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Narromine High SchoolAnnual Report

2016

8462

Printed on: 5 May, 2017 of 22 Narromine High School 8462 (2016)

Introduction

The Annual Report for Narromine High School 2016 is provided to the community of Narromine High School as anaccount of the school's operations and achievements throughout the year.

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

Phil Rufus

Relieving Principal

School contact details

Narromine High School13 Merilba StreetNarromine, 2821www.narromine-h.schools.nsw.edu.aunarromine-h.School@det.nsw.edu.au6889 1499


School background

School vision statement

At Narromine High School we provide a stimulating and safe learning environment with innovative and responsiveteaching across the curriculum. We aim to maximize individual potential and, through our core values, ensure allstudents are empowered to meet the challenges of education, work and life in a rapidly changing global environment.

School context

Narromine High School with a student population of 235, of whom 54% identify as Aboriginal, has a strong tradition ofacademic, cultural and sporting success. Students consistently achieve their desired post school options, includinguniversity placement, apprenticeships and traineeships. A diverse curriculum, supported by well maintained facilities,including a trade training centre and a language centre, ensures the interests and academic levels of all studentsare met.

The Positive Behaviour for Learning management system for student behaviour and learning, underpins a strong studentwelfare ethos in the school. PBL and the merit system ensure ongoing recognition for those students who demonstratethe school’s core values of respect, responsibility and care.

The school, which is well supported by an active P&C and AECG is continuing to develop meaningful partnerships withthe community through initiatives such as its community links program.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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 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.

This section of the Annual Report outlines the findings from self assessment using the School Excellence Framework,and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellenceby providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self assessment using the elements of the School Excellence Framework.

LEARNING

The individualising of learning has been an ongoing focus across the school. Approximately 65% of students havePersonalised Learning Plans, developed with the support of parents & carers. Through faculties and whole staffprofessional learning, adjustments to learning are being regularly implemented and monitored in programs, with thesupport of the LaST and Learning Support teams. The aim being to provide both extension and support for a wide rangeof abilities within KLA classrooms. This process will require revisiting in 2017, with a more targeted approach. Animportant part of the individualising of learning has been the development of a Learning Centre. This provides studentswith support for assessment tasks and remediation programs in Literacy and Numeracy as well as extension support.This is often conducted in small withdrawal groups for short periods of time. Teachers are able to refer students foradditional support. Support for parents in terms of assisting their understanding of assessment tasks has also occurredthrough the Learning Centre this year. The Learning Centre will become more central to the operation of the school in2017, with the Instructional Leader to coordinate its operation to further develop strategies to impact against thePremiers Targets.

With 54% Aboriginal population, a focus on the 8 Ways Aboriginal pedagogy has been integrated across the school intoall programs. Each faculty has a focus on the elements which are most relevant to their subjects. A school basedIndigenous Program was offered as an elective subject in Year 10, where students were involved with the localcommunity in understanding the local culture, with the involvement of community members. Increasing numbers of


Aboriginal students are completing the HSC or gaining formal credentials via VET, TAFE programs and school basedapprenticeships.

Narromine High School is a PBL school and school data is regularly utilised to target areas of focus both inside andoutside the classroom. A whole school focus has been maintained by regular PBL assemblies which present a PBL focusto students. This was combined with an overhaul of the Merit system, which rewards students for positive behaviour. Themajority of students were able to be acknowledged over the year at least the first tier of the reward system.

The integration of technology has continued to be a key area for development across the school. The updating ofsystems and greater access for students is being provided by increased allocation of resources to this area in terms ofhardware and teacher training. All teaching spaces now have access to data projectors and wireless connections. Thereare three connected classrooms and a range of portable devices available for students to use. The support of 21stCentury learners is an ongoing focus for all staff.

TEACHING

The use of data to assist staff in providing targeted support is an ongoing area of development across the school. Whilepositive growth was demonstrated in NAPLAN from Years 7 to 9 and into the HSC, internal data is being collected to better track student performance. Students demonstrated excellent growth in ESSA (now VALID) results. The use of theTORCH Reading Test in Years 7 to 9 and PAT Maths testing is providing a diagnostic basis upon which to gaugestudent progress and areas of intervention. In addition to this, the Literacy continuum is being introduced more widely toqualitatively map student progress in this area, which is traditionally our weakest area of performance. During 2015/16the development of a Grade Point Average was established to map student performance in examinations. It is expectedthis will continue and be another source of data.

Teacher/mentor role was established through RAM funding to support the development of teacher capacity. Thisinvolved the support of beginning teachers, through observations and regular meetings and feedback. Staff PD wasfocused and aligned to the Professional Teaching Standards and had time to engage in professional conversationsaround teaching practice. All professional learning was closely aligned to the School Plan and ProfessionalDevelopment Plans were introduced to support a ‘growth mindset’ across the school.

The implementation of the Australian Curriculum in selected subjects has continued through the year. A compliancecheck, conducted by the school Quality Teaching mentor ensured all programs comply with the Board of Studies/NESArequirements. A variety of new approaches and resources, with a greater emphasis on technology are now in place inEnglish, Maths, Science and History. During 2016 the school began its preparation for the implementation of Geographyin 2017. VET subjects continue to be a popular choice among students and an area of ongoing success. Programs areroutinely checked by Head Teachers and the Deputy Principal to ensure quality programming is taking place across theschool.

LEADING

The school Leadership team was regularly engaged in reflecting on and tracking milestones of the school planthroughout the year. Each Head Teacher was responsible for leading a whole school area and also led staff professionallearning in areas of expertise over the course of the year. An Aspiring Leaders program was conducted during the yearby the Principal to support staff with leadership aspirations. This is seen to aid succession planning within the school, aswell as supporting staff who wish to apply for leadership positions.

Over the year, the school undertook several surveys including ‘Tell them from me’, an evaluation of RAM funding, andevaluation of the Learning Centre which gave the school valuable feedback on school performance. This data will formthe basis for milestones.

Student leadership is a growth area for the school, with active student participation in local and regional SRC, an activeJunior AECG, extracurricular programs and Public Speaking opportunities. A number of students, through theirinvolvement in the Middle Years program, led projects at the local primary school. Many of the events of NAIDOC daywere student directed.

Over the past two years, the school has sought to further involve the community in school events. NAIDOC day is a keyevent for the community. The use of Facebook, a school website and app are key ways the school attempts tocommunicate with the local community. These have been effective tools in reaching a greater number of parents. TheYear 6 into 7 transition program was highly successful in reaching out to the local feeder school by providing ‘taster’lessons in practical subjects for Stage 3 students. This has benefited the school in increased enrolments in Year 7. Otherongoing community contacts exist through student participation in work experience and work placement, communityservice, contact with the local Rotary Club, Indigenous programs, Science fair and public speaking.

Close liaison with the local Aboriginal community is an on going priority. An Aboriginal liaison officer has been appointedto assist with this. Regular attendance at AECG meetings by senior Executive ensure the local community is consulted


and aware of school events and educational programs.

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

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements 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


Strategic Direction 1

CREATING SUCCESSFUL LEARNERS.

Purpose

Successful learners are students who are capable of making positive choices to allow them to access pathways toachievement in further education, training or employment. To actively participate in the 21st century' students will needto acquire the full range of skills which allow them to be engaged global citizens. To ensure equality of opportunity in allareas of life, work and education, students need to be motivated to achieve their full potential and improve standards ofliteracy and numeracy which enable them to close the gaps on disadvantage.

Overall summary of progress

The concept of the Learning Centre, is to focus on the learning needs of all students as well as identifying best learningpractices in Stages Four and Five. This will be led by the Instructional Leader.

The Learning Centre led by an Instructional Leader will have a strong focus on Literacy and Numeracy development aswell as enrichment and remediation. This will be ongoing through the collection and analysis of student data. TheInstructional Leader will analyse and interpret formal and informal student data, and develop suitable learning materialsto address student needs.

Head Teacher Welfare position to oversee and support student learning and capacity building of staff through PBL, LaSTposition, PLPs, supervision of SLSOs, Learning Support Team, Learning Centre and MC room.

The establishment of a 21st Century learning library centre, with best practice digital learning, regular use of digital libraryspace that promotes class virtual excursions, independent digital learning and the development of technology capabilitiesled by DP, technology team and librarian will be ongoing.

'Health Check'/snapshot of Aboriginal programs. The leadership team will be provided with data analysis of howAboriginal students are performing in the school, a list of commendations and a list of recommendations that the teamconsiders when planning future directions.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Delivery and implementation oftargeted teaching programs thatincorporate identifiedweaknesses in numeracy andliteracy

Successful learners through the creation of aLearning Centre that develops processes to supportliteracy, numeracy and technology development.

Development of processes and strategies that trackand evaluate value added results to individuals andcohorts. • Instructional Leader 0.6 and role statementdeveloped. • Instructional Leader develops and presentsregular reports to Senior Executive on progress.Reports presented at Staff Meetings. • Learning Centre and library established with afocus on 21st century learning. • Student profiles developed for Stage 4 andshared with staff.Conducted a health check/snapshot of Aboriginalprograms through MC Educational Consultancy • Health Check • Recommendations tabled at Leadership meeting • Recommendations implemented asappropriate and student voice team coordinating.Ongoing focus on assessment through StaffProfessional Learning, SDD and external consultantaudit • SDD workshop planning to ascertain strength of

$102000 Learning Centre

Instructional Leader

$32000 Assessmentcompliance staffdevelopment

$29000 Low leveladjustment





Delivery and implementation oftargeted teaching programs thatincorporate identifiedweaknesses in numeracy andliteracy

assessment was conducted • Leadership team working with consultant onassessment procedures/policy • Assessment policy completed • Stage 4, 5, 6 assessment schedules compliant.A–Z Policy tool

Understanding needs of 21stCentury Learners

Establishment of a 21st century learning librarycentre, with best practice digital learning. • Digital Learning Centre developed • Evaluated by the school community with a focuson staff/student utilisation. • Recommendations to staff and embedded into2017 practices.

$24000 for 21st Centurylearning Library andtechnology enhancementacross the schools facilities.

Utilising LAST, LST, AEO's,SLSO's supervised by HeadTeacher Welfare to developpolicies and practices across theschool to further supportstudents.

LAST, LST, AEO's, SLSO's PL and resources toimprove student results.

SLSO $60000

$12000 Resources and TPL


Next Steps

Continued focus towards the education of 21st Century learners, a student Learning Centre led by an InstructionalLeader will have a strong focus on Literacy and Numeracy development as well as enrichment and remediation. This willbe led by ongoing collection and analysis of student data, delivered to staff through Student profiles. The InstructionalLeader will analyse and interpret formal and informal student data, and develops suitable learning materials to addressstudent need.

The Head Teacher Welfare position and the Last position which is located in the Learning Centre is to oversee andsupport student learning and capacity building of staff through PBL, PLPs, supervision of SLSOs, Learning SupportTeam, Learning Centre and MC room.

Continued focus on the 21st Century learning library centre, with best practice digital learning, Regular use of digitallibrary space that promotes class virtual excursions, independent digital learning and the development of technologycapabilities led by DP, technology team and librarian.

Recommendations from the Health Check has been reviewed by the school and the student voice team is workingtowards implementing theses strategies. Implementing these strategies will be ongoing and supported by the schoolexecutive. The student voice team to implement part recommendations and consult with the AECG and JR AECG.



BUILDING TEACHER CAPACITY

Purpose

To build a culture of commitment to continued improvement in teaching that enables staff to develop engaging,innovative and quality lessons. Through school based professional learning, we will work together to enhance student learning.


Professional Practice Mentor supported Early Career teachers and the understanding of Professional Standards toassist staff in the implementation of the PDP process. Continued support from Quality Teaching mentor to ensurecompliance with NESA requirements, programming and assessment and best practice.

Teacher Professional Learning will continue to be a team responsibility and development of school professional learningdays.

Identification, repair and purchase of technology needs. Planned professional learning focused on assessment, digitalliteracy and numeracy. (Including library digital centre) Led by technology coordinator.

Instructional leader develops format to support stage data though learning centre and meetings.




Teachers meeting accreditationrequirements

Capabilities embedded inprograms

Eight ways valued and used byall teaching staff in classrooms

Focus on technology

QT coach develops staff capacity in relation toNESA compliance and continue planning for 2017.

Audit of Technology Needs: • Technology supported by HT Mathematics (0.1)and external technology support (0.2) utilisingcomputer funding • Technology needs identified, repaired andpurchased as need and as budgeted.Ongoing focus on Stage 6 Programming • HT planned and implemented support for facultymembers to be familiar with BOSTES updates,SMART and RAP data – supported by QTconsultant • Compliance audit of programs and assessmentschedules followed by implementing changes. •

$34000 update toTechnology

TPL/compliance QualityTeaching support

$20000 TechnologySupport Officer

$30000 Support NST

Continued improvement throughappointment of Head TeacherWelfare, coaching program,professional practice mentor

Refinement of DP role. DP supported by HTWelfare (0.4) and senior exec admin officer • DP role statement developed • HT Welfare role statement developed • Senior exec admin officer appointed and roledeveloped. • Evaluation of roles.

$16700 HT Wellbeing (0.4)

$24000 Senior Exec AdminOfficer (0.4)


Next Steps

Professional Practice Mentor role focused on support for Early Career teachers and the understanding of ProfessionalStandards to assist staff in the implementation of the PDP process. Capacity Building Support groups established tobuild collaborative partnerships within the staff and support Teacher Accreditation processes. .

Continuing support from Quality Teaching mentor to ensure compliance with NESA requirements, programming andassessment and best practice.

Teacher Professional Learning will continue to be a team responsibility.

Instructional leader to support early career teachers in areas of curriculum, student wellbeing, assessment incollaboration with Head Teacher.

Capacity building of executive positions. Deputy Principal supported by Head Teacher Welfare (.4), and senior executiveadmin officer (.4), Deputy Principal role statement developed with a focus on community, Senior executive admin officerappointed focus on Assessment Booklets and NESA entries, Head Teacher Welfare appointed and role statementdeveloped with the supervision and capacity building of Instructional Leader, LaST, SLSO’s, Year Advisers and Learningsupport team.

Technology audit to be conducted in 2017 in collaboration with DEC Technology personnel. Identification, repair andpurchase of technology needs to be identified against cost effective DEC strategies. Planned professional learningfocused on assessment, digital literacy and numeracy. (Including library digital centre) Led by technology coordinator.Faculty professional learning and feedback to be identified to project TPL focus.

Instructional leader supports stage data though learning centre and meetings.



BUILDING SUPPORTIVE PARTNERSHIPS

Purpose

To create a shared commitment and ownership of Narromine High School. Genuine partnerships are based on mutualrespect involving; Students who pursue positive relationships with peers and staff; Staff who engage professionally withcolleagues to meet students’ needs in new and creative ways; Community who are linked to Narromine High Schoolthrough effective communication and collaboration.


Evaluation of Partnership program took place data collected indicated that community partnerships are valued and in2016 there will be a continued focus on sharing students’ engagement in learning. The information from this feedback willcontinue to inform throughout 2017.

Continued appointment of CLO and role statement developed (.2 per week). Continued focus on updating of FaceBook,Website, phoneApp and newspaper. (DP supervises) CLO.

A revised team structure is now in place and across faculty meeting have occurred. Teams established, includingwellbeing (led byHT Welfare) student voice (led by HT Maths) teaching and learning (led by instructional leader), eventsteam meetings, website updates, emails, signs and displays, parent/teacher meetings and student recognition throughclassroom, assemblies, community notice boards, newspaper articles, school newsletters and in school displays oflearning ensuring the metalanguage of the subject area is clearly articulated in the displays. Wellbeing team plans PBLlessons, merit system assemblies, and referrals to learning centre utilising Sentral, learning data reflection and studentrecognition opportunities through connection with community, success in the community and thriving in the community.Student voice team plans SRC, junior AECG, induction programs, promotion of Aboriginal education (utilisingrecommendations from health check and REAT team), NAIDOC, continued understanding of local context opportunitiesand recognising involvement of students in local events and activities.

Teaching and learning team plans TPL, NAPLAN, assessment processes and products eg assessment booklets,personalised learning plans processes, 21st Century learning opportunities in library and learning centre. WHS teamestablished ensuring all DoE guidelines are met. Each team develops a calendar of events, team individualresponsibilities decided and minutes published.




Genuine partnerships withstudents

Genuine partnerships throughPBL

Genuine partnerships with all stakeholders • Appointment of CLO (0.2) and role statementdeveloped • Website, Facebook, App and Newspaperregularly updated • CLO attending events and promotions team • Evaluation of achievements • Joint NAIDOC Celebrations • Work Studies Programs Community Support. • Jr AECG & SRC student voice • Transition program 6 into 7. •

Ram Flexible fundingComponent Low SES andAboriginal

$63000 was spent tosupport Aboriginal studentsand Student Resources andprojects.

$7000 Student wellbeingResources

$2000 6–7 Transition

$2000 school to workProgram

Genuine partnerships, CLOappointment and communityteam.

Team structure in place thatsupports whole school learning,

Genuine Partnerships, CLO appointment andpromotion and events team with across schoolmemebership established • Events team led by HT English • Calendar of events developed withresponsibilities

Chaplain (0.4) Fundedthrough Your Dream

$12000 CLO 6 hours perweek





community events, schoolcontext.

• Events meeting held every three weeks outliningdirections, achievements and publishing minutes forthe school staff • Team evaluated genuine partnerships through asurvey and planning for 2017 madeGenuine Partnerships through Teams • Team Leaders were identified • 5 teams were established (Welfare, Teaching andLearning, WHS, Student Voice and Events) • Roles and responsibilities were developed overthe year • Reports from each team presented at stagemeetings • Teams evaluated achievements and made plansfor 2017Focus on policies and partnerships that creategenuine partnerships • Chaplain appt (0.4) • Role statement developed for Chaplain • Chaplain commenced friendship group program,focus on anti bullying strategies • Chaplain role evaluation by executive coach • Wellbeing team reviewed anti–bullying policy • Focused on anti bullying through assemblypresentations, parental info via newsletters,Facebook, • DET resources were accessed • PBL lessons were scheduled and implemented. • Implimentation of the Family Referal Service

$6000 Anti bullying andwellbeing resources

$16000 Family ReferalService.


Next Steps

Evaluation of Partnership program took place data collected indicated that community partnerships are valued and in2016 there will be a continued focus on sharing students’ engagement in learning. The information from this feedback willcontinue to inform throughout 2017.

Continued appointment of CLO and role statement developed (.2 per week). Continued focus on updating of FaceBook,Website, phone App and newspaper. (DP supervises) CLO.

A revised team structure is now in place and across faculty meeting have occurred. Teams established, includingwellbeing (led by HT Welfare) student voice (led by HT Maths) teaching and learning (led by instructional leader),eventsteam meetings, website updates, emails, signs and displays, parent/teacher meetings and student recognition throughclassroom, assemblies, community notice boards, newspaper articles, school newsletters and in school displays oflearning ensuring the metalanguage of the subject area is clearly articulated in the displays .Wellbeing team plans PBLlessons, merit system assemblies, and referrals to learning centre utilising Sentral, learning data reflection and studentrecognition opportunities through connection with community, success in the community and thriving in the community.Student voice team plans SRC, junior AECG, induction programs, promotion of Aboriginal education (utilisingrecommendations from health check and REAT team), NAIDOC, continued understanding of local context opportunitiesand recognising involvement of students in local events and activities.

Teaching and learning team plans TPL, NAPLAN, assessment processes and products eg assessment booklets,personalised learning plans processes, 21st Century learning opportunities in library and learning centre. WHS teamestablished ensuring all DoE guidelines are met. Each team develops a calendar of events, team individualresponsibilities decided and minutes published.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Aboriginal students have individuallearning plans inclusive of progress on theliteracy and numeracy continuum withregular evaluation and as appropriate guidedassistance through differentiated teachingstrategies, LAST intervention, tutoring andspecific library, counsellor, leadership andyear adviser program. Regular progressreporting is delivered through individualreports to parents and caregivers,newsletters, emails and achievementscelebrated through the school website.During 2016 support funding from NortaNorta was expended and provided significantsupport and learning engagement toAboriginal students. Time out to Connect toCountry a program of immersion in Aboriginalculture was embedded into learning in 2015was unfortunately not run in 2016. Thisprogram has established genuinerelationships with Aboriginal students bylearning about their cultural, linguistic andfamily backgrounds. The program wasdeveloped by the NSW AECG andachievement was made in agreater understanding of interagencysupport and engaged students in a learningjourney that genuinely embeds culturalawareness, values in a mutual settingframework and partnership with localagencies and community resources. Therecommendations from the Health check hasa significant impact on cultural awarenessand perspective to be a focus across theschool. The implementation of the YarningCircle and increased focus on the Jr AECGhas increased student voice andengagement. The Sista Speak program hashad an impact on Aboriginal female students. The program is specificallydesigned for and targets students to gain valuable knowledge around their educationalneeds, career aspirations, personal needsand qualities. Sista Speak assistedAboriginal girls to develop a culturalunderstanding and linked students with thecommunity groups and local Aboriginalfemale role models.

$63000 was spent tosupport Aboriginal studentsand Student Resources andprojects.

other areas

Aboriginal studentindependent sponsorshipYear 11 and 12 spent$42000

Personalised learningsupport for Aboriginalstudents Years 7 to 10spent $24000

strategic direction 1 ,2, 3

Low level adjustment for disability In 2016, all students requiring adjustmentsand learning support were catered for withintargeted LAST programs, welfare teaminitiatives, learning support programs andthe learning centre. Students learning istracked, supported andevaluated through individualised learning.

Evaluation process have indicated thatstudents learning has been impacted bygenuine family partnerships and a greaterunderstanding of how students learn andsupport student engagement. Surveys haveindicated that more than 90% of families aresupportive of the adjusted strategies that theschool has adopted to support

$30000 was spent tosupport (strategic direction1 Creating SuccessfulLearners).


Low level adjustment for disability students learning. $30000 was spent tosupport (strategic direction1 Creating SuccessfulLearners).

Socio–economic background Socio economic funding has made significantlearning impacts for the school community in2016. During the year students learningneeds were met through development of alternate programs to suit individual learningneeds, continuation of middle schoolprogram, focus on best practiceassessments, new syllabusimplementation, flexible learningopportunities through the learning centre. Regular evaluation occurred and indications are the impact of tailored learning processesand stage curriculum development and theemployment of trained staff have valueadded to student performance. Theopportunity for staff to be trained inPersonalised Learning to develop sustainablepractices that will meet and follow learningneeds of targeted students genuinely strengthens learning and has led to improved learning and engagement.

$264000 was spent tosupport(strategic direction 1Creating SuccessfulLearners)

Support for beginning teachers Beginning teachers were supported theresource allocation. Beginning teachers weregiven time to participate in professionallearning, preparing lessons, receive collegialsupport and mentoring. Teacher mentorworked with beginning teachers todemonstrate quality teaching practices,observe lessons in consultation, assist withassessment and reporting and guide newteachers towards effective classroommanagement. Support was given to beginningteachers through the Head Teacher andmentor mentor and the development ofknowledge , skills and understanding of theQuality Teaching Framework, Australian Teaching Standards and the WellbeingFramework. Support was provided tobeginning teachers to gather and annotateappropriate evidence to contribute to theiraccreditation.

$32000 was spend on TPLto support begininingTeachers


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 126 109 107 114

Girls 121 120 115 118

Student attendance profile

School

Year 2013 2014 2015 2016

7 91.7 92.1 87.2 91.1

8 91.2 92.6 88 83.5

9 91.7 89 89.7 80.9

10 85.2 86.8 88.6 87.8

11 88.9 87.3 83.9 74.1

12 87.9 94.1 82 91.5

All Years 89.5 90.2 87.1 84.5

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

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

4

Employment 2 5 5

TAFE entry 5

University Entry 6

Other 2

Unknown 1

Year 12 students undertaking vocational or tradetraining

80% of students completed at least 1 VET subject in 2016. This seems to be a current trend with students asthere is a diversity of curriculum frameworks deliveredat the school. Students seem to achieve good result'sacross all frameworks.

Year 12 students attaining HSC or equivalentvocational education qualification

100% of Year 12 students completed their HigherSchool Certificate, with 80% of students completing atleast 1 VET subject.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Head Teacher(s) 4

Classroom Teacher(s) 13.1

Learning and Support Teacher(s) 1.1

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

8.78

Other Positions 5.4

*Full Time Equivalent


Ten staff employed identify as Aboriginal and areemployed in the following roles at Narromine HighSchool. School Administration Officers, Mentors,Tutors, Teachers and Aboriginal Education Officers.

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

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

School Development days were held at the start ofterms 1, 2 and 3. One day was held at the end of term4. An additional professional learning day was heldduring term 2. During School Development days andstaff meetings, staff completed professional learning inCPR, Child Protection, Code Of Conduct, Anaphylaxis,Disability Standards, Positive Behaviour for Learning,National Professional Standards, Aboriginal CulturalAwareness Competency training, understanding LowSES communities, curriculum NESA compliance andimplementing National Professional Standardsfor Teachers.

Staff also participated in professional learning groups,which supported understanding of teaching standardsand accreditation processes. Professional learningactivities were also conducted within faculty groups andregular meetings, which focused on KLA specificapproaches and priorities.

Opportunities were offered to all staff to participate inadditional professional learning. A focus was placed onaccess to subject specific professional learning for allstaff to implement new Australian curriculumsyllabuses. All VET teachers undertook additionaltraining. Staff were supported in Curriculum andAssessment compliance across all subjects by theschool’s Quality Teaching Mentor, which has resulted inall KLAs being compliant in NESA requirements andhaving a deeper awareness of the requirements. Therange of professional learning undertaken both withinand external to the school is critical to the school’sstrategic direction of Building Teacher Capacity in theclassroom. The professional learning undertaken,both externally and internally, has enabled staff to bemore conversant with the range of learningneeds represented by the school cohort, and more ableto implement strategies to allow all students tosucceed.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

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.

A full copy of the school's 2016 financial statement istabled at the annual general meetings of the parentand/or community groups. Further details concerningthe statement can be obtained by contacting theschool.

Income $

Balance brought forward 177 516.35

Global funds 388 675.69

Tied funds 601 128.98

School & community sources 95 261.71

Interest 6 930.44

Trust receipts 26 043.70

Canteen 0.00

Total income 1 295 556.87

Expenditure

Teaching & learning

Key learning areas 85 229.44

Excursions 46 233.00

Extracurricular dissections 54 741.25

Library 8 099.37

Training & development 0.00

Tied funds 570 175.19

Short term relief 36 135.19

Administration & office 102 892.20

School-operated canteen 0.00

Utilities 69 450.64

Maintenance 27 856.98

Trust accounts 25 138.94

Capital programs 0.00

Total expenditure 1 025 952.20

Balance carried forward 269 604.67

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.


School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels ofskill and understandings demonstrated in theseassessments.

NAPLAN results from 2012 to 2016 show improvementin student outcomes for Year 9 in the reading (5%),Spelling (2%), Grammar and Punctuation (2.1%) andWriting (4.3%). The percentage of students achievinggreater than or equal to expected growth measuredfrom Year 7 increased from 38.5% in 2012 to 45.2% in2016 in the aspect of reading.

Results for Year 9 Numeracy from 2012 to 2016 showoverall improvement in outcomes in numeracy by 5%.The percentage of Year 9 achieving above nationalminimum standard measured remained unchangedwhilst the results for Year 9 Aboriginal from 2012 to2016 show overall improvement in student outcomes innumeracy by 4%.


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.


Higher School Certificate (HSC)

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

Twenty two students presented for a full HSC in 2016.Fourteen students were eligible for ATAR scores. Thiswas a pleasing increase instudents presenting for anATAR based HSC. This group is notable for the largerpercentage of students who attended the school for allof their secondary education. Retention between Years9 and 12 remained relatively stable.

There continues to be a significant mobility in thestudent cohort.

A particular highlight of the 2016 HSC was the strongperformance of students in VET examinations.Students who sat for the VET examinations achievedhigher resultsthan for many of their other subjects. Moststudents achieved Band 4 results in VET examinations.

The average difference from state for the HSC showsthat there is a significant gap between the state and theschool for all student achievement groups.

This data reflects the challenges in improving studentachievement in the HSC. The small cohort size also skews the results and excludes subjects within Englishand CAPA. There were few students who had theBand 5 and 6 results needed to lift student performance.

When the 2016 data is compared to 2014 and 2015

cohorts the declining performance in TAS subjects andMathematics are areas for examination. Staffingchanges have had an impact in some areas but the curriculum and assessment plans as well as the buildup in Stages 4 and 5 must be considered as strategiesfor ongoing improvement.

HSC students are supported by regular updating ofstaff who teach all subjects, particularly related toNESA guidelines, implementation of syllabus directions,sharing of work samples, the opportunity for staffinvolvement in HSC marking, attention to examinerscomments and analysis of SMART and RAP packagesthat provide for reflections and ongoing strategiesfor improvement.


Parent/caregiver, student, teachersatisfaction

Regular evaluation points to measure schoolsatisfaction were identified and dated through thestrategic planning milestone process. Survey werecreated that specifically targeted the measurement ofstudent learning improvement that catered for specificand individual learning needs. All staff were surveyedand data analysed of learning opportunities and userelated to the Learning Centre , 21 Centurylearning/library project and SLSO/Mentor. Through thisdata the need for an expansion and refinement of thesefacilities was identified. In response a learning centre isplanned and functional in 2016. A survey of parentswhose children accessed the learnng centre indicatedthat 95% of parents were pleased with their child’slearning engagement and general attitude to learning.in addition all families that were part of IndividualLearning Plan development and progress were highlypositive of the processes and student engagement.

In 2016 ongoing student data was collected related tostudent voice. In 2016 twenty five studentrepresentative council pupils (years 7–12) indicatedthat they were given greater opportunities to developleadership skills. In particular accolade was given to theassembly structure, formalising of student leadershipmeetings and the opportunity to be part of thecommunity partnership strategicdirection. Information collected previously from randomly selected students (50), staff (20)andparents (20) ascertained 21st century digital learningprogress and direction for 2016. An analysis of dataindicated that the majority of classrooms incorporateddigital learning and student skills, knowledge andunderstanding have improved in both confidence andskill attainment.

However at times specific digital learning tools neededupdating, improvement and maintenance. As a result ofdata gathered student, staff and parent digital learningsatisfaction survey it was decided by the 21st centuryteam that an audit be completed of needs and fundsdedicated tothe purchase of banks of laptops,interactive TV and the revamp of digital learning in thelibrary. Funds were also dedicated to staff professionallearning in the development of greater studentengagement strategies both in the classroom andbeyond.

Regular satisfaction surveys have continued to trackimplementation, useage, understanding and outcomes.

Policy requirements

Aboriginal education

Aboriginal education is clearly embedded across thethree strategic areas. Identified resourcesand professional learning have impacted on teacherknowledge, skills and understanding of Aboriginaleducation . Flexible RAM funding has focussed onprofessional learning, resource development,employment of additional staff and the school has astrong support programs. The 8 ways training has builtthe capacity of staff in classroom delivery. The schoollibrarian and established a teacher resource libraryrelated to texts and other reading materials to assist inthe development of programs that educate all studentsabout Aboriginal histories, culture, perspectives andcurrent themes designated to fiction and nonfictionresources. This reference material has been utilised bystaff across KLAs. Community days have focussed onAboriginal community members accepting invitations tocome up to the school and share their stories with thestudents and staff and students showcase of skills suchas hospitality, junior AECG leadership development,science learning and the opportunity for students topresent “what is happening” in the school classrooms.


Multicultural and anti-racism education

Multicultural education at Narromine High School aimsat students community harmony and its promotion byacross school policies and practices that counterracism and develop intercultural understandings.Narromine High School echoes the DET MulticulturalEducation Policy and embeds in teaching programsstrategies that enable all students to identify asAustralian and the development of knowledge and skillsand values for participation as active citizens. In 2016the school had two students whose second languagewas English.

Multicultural perspectives were included in teachingunits where appropriate, particularly through theimplementation of the capabilities related to theAustralian Curriculum. CAPA learning included, a focuson Aboriginal Art. Stage 4 boys undertook training intraditional Aboriginal dance where communityassistance and local role models were sought andassisted. Awareness of the cultures of Asia is beingincorporated into English and HSIE programs. Thevalues of Respect, Responsibility and Care throughtolerance and understanding were promoted throughcultural events such as National Reconciliation Week.Narromine High School focuses when appropriate onpositive relations through effective communication withthe local and wider community from diversebackgrounds and encourages engagement,participation and understanding of school life. Preparingstudents to be global citizens is vital and a program ofexcursions, virtual excursions and careers explanationassists with understanding particularly in Stage 6learning.


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