide. Working towards student performance measures indicate studentsare showing expected growth on internal school performance measures.

Progress achieved across the domain of Teaching indicates effective work, delivery and sustained growth across theelements. Effective classroom practice is delivered through well managed and well planned teaching this year evidencedthe school’s self–imposed collaborative cross–curricular program audit review. Sustained growth in data and skills use inteacher planning for learning, assessment instruments to identify skill gaps for improvement, particularly incomprehension, and the executive team leading whole school reflection on performance data has informed futuredirections. Sustained growth was similarly evident in collaborative practice, having embedded and maintained explicitsystems for collaboration and feedback to sustain quality teaching practice. Sustained growth in learning anddevelopment in which performance and development is aligned to the school plan has resulted in teachers activelyengaged in planning their own professional development to improve their performance as well as actively sharing theirlearning across a range of platforms including Teach Meets, cross campus meetings, faculty and whole schoolprofessional learning opportunities. The delivery of professional standards has been extensive and has resulted in 100%of staff demonstrating personal responsibility for the maintenance of their professional standards.

The domain of Leading indicates effective delivery, as the school continues its shift toward a culture of high expectationand promoting community engagement. The Leadership element reveals sustained productive relationships with externalagencies including lawyer mentors and numerous links to learning initiatives to improve educational opportunities,reflection on school performance and a commitment to developing the leadership skills of both staff and students. Thedelivery of school planning, implementation and reporting has engaged the involvement of students, staff, parents andthe broader school community. Planning and implementation has included professional learning, performance monitoringand reporting and resulted in the celebration of a wide diversity of student, staff and community achievements including

Printed on: 28 April, 2017Chifley College Mount Druitt Campus 8459 (2016)42 of 92

community evenings and volunteering. The effective delivery of school resources is evident in every aspect of workforceplanning, strategic financial management, physical learning spaces and technology accessible to all staff and students.Management practices and process priorities are delivered efficiently including administration practices, accountabilityand leadership.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, lead to furtherimprovements in the delivery of education to our students.

For more information about the School ExcellenceFramework:http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework



Student Success: Increased student capacity to achieve success

Purpose

Empowering students to maximise their knowledge, understanding and skills for productive participation in school andsociety as resilient and resourceful lifelong learners.


Staff actively participated in professional learning and data analysis activities resulting in the creation of teaching andlearning programs that adhere to the standards set by the Disability Standards Act. Extra targeted support for studentsvia the homework centre and additional tuition was provided, resulting in a reduction of N Award Determinations and a10% increase in students achieving either a RoSA or alternative exit credential. Families were engaged in the creation ofIEP’s for 134 mainstream and 54 support unit students and PLP’s for all Aboriginal students, which strengthened theschool and community in a meaningful and productive partnership.




100% of KLAs have teaching andlearning programs that effectivelydeliver the Australian curriculumand adhere to the standards setby the Disability Standards Act.

Throughout 2016 staff were responsible for loggingadjustments for students who required supportwithin the guidelines of the Disability Standards forEducation Act. Staff reported on adjustments totheir teaching and learning programs in the areas ofcognitive, sensory and social emotionaladjustments. This process engaged all staffmembers and resulted in over 5000 adjustmentsbeing made to the delivery of the AustralianCurriculum to meet the needs of students in theclassroom. Throughout the year staff participated inan online professional learning course supported bythe Nirimba Education team called PersonalisedLearning and Support . With 100% of teachersparticipating in the course and a 98% completionrate, staff worked collaboratively to understand thenecessary changes for their teaching practices, andcontextualise their professional learning to ChifleyCollege Mount Druitt. Staff also adjusted theirteaching and learning programs, with the guidanceof their Head Teachers, to reflect the adjustmentsand modifications being taught within theirclassrooms.

10% increase in studentsachieving either a ROSA oralternative exit credential.

A whole school initiative across every subjectprovided HT’s a 6 period reduced load per cycle to focus on working with students to completeassessment tasks. Additional time and assistancewere provided to students to complete tasks. Forexample, students made use of the early morningMaths classes, lunch time tuition and after hourshome–work center to complete assessment tasks.As a result there has been a steady decline in thenumber of N–Determinations issued, down from 15in 2013 to 10 in 2015 and, finally, 7 in 2016. As aresult of these positive interventions, more students achieved the award of either a ROSA or alternativeexit credential.

100% of families are providedmultiple opportunities to discuss

During Orientation days for Yr 6, parents wereintroduced to the Individual Learning Plan (IEP)


$133,636KLA resources

$4950Sentral program

$1745Parent Portal




student’s social and academicprogress and have theopportunity to develop individuallearning goals and plans.

process. Parents were invited to the school discussstudent progress and modifications and specificadjustments to assist students in their learningjourney. IEPs were developed in consultation withparents or carers for 134 mainstream students.Staff accessed these plans and modified programsand lessons accordingly. A more intensive planningprocess was implemented for Support Unit students(54) with staff engaging the school counselor,SLSO’s, parents/carers and the Head TeacherSupport. Throughout this process DCS’s (DisabilityConfirmation Sheets) were reviewed and studentscontributed to their own academic and social goals.An electronic version of Personalised LearningPlans (PLPs) was developed for Indigenousfamilies to give feedback about connecting tocommunity, workforce goals and school progress.

100% of students attempt tocomplete and achieve in bothinternal and external assessment.

In 2016, Head Teachers implemented a supportivemodel of internal assessment designed to enhancestudent completion of tasks . Students were to bewithdrawn from lessons to complete outstandingtasks under the supervision of the Head Teacher.Reducing the teaching load of faculty HeadTeachers supported ensured they were availableto run withdrawal lessons. All year seven and ninestudents were registered for NAPLAN, and providedwith the opportunity to participate in writing, readingand numeracy workshops before and after school tofully prepare them for the challenges of Naplan .Faculties also offered incentives for studentssubmitting internal assessment tasks punctually,such as film–viewing lessons while assessmentresolution lessons were held. This resulted in adramatic reduction in students receivingN–Determination warnings for non–submission ofassessment tasks in 2016; for example, 308warning were issued to Yr 10 in 2016 reduced from694 in 2015.

Reduction in number of studentsreceiving an N Determination ofassessments in Stage 5

Each Key Learning Area HT was given a 6 periodreduced teaching load per cycle to help studentsresolve their N–Awards. Additional time andassistance were provided to students to completeoutstanding tasks and satisfactorily meet NESArequirements for completing Yr 10. Students maderegular use of early morning Maths classes, lunchtime tuition and the after hours home–work centerto complete assessment tasks and class learningtasks. As a result there has been a 56% drop inN–Determination Warning letters from 2015 to

Next Steps

• Staff will continue to make and record adjustments to teaching and learning programs engaging in ongoing PL tofurther develop expertise in using data to inform practice and identifying effective differentiation strategies.

• Reduced HT allocations will be maintained to ensure current assessment task submission rates, and studentsatisfactory achievement of RoSA requirements are met or exceeded.

• Whole school literacy focus on sentence level writing will support teachers to strengthen students' literacy skillsand achievement through common literacy criteria embedded in all assessment tasks.

• Continue to offer numerous and varied opportunities for parents to engage with the school to discuss progress and


$6800Uni exams entry and online programs

$500Photocopying

learning goals through IEP and PLP processes.• Report on students' achievement of SLP(???) learning goals by including progress indicators on reports in 2017 as

a means of updating parents on students' progress.



Performance & Development: Increased teacher capacity to drive student success

Purpose

Building a strong and supportive culture of collaboration among staff, focused on enhanced student learning outcomes,effective classroom practice, performance development and leadership.


In 2016 all staff were actively engaged in all aspects of the professional development, accreditation processes and theschool's educational priorities. All staff were actively engaged in the development, implementation and evaluation ofProfessional Development Plans in 2016. In accordance with the strategic directions of the school plan 100% ofteaching staff participated in 'Personalised Learning & Support' professional learning credential through Online TrainingAustralia, providing access to over 40 hrs of professional learning. Both teacher and student survey results indicatedthat students were actively engaged in their learning and development of learning plans.




100% increase of staff involved inreflection, goal setting, feedback& review of knowledge andpractice within and beyond theirschool.

All teachers prepared a Professional DevelopmentPlan setting goals, identifying professional learningto be undertaken and engaging in lessonobservations and feedback with peers. Formallesson observations and feedback to the teacherwas also provided by supervisors to further supportimproved professional practice. Teachersmaintaining and applying for accreditation metregularly to unpack the standards and processes.All staff completed the "Personallised Learning andSupport" Course provided by Online TrainingAustralia as staff development for the last two daysof term 4. The course included interactive activitiesrequiring participants to contribute to online forums,complete practical activities and participate in tutorled sessions.

100% of staff actively engaged inprofessional development andsupport the school’s educationalpriorities.

All staff completed the mandatory ProfessionalLearning requirements, including Code of Conduct,Child Protection, e–Emergency, Asthma Trainingand WHS. This was led by the ProfessionalLearning Committee and the tasks were completedeither online or during the staff meetings. The KLAHTs effectively had a professional LearningConversation with their staff and the teaching staffcompleted the mandated PDPs. The PDP formsincluded the specific goal setting including anyrequired PL to assist with that goal. Faculty basedProfessional Learning were placed in the facultycalendar and also supported by College PL via KLAmeetings and College SDD. School BasedProfessional Learning include CCMDC SDDs,Smart Data Analysis, Business Intelligence, NCCD,School Strategic Planning, School ExcellenceFramework, National Standards and EmergencyProcedures.

100% of students are active intrying to achieve a high degree ofsuccess as measured by theTTFM student survey.

100% of students created Student Learning Plans(SLPs) in collaboration with each of their teachersto set positive learning goals. Survey resultsindicated that ‘students are intellectually engaged’


$52326Technology

$49,977PL

$1200 Resources




100% of students are active intrying to achieve a high degree ofsuccess as measured by theTTFM student survey.

and find learning interesting, enjoyable and relevantat CCMD, a result that exceeds the state norm by asignificant 8% across all year groups. Similarlystudents reported that they are ‘interested andmotivated’, the result exceeding state norms by 8%.An area of future growth for students at CCMDresults suggest, is in the area of student effort,indicating that currently student responses werelower than state average in Y7–9, but againexceeded state norms in Y10. Students‘expectations of success’ by both students andteachers exceeded state norms across all yearlevels and genders. These results indicate that theschool staff emphasise academic skills and holdhigh expectations for all students to succeed.Similarly the ‘positive learning climate’ at CCMDrevealed that students understand the clear rulesand expectations and that teachers maintain highexpectations that they be followed. Survey resultsindicated that ‘students value school outcomes’ andbelieve that education will benefit them personallyand economically, and will have a strong bearing ontheir future, results exceeding state norms by 3%across the whole school population. The impact ofpositive learning goals in SLPs resulted in theirinclusion in student school reports, providingfeedback to parents on the high degree of successachieved.

2016 – 100% of staff activelyengaged in professionaldevelopment and accreditationprocesses and support theschool’s educational priorities

100% of staff actively participated in four sessionsof professional development on the educationalpriority of explicit teaching & differentiated learning'Personalised Learning & Support'..

Next Steps

In 2017 the focus for professional practice moves towards Explicit Teaching and Feedback. Staff will have theopportunity to work with colleagues to develop observation practices providing professional feedback and support. Staffwill engage in a Collaborative Practice project that will include additional classroom observations during 2017 to underpinprofessional conversations with colleagues. The focus of these observations will be informed by the National Standardsand staff can choose to formalise the process with written feedback for the observations. Explicit teaching practice willbecome a school wide focus in all classrooms with the focal point on the instructional delivery of lessons ensuring allstudents are able to access the curriculum. Feedback from staff surveys, has highlighted a need for professional learningthat develops skills to promote learning and engagement in all classrooms. Opportunities for professional conversations,sharing of best practice, data driven evaluation and celebration of success will be facilitated through faculty and wholeschool learning sessions specifically developing skills and strategies in specific areas like reporting, book marking andprogram registrations.


$2300Accreditation program


Culture & Values: Increased personal & social wellbeing

Purpose

Turning the tide of low expectations through targeted programs to create a positive learning environment focusing on thewellbeing of the whole student to become stronger and smarter.


The introduction of targeted wellbeing initiatives resulted in decreased suspension rates, most significantly thoseinvolving physical violence (48% reduction) and continued disobedience (23% reduction), with the total suspension ratedecreasing by 20% overall. New attendance monitoring procedures were implemented resulting in an increase of 3% forYear 10 students compared to the previous year. More extra–curricular opportunities were available to students, whichresulted in an increase in participation by 4%.




Decreased suspension rates In 2016, a number of initiatives and programs wereintroduced to decrease suspension rates across theschool, including: Pastoral Care, Rock and Water,whole school wellbeing initiatives (R U OK day,Breaking the Silence and Chifley Day) and StudentRepresentative Council led initiatives (Valentinesday and Bullying No Way). The introduction ofthese initiatives saw a decrease in suspensionrates, especially those involving physical violence(48% reduction) and continued disobedience (23%reduction), with the total suspension ratedecreasing by 20% overall. The statistics show thatthe introduction and continuation of a variety ofprograms and initiatives decreased negativeincidents across the school on a whole, withstudents placing a greater emphasis on self–control and self–awareness in a variety ofsituations.

Increased attendance rate This year CCMDC has developed and introduced asafe step framework for identifying, tracking andproviding targeted support to students not meetingthe required 85% attendance rate. Although still inits initial stages The framework, driven by thewelfare team, incorporates procedures, casemeetings, monitoring, tracking and interventionstailored to students’ specific point of need. Allstakeholders, both in school and external areinvolved in the process of targeting studentengagement. A preventative and responsivemodel, the step up framework continues to evolveand it is expected that, as practices are embedded,the results will be significant.

Increased engagement rates Engagement was a key focus of 2016, with anumber of external and school based initiativesintroduced to promote engagement with the schoolcommunity and curriculum. A number of newexternal support agencies including Youth Hopeand Youth Frontiers were introduced to supportstudents in and outside the school setting; theseagencies also set achievable and meaningful goals


$3679Welfare Conference

$7416Tracking ProgramsEdval

$5234Engagement resources




Increased engagement rates whilst providing social and emotional support. Awhole school focus on wellbeing was alsodeveloped, with whole school initiatives linking toPC (Pastoral Care) lessons and recognitionassemblies. 2016 also saw the introduction ofClontarf and the Aboriginal girls room, providingleadership opportunities for indigenous students, aswell as rewards excursions and individual supportand mentoring. Tell Them From Me Survey resultsindicated that ‘students were intellectually engaged’and found learning interesting, enjoyable andrelevant at CCMD, a result that exceeded the statenorm by 8% across all year groups. Increasestudent engagement has led to a decrease inoverall suspensions, with students provided with avariety of opportunities to express themselves andeffectively engage with schooling in their ownunique way.

Increased participation rates In 2016 there were a number of strategiesimplemented in order to increase the participationrates of students in extra–curricular activities. Theintroduction of non–sporting groups such asClontarf, Mural Club, Stunt Crew, Events Crew andFacebook Journalist team, Choir and Dance alongwith the Elite Sporting Clubs and an increasednumber of Rugby League teams allowed a greaterrange of students the opportunity to participate Iextra–curricular activities. The Tell Them From Me(TTFM) student survey has indicated that CCMDhas a 4% higher participation rate for studentsparticipating in extra–curricular activities comparedto the NSW Govt norm. On the Semester 2 reportsCCMD included a list of extra–curricular activitiesstudents participated in on the front page. This wasa result of increased participation rates school wideand allowed for formal communication of studentparticipation to parents/carers and relevantstakeholders including future employers.

Next Steps

In 2017, a number of new programs and initiatives will be introduced improve student engagement and decreasesuspensions rates. 2017 will see the establishment of the Learning Engagement Centre (LEC). The LEC will provide analternative to mainstream learning for students demonstrating limited engagement in schooling. Students attending theLEC will be identified by suspension and attendance rates, assessment and learning task completion rates and overallengagement with the school curriculum. The HT Welfare will work with students referred to the LEC to re–engage themwith mainstream schooling through participation in project based learning units and lessons developed around thestudents' interests to achieve learning outcomes in literacy, health and careers. Designed as a flexible learning space,the LEC will be equipped with state of the art furnishings (wobble chairs, lounges etc.) and technology (smartboards,tablets and laptops) to encourage student engagement in learning. The existing pastoral care program will be incorporated into a newly developed program; Wellbeing and Engagement Lessons (WELS). WELS will providestudents with a range of wellbeing supports including: Rock and Water, Bullying No Way, Cyber Safety, R U OK,Harmony Day and Breaking the Silence. WELS will also allow students to engage with both their Year Adviser andDeputy in a designated learning space. Classes will be split into two sessions (Deputy– first half and Year Adviser–second half), providing students with necessary contact time for emotional and cognitive support.


$9746Student Leadership program


Aboriginal background loading In 2016, the Clontarf Program launched atChifley College. This absorbed the Aboriginalbackground loading funding for the year.Additionally, CCMD’s Aboriginal EducationOfficer launched a girls’ program to ensurefemale Indigenous students were supported.Through these engagement initiatives,students’ attendance was monitored, theyparticipated in cultural enrichment programs,represented their culture through participatingin whole–school events such as the NAIDOCassembly and they were targeted for in–classsupport by the AEO. Furthermore, staff fromall core faculties participated in 8 Ways ofLearning professional learning to better equipteachers to adapt teaching and learningprograms to incorporate effective strategiesfor Indigenous students. This professionallearning was also partially presented to allstaff. Targeted support by a teacher was alsoprovided to Indigenous students in years 8and 10 who were identified as being belowthe minimum standard for literacy andnumeracy. As a result of these initiatives,Aboriginal students were supported to accesslearning and engage in the school community.Parents of Indigenous students were alsoprovided a number of engagementopportunities to support their students’participation in school.

English language proficiency Specialist EAL/D teacher worked withteachers represented from each faculty withinthe school to up–skill staff on studentaccommodations and EAL/D practices in theclassroom. EAL/D funding was spent toprovide these teachers with 2 full days coverto work with the specialist EAL/D teacher inmodification of existing programs and creationof new resources. This allowed all staff thecapacity to make meaningful adjustments tothe learning needs of EAL/D students. As aresult, there was 971 specific EAL/Dclassroom adjustments recorded byclassroom teachers. Specialist EAL/D teacheralso introduced external agencies within theschool such as Mt Druitt Ethnic CommunitiesAgency (MECA) to assist in the facilitation ofa boy’s outdoor education and girl’sempowerment group. Additional to this amentoring program was also introducedwhere individuals worked with students toimprove their social and emotional capacity.Overall 40% of EAL/D students engaged withthese programs and EAL/D teacher whichallowed students to develop positive socialand emotional support networks both withinthe school and local community.

Low level adjustment for disability The introduction of a composite 7/8mainstream class was introduced to supportstudent cognitive and social and emotionalneeds. This class has been capped at 18students and has a full time SLSOhome–room. This class has a limited number


$69104ClontarfGirls Program Resources

$14116Relief for programing and testingEAL/D teachers workingacross all KLAs to adjustand differentiate teachingand learning programs

Low level adjustment$122,159

Employment of two SLSOResources to support students

Low level adjustment for disability teachers to facilitate a consistent andindividualised learning environment. This wasas a result of a high enrollment of studentswith significant extensive learning and socialdifficulties. It resulted in decreasedsuspension rates, improved attendance andparental engagement for these students. Italso allowed mainstream classes to focus onadjustments rather than modifications,ensuring the students requiring targetedassistance were able to access the supportthey required. In the support unit there are 4support classes catering for individuals with amoderate or mild intellectual disability. Eachclass has a full–time SLSO and specialeducation trained teacher timetabled tosupport student needs. Students are providedwith a variety of different learningopportunities to support their social, emotionaland cognitive development. This is achievedthrough student centred learning focusing onthe development of independence skillsrequired for post school. With implementing acommunity access program for our 7/8classes we have been able to travel trainstudents allowing them to confidentlynegotiate and engage with our localcommunity and services. Through furtherfacilitation with disability service providerEndeavour and our mainstream careersadviser we have enabled our studentsdevelop skills required to gain and maintainemployment. This has enabled three studentsto successfully gain ongoing part–timeemployment. Through the implementation ofadjustment recording on Sentral andprofessional learning focusing on studentbased adjustments we have been able torefine our practices in regards to recordingadjustments on a whole–school level.Classroom teachers completed 5319 referralsfor student learning adjustments related tocognitive and sensory needs. There were also119 social and emotional adjustments relatedto students in the classroom. Overall therewere 265 students who were entered asreceiving adjustments for NationallyConsistent Collection of Data. As a result ofthis process, we have been able to refine ourpractices and ensure all students areprovided with the opportunity to receivenecessary learning modifications.

Socio–economic background Students were provided with a number ofmechanisms to support their overall health,social and emotional wellbeing andengagement at school in 2016. Theelimination of school fees saw 100% ofstudents being able to choose electivesbased on interest rather than affordability.The introduction of the Clontarf academy sawAboriginal boys supported in and outside ofschool, with the academy providing transportto and from school as well as free andengaging excursions, camps and activities,increasing overall engagement. The ClontarfAcademy also held the inaugural ‘HealthCheck’ day with Aboriginal students provided


$729,994Employment of teachers

Socio–economic background with free health care checks from a variety ofexternal services including (vision, hearingand dental). The Youth Worker initiative wasalso continued in 2016, with studentsprovided with access to additional supportgroups that focused on emotional and socialwellbeing (resilience, RAGE andanti–bullying). 2016 also saw the introductionof Breakfast Club (food provided by OzHarvest), where students were provided withnutritious items if they were unable to accessfood at home. The program began quitesmall, with only a minimal number of studentsattending the club on a Wednesday morning.Throughout the year, advertisement wassignificantly increased, which resulted in asignificant increase of students engaging withthe program. By the end of term 4, studentswho required nutrition or support at schoolwould actively seek out Welfare teammembers (Year Advisers and the HTWelfare). The physical, emotional, cognitive,social and spiritual wellbeing supportmechanisms provided in 2016, ensured thatstudents were provided with a fun, safe andengaging environment, promoting learning inand outside each classroom.

Support for beginning teachers Action: Newly Appointed Teachers in 2016were given the opportunity to participate in a‘Beginning Teacher’s Accreditation Program’.This program was offered to permanent andtemporary staff members who wereundergoing the accreditation process. Theprogram provided support through meetings,mentoring, and feedback for the beginningteacher. The NAT’s were also supported withtimetable concessions to complete their reportand professional learningopportunities.Improvement: The 3 out of 4NAT’s (1 permanent, 2 temporary) whoattended the sessions in the program wereprovided information about what the processof accreditation involves and what they wererequired to do to complete it. The NAT’sdecided on the evidence they could collectand began collecting evidence andcompleting BOSTES modules to assist themgaining their accreditation. They organised fortheir supervisor to observe their teaching andto write their report. They became aware ofthe legal ramifications of non–completion andauthenticity of their reports. Impact: TheNAT’s got closer to achieving theiraccreditation and developed their confidencein their teaching practice. They determinedthe professional learning needed andidentified goals for their improvement ofteaching in their Key Learning Area. Theydeveloped their knowledge of theexpectations of the accreditation process aswell as what was required from all parties tocomplete the process.

Targeted student support forrefugees and new arrivals

From the start of the year the number ofstudents from a refugee backgroundincreased from 2 to 35. In response to this ourEAL/D specialist teacher engaged with Mt


$50,144Relief for teachers and mentors

Professional learning ProgramResources


Druitt Ethnic Communities Agency (MECA) toensure that all students received appropriatesupports. This resulted in the creation ofrefugee specific programs focusing on thedevelopment of literacy and numeracyintervention, and further developing socialand emotional supports with a whole schoolsetting. Additional to this, students from arefugee background where also provided withenrichment opportunities to further extendtheir post school options such as visitingWestern Sydney University for an Orientationday and community mentoring within theschool.


$2,089Mentoring of students

Student information


Enrolments

Students 2013 2014 2015 2016

Boys 302 284 293 274

Girls 273 258 248 227

Enrolment trends have continued their gradual declineacross both the male and female population. In 2015total enrolments were 541, and in 2016 reducedsignificantly to 501. Feeder primary school transitioninformation indicates the disturbing trend of 'out of area'enrolments to other local high schools. As a result over100 in area student enrolments to CCMD have beenaccepted by out of area schools, resulting in adrastically reduced Year 7 cohort.


School

Year 2013 2014 2015 2016

7 86.4 90.8 87.2 86.4

8 84.4 86.2 85.3 81.3

9 85.2 82.4 81.6 81.6

10 77.9 83.5 76.8 79.8

All Years 83.3 85.4 82.4 82

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

All Years 89.9 90.2 89.7 89.7


This year CCMDC has developed and introduced asafe step framework for identifying, tracking andproviding targeted support to students not meeting therequired 85% attendance rate. The framework, drivenby the welfare team, incorporates procedures, casemeetings, monitoring, tracking and interventionstailored to students’ specific point of need. Allstakeholders, both in school and external are involvedin the process of targeting student engagement. Apreventative and responsive model, the step upframework continues to evolve and it is expected that,as practices are embedded, the results will besignificant.



Position FTE*

Principal 1


Head Teacher(s) 10


Learning and Support Teacher(s) 4

Teacher Librarian 1

Teacher of ESL 1

School Counsellor 1


13.28



The Aboriginal composition of CCMD staff include a Head Teacher, classroom teacher, Aboriginal Education Officer and a Support staff member, a total of 4 staff.


All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications





Income $



Tied funds 1 043 332.00


Interest 139 754.00


Canteen 14 500.00


Expenditure

Teaching & learning


Excursions 2 238.00

Extracurricular dissections 649.00

Library 0.00


Tied funds 1 295 720.00

Short term relief 150.00



Utilities 40 619.00



Capital programs 2 810 495.00


Balance carried forward 2 468 943.00


School performanceNAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skill and understanding demonstrated in these assessments.




This summary financial information covers funds for operating costs to 30th November 2016 and does not involve expenditure areas such as permanent salaries, building and major maintenance.

• Significant decrease in yr 7 students achieving inbottom band for Grammar & Punctuation, from41.8% in `14 to 20.5% in `16.

• Yr 7 students achieving the top 2 bands inReading was maintained, while studentsachieving Band 7 increased. Also an increase instudents achieving in bottom 2 bands.

• 1.5% increase in the number of yr 7 studentsachieving in the top band & a 3.9% reduction instudents achieving in the bottom 2 bands forSpelling.

• Substantial decrease in the number of yr 7students achieving in the bottom 2 bands forWriting, as compared to school average `14–`16.

• Distinct improvement in yr 9 Punctuation &Grammar: 10.1% fewer students achieving in 2bottom bands as compared to `14. Also, 1.4%increase in the proportion of students achieving inthe top two bands since 2014.

• Significant reduction (17% improvement from2014) in yr 9 students achieving in the bottomband for Reading and increased studentsachieving Band 7.

• Growth of 2.5% in yr 9 students achieving in thetop 2 bands for Spelling, as well as a slightincrease (1/7%) in students achieving in thebottom 2 bands.

• Reduction of yr 9 students achieving in the bottomband for Writing as compared with 3yr schoolaverage.



The percentage of Year 7 students in bands 7 and 8have increased above the School average, over the last2 years, whilst for Year 9 the percentage has increasedover the top 3 bands.

The average growth at CCMDC in numeracy wasabove state average (2 Naplan points), with 64.5% ofstudents achieving greater than or equal to expectedgrowth.

The averagegrowth at CCMDC in numeracy wasapproximately 10 scaled growths above stateaveragewhich shows that after being at the school for 2 yearsstudents areachieving above average growth.Moreover, 56.3% achieved greater than or equaltoexpected growth.

The schooltrend for year 7 shows us that CCMDC isgetting students of higher thanprevious ability enrolling.

This graphshows when 10 Naplan points are added weget approximately 5% movement towardsthe higherband 8. This means we will have few students of highability or evennear high ability in Year 8 (2017).

The year 9 prediction shows even with a gain of 10naplan points approximately 2% students move into topBand 10 and approximately 4% into band 9.

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



Student satisfaction:

Student responses exceeded NSW Govt. norms acrossalmost every driver of student outcomes. Effectivelearning time, relevance and rigour of classroominstruction results all exceeded state norms. Similarlyadvocacy at school, positive teacher–student relations,a positive learning climate, and expectations of successall measured significantly higher than the NSW Govt.norm. Social–emotional outcomes indicated thatstudents’ participation rates in extra–curricular activity,value schooling outcomes, and report high levels ofintellectual engagement, interest and motivation inlearning, in every aspect again exceeding the statenorm.

Parent / caregiver satisfaction:

TTFM survey results indicate that ‘parents feelwelcome’, are ‘informed’, understand that the ‘schoolsupports learning’ and ‘positive behaviour’ with anaverage score of 7.5 across each aspect. Results alsoindicated that 41% of respondents partnered with theschool in School planning. Subject availability receiveda significant 88.9%, indicating that the subjects students wanted to study are available. A future direction forplanning is in the area of school promotion, with 69.4%of parents indicating that they would recommendCCMD to parents of primary students linked closely tothe perception of 45% of parents and carers currentlydo not believe the school has a good reputation in thecommunity.

Teacher satisfaction:

Survey results indicated that in the eight Drivers ofStudent Learning, that teachers identified 'Inclusiveschool' as an area of greatest achievement. Similarlycollaboration, learning culture, data informing practiceand teaching strategies scored consistently in the midto high 70's range. In the areas of technology andleadership survey results indicated a score in the 60'srange. In the driver for change area 'Parentinvolvement' teacher responses indicated that this is anarea of significant opportunity and future focus, scoring

53.

In the second paradigm of classroom and schoolpractices survey results again were consistent with thedrivers for change. Scoring on average across the low70's range, an area of future focus was again identifiedas parent involvement in the review and feedback onstudent work. Parent partnership opportunities haveconsistently been identified by staff as an area of futurefocus and opportunity to drive student learningoutcomes.

Policy requirements


Theintroduction of the Clontarf academy and AboriginalGirls room were both greatsuccess stories of 2016.Student attendance, participation and engagementreachedunprecedented levels and students overallwellbeing was significantly improved.Studentsparticipated in a range of excursions and initiativesincludingrewards programs, health checks, culturalworkshops, mentoring and goalsetting. A number ofAboriginal girls were also recognised and rewardedfortheir talent and commitment to learning by designingthe 2017 CanterburyBulldogs cultural jersey. Theprocess involved students working on adesign,developing a proposal and presenting to theBulldogs CEO and members of theteam. The proposalwas successful and the jersey will be worn in 2017 bytheentire team in cultural round.


CommunityEvening, NAIDOC Day and Chifley Day sawthe school come alive with culture,with a number ofstudents and staff representing and sharing theirheritagethrough language, dance, music andstory–telling. Students were given theopportunity to notonly experience others cultural beliefs and practicesbutalso given time to appreciate the uniqueness of oursetting with so manynations represented at our school.2016 also gave stage 5 students theopportunity to onceagain participate in an additional elective, with Pacificaahighly popular choice. Pacifica allowed students todelve into the culture ofthe Pacific Islands, participatingin sport, eating unique delicacies andlearning traditionaldances. The success of Pacifica last year has now ledtothe introduction of Aboriginal Education to Stage 5.


School background - Senior Campus


Chifley College Senior Campus inspires adults to discover personal excellence, diversity, community responsibility andlifelong learning

School context

The Senior Campus caters for students in Stage 6 and is one of 5 campuses in Chifley College in the Mt Druitt – StMary's area. It has approximately 560 students including 18% of Aboriginal and Torres Strait Island background and 56in the Support Unit. The School draws its students from the Chifley College 7–10 Campuses: Dunheved, Mt Druitt andShalvey and other government and non–government schools. The school receives funding as part of the RAM EquityLoading and it is committed to providing high quality education to meet the needs of its diverse and positive community.The Senior Campus maintains a philosophical and educational foundation aimed at innovation in curriculum and practice.All planning underpins capacity building initiatives in quality teaching, literacy, student engagement & retention andtransition, technology and shared educational leadership.




In 2016, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated that in the School Excellence Framework domain of Learning the school isSustaining and Growing. Evidence from Chifley College Senior Campus demonstrates commitment within the schoolto strengthen and deliver identified learning priorities, particularly in regards to student growth and achievement,. Schooldata and evidence, including data on resource upgrades, data analysis, student participation in targeted programs andcurriculum management, reveal a cohesive learning culture amongst staff and students, where stakeholders work toconsistently improve in relation to the core outcome of improving student achievement. Our goals and aspirations in thisarea include continued training in data analysis for all staff, using data effectively as part of the teaching and learningcycle, providing more up to date technological resources for students and targeting students more effectively forprograms and individual learning requirements. Our validation evidence speaks to the hard work of staff and also theinitiatives in place to provide a learning environment that values and encourages all students. This evidence alsosuggests that at Chifley College, new initiatives are encouraged, helping us to sustain and grow as a school and learningenvironment. Evidence highlights that learning is our core business, and underpins all that we do.

The results of this process indicated that in the School Excellence Framework domain of Teaching the school isDelivering. Our evidence reveals that teachers know our students, build rapport and know their content. Teachers feelconnected and passionate and this is evident in classrooms within the school. To move beyond this level, Chifley CollegeSenior Campus recognises the need for staff to undertake training and development in data usage in order for betterreflection and analysis to inform future faculty and classroom directions. Evidence suggests that this is happening in theschool, but it needs to be cohesive and consistent in order to inform school directions and move into sustaining and growing. Likewise, Chifley College Senior Campus recognises that investment in teacher professional development isessential for teaching growth. A significant portion of staff will need to be accredited for the first time in2018, and staffingsystems and support need to be developed to assist this process. As a result, a specialised position will be created at theschool to manage this process. Staff at Chifley College Senior Campus have demonstrated that they are collaborative,planning and delivering in teams, and create an effective classroom practice. They strive to meet professional standards,and take opportunities to develop their leadership skills for the benefit of the entire school community. Evidence for thedomain of Teaching suggests, that while we are sustaining and growing in many areas, on the whole we recognise thatwe are delivering and that teaching and related programs must remain a significant priority in school plans.

The results of this process indicated that in the School Excellence Framework domain of Leading the school is

Printed on: 28 April, 2017Chifley College Senior Campus 8473 (2016)62 of 92

Sustaining and Growing. Our evidence provides sustained and strong examples of excelling, with substantialleadership expertise within the school and the use of this expertise to create alternate programs to cater for the needs ofall of our students. On the whole, however, our evidence base suggests that we are sustaining and growing, and there isstrong commitment and support within the school for developing new whole school resources, and developingsustainable management practices and processes. Our school executive and leadership teams consistently demonstratetheir high expectations around whole school improvement and these expectations underpin all decisions and actionswithin the school community. Our teachers are consistently striving for improvement and are aspirational, learning newwhole school skills and expert teacher skills. Accordingly, our evidence suggests that Chifley College Senior Campusprioritises leading for school improvement and that this is important within the school culture. It has benefits for studentsand staff, and creates a culture where teachers are encouraged to learn and grow.

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





Student Learning

Purpose

To nurture engaged, life–long learners whose abilities, passions, wellbeing and results are optimized by professionalteaching practices and individualised learning opportunities.


The Senior Campus focuses on student transition into post–school opportunities, optimising student learning andimproving student results. In 2016, progress has been made in the following areas.

Significant resource upgrades across the school including technology in Retail Services, Business Services, the Englishcomputer centre and Support classroom enabled students to better access resources for innovative teaching withcreative and engaging lessons. The facilities upgrade in the Retail Services, Business Services and Support facultyallowed students to develop skills required in the 21st century workplace.

Continued development of the Assessment Help Centre, enabling students to self refer to become more independentand engaged in planning their own learning. Improvements in the Achieving Chifley Expectations (ACE) mentoringprogram for students looking to attend university post school with a significant increase in the number of the studentsinvolved in the ACE program obtaining scholarships to university courses.

Positive and respectful relationships with other students, staff and community members were encouraged through thefurther development and implementation of the Crossroads and Student Leadership Programs and the staff vs studentgames program.

Significant improvement in overall HSC results from 2015 with students achieving 148 Band 4,5,6 results acrossa number of subject areas, 41 Band 5 results and 4 Band 6 results.




Significant increase inengagement and positive resultsacross the entire school.

Resource upgrades across a number of KLAsallowing students more ready access to computersand other technology to assist with the completionof assessment tasks and other course work.

Implementation of the Assessment Help Centre tosupport students in the completion of assessmenttasks and other course work.

$117,225.00

$500.00

Improve relationships betweenstudents and the community.

Ongoing development of ways to promote positiveprofessional relationships between staff andstudents.

Continued development of the Crossroads programand Seminar Days to complete mandatory programto educate students about issues relating towell–being and welfare. The school was able todesigns programs that directly linked to issuesrelating to students at Senior Campus.

Implementation of the Student Leadership programto include the school ACE program and the schoolleadership camp to foster positive relationshipsbetween students and the Year Leadership Team ina challenging and supported environment.

$686.00

$5,700.00

$9,250.00


Continued upgrade of technology hubs throughout the school including Visual Arts and Photography, Mathematics,HSIE and PDHPE to provide both students and staff access to up–to–date technology to enhance teaching and learningacross the school.

Ongoing development and promotion of the Assessment Help Centre to enable students to access technology and at thesame time provide mentoring support for students.

Further development and adaptation of the ACE mentoring program to encourage and support students in scholarshipaccess to University.

Modification of the Crossroads and Student Leadership programs to best suit students and at the same time ensure thatall mandatory aspects are covered.


Next Steps


Staff Learning:

Purpose

To build a culture where access to high educational standards are consistently the goal; where teaching professionalsand support staff are masters of their craft, engaging in adaptive and reflective practice to maximise learning outcomesfor students.


Continued development of the school's transition plan has enabled staff to be more informed about the students enteringYear 11 in 2016. This was made possible by working in partnership with 7– 10 Chifley campuses to develop a moredetailed understanding of each student and development of individual student profiles by analysis of NAPLAN, RoSA,NCCD data and school reports.

Creating an Acting Head Teacher,Teaching and Learning position with the responsibility for the Learning and SupportTeam led to the strengthening of that team across the school enabling strategic allocation of resources and training anddevelopment of staff as a whole.

All teaching staff completed their Performance Development Plan as part of the PDF format to develop their individuallearning goals and identify possible professional learning activities to help achieve those goals. Staff were supported bythe school to access professional learning through the allocation of school resources. All staff completed all mandatoryprofessional learning as required by DoE. Informal classroom observations implemented by some teaching staff as partof the PDF format.

All New Scheme Teachers supported by the school to achieve or maintain accreditation as required by BOSTES. It wasidentified by the school that 62% of 2016 teaching staff will be required to become accredited for the first time in 2018.




Create platforms for reflectionand reporting of professionaldevelopment.

Increased willingness of staff to share knowledgeby providing opportunities to present at wholeschool professional learning programs such asSchool Development Days, school annualconference and whole school meetings. Ongoingdevelopment and implementation of executive stafflearning through implementation of ExecutiveConference.

Staff encouraged and supported to accessprofessional learning through applications for HSCmarking across all KLA areas. This has led tosharing of knowledge with other staff membersabout the processes and practices for HSCmarking.

$1,250.00

$27,345.00

$2,210.00

All staff have individualuisedprofessional learning plans withreference to Australian TeachingStandards.

Staff provided with ongoing support to accessprofessional learning as identified in their individualPDPs and to support whole school initiatives.

All staff completed Performance Development Planas part of the PDF format in consultation with HeadTeachers and Senior Executive.

$46,000.00


Ongoing training of staff in data skills and use of the type of data available and how it can be used to inform teaching andthe link to quality teaching and learning.

Develop explicit systems of classroom observation embedding feedback methods to sustain quality teaching practice.

Ongoing support of staff professional learning as identified to support goals as part of individual PerformanceDevelopment Plans and whole school priorities.


Next Steps

Continued sourcing of information about from the Chifley 7–10 campuses to assist with the development of detailedstudent profiles to support student learning and staff knowledge about the students they are teaching.


School Learning:

Purpose

To develop a positive collaboration between staff, students, parents and the community in order to build a capacity foreducational ownership and participation through maintaining and strengthening respectful and reciprocal relationships.


At Senior Campus, parental and community participation and involvement in school activities (with the exception of theYear 12 Graduation) has been low. In 2016, the school made a concerted effort to increase the involvement of parentsand the community in activities and to promote the positive aspects of school life at Chifley College Senior Campus.

The school Facebook page was launched to enable instant communication regarding extra–curricular and other schoolactivities, proving to be a positive method of communicating with the school community. The school APP was maintainedand promoted to provide another avenue of communication with students, parents and the school community. A programwhere parents received an individual invitation to attend a school activity via a phone call was introduced to inform andremind parents about upcoming events in the school.

Re–titling of the traditional Parent/Teacher Night to "Meet the Teacher" and encouraging parent participation using avariety of strategies including phone call home, fridge magnets distributed with the school newsletter, the school APPand the school Facebook page substantially increased the number of parents and community members attending thisevent.

Acknowledging positive student behaviour as part of the Positive Behaviour for Learning program through theimplementation of school postcards system. This system involved the professional design and production of postcardsfor each KLA group and Leadership Team and has been widely received by both parents and students.

Continued development of the school transition program promoting the "See You @ Senior" program to prospective Year11 students. Re–design of the format for Open Night, allowing students and parents to tour the school in a relaxed andsystematic way enabling those who attended to view school facilities, meet staff and collect information about subjectson offer to prospective students.




Significant increase of communitymember involvement andparticipation in whole–schoolevents.

Increased number of parents attending wholeschool events such as formal RecognitionAssemblies and Parent Teacher evenings followingadditional promotion of these events using theschool Facebook page and school APP, the phonecalls home program, reminder fridge magnets.

Positive postcards introduced as part of the PBLprogram at the school.

$765.00

$425.00

Improve marketing andadvertisement strategies of theschool to heighten reputation andimage in the community.

"See You @ Senior" program successfullyimplemented using positive promotional material toalert parents and students of important dates in thetransition process.

Open Night format changed to allow parents andstudents more access to school and the opportunityto view learning resources and obtain informationabout all of the subjects offered to Year 11students.

School Facebook page and App used successfullyto promote upcoming school events and thecelebrate the positive learning opportunities

$115.00

$500.00

$765.00





Improve marketing andadvertisement strategies of theschool to heighten reputation andimage in the community.

afforded to students at Senior Campus.

Next Steps

Maintain communication methods with students, parents and the community and raise the profile and role ofcommunication operating systems within the school by training selected staff so that they are confident in the use ofthese systems.

Refine evaluation methods of school based activities and review and utilise feedback to implement identified changes toaffect positive whole–school improvement.

Continued development of the transition process to support students in the successful completion of the HSC.

Strengthen working relationships with external agencies to improve educational opportunities for students.



Aboriginal background loading Continued implementation of the schoolbased Work Studies mentoring program topromote the successful completion ofPreliminary and HSC courses for Aboriginalstudents.

8 ways pedagogy embedded in all KLAteaching programs and the school planproviding teachers the tools to successfullyteach the Aboriginal students and to givestudents the chance to achieve courseoutcomes.

In–class tutoring support across all KLAs forstudents identified as having specific literacyand numeracy needs to complete HSCrequirements.

Introduction of Clontarf program to supportAboriginal boys.

$52,000.00

$130,694.00

$36,250.00

English language proficiency Support the employment of an Englishadditional teacher to ensure that classes weremaintained at or below the maximum classsize of 24 students allowing students betteraccess the curriculum and achieve outcomes.

$22,094.00

Low level adjustment for disability Employment of 2 permanent SLSO's toprovide support for those students in classidentified with additional learning needs thatcould impact on their ability to achievePreliminary and HSC outcomes.

Supplement the staffing allocation of LaSTposition in the school to support both studentsin the classroom and staff professionalneeds.

$152,000.00

Socio–economic background Employment of temporary teaching staff tomaintain a broad curriculum and to offer adiverse subject choice to students. Additionalstaffing enabled the school to implementcurriculum for smaller classes e.g. EnglishAdvanced, Physics, extension classes inEnglish, History and Mathematics.

Further development of the leadership teamsfor Year 11 and 12, to support the well–beingof students and their successful completion ofthe HSC.

Creating acting executive positions to enableselected staff to develop their skills andexperiences in higher duties positions.

Employment of additional SAS staff to supportschool wide initiatives such as thephone–home program and the introduction ofPositive Behaviour for Learning.

Employment of temporary staff in the positionof LaST to supplement the 0.4 allocated aspart of the staffing entitlement.

Continued development of the Job Search

$98,400.00

$60,000.00

$100,437.00

$163,000.00


Socio–economic background program, designed to support at risk students. $98,400.00

$60,000.00

$100,437.00

$163,000.00


Employment of tutors to support targetedstudents in the completion of Preliminary andHSC course outcomes.

$12,307.00


Student informationStudent enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 268 228 244 260

Girls 293 244 254 250

There has been a steady increase in enrolment numbers since 2014. Whilst the majority of students enrolled at Chifley College Senior Campus arefrom Chifley College 7–10 campuses e.g. 76% of students in Year 11 in 2016, analysis of enrolment data indicates that the remaining students are from a variety of other schools and settings including both government and non–government schools. Student attendance profile

School

Year 2013 2014 2015 2016

11 81.8 90 78.8 79.7

12 83.7 86.9 79.9 80.1

All Years 82.6 88.5 79.2 79.9

State DoE

Year 2013 2014 2015 2016

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7


The school uses a variety of programs and processes to address non–attendance of students at school. The regular use of the "phone home" program is used to contact parents and carers when students are absent from school. In 2016, the school introduced a system where parents and carers were contacted via email or text messages if initial telephone contact was unsuccessful.



Year10%

Year11%

Year12%

SeekingEmployment

0.3 10

Employment 5 25

TAFE entry 1.5 25

University Entry 0 20

Other 7 6

Unknown 12 14

As a Senior Campus, information relating to Year 10 students is not applicable. Year 12 students undertaking vocational or trade trainingThere has been an increase in the number of students enrolled in Vocational Education and Training (VET) courses at Chifley College Senior Campus with over 52% of Year 12 students completing a VET course in 2016. Subjects studied included Certificate 2 Hospitality, Construction Pathways, Retail Services and Business Services and Certificate 1 Metals and Engineering. VET courses continue to be a valuable subject choice for students enrolled in both ATAR and non–ATAR patterns of study.Year 12 students attaining HSC or equivalent vocational education qualificationAll Year 12 students achieved the award of the Higher School Certificate. Students completing Year 12 were enrolled in a variety courses including Board Developed courses, Content Endorsed courses, School Developed Board Endorsed courses Life Skills courses. of patterns of study and ATAR, non–ATAR.


Printed on: 28 April, 2017Chifley College Senior Campus 8473 (2016)


Position FTE*

Principal 1


Head Teacher(s) 11



Teacher Librarian 1

Teacher of ESL 0.6

School Counsellor 1

School Administration & Support Staff

15.48


*Full Time EquivalentIn 2016, Chifley College Senior Campus employed additional teaching and support staff from funding sources including RAM Equity loadings, Integration Funding Support, Targeted funding for Refugee students and HSC VET support. Additional staffing enabled the school to provide support to both students and staff by increasing the 0.400FTE Learning and Support Teacher allocation to 1.000 FTE. Additional School Learning and Support Officers were employed to provide support for student identified through the NCCD process as requiring extra support in theclassroom. Additional teaching staff enabled the school to maintain a broad curriculum for classes with small student cohort e.g. Extension History, English Extension 1 and 2, Physics, Mathematics.

Of the staff employed at Chifley College Senior Campus in 2016, 4 staff or 4.9% identified as Aboriginal. This included 1 teacher, 1 Aboriginal Education Officer and 2 School Learning and Support Officers.

72 of 92





At Chifley College Senior Campus staff are encouraged to participate in ongoing professional learning to ensure that best and current teaching and learning practice is implemented. Within the College, all teaching staff and some support staff were able to access professional learning and develop professional relationships with colleagues through participation in KLA network meetings which were held twice a term and Head Teacher and other leaders of specific areas e.g. Teacher Librarians, Careers Advisers meetings which were held once a semester.

All staff participated in the School Development Day (SDD) programs. The emphasis on the programs was on whole school professional learning and the last two gazetted SDDs were reassigned to be held in Terms 1 and 2. The majority of teaching staff and some support staff also attended the Annual Staff Conference where main agenda items included the Registration process for Government Schools and the External Validation process. All staff completed mandatory training as required by DoE in Child Protection, Anaphylaxis and CPR.

Staff were also encouraged to seek professional learning provided by both the Department of Education (DoE) and other outside providers that would enable them to meet requirements for ongoing accreditation; meet their goals as identified in their individual Performance and Development Plan and meet the priorities of the school. Some examples of professional learning accessed by staff included upgrading of VET qualifications, timetable training, welfare and wellbeing courses, Aboriginal Pedagogy courses, Literacy and Numeracy courses.

With the emphasis on Stage 6 and the completion of the HSC, staff were encouraged and supported to access HSC marking in Board Developed and VET courses. This is recognised by staff and the executive as valuable tool to develop knowledge and skills specific to subjects studied at Senior Campus.

Printed on: 28 April, 2017Chifley College Senior Campus 8473 (2016)

Teacher qualificationsAll teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications

Income $



Tied funds 1 311 248.07


Interest 20 751.87


Canteen 0.00


Expenditure

Teaching & learning


Excursions 7 320.49


Library 0.00


Tied funds 1 807 186.72




Utilities 90 985.80



Capital programs 0.00





Financial informationThis summary financial information covers funds for operating costs to 30 November 2016 and does not involve expenditure areas such as permanent salaries, building and major maintenance.

73 of 92

School performance

Higher School Certificate (HSC)

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


Analysis of HSC school average data indicates thatthere has been an increase in average student resultsin Business Studies; Community and Family Studies;Legal Studies; Modern History; Personal Development,Health and Physical Education and Visual Arts. Schoolaverage results in Aboriginal Studies; Ancient History;English Advanced; English Standard; Geography;Industrial Technology and Music 1 have remainedsteady.

Further analysis of SMART trend data and RAP dataindicates average results for Business Servicesexamination; English extension 2; Information DigitalTechnology examination and Society and Culture areabove state average. There have been improvedresults Aboriginal Studies; Biology; Chemistry; EnglishESL; French Beginners and Italian Beginners.


Throughout 2016 students were given opportunities toprovide feedback on programs and processes withinthe school and also comment on their sense ofwellbeing. Responses to the Tell Them From Mesurvey indicated that, when compared with NSWGovernment norm, more students at Senior Campushad a positive sense of belonging; felt that they hadsomeone at the school who consistently providedencouragement and advice and that teachers wereresponsive to their needs and encouragedindependence. When compared with the NSWGovernment norms for school–level factors related tostudent engagement, results indicated that morestudents at Senior Campus believed that they hadaccess to quality instruction, that there were positive

teacher student relations and a positive learningclimate. Student responses to in–school surveys andevaluations indicated overwhelming satisfaction withprograms e.g. ACE mentoring program, Crossroadsprogram, Leadership program, Assessment HelpCentre.

Parents were encouraged to participate in a number ofsurveys throughout the year. Overwhelmingly parentsindicated that, at Senior Campus, their child was givenaccess to good equipment, that the school had highexpectations, that the classrooms were interesting andthat they are proud of the school a s a whole. Themajority of parents indicated that the school praisesand rewards students for their success and thatstudents are the main focus in the school. The majorityof parents indicated that the school knows about thefamilies and the community in which it serves.

The number of staff at Senior Campus who participatedin the People Matter 2016 Survey was higher than atother schools within the principal network. Staffsatisfaction in all areas except for Diversity andInclusion was higher than other respondents across theprincipal network particularly Senior Managers (84% –Network 60%); Communication (82% – Network 66%);High Performance (84% – Network 75%); Public SectorValues (83% – 72%).

Staff responses in the Tell Them from Me surveyindicated that over 77% of staff have over 6 yearexperience in teaching, with 33.3% having over 16 yearexperience. The staff at Senior Campus is stable with64% of respondents indicating that they had been atthe school for more than 6 years and 85% of staff feltthat the morale of people employed at the school isgenerally high

Policy requirements


Chifley College Senior Campus provided a range of programs to support our Aboriginal students in 2016. In 2016 there were 126 Aboriginal students or 18.8% of students at the Senior Campus.

Inclusive learning initiatives were underpinned by incorporating "8 ways" pedagogy within the classroom. The successful implementation of this was evidenced in the faculty programs that feature the symbols and ideas of this approach to better support student learning. Staff were also inserviced on the National Aboriginal and


Torres Strait Islander Education Plan at our annual conference held in November, a valuable tool for staff to support student learning.

The epicentre of Indigenous Education continues to be the Sue Leary Centre and students were fully supported in this facility. Further refurbishment of SLC continued in 2016 with the addition of improved kitchen facilities and a technology upgrade. 2016 also saw a return of Freedom Rides Performance a unique interactive experience and a valuable empathy exercise for the whole school. Aboriginal Studies continued to flourish with a collection of outstanding major works presented to the examiners.

The Senior Campus continues to engage and collaborate withour community with NAIDOC Day being a spectacular example of this growing partnership. The Jackie Brooks Cup was played in good spirit. The presentation of traditional culture through dance and performance capped off a remarkable day for our community.

Norta Norta continued throughout 2016 offering valuable tuition and helped students with many literacy and numeracy challenges and was of valuable assistance in the successful completion of assessment tasks. The Clontarf foundation assisted our students providing an extensive range of extra–curricula activities to support the personal development of our young male Aboriginal students.

The Aboriginal Girls Education Program was launched with the Sue Leary centre providing the perfect venue to create a sense of belonging and provision of educational resources needed for this initiative. STEM students were assisted by the Macquarie University National Indigenous Science Program with all who were involved with the day giving the program positive reviews.

The establishment of Aboriginal Scholarships and the strong presence of our Indigenous community members at Open Night indicate that the Senior Campus is making great progress in the education of our Aboriginal students.


Chifley College Senior Campus is a diverse learning community that counts 30 different countries of birth amongst its student population. Thirty (30 %) of our student population were born overseas, with Pacific Islander and New Zealand born students making up twenty–one (21%) of the total school population. Aboriginal students accounted for 24 % of our total. 2016 saw an increasing refugee intake adding to our diverse community, with African nations most noticeable in this trend. In 2016 a member of the Chifley Senior executive became an Anti–Racism Contact Officer trainer. The strong showing in the state–wide Hip Hop competition ‘Bring it On’ was testimony to the rich blend of cultures that define our learning community. Open night was a sterling example of the multi–cultural flavour of our school with Pacific Islander dances show cased in our MultiPurposeCentre (MPC) for all new enrolments.


School background


Chifley College Shalvey Campus is a school which aims to empower each person by providing a personal andmeaningful pathway to create productive citizens of society.We strive to offer a safe and supportive environment with arange of learning opportunities to provide positive engagement and strong partnerships in our community. (Schoolimprovement is driven by a process of enquiry and self– reflection.)

School context

Chifley College Shalvey Campus is a 7–10 comprehensive campus of the Chifley Collegiate, situated in Mount Druitt.There are 351 students attending Shalvey Campus with 21% of the school population are ESL (majority Pacific Nations)and 26% of students are ATSI. CCSC has a support unit catering for 43 students with one ASD (Autism SpectrumDisorder class) and with two Mild Intellectual Disability classes. The teaching staff consists of a balanced mix of highlyexperienced, mid–career and early career staff from a range of cultural backgrounds. The campus is regarded as astable and caring school recognised recently for its innovative leadership in the development of general capabilitiesacross the school linked with the new Australian curriculum.

The school is situated in an area comprising of public and private housing. The school FOEI (family occupation andeducation index) for 2016 is 190 and this places the school as one of the highest in terms of educational need. Thus theschool faces significant educational challenges associated with adequately addressing the intersections of disadvantageexperienced by the community. This has led to the incorporation of innovative programs for Teaching and Learningthrough the development of skills in Teamwork, Cooperation, Self Management and Sense of Responsibility to provide aholistic approach to education and improved life outcomes for our students.

Printed on: 28 April, 2017Chifley College Shalvey Campus 8496 (2016)78 of 92



For all schools (except those participating in external validation processes):

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 supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

Learning

Sustaining and Growing

Student learning is an integral part of the School Plan Strategic Direction 1, Learning for Life, with a focus on differentiated curriculum and providing opportunities for students in a range of contexts.

The school has developed a positive learning culture, as evidenced in the Tell Them From Me Survey. A comparison between snapshots in the drivers, Intellectual engagement, Homework Behaviour, Happiness and Interest and Motivation shows that student responses are greater than the demographically similar school score.. The data wall in the Professional Learning Centre, together with delivery of the Stage 4 Scope and Sequence demonstrates the school’s commitment to providing students with opportunities to connect, succeed and thrive in classroom activities pitched at the stage of learning and development as per the Welfare component of Learning elements. Sustaining and Growing is also demonstrated within the Welfare component through the creation of a Personal and Social Capabilities booklet that aims to define behavioural expectations and create a positive teaching and learning environment. Photos such as those taken at CASS days show that students care for self and contribute to the well being of others and the wider community.

The school actively collects and uses information to support students’ successful transition, exercised through rigorous transition programs for students at various stages of their high school journey. A transition presentation delivered to other schools and networks has established that curriculum provision is enhanced through alliances with other organisations. Students are now required to reflect on their learning and progress during the Semester Reporting period in order to make future improvements to their learning practices.

A rigorous cycle of in–school assessments complements literacy data from NAPLAN. These inform programming and student feedback. Place graph here

Teaching


Strategic direction 2 of the School Plan, Professional Practice, focuses largely on providing learning opportunities and teaching strategies that aim to engage students and enhance learning opportunities. Program comparison between 2015 and 2016 documents demonstrate the school is at delivering. Teachers are reviewing and revising their teaching and learning.

However, the school leadership team’s feedback to teachers and request for greater reflection on student performance and data shows that we are within the sustaining and growing band for Data skills and use.

Likewise, Collaborative Practice is at sustaining and growing. Classroom observations provide teachers with feedback from peers and school leaders so as to improve teaching practice. Workshop Week planning and implementation demonstrated that teachers actively share learning from targeted professional learning with others, and teams worked collaboratively on knowledge and skills gained within the Literacy in Context PD activities,focusing on improved teaching methods in literacy. Professional Standards are demonstrated at sustaining and growing with many teachers working beyond their classroom to contribute to broader school programs as evidenced by the list of responsibilities among the staff. Teachers demonstrate responsibility and adaptability in working towards the school’s goals in a number of ways such as teaching within the Stage 4 Scope and Sequence document that aims to focus on a number of General Capabilities, themes and common teaching strategies.


Leading


The school operates at Excelling within the area of Resources. Generally we are within the Sustaining and Growing band and this is evident within Strategic Direction 3 of the School Plan – Building a Community.

A long term financial plan is integrated within the scope of the School Plan in regards to staff, the procurement of assets and within planning for Professional Learning, as seen within financial planning documents. The use of school facilities is also optimised, such as within the transition programs.

However, other areas fall within the Sustaining and Growing band. In regards to Leadership, the school has productive relationships with external agencies. An example of this lies with our work with WSU within the Fast Forward program. School Executive regularly undertake leadership development within Executive Meetings, as demonstrated by Executive Meeting Agendas, utilising the School Leadership Development Program in order to build school capacity.

There is a broad understanding of school expectations and aspirations for improving student learning across the school community. This can be seen through the review of the Marvin Marshall staircase and its application across all classes and within its use in mentoring and monitoring student progress (see Marvin Marshall poster and Monitoring Booklet). Staff are active participants in School Planning, Implementation and Reporting as seen within School Planning milestone mapping, undertaken collegially several times each term. The regular reviewing and evaluation of programs is becoming embedded and routine (see comparison programs).

Management Practices and Processes are reflected in opportunities for students and the community to provide feedback, as sourced within the Tell Them From Me data, showing increased focus on bullying,reflected in planning for the 2017 School Plan and subsequent planning for the Creating A Safer School (CASS) team at Shalvey Campus.

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





Learning For Life

Purpose

Teaching and Learning is innovative, adaptive and focussed on enabling all students to reach their potential andmaximise their opportunities.

Curriculum is differentiated and includes opportunitiesfor learning outside traditional classroom boundaries.


Initial TPL for team leaders resulted in the development of class profiles and bench marking of students. This literacyand numeracy data informed programming across stage four. Team Leaders regularly reviewed programs to ensure linksto the cycle of data collection on literacy, numeracy and personal and social capabilities. Team leaders reported to theExecutive and recommendations included that a Head Teacher be appointed as discipline contact for each team in 2017and that combined 7/8 enablers class be implemented.


Improvement measures

(to be achieved over 3 years)

Progress achieved this year Funds Expended

(Resources)

Increase the percentage ofstudents at or above theexpected stage of developmentas measured by GeneralCapabilities, Literacy, Numeracycontinuums.

The continuums are in place and are updatedregularly. This data informs programming andassessment. Online test results for reading show12% increase in year 7, 7.6% increase in year 8,6.6% increase in year 9 and 6.6% increase in year10.

$48679 testing tool, teacherrelease, consultant fees.

NAPLAN results demonstrateimproved student achievement inliteracy and numeracy. and arealigned with the continuum.

Improvement is sustained in year 7 reading and inyear 9 writing. Year 9 writing is continuing toimprove and is at the closest to state average it hasbeen in six years.

$85600. Teacher andrelease time and relief

one hundred percent of studentsparticipate in online testingLiteracy and Numeracy

Online tests continue to inform the teaching andlearning cycle across the curriculum. The ongoingcollection of this data has identified some patterns.There is, on average, a negative two cluster gap inyear seven writing compared to reading. By yearnine that gap is reduced and in some casesreversed.

See above (improvementmeasure 1)

Increase in Tell Them From Mestudent drivers of

.5%

There has been significant year on yearimprovement as self reported by students in theareas of homework, intellectual engagement andmotivation. Inclusion of project based learning hascontributed to these improvements.

$96545, resources,classroom refurbishment.

Next Steps

Feedback to students will explicitly relate to the various continuums. Personal and Social capabilities will be incorporatedinto the school student reporting process. Students will be given the opportunity to review their literacy and numeracyagainst the continuums and set personal goals.

Project Based Learning will continue to develop as a component of programs across the curriculum. Pilotimplementations will occur in selected classes.



Professional Practice

Purpose

To build a culture of ongoing shared innovationand improvement through professional learning for staff.

To develop leadership capacity of staff and students to ensure quality learning experiences that prepares them

for the future.


Internal reviews of programming have ensured that all programs now comply with common programming policy andproforma. The policy and proforma are designed to ensure the inclusion of Literacy Numeracy and General Capabilitiesacross all KLA's.

Compliance of all programs with BOSTES syllabus requirements was reviewed. All programs met BOSTESrequirements.

Review longitudinal data in reading and writing to inform teaching and learning.

Support a process of teacher collaboration focused on demands of verbs–mini observations.

Link reading and writing through deconstructing and reconstructing texts by developing success criteria.

Publish writing.

All staff have a reference to differentiation requirements of individual students in all programs as reported by HeadTeachers. Teachers define and react to the needs of students in their programs.





(Resources)

Use of General Capabilities,Literacy, Numeracy continuumsto inform teaching and learningas evidenced in programming.

Data from online tests informs programming instage 4 Teams. The Data wall continuum's areupdated regularly and are evidence of improvedstudent learning outcomes and effective teachingand programming practice. Reviews of programs interms one and four indicate that staff understandand integrate information from the continuum's intotheir programs.

The creation of teaching teams to support anddevelop a stronger curriculum delivery model inStage 4 involved considerable additional teacherresource allocation. Teams are made up of smallernumbers of teachers who teach across KLA's.

$110000 teacher relief andconsumables.

All staff have individualisedProfessional Development Plans

All staff have evaluated their capacity to provideevidence of compliance with the teaching standardsas demonstrated by the development of PDP's.Teachers continue to review and define theirprofessional development needs in line with schoolStrategic Directions.

Nil

Active Accreditation planning/buyin

One teacher working toward higher accreditation.42% of teachers are in the Maintenance phase ofaccreditation. 13% OF teachers at the provisionalstage. 45% of teachers are not yet required toundertake the accreditation process.

Nil

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(Resources)

Increase in Tell Them From Medrivers of

.5%

Improvement observed across all four teachersurvey drivers. these drivers are Data InformsPractice, Learning Culture, Teaching Strategies andTechnology. Average improvement across thedrivers is 3% as a result of developing a universalpolicy and proforma to support programming,specifically the inclusion of accommodations andadjustments, technology strategies and dataanalysis of student performance.

$93000 teacher release andemployment of additionalSLSO's.

Next Steps

Stage five electives will be timetabled vertically to facilitate a broader curriculum.

The stage four Enablers class will provide a vehicle for the development of Project Based Learning and a student centredclassroom.

The YES Teams project will be implemented and replace Skillspond. YES Teams will incorporate elements of ProjectBased Learning and Entrepreneurial Learning.

Project Based Learning will be a focus of TPL.

Feedback to Teachers through a range of collaborative processes including observation will continue throughout theyear.



Building a Community

Purpose

To form a communitybased on connections that fosterthe development of inclusive practices that can sustain strongpartnerships.

Partnerships will provide opportunities for studentsto contribute to community in ways that develop their own

personal capacity.

Students will developtheir sense of Civics and Citizenship, an appreciation of Difference and Diversity and

Enterprising behaviours.

Students will be able to plan for their future through an understanding of meaningful post–school pathways.


A network of primary school contacts that is supported by a dedicated year 6 to 7 transition teacher is in place. Links toTAFE have again been productive an another year 10 cohort has completed the 30 week Skillspond program.

Family support for literacy has been enhanced through a library education program. This program increased the rate ofhome reading engaged in by students.

Classrooms in the school are engaging environments where students can become immersed in learning.





(Resources)

100 % of Student stage 6 subjectselections are informed byPersonalised Education Plan.

The school transition teacher delivered acomprehensive school to work programunderpinned by each student's PersonalisedEducation Plan.

Transition TeacherAllocation FTE 0.5 $50000

Ability reflected on Life Planningand pathways (GC continuum)

The stage 5 work Ready Program and the stronglinks to TAFE have provided a vehicle to supportstudent self reflection.

The Skillspond program at TAFE provided studentswith real world of work experience that assisted theprocess of school to work planning.

Teacher releasecoordination with TAFE. 0.2

Teacher relief.

Teamwork, Collaboration,Resilience GC continuums

From an average benchmark of level threeestablished through teacher observations studentsin stage 4 achieved improvement in self awareness,self management and understanding theconsequences of their emotional responses.

Nil

Photographic evidence of changein classroom environments

Classrooms reflected a more diverse pedagogy andthe development of immersive learningenvironments. These changes were documentedthough photographs taken in terms one and two.

Classrooms are now enriched with resources thatreflect school initiatives in literacy, numeracy andpersonal and social development.

$10000


The Skillspond program will be re packaged as the YES Teams Entrepreneurial learning project. This will be a furtherdevelopment of our longstanding partnership with TAFE.

Feedback to students and families will be improved through the integration of Personal and Social capabilities data intothe student reports.

Open plan classrooms will be developed to facilitate Project Based learning in stage 4.


Next Steps

In 2017 greater emphasis will placed on developing student and teacher leadership.


Aboriginal background loading Portfolio's of student achievement includingparticipation in programs is awarded to allyear 10 students. Students have achievedPLP goals.

A cross agency meeting was held to plan forNAIDOC day. The School Landscape teamcompleted construction of the Yarning Circle.

On NAIDOC day all students engaged inactivities focussed on Aboriginal culture.NASCAR coordinated an indigenous gamessession and students attended performancesof dance and musical pieces. A short filmmade by the students involved in Young Mobwas also shown. The film showed theexperience of two CCSC students on anexpedition to the Kimberly to experiencetraditional Aboriginal life.

A highlight of the day was the dedication ofthe Yarning Circle by Uncle Greg Simms. Allaboriginal students and their familiesgathered to witness the opening of theYarning Circle by the Principal and thewelcome to Country from Uncle Greg.

Clontarf has commenced operations and isproviding services daily.

Data indicates Aboriginal studentperformance in literacy exceeds the generalschool population.

$19,293

Consumable costs

Teacher relief and SLSOcosts

English language proficiency Data is collected and submitted for the EALDsurvey. Students are assessed against theEALD Learning Progression to determine thelevel of support required.

All teachers requiring additional advice tosupport EALD students have been providedwith EALD teacher support. EALD studentsare bench marked for literacy andnumeracy. EALD students have achievedexpected growth in NAPLAN reading scores.

Students are retested using the EALDProgression Scale. Teachers in core subjectsare provided with advice and support toensure appropriate programming.

$16,353

Low level adjustment for disability Visits to feeder primary schools areconducted and data is collected to prepare forthe needs of the in comoing year 7 cohort

LaST allocation and is informed by riskassessments and the differentiationrequirements of individual students.

Ten staff are trained to deliver functionalbehaviour assessments to informdifferentiation.

LAST teaching programs are reviewed andTPL on effective planning for student support

$83,289

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Low level adjustment for disability is provided. Records of individual studentsupport provided LAST's are reviewed. Allsupported students are benefiting fromindividual programs andassessments. primary schools are conductedand data is collected to prepare for the needsof the incoming year 7 cohort.\ Data isprpepared to inform access requests.

Risk assessments and support plans for allstudents are prepared with the assistance ofLAST's

Support Plans and Risk assessments areavailable in SENTRAL.

$83,289

Socio–economic background "Teams" in stage 4 is embedded as a schoolcurriculum model. Teaching teams programfor the development of literacy, numeracy andpersonal and social capabilities. Studentsbenefit from a smaller group of teachers anda home room environment. Team Leaderscoordinate programming and parentalengagement.

A stage 4 combined year 7 and 8 Enablersclass provides an opportunity for excellingstudents to engage in an acceleratedcurriculum delivery model. An open planclassroom supports student led learning.

Partnerships with outside agencies such asLinks to Learning and Creating chances haveprovided enhanced opportunities for studentsto develop engagement in learning, developleadership capacity and support their peers.

smaller class sizes, employment of additionalSLSO resource have improved studentscapacity to acquire literacy and numeracy.

$672,988

Support for beginning teachers A comprehensive program of support hasbeen delivered to five New Scheme teachers.The program is based on the requirements forteacher accreditation with BOSTES in 2016.

The program included opportunities forclassroom observation and additionalTeacher Professional learning.

New Scheme teachers were provided withmentor support from selected teachersthroughout the year.

$17,459

Building a Learning Community An increased social media presence hasimproved the School's on line visibility. Theschool updated it's website and developed aFacebook page and Instagram account.

Students, parents and staff now communicateregularly through these channels.

$9,659


Student information


Enrolments

Students 2013 2014 2015 2016

Boys 220 206 195 189

Girls 174 178 173 161

Enrolments in 2016 were slightly reduced as a result ofchanges in local demographics. A significant number ofstudents from local feeder schools also sought out ofarea enrollments at schools outside the Chifley Collegedrawing area.


School

Year 2013 2014 2015 2016

7 90.7 87.1 85.2 88.6

8 83.6 84.1 79.8 84.7

9 83.2 82.7 79.7 81.4

10 80.6 77.4 72.7 78.8

All Years 84.5 82.9 79.1 83.1

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

All Years 89.9 90.2 89.7 89.7


In 2016 student attendance improved overall by 4%. Monitoring of attendance by the Head Teacheradministration with the support of the Home SchoolLiaison Officer has resulted in better feedback tostudents and families relating to the impact of absenceon learning outcomes.

The school also developed a set of attendanceincentives, resulting in several students achievingperfect attendance records.


Proportion of

students moving

into post-school

education, training

or employment

Year

10%

Year

11%

Year

12%

SeekingEmployment

0

Employment 2

TAFE entry 0

University Entry 0

Other 3

Unknown 10

Seventy two students from a completing cohort ofninety three transitioned to Chifley College SeniorCampus.



Position FTE*

Principal 1


Head Teacher(s) 8

Classroom Teacher(s) 12


Teacher Librarian 1

Teacher of ESL 0.4

School Counsellor 1


10.98



The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

Chifley College Shalvey Campus has 5 Aboriginalmembers of staff.









One teacher working toward higher accreditation.Sixteen teachers are in the Maintenance phase ofaccreditation. Five teachers at the Provisional stage.Seventeen teachers are not yet required to undertakethe accreditation process.

Teacher Professional Learning is a function of theirPersonal Development Plans and the requirements ofthe school plan. In 2016 the school has continued afocus on Literacy. Executive have participated in aprogram based on Prioritizing Grammar to facilitatetheir leadership of literacy. Executives have led aprofessional learning process at faculty level thatinvolves a teacher feedback and observation process.

Staff continue to collaborate with RMIT on the Reframing Mathematical Thinking Project. All staff havebeen provided with training to support differentiation inthe classroom.

Staff have been given training in the 8 Ways ofKnowing pedagogical model to support Aboriginalstudent engagement. Teachers actively program forand record links with the individual elements of the 8Ways. Students and parents are aware 8 Ways and areable to identify teaching activities related to them.

Financial information (for schools

using OASIS for the whole year)


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

Income $

Balance brought forward 763 601.38




Interest 17 767.84


Canteen 0.00


Expenditure

Teaching & learning


Excursions 4 888.18


Library 1 967.23

Training & development 8 306.46





Utilities 107 102.24



Capital programs 10 000.00





Reading in year 9 has improved slightly since 2015 but continues an improving trend since 2014. student growth continues to be strong with school growth at 43.2 and state at 32.

Writing in year 9 continues to improve. The school performance has moved from 445 in 2014 to 476 in 2016, despite a change in genre from persuasive text to narrative in that period. Numeracy performance in year 7 has shown a slight decline after several years of improvement. Growth in performance exceeds state – school 62, state 58.

In year 9 school growth is 48 and state is 40. The mean performance of year 9 is consistent with 2015 and continues a three year trend of improving results.

Printed on: 28 April, 2017Chifley College Shalvey Campus 8496 (2016)

School performance

NAPLAN

Year 7 reading results are consistent previous years. while there was a small, 3% decline in the mean performance the average student growth exceeded the state performance significantly. CCSC students achieved a 56.3 scale point growth as compared to a state (all students) growth of 38%. Writing has continued to improve incrementally. CCSC has achieved improvement for the third year in a row. moving from 436 in 2013 to 449 in 2016.

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

Aboriginal student performance in literacy is at NSWDoE state average for Aboriginal students in year 9 and6 points below in year 7.

Trend for students at and below at CCSC are positivewith 5% decrease in students who are performing at orbelow the national benchmark in reading in year 7. In2016 the state performance shows a 7% increase instudents performing at or below in the same cohort..5.6% of our year 7 students are well aboveexpectations in band 9. This compares with 1.7%across the state.

In year 9 the number of students who are at or belowhas fallen 47% in 2015 to 12.5% in 2016. 23% ofstudents are well above expectation.

Parent/caregiver, student, teacher

satisfaction

Parents recorded improvements against all 6categories of questions in the Tell Them from Me(TTFM) survey. These included; parents are informed,parents feel welcome, parents support learning athome, safety at school, school supports learning, andschool supports positive behaviour. In particularparents impression of their child's safety at schoolimproved by 25%. Improvements of above 10% wererecorded in the areas related to parents feeling they areinformed about their child's progress and believe thatthe school supports learning. Across all 6 areas ofinquiry parents rated the school in the top two levels ofachievement.

Student satisfaction was measured across 4categories; happiness, homework behaviour,intellectual engagement and Interest and motivation.Student responses indicate average improvement in allfour areas 2016 to 2017 of approximately 8%. the levelof happiness reported by students remained the sameacross the year. Homework behaviour, intellectualengagement and interest/motivation all deterioratedslightly between the two snapshots. Intellectualengagement is 20% (av) above the replica schoolscore. all other categories are close to the replicaschool score.


Policy requirements


In 2016 CCSC engaged with a range of outsideagencies togive our students opportunities to developcultural knowledge, connection to their community andto develop academically.

Terms one and two were dominated by planning forNAIDOC day. NASCA (National Aboriginal SportingChance Academy), The Clontarf Academy, Young Mob(a World Vision Program) and the Deadly Dreaminggroup (supported by the Ted Noffs Street UniversityProgram) joined forces to prepare the school forNAIDOC. These programs allowed students tocomplete artworks, develop indigenous gamesprograms and train for performances.

A focus of NAIDOC day preparation was the Yarningcircle. Students with the assistance of staff designedand constructed an Aboriginal Yarning Circle.Integrated into the entrance garden of the school theYarning Circle includes symbols that relate to “The 8ways of knowing” teaching and learning strategies.

Leading up to NAIDOC all students had the opportunityto participate in a design competition that resulted in acollection of artworks celebrating the totems of localAboriginal families.

On NAIDOC day all students engaged in activitiesfocussed onAboriginal culture. NASCAR coordinatedan indigenous games session and students attendedperformances of dance and musical pieces. A shortfilm made by the students involved in Young Mob wasalso shown. The film showed the experience of twoCCSC students on an expedition to the Kimberly toexperience traditional Aboriginal life.

A highlight of the day was the dedication of the YarningCircle by Uncle Greg. All aboriginal students and theirfamilies gathered to witness the opening of the YarningCircle by Mrs Harding and the welcome to Country fromUncle Greg.

During terms 3 and 4 students participated in theSISTA SPEAK program. The program gives studentsfrom CC Shalvey the opportunity to link with primaryschools in a leadership role to inspire young ATSIstudents to learn about their culture and future lifepathways.

2 students from CC Shalvey (Alisha Carroll and Haylee Hastings) attended The Association for International Sport for All (TAFISA) games in Jakarta, Indonesia with employees from NASCA. While at the games the students led workshops in Traditional Indigenous Games.

NASCA ran the Young Indigenous Pathways Program (YIPP) each Monday from T2–T4. Selected students attended a one period workshop each week that targeted leadership skills and career pathways. The NASCA staff remained on campus for the remainder of the day and interacted with indigenous students in classes to provide support.

The Young Mob program run by World Vision Australia was inoperation from T2–T4. This involved a one period session each week run by young indigenous facilitators that targeted pride in culture, respect for self and others and readiness for opportunity.

Throughout the year Aboriginal students worked to achievethe goals they developed with teachers in their Personalised Learning Programs(PLP’s). The PLP’s included goals for literacy, numeracy and participation.


In 2016 the two themes of the Multi–cultural team program have been Harmony and Recognition.

Harmony was celebrated on the school Multicultural day in September. On that day students participated in a lesson on diversity, workshopson henna art, Indigenous games, Art, Origami, Samoan dance, taekwondo and woodburning.

The day attracted a strong response from the community. Large numbers of families attended on the day.

Recognition of the diversity of pacific communities represented at the school was achieved through the construction of a welcome totem sculpture near the school entrance. Year nine and ten students worked with members of the community liaison team at the school to design and construct the totem sculpture. Students interviewed Pacific Islander community members and staff to develop designs specific to six pacific communities. A team of students then applied the designs to three timber poles. With the assistance of the school landscape team the totem sculpture was installed at the end of term 2.



Environment and Sustainability.Chifley College has demonstrated lasting leadership in environment and sustainability issues within the local community initiating, hosting and promoting a range of environmental and sustainability projects. The college is actively engaged in the Sustainable Schools Network facilitated by Blacktown City Council and continues to forge links with TAFE and community groups. Bidwill continued to collect and recycle green waste from the local community for use on the school farm as part of the longstanding Green Waste Recycling project utilising in excess of 2500 cubic metres of green waste from local sources. This project improves the quality of soil leading to high quality produce grown by Bidwill students who retained the Gordon Moxon Memorial Shield awarded at Penrith for a second year. Students worked with TAFE to complete accredited studies in Horticulture and sustainable practice and food production. A total of eleven students successfully gained the Horticulture II Certificate at the end of 2016.

Individual campuses were successful in accessing community funds to implement a number of projects in 2016; Bidwill Campus was successful in its submission to Blacktown Council's Ecoactive Schools Grants program and constructed a rainforest garden within a disused courtyard as well as achieving first place in the Blacktown City Council garden competition for Best High School Garden and Best Edible Garden categories and achieved second place in the Best Sustainable Garden category; Mt Druitt secured funding to create an Outdoor Learning Space collaboratively designed and constructed with the local community; Senior Campus engaged ex students to assist with our metal and BER electronics recycling programs and current students focussed on recycling water for existing gardens and recycling waste collection in the playground; Shalvey students committed to reducing the school carbon footprint through careful monitoring of power usage, the planting of native trees and plants and linking with learning in Science in the “kNOw waste” program in stage 4 Science.

Sport2016 was another fantastic year filled with many sporting achievements for Chifley Campus. This would not be possible without the hard work and commitment from all staff. Their dedication in organising weekly afternoon sport, school carnivals and various sporting teams is a major factor in what makes our college so successful in its sporting quests. A special thanks to the PE faculty for running our very successful campus and college carnivals.

Student at Chifley College participate in an extensive list of sporting arenas including; Captain’s Cup, Buckley Shield, Panthers Trophy, Gala Days, School Boy Trophy and State Championships, State Girls cup and CHS Rugby 7s, Girls Rugby Union, Girls Oz tag, Boys Volleyball, Girls Basketball, Mixed Ultimate Frisbee and Girls Futsal and many more. Of note was the Chifley College Buckley Shield team winning the regional competition. They went on to represent Sydney West and were knocked out in the Quarter Finals. Our junior boys won the Captain’s cup at regional level and were selected to represent the Penrith region at the next level where they were beaten narrowly, in the grand final. Additionally, a number of girls were chosen for the CHS Sydney West Rugby Union team. The College was very successful in grade sport taking out over 13 titles.

Student LeadershipChifley College continues to be a flagship of student leadership in Western Sydney with 2016 being another productive year for the SRC. These students worked hard in leading initiatives like; The Red Shield Appeal, R UOK, Bullying No Way, Oz Harvest, Midnight Basketball, Cancer Council, Jeans for Genes, Bandanna Day, Harmony Day, Red Cross Calling and Breaking the Silence to name a few.

Chifley College - Other School programs

Student leaders are heavily involved with the organisation and delivery of extensive 6-7 transition programs including guiding prospective Year 5 and 6 students in transition visits and leading school based lessons with stage 4 students around issues of bullying and respectful relationships.

Student voice is valued within the Chifley community and student leadership is active and visual across all campuses from the leadership team in organising and chairing campus meetings and school and commemorative assemblies for ANZAC Day, NAIDOC Day and Remembrance Day. Student leaders from each campus attend and participate in College Council meetings and P&C meetings each term, adding student perspective to College decision making process.

WellbeingStudent wellbeing was a major focus in 2016 with a number of new initiatives and partnerships formed to promote safety, wellness, recognition, support and student leadership. The introduction of WELS (Wellbeing and Engagement) lessons at Mt Druitt Campus allowed students to complete Rock and Water training to support student emotional regulation and raise self awareness and confidence.

The introduction of the Triple A program across the College and SALSA program promoted student voice, leadership and peer mentoring.

External mentoring programs like “Work Inspiration” held at AON, organised and funded by the Smith Family and school based mentor programs provided students with a sense of belonging and connectedness allowing students to learn how to; recognise and respond to bullying, discover inner strengths, build self esteem, communicate effectively, deal with cyber–bullying, build support networks and use personal protection plans to stand up for themselves and others.

The Bull and DRUMBEAT programs delivered at a variety od campuses in the college by Fusion are active and valuable programs that students enjoy and engage with. These programs are designed to engage children and young people resistant to talk based approaches. DRUMBEAT is a fun program that uses analogies and metaphor to raise awareness in participants of the factors that support healthy relationships and in so doing supports education in the social isolation that is commonly experienced by alienated young people.

ArtsDemonstrating a College commitment to Public Education, students showcased a variety of musical performances within the community for Public Education Week and entered the annual NSW Harmony Day Visual Arts competition. One student was invited to the NSW Parliament House in Sydney to receive a highly commended award for his artwork at the official prize giving ceremony.

Shalvey campus now has a junior and senior choir who, along with a contemporary school band, have performed both in school and in the community during 2016. Visual arts are visible every day across the Chifley College campuses from showcased works by the school photography team and a constantly changing exhibition of student work in a variety of mediums.

Across the College students have the opportunity to work with passionate and talented staff and students across all aspects of the Arts including; photography, mural painting, music, dance, guitar, choir, band and Hop-hop.

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