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Seaford 6-12 School Annual Report 2013
Seaford 6-12 School
Annual Report
2013
Annual Report 2013
Page 1
Context
School Name: Seaford 6-12 School School Number: 0641
Principal: Cezanne Green Region: Southern Adelaide
Seaford 6-12 School is a comprehensive secondary school that offers a quality learning environment that ensures seamless education through the middle years and into the senior years of schooling. Seaford 6-12 School focuses on developing every student’s potential and wellbeing.
OUR SCHOOL VALUES
Seaford 6-12 School is committed to providing high quality, innovative, challenging and responsive educational programs to cater for the learning needs of all our students.
The school’s values of, Learning, Responsibility, Respect, and Personal Wellbeing underpin all
programs and activities offered at Seaford to create a positive school culture.
LEARNING & RESPONSIBILITY
Every member of our school community is expected to participate fully in school life (both academic and co-curricular activities) to strive to achieve their potential, celebrate their achievements and always accept responsibility for their actions.
RESPECT
Honesty, reliability, respect and cooperation are essential components of the Seaford school culture that values everyone’s individual talents and contribution to school life.
PERSONAL WELLBEING
Care for each other, oneself and the school environment are required from all students attending Seaford.
SEAFORD 6-12 SCHOOL CAMPUS
The school opened in 1996 as the first purpose built middle school in South Australia. Since that time the school has expanded and developed to over 1,000 students 7-12, engaged in a variety of learning programs.
Our general classrooms are friendly, welcoming areas that are well equipped with learning tools designed to support students’ learning now and in the future. Our specialist areas are amongst the best in the southern area and provide students with access to the very latest in equipment in workshops and specialist areas.
Our grounds are spacious, well maintained and provide a peaceful environment in which our students relax during break times.
Our students are at the centre of all that we do at Seaford 6-12 School.
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2013 Highlights
QuickSmart Results
In 2013 the QuickSmart program was trialed at Seaford 6-12 School with students from the Middle School. 18 students were on the QuickSmart program with another 18 comparison students. On the above graphs the Blue Line represents QuickSmart students; the Red Line indicates the comparison students and where they started. Graph 1 indicates ‘Accuracy’. The QuickSmart students started behind the comparison students, and then gradually grew above. Interestingly, the comparison students, who had no intervention, still grew. Graph 2 indicates ‘Average Response Time’. As shown, there was a significant improvement of between 3 and 5 years growth of students on the QuickSmart program.
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House Leadership Structure
Report from Governing Council
It has been a pleasure this year to have been the Chair of the Governing Council and to have worked
alongside the most dedicated and enthusiastic team who share the same passion and commitment to
the betterment of our school as I do. If anyone wishes to join the Council to ensure that our school
continues to thrive and be seen as the hub of educational excellence in the southern region, you
would be more than welcome.
2013 has been a busy and exciting year for the Governing Council with many challenges and much
discussion of how best we could support the wellbeing and advancement of our school community. As
you may know, the Governing Council consists of twenty enthusiastic parents, members of the school
leadership team and staff, and student representatives. This is a successful collaboration whereby
each member is to be commended on their wonderful commitment to the school.
The Governing Council is committed to strengthening the reputation of our school and to highlight to
one and all the changing nature of the educational environment that our school now offers as seen by
the many achievements of our staff and students.
Our school’s leadership team, including Stella Davis, Executive Assistant to the Principal, who we
never actually see, but couldn’t operate without, are to be congratulated on their tireless work these
past twelve months in supporting the Governing Council. I strongly believe this strong collaboration
places our school and students in safe and capable hands for 2014.
This past year saw the decision to begin student enrolments at Year 7 rather than Year 6, based on
the observation that historically Year 6 students have not thrived in the secondary school
environment. After much discussion, community consultation and response from our feeder schools,
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the decision was passed to no longer enroll Year 6 students at Seaford 6 to 12. Contingent to this is
the need to change the name of our school. While mindful of the DECD rules associated with name
change, we solicited suggestions from the parents and students DECD approved Seaford Secondary
College. We now look forward to the rest of the challenge that comes with a name change.
During 2013, we welcomed various initiatives. John Dunn of the Onkaparinga Council presented the
twenty year plan for our region, which sees the school as an integral part of the plan. He requested
that we should all become involved to submit our thoughts on how best the school can meet growing
needs as our community grows. Furthermore the BYOD – Bring Your Own Device – Committee
investigated the best solution to the issue of student access to technology at school. This is in light of
the government’s decision to cancel the funding of the one to one laptop program.
Our meetings each month witnessed the introduction of new ideas as well as the continuation of
sporting and academic highlights of our school. Of most significance was the feedback from outside
sources of the improved behavior, commitment, teamwork and positive attitude displayed by all
members and participants of our school community. These changes are underpinned by our
committee on school uniform, and recently, the fundraising committee, which plans a monster fete in
2014. The Student Representative Council attended our meetings to discuss the progress being
made in the areas of social inclusion, various anti-bullying strategies and more fund-raising options.
Their candid contributions were warmly welcomed by all members. Additionally, it was gratifying to
know that the Australian Air Force Cadets chose our school as their base in the southern area. This is
a great honor, which will provide many students with opportunities for the future.
Another indication of progress is the QuickSmart program and the level of engagement and passion
of the facilitators to address the needs of our students in literacy and numeracy.
Daniel Coad
Governing Council Chairperson
Site Improvement Planning
1. Every Child Achieves Their Potential
We will:
cultivate a high standard of learning and achievement within a context of individual capacity in Literacy and Numeracy
2. Excellence in Education and Care
We will:
improve learning outcomes through quality teaching
build positive relationships with and between young people
support young people in their transitions
support teachers and leaders in the SACE, Australian Curriculum and IBMYP
transform the learning environment to make best use of emerging technologies
3. Connect with Communities
Strengthen engagement with families and the wider community through:
providing services relevant to young people and their futures
parents/carers as partners in care and education
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working in partnership with our local community to maximise learning
build a positive school culture
4. A Successful and Sustainable Organisation
Responsive to the needs of staff and students. We will:
develop creative and effective leadership and accountability at all levels
tailor professional learning
actively promote sustainable business practices to support educational outcomes Whole school focus on: Conditions for Learning
Consistent SBM strategies and responses in partnership with SAPOL
Attendance – late arrivers and absences
Uniform – sense of community and consistency
Learner Wellbeing strategy
Engagement for Learning
Disengagement from learning occurs for a reason, it is our responsibility to drill down to the
reason using expert knowledge and information:
Our teachers
Our Support Services Team
Our families
Data
Our Challenge has been to:
create an environment where experts value add to teacher skill set
support teachers and leaders to understand that you do not have to know all of the answers
or be the expert in everything
Innovation – key points
Learning is at the centre of our work – support is customised and based on need and
impacting on whole school structure:
Commitment to Literacy for Learning
Gifted Program Years 7 – 10
Re-developed FLO program
QuickSmart Literacy and Numeracy
Student groupings based on need in Maths and English
Teachers teaching in their area of expertise
Leadership and School re-structure
Initial planning and thinking around our meeting structure to maximise
outcomes for staff
Sports Strategy
Introduction of Day Map, SMS messaging
Employment of a Speech Pathologist
Class Movie DVD produced for DECD by Mark Turville
Partnership with Professor Martin Westwell
Science Innovation Project
Student leadership and student voice
Attendance Strategy
New School uniform
Learner Wellbeing Focus
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Learning Support Restructure
SBM re-structure, consistent responses and Time Out
New School Name
Digital Pedagogy Strategy and BYOD
Lunchtime activities
Volleyball
Performing Arts growth
VET
Career Pathways and Grant
All leaders teaching
Student Achievement
The SRC team has worked hard in 2013 to address all areas of school improvement that students
identified in 2012 surveys. Due to the teams hard work we have managed to show improvements in
almost all 2013 school focus areas. As a result of improvements made our areas of focus for Term 4
and 2014 have changed into 5 key focus areas. We have had new students come into the SRC group
who are motivated to join one of these 5 groups to keep the students voice and student led school
improvement strong. Students will be given another chance to join the 2014 SRC team at the
beginning of next year. All SRC students should be congratulated on their hard work and commitment
to making Seaford 6-12 School the best possible environment for students to be successful. The
following survey results show some of the journey that the SRC have been on over the past 16
months.
What is Going Well 2013
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What Can Be Improved (2012 – 2013 Data)
What can be improved – 2013
What 2014 focus areas will address each?
2014 Project Group Areas of Focus 1) Grounds and facilities 2) School Pride 3) Harassment, bullying and wellbeing 4) Lunchtime Events – sport, music, activities 5) Fundraising and Community events
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Flexible Learning Options (FLO)
2013 was a big year for the Flexible Learning Options (FLO) program at Seaford 6-12 School. We
began the year with 89 FLO students, ranging from Years 8 to 12, along with three support workers
(case managers).
We made wholesale changes to our program by appointing a teacher and creating a FLO class to
support students in the areas of Literacy, Numeracy and other Integrated Learning and Community
Studies subjects. By doing this we feel that we were better able to address the needs of the FLO
students in a greater capacity and support them to work towards completing their SACE. Another
change to our program was the formation of a close working relationship with Connected Self, a
service provider we employed to work with our offsite FLO students (16 students in 2013).
From these changes we have had some very pleasing early outcomes.
6% increase in number of students enrolled in Literacy
4% increase in number of students enrolled in Numeracy
19% increase in number of FLO students successfully completing numeracy
6% increase in number of FLO students successfully completing Literacy
A decrease in number of students leaving school to seek employment (20 students in 2012 to 5 students in 2013)
21% improved retention rate from 2012
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NAPLAN
Student Proficiency Bands
Figure 1: Year 7 Proficiency Bands by Aspect
Table 1: Year 7 Proficiency Bands by Aspect
% Proficiency Band by
Test Aspect
Year 7
Exempt 4 5 6 7 8 9
Numeracy 2.1 5.3 29.8 36.2 23.4 2.1 1.1
Reading 2.1 8.3 18.8 37.5 15.6 15.6 2.1
Writing 2.1 13.8 27.7 29.8 17.0 9.6
Spelling 2.1 12.8 9.6 24.5 44.7 5.3 1.1
Grammar 2.1 20.2 18.1 24.5 19.1 13.8 2.1
Figure 2: Year 9 Proficiency Bands by Aspect
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Table 2: Year 9 Proficiency Bands by Aspect
% Proficiency Band by
Test Aspect
Year 9
Exempt 5 6 7 8 9 10
Numeracy 1.4 15.2 29.7 42.8 9.0 2.1
Reading 1.3 6.0 28.9 36.9 18.8 7.4 0.7
Writing 1.3 24.8 26.1 22.2 15.7 7.8 2.0
Spelling 1.3 15.6 14.9 31.2 27.9 7.8 1.3
Grammar 1.3 18.2 24.7 33.1 16.2 4.5 1.9
Results indicate that our student percentage in the ‘at’ or ‘below’ the National, state and local benchmark are As a school we have implemented a number of strategies to support explicit literacy and numeracy learning that will ultimately raise our scores into the middle and upper bands, thus shifting our distribution curve back into the normal range.
Student Mean Scores
Figure 3: Year 7 Mean Scores
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Table 3: Year 7 Mean Scores
Mean Scores by Test
Aspect Year 7
2011 2012 2013
Numeracy 499.3 492.3 495.4
Reading 508.9 512.1 513.8
Writing 479.6 468.3 487.5
Spelling 518.0 504.6 515.2
Grammar 497.1 511.5 498.3
Figure 4: Year 9 Mean Scores
Table 4: Year 9 Mean Scores
Mean Scores by Test
Aspect Year 9
2011 2012 2013
Numeracy 542.6 541.9 527.9
Reading 541.7 543.1 553.0
Writing 509.6 495.7 528.6
Spelling 551.3 548.0 551.9
Grammar 534.0 539.8 532.5
Significant mean average improvement was seen in areas of Reading (9.9), Writing (improvement of 32.9) and Spelling (3.9).
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Growth
Figure 5: Year 5-7 Growth
NAPLAN School Growth: Year 5-7
Table 5: Year 5-7 Growth
Growth by
Test Aspect
Year 5-7
Progress Group Site
Numeracy Lower 25% 36.3
Middle 50% 52.5
Upper 25% 11.3
Reading Lower 25% 32.1
Middle 50% 49.4
Upper 25% 18.5
Grouping students for English and Mathematics will support the opportunity for targeted and explicit literacy and numeracy intervention. Separating our Year 7 and Year 8 cohorts will minimize the range of needs and will ultimately support student learning. QuickSmart literacy and writing groups have been established to provide additional literacy support for our students.
Figure 6: Year 7-9 Growth
NAPLAN School Growth: Year 7-9
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Table 6: Year 7-9 Growth
Growth by Test
Aspect
Year 7-9
Progress Group Site
Numeracy Lower 25% 25.6
Middle 50% 52.9
Upper 25% 21.5
Reading Lower 25% 22.8
Middle 50% 58.5
Upper 25% 18.7
Writing presents as the greatest need at Year 9. Groupings in English and Maths and learning
intervention for students with learning difficulties and disabilities will further support growth in all
aspects of literacy and numeracy. The introduction of a Numeracy Coach will enable targeted support
for teachers of Mathematics and across all learning areas.
Senior Secondary
2013 SACE Statistics
In 2013 we had 81 potential SACE completers; of these 71 students, or 87.65% (figure 1 below),
gained their SACE.
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Seaford 6-12 School’s SACE completion improvement plan has seen a steady increase over the past 3 years in students completing their SACE. We have gone from 75.47% in 2011 to 87.65% in 2013. This year Seaford 6-12 School experienced a 100% success rate for SACE completion for both indigenous students and returning Year 13 students. Student results over all subjects covered all performance levels; (figure 2 below), shows a bi-modal
result, with a peak in the B band, and a second spike in the C performance standard. 8 A’s were
received by students, with some receiving more than one A. Overall the majority of students fell into
the C+ to B+ bands.
The majority of students wishing to go on to Tertiary studies achieved their goal, with our top
Australian Tertiary Admission Ranking (ATAR) being 92.70. The school’s average ATAR was 57.68,
and the top five students ranged from 78.85 to 92.70.
It was also pleasing to note that again, some students gained entry to University through sitting the
University entrance exam, and the SATAC exam.
2013 VET Report Seaford has all 4 categories of VET programs:
School Certificate courses e.g. Certificate 1 Automotive
Regional Certificate courses via the S.A.F.(Southern Adelaide & Fleurieu )Trade School
Short courses e.g. Barista (which is part of the Certificate 2 Hospitality )
ASBA`S ( Australian School-based Apprenticeships/Traineeships )e.g. Certificate 2 Retail
Services at Hungry Jacks
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VET at Seaford in 2013
Another very successful year with our VET programs – a total of 270 students participated in 37
different VET programs with an average success rate of 72%
All of our VET programs gain dual accreditation:
SACE credits
VET qualification that is nationally recognised by employers, industry, and government
Australian School-based Apprenticeships
20 students participated in an ASBA in 2013
Gender breakdown: 10 Boys, 10 Girls
Year Level participation: Year 10 – 7, Year 11 – 5, Year 12 – 8
VET Qualification: Certificate 2 – 12, Certificate 3 – 8
Short Courses
144 students enrolled in 12 different courses with a success rate of 91% (and only 7%
withdrew from a course; this is a great improvement on 29% in 2012 ) (N.B. these Short
courses are not only very popular, but also valuable and worthwhile, with a high attendance,
completion and success rate)
All of our VET Short courses gain SACE credits plus a nationally accredited qualification that
will help students pursue their career pathway
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Regional (S.A.F.) Courses
61 students applied for SAF Trade School courses in 2013,with 49 being successful and of
these 42 completed their course
The 42 students engaged in 13 different courses at 6 different schools in our SAF region
The most popular Regional courses were:
Certificate 3 Music at Wirreanda HS
Certificate 2 Creative Industries at Christies Beach HS
Certificate 1 Hospitality at Christies Beach HS
Certificate 2 Information Technology at Christies Beach HS
Certificate 2 Small Business Management at Christies Beach HS
86% of students successfully completed their Regional course
School VET Programs
In 2013 we delivered the following 6 Certificate courses:
Certificate 2 Airbrushing
Certificate 1 Automotive
Certificate 3 Business
Certificate 3 Children`s Services
Certificate 2 Driver Competence
Certificate 2 Engineering
Participation rate up again due to withdrawals decreasing from 29% down to 17%
Overall pass rate of 52% - but 2 courses were not completed (due to Training Package
changes ), otherwise the figure would have been in the high 70`s
21 Year 12 students gained their SACE due to a VET program (over 90% of Year 12`s
engaged in a VET course)
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Student Data
Attendance
Figure 7: Attendance by Year Level
Table 7: Attendance by Year Level
Attendance by Year Level % Attendance
2011 2012 2013
Year 6 85.5 93.8
Year 7 91.3 91.1 88.7
Primary Other 99.0
Year 8 90.2 91.1 84.4
Year 9 88.0 89.6 84.8
Year 10 85.1 88.3 84.9
Year 11 82.9 85.5 81.0
Year 12 84.3 87.2 81.5
Secondary Other 87.5 88.9 89.4
Total All Year Levels 86.9 88.8 84.1
Total ACARA 1 TO 10 88.4 90.0 85.4
Attendance has been a major focus at the school since Semester 2, 2012. We have put in place numerous strategies to address issues of non-attendance and in particular lateness. This has involved documenting students who arrive late and putting in place processes regarding consequences and following up with families.
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Our 2013 data unfortunately indicates a significant drop in attendance rates and this could be a reflection of the attendance management processes put in place late 2012. These processes are clear and consistent as they support staff in following up and managing short and long-term absences, as well as late students. The rigid processes may have meant that our data reflects absence issues more realistically, despite the procedures meaning that families are contacted more frequently. On the contrary, the number of students arriving late to school ‘unexplained’ dropped significantly throughout 2013. This is a result of a clear, consistent and supported process where students and families were beginning to understand the importance of arriving on time and also providing reasons for lateness if this was the case. As a result of the date, we endeavor to continue to reflect and improve on our strategies and pedagogy within the classroom to ensure more students attend school more regularly.
Destination
Table 8: Intended Destination
Leave Reason 2012
School Region Index DECD
No % % % %
Employment 21 8.4% 2.9% 4.7% 2.9%
Interstate/Overseas 21 8.4% 8.7% 7.7% 9.1%
Other 1 0.4% 1.3% 1.0% 2.3%
Seeking Employment 23 9.2% 2.9% 5.2% 3.3%
Tertiary/TAFE/Training 21 8.4% 5.3% 5.6% 4.2%
Transfer to Non-Govt School 9 3.6% 9.9% 8.1% 9.8%
Transfer to SA Govt School 53 21.3% 45.8% 46.7% 48.0%
Unknown 100 40.2% 23.3% 20.9% 20.4%
Destination Activities of Students in 2013 (Post Compulsory)
Composition of Destination Sample
0
10
20
30
40
50
60
70
80
2011 2012 2013
Perc
en
tag
e
Completers
Leavers
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Completers = Students who attained SACE or Certificate 2 Qualifications
Leavers = Students who have left school without SACE or Certificate 2
Sample Size: 2011=42 interviewed 2012=43 interviewed 2013=60
interviewed
For the third year in 2013, Seaford 6-12 School was a part of the Southern Suburbs Transition
Research Project. DECD sourced a private company Colmar Brunton to design and implement an
instrument to survey the post school destination of school leavers beyond compulsion who were
divided into two groups as defined above.
The study was completed through telephone interviews during April then followed up six months later in September with a further interview. Respondents are able to have multiple responses to the same question e.g. “What are you currently doing?” a respondent may answer “studying at TAFE” whilst “looking for a traineeship/apprenticeship”
Comparative Destinations of Students 2011-2013
0
10
20
30
40
50
60
70
Em
ploy
ed
Look
ing fo
r Em
ploy
ment
Train
eesh
ip/A
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tices
hip
Look
ing fo
r Tra
in/A
pp
Unive
rsity
TAFE
Oth
er S
tudy
Gap
Yea
r
Not E
mpl a
nd Not
Loo
k
Vol
unte
er
Trave
lling
Oth
er
Perc
en
tag
e
2011
2012
2013
Significant changes in 2013 from 2011/12 have occurred in the decease of the number of
respondents (average of Completers plus Leavers) who are employed, looking for employment, in a
Traineeship/apprenticeship or at University. In contrast there is a significant increase in the number
surveyed saying they are at TAFE. Perhaps this change of destination reflects the economic climate
of 2013. All others destinations also decreased in 2013.
The data also gives valuable insights into students attitudes about why the Leavers left school, what
would have influenced them to stay at school and the degree of satisfaction by the respondents of the
career pathways offered by the school and career education at school.
2013 was the final year of this project however further Career Development strategies will be
occurring in 2014 as the School implements its Career Development Grant using the ABCD Career
Development Framework.
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Client Opinion
Parent Opinion Survey
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Student Opinion Survey
Staff Survey
Quality of Teaching and Learning
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Support of Learning
Relationships and Communication (Part 1)
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Relationships and Communication (Part 2)
Leadership and Decision-Making
My School website http://www.myschool.edu.au/
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Staff
Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Qualification Level Number of
Qualifications
Bachelor Degrees or Diplomas 120
Post Graduate Qualifications 32
Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.
Workforce Composition including Indigenous staff
Workforce Composition Teaching Staff Non-Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full-time Equivalents 1.0 62.82 1.5 27.35
Persons 1 69 2 31
Financial Statement
Income by Funding Source
Funding Source Amount
1 Grants: State
2 Grants: Commonwealth
3 Parent Contributions
4 Other
Appendix Attached: Profit & Loss Statement
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