2016 sarah redfern high school annual report€¦ · page 2 of 20 sarah redfern high school 8551...

Sarah Redfern High SchoolAnnual Report

2016

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Printed on: 5 May, 2017 of 20 Sarah Redfern High School 8551 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Sarah Redfern High School as an account of the school'soperations and achievements throughout the year.

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

Karen Endicott

Principal

School contact details

Sarah Redfern High School1 Monaghan StreetMinto, 2566www.sarahredfe-h.schools.nsw.edu.ausarahredfe-h.School@det.nsw.edu.au9820 1566

Message from the Principal

Our school has had an amazing year, in which we undertook external validation via an independent panel visiting theschool and assessing our evidence against the School Excellence Framework. The panel recognised our work andendorsed the level of growth and improvement the school has made over the last six years.

A school is so much more than academic results. While we are proud of our academic achievements, Sarah RedfernHigh School has always taken a holistic view of what we celebrate in our students, and nothing has changed. Ourstudents come to us from so many different backgrounds, with a broad range of interests and talents. Our programs aredesigned to unite these elements to ignite the engagement of each student in their learning.

We provide inquiry based learning structures that nurture students and encourage them to explore the curriculumthrough their own level of ability and passion. Our students who have participated in this type of learning, compared tostudents following more conventional curriculum programs, consistently demonstrate growth and improvement. SarahRedfern High School has continually encouraged students to make connections between different learning areas and todevelop creative and analytical skills through interdisciplinary projects and curriculum approaches.

All our approaches to learning at Sarah Redfern High School have been designed to help prepare our students for theirworld beyond school. Much has been written about the current and projected need for a creative, flexible, resourcefulworkforce. In a world that is constantly impacted by significant technological change as well as major demographic andeconomic shifts, equipping our students with a broad set of skills, and the ability to successfully apply these acrosswide–ranging scenarios, has never been more vital.

To prepare our students, our school as an organisation needs to ensure that, as a community, we have: • shared vision and goals • purposeful teaching • high expectations • learning communities • accountability • stimulating and secure learning environment • professional leadership • a focus on learning and teaching.

At Sarah Redfern High School we provide organisational structures that allow teachers to regularly plan for incorporatingpedagogical content knowledge which translate to essential learning for students. We encourage teachers to developcultural knowledge and understandings of effective pedagogical practices that are supportive of improving learningoutcomes for diverse student groupings.


We are committed to supporting each other in exposing students to different ways of thinking, solving problems andcommunicating. Students learn to use a range of technologies to plan, analyse, evaluate and present their work. Theylearn the valuable reasoning and thinking skills that are essential for functioning both within and outside the schoolenvironment and about creativity, design principles and processes.

As a school, we have been focussed on supporting our teachers to effectively teach in the 21st century. As well as beingup–to–date on the latest in technology they are facilitators, contributors, and integrators of ways of learning. Staff atSarah Redfern High School don't just expect their students to be lifelong learners – they are also. They stay up–to–datewith current educational trends, technology and research, and adapt to whatever comes their way.

Our teachers constantly collaborate within teams, and this important skill has grown quite rapidly in our school. Learningis more effective when ideas and knowledge are shared. Communicating and sharing expertise and experience areimportant parts of the learning and teaching process.

The achievements of the school are due to the commitment and dedication of the staff to the students at Sarah RedfernHigh School.

Karen Endicott

Principal


School background

School vision statement

Learning empowers each individual to achieve their greatest potential.

Sarah Redfern High School is committed to inspiring students to achieve the highest standard of intellectual andpersonal achievement through a stimulating and engaging learning environment.

Within a caring, respectful, diverse environment, the school is committed to providing students with a desire to learn, tomake calculated and informed decisions, and to accept challenges.

The school is committed to ensuring students are self–motivated, confident individuals, who will be valued members ofour community and society.

Students, staff and parents are committed to providing a safe and nurturing environment at Sarah Redfern High School.

School context

Sarah Redfern High School was established in 1981 as part of the Sarah Redfern Complex comprising of a high school,primary school, special purpose school, library, gymnasium hall and playing fields. The school was built for students fromthe Minto public housing estate, but since 2005 there have been significant changes in both the geography anddemography of Minto as a result of the Community Renewal Project undertaken by Housing NSW.

Following a period of declining enrolments and instability within the school and community, in recent years there hasbeen a significantly positive change as a result of the marketing of the new One Minto mixed private/public estate andinnovations implemented at the school supported by the Federally funded National Partnerships program and Equityfunding and DEC Local Schools Local Decisions.

In 2014 the school had a student enrolment of 475 students; 52.4% were LBOTE and 9.9% identified as Aboriginal orTorres Strait Islander. They were supported in their schooling by an Aboriginal Education Officer.

The school is a leader in educational innovation. In 2010 a Senior Management Team was established to oversee theimplementation of the School Plan through their portfolios; teachers were trained in 4MAT programming; and the MintoCommunity of Schools was established with feeder primary schools. In 2011/12 a Middle School model wasimplemented in Stage 4 with a focus on Literacy and Numeracy and in 2014 an innovative curriculum was implementedin Stage 5 with Year 9 and 10 students in the same classes based upon ability and development not age. In 2015 allstudents in Year 7–12 have their own school laptop through a leasing/purchasing arrangement.

Head Teacher positions within the school have been reengineered with a Head Teacher for each of the Stages 4, 5 and6 and for five combined curriculum learning groups.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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's self–assessment in the domains of Learning and Leading wasconsistent with the evidence we presented, and the panel validated that evidence. In the domain of Teaching, the panelconcluded that the school's evidence indicated we are operating at a higher level than we believed for EffectiveClassroom Practice, Collaborative Practice and Learning and Development. The panel concluded we were Excelling inthe first two elements, and Sustaining and Growing in the third.

The school identified both short and long–term directions during the self–assessment and external validation processes,including:

• continuing to foster a small group approach to parental engagement, e.g. ILP evenings, subject selection nights,etc.

• completing an evaluation of Student Wellbeing programs and implementing the accepted recommendations • evaluating the success of the Reframing Mathematics approach with a view to increasing student learning

outcomes in numeracy • developing staff understanding of Elevate and implementing the program across the school • evaluating the senior management structure and portfolios and implementing changes to build staff leadership

capacity • explore an alternative model to involve key stakeholders in future school directions • engaging parents of high achieving students to develop a realistic understanding of the students' potential and

needs.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.

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

Raising expectations and enhancing student learning outcomes

Purpose

To provide a learning environment that builds the capabilities of students to plan their career pathways and empowersthem to increase their learning trajectory to become resourceful, empathetic and resilient lifelong learners.

To develop in students the use of critical thinking skills to contextualise their learning beyond the classroom and to workindependently and collaboratively to make sense of their world.

Overall summary of progress

All focus areas and strategies identified for this strategic direction were executed in 2016, in line with the work plans forthe managers of: Curriculum, Strategic Planning, Leadership & Learning and Student Wellbeing. The implementation ofstrategies, their conduct and evaluation were reported on an ongoing basis at Senior Management meetings, withfindings and outcomes communicated to executive staff, teaching staff, students, parents and the wider community. As aresult of implementation of the strategies and the support of these strategies by staff, there have been significant gainsas identified below.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increased percentage of studentshaving value added growth in thewriting component of NAPLAN.

Through a continuing emphasis on Literacy in theMiddle School and a writing strategy in partnershipwith Daystar Foundation and Clayton Utz, there hasbeen a continuing positive trend in the quality ofstudent writing with Year 7 students showing an 11point improvement over the past 2 years(2014–2016) with reference to a 3 point gain forNSW state schools and similarly, Year 9 studentsshowed an improvement of 12 points across thesame period referenced to the NSW state schoolresult of minus 2 points (Source: SMART).

$100

Increased student results inclasswork, assessment tasks andexaminations (internal andexternal) as a result of improvedwritten extended responses.

Teacher feedback reflects that students are writingmore and producing work of higher quality. HSCresults reflect an overall increase in student resultswhere students are required to engage in extendedwritten responses. In particular, there was asignificant improvement in the subjects of EnglishAdvanced,English Extension 1, Legal Studies andAncient History.

$1000

Increased percentage of studentshaving value added growth inNAPLAN Numeracy.

Through a continuation of the strategiesimplemented in 2015 and 2016, and with aparticular emphasis on work undertaken with RMITMelbourne through the Reframing Mathematicspedagogical approach, student NAPLAN results inYear 7 numeracy were 8.2 points higher than NSWState Schools and 68.8% of students were at orabove the expected growth range.

$1000

Increased percentage of studentswho are actively trying to achievea high degree of success throughtheir learning and engagement.

Continuing partnerships with Western SydneyUniversity through their Fast Forward program andthe Australian Business and Community Networkhas seen an ongoing positive trend in students whoare valuing school outcomes. This is evident in theTell Them From Me survey in which 78% of SarahRedfern High School students reported that they‘valued schooling outcomes’. (Source: TTFM).

$3550.46





Increased percentage of studentsgaining Apprenticeships,Traineeships and Universityplacements as a transition fromschool pathway.

As a result of students making better life choices intheir subject selections in Year 10; followingstreams of either ‘academic’ or ‘work ready’, therehas been a significant increase in the number ofstudents who are aspiring to ‘be more successful’ inthe pathway of their choice. In the academicstream, 20 of the 22 students who applied for entryinto University were offered a university placement.

$333.50

Next Steps

Staff at Sarah Redfern High School are already involved in designing the SRHS Strategic Plan 2018 – 2020 based uponevaluations of school–based and system data and the findings of the External Validation against the School ExcellenceFramework conducted in 2016.



Fostering quality teaching and leading

Purpose

To enable teachers to be active, collaborative facilitators through creating an engaged and collegial community oflearners. Teachers will demonstrate curriculum innovation, quality teaching and leadership capability that inspireslearning.


Through the focus areas of pedagogical practice, and data and assessment, the Managers of Curriculum, Leadership &Learning and Operations devised and implemented strategies, as identified in the School Plan. The outcomes of thestrategies were evident in varying degrees of teachers’ professional practice and student learning outcomes. Followingthe implementation of the strategies and resultant evaluation and feedback to the Senior Management Team, through atotal quality management model, additional approaches and strategies were effected to support the strategic directionand identified outcomes.




The school is recognised as amajor developer of innovativeintellectual, organisational,professional and leadershipcapital.

The school is still seen as a lighthouse foreducational change and were invited to present 3papers at the Annual ACER conference inMelbourne. As a result of implementing systemsand practices that have brought about enhancedstudent learning outcomes, the school was one offifteen from across Australia who were selected toparticipate in Elevate: a 3–year professionaldevelopment program focussing on improvingoutcomes for high potential students.

$3876.31

Increased school–wide culture ofcollaborative professionallearning affecting improvedstudent learning outcomes.

A series of twilight professional learning afternoonswere held across Terms 2–4, in which staff choseworkshops to attend based on their interests andgoals as identified through their ProfessionalDevelopment Plans. Workshops were designed anddelivered by school staff in the areas of technology,analysis of data, leadership, gaining andmaintaining accreditation at all levels, Aboriginal 8ways of learning, and first aid. Additional workshopsfor the whole staff were delivered on ALARM andthe Reframing Mathematics project..

$1 558.55

Increased consistency of teacherjudgement of student worksamples to external datasources.

Teachers within the English/HSIE andMathematics/Science faculties were engaged in avariety of professional development activitiesthroughout the year where they investigated arange of methodologies to assist them indeveloping their skills in the judgement of studentwork based on syllabus outcomes and markingrubrics.

$8809.09

Next Steps




Developing better ways of doing business

Purpose

To ensure that learning for students across the Sarah Redfern precinct is continuous P–12 and is based on consistentlyhigh standards of educational delivery through shared professional knowledge and practices, leadership andmanagement.


Sarah Redfern High School continues to be a leader in the provision of educational opportunities, not only for thestudents at the school, but also for students from the MCoS (Campbellfield, Minto, Sarah Redfern and The GrangePrimary Schools) and other NSW DEC Primary Schools from the Campbelltown LGA.

The execution of the School Plan for this strategic direction by the Business Manager and Leadership and Learning hasseen increased enrolments to the school from both within the schools’ traditional drawing area and from outside. It hasresulted in an increase of community support for the school and the standing of the school with its local and widercommunity, including tertiary institutions and private enterprise.

Overall, the key aspect of this Strategic Direction has been to increase the enrolments at Sarah Redfern High School,with a particular emphasis on high achieving students. This is being realised.




Increased level of studentacademic performance as aresult of a P–12 continuum oflearning.

NIL NIL

Increased level of teachercollaboration across stagesP–12.

The Minto Community of Schools (MCoS): ‘A Day inthe Life of’ program, where high school teachersfrom the SRHS middle school meet with teachersfrom the local feeder schools was successfullyconducted again in 2016 as was the MCoSPrincipal meetings each term. These eventsfostered the collaboration between staff andresulted in events such as the Endicott Cup, acombined primary and high school choir, Battle ofthe Arts and primary school participation at the highschool annual swimming carnival.

$11936.66

Maintenance of studentenrolments from stage 3 to stage4 and increased enrolments fromoutside the Minto LGA across allyears.

Increased in–area enrolments and out–of–areaenquiries leading to enrolments. 10 of 21 studentsin the Year 7 HAS class of 2017 were out–of–areastudents.

Year 7 enrolments continue to increase byapproximately 10 students each year, which isagainst the MCoS Primary School trend of decliningnumbers.

$14751.91

Next Steps



Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Funding was used to employ a part–time tutor(qualified) to work with the school’s AEO whois also funded under this loading. This hasresulted in all students having aregularly–updated Individual Learning Plan(ILP) with a particular emphasis on Literacyand Numeracy. Students have shown realgains in these areas.

Students have been provided guidance anddirection to ensure that they complete allclass work and assessment tasks and therehas been a marked increase in studentattendance to school.

Educational, leadership, sporting and culturalexperiences were provided to studentsthroughout the year. The school and studentswere strongly supported by partnerships withWestern Sydney University through thePathways to Dreaming program and AFL(NSW & ACT) who provided mentoringsupport and after school programs.

$72 588

English language proficiency Funding was used to employ a specialistEAL/D teacher to work with students whosesecond language is English, and providerelease for the Head Teacher Middle Schoolto work with students in Years 7 and 8.

Funding was also used to reduce class sizesacross the school to aid teachers indifferentiating lessons, as well as create aspecialist EAL/D class in each year.

$149 349

Low level adjustment for disability Integration funding employs learning supportofficers seven days per week for studentsupport within the classroom, and release theHead Teacher Support from classroomteaching in order to provide direct support toteachers and targeted students.

Support staff assisted teachers to increasestudent understanding and confidence tocomplete tasks in order to meet studentlearning outcomes. All students requiringadjustments and learning support are cateredfor within class programs and other wholeschool strategies.

$240 458

Socio–economic background The school employed three extra staffmembers to reduce class sizes and supportthe school's innovative management structureand middle school.

Funding was also used to subsidise a 1–1student laptop program and TechnicalSupport Officer; provide for studentassistance with uniforms and class materials;employ a community engagement officer,Business Manager and extra administrationsupport; provide access to Mathletics andIntoScience for Stages 4 and 5 to increaseclassroom engagement; trial theimplementation of ALARM to improve

$460 336


Socio–economic background extended responses; and establish anafter–school study centre in the Library onthree days per week to provide a safe, quietplace to study with teacher support andtechnology access as needed.

Funding provided under this loading is alsoused to supplement the other key initiativesabove.

$460 336

Support for beginning teachers The school received funding for fourbeginning teachers – two in their first yearand two in their second. Funds were used toemploy extra staff to reduce the beginningteachers' loads and provide time to work witha mentor on areas of need. Funds were alsoused to provide additional externalprofessional learning and release time tocomplete accreditation requirements.

The two second year teachers both achievedtheir Proficient Teacher accreditation at theend of 2016.

$34 917.24


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 223 243 255 283

Girls 241 232 247 264

While the school sees a reasonable turnover ofstudents each year, total school enrolments forstudents who live within and outside the catchmentarea continue to rise. Sarah Redfern High School is aschool of choice for the local community and adrawcard for out–of–area students.

Student attendance profile

School

Year 2013 2014 2015 2016

7 94.3 93.4 94.8 95.5

8 90 90 89.9 95.9

9 91.7 91.6 91.2 90.9

10 88.7 89.6 88.5 94.3

11 92.7 89.2 86.8 91.5

12 90.2 90.8 85.5 94.8

All Years 91.4 90.8 89.9 93.9

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

Our students' percentage attendance is nowsignificantly higher than the average for Department ofEducation schools. Working in partnership with thestudents and their parents, the strategies to boostattendance that the school has implemented areachieving great success.

Structure of classes

Guided by the latest educational research, the schoolpioneered a learning model which enables high levelsof student engagement and understanding through astage–based approach. Teachers constantly modifyand adapt methods of instruction, materials, content,student projects and assessment practices to best meetthe needs of diverse learners. As a result the schoolhas successfully established a variety of challenginglearning environments based on 21st centurypedagogies where all students continue to have accessto the latest technology through a 1–1 laptop program.

Stage 4 (Middle School) had approximately twohundred students across ten classes in Years 7 and 8.Each Year group comprises of anacademically–selective class and four mixed abilityclasses. Each class has a Literacy teacher responsiblefor delivering the English, History and Geographycurriculum, and a Numeracy teacher responsible fordelivering the Mathematics and Science curriculum.Students also study Spanish and music, and break intosmaller classes for technology lessons.

Our innovative Stage 5 also had approximately twohundred students. Classes in the core learning areas ofEnglish, mathematics, science, history, geography andPDHPE are comprised of both Year 9 and Year 10students who move through the curriculum at the rateof their learning needs rather than chronological age,thus allowing for the delivery of our teaching programsto be highly differentiated. There were two classes forhigh achieving students and six mixed abilityclasses. The adoption of this class structure hassupported the continuity of learning for students byfacilitating the provision of targeted teaching andensuring challenging learning environments. Studentschoose one 200–hour Board–developed and one100–hour school–developed elective each year in orderto focus their learning in that elective.

Both Stage 4 and Stage 5 participate in the requiredamount of sport each year.

Our Stage 6 model sees students choosing either anacademic or Transition pathway. Students in theacademic pathway desire to further their educationpost–school, usually university; students in thetransition pathway desire to enter the world of workthrough employment, traineeships or apprenticeships –possibly instead of completing school until the end ofYear 12. Students in the transition pathway studyEnglish, mathematics and work studies as compulsorysubjects; the only compulsory subject in the academicpathway is English, since students choose othersubjects that will lend themselves to their chosen fieldof study post–school.


Retention Year 10 to Year 12

Sarah Redfern High school provides opportunities forstudents to explore and choose pathways that suit theirlearning needs and aspirations. In Stage 6, the schoolhas implemented a transition stream for students toexplore and experience opportunities that assist themin transitioning to the workforce directly, orvia traineeships and apprenticeships.

Students who left schooling at the end of Year 10attained either full–time employment or apprenticeshipsthrough the transition stream. The school employs atransition adviser who sources employmentopportunities and matches them to students. In thisway, students are far more successful in gaining andmaintaining the employment or taking up furtheropportunities with which they are provided.

Students also leave our school either prior to or at theend of Year 10 due to transferring to other high schoolswhen their families move house.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 10.45

Employment 0 5.1 50.77

TAFE entry 0 0 4.48

University Entry 0 0 29.85

Other 0 0 0

Unknown 0 0 4.48

The data indicates that the number of studentsaccessing further education at tertiary level continues toincrease. This is due to the strategies that have beenimplemented to encourage students to applyto universities through early–entry and other suchprograms available to students from schools inlow–socio–economic areas. In 2016, twenty out oftwenty–two students (91%) were successful inobtaining university placements through early or mainoffer rounds.

Increasing numbers of students are accessing thetransition stream in order to increase their opportunitiesto obtain apprenticeships, traineeships, employment orpursue further education at TAFE level.

Some students are still reluctant to take upapprenticeship or traineeship opportunities – studentsstated that they were choosing to remain at school toenable them to attend the graduation ceremony andschool formal even though they were not going toreceive an ATAR. The school will be trialling a program

in 2017 to allow these students to attend the graduationand formal even if they have officially left school topursue such opportunities. We are proud that ourstudents wish to graduate with their peers, but we donot wish to see them turn down career opportunities todo so.

Year 12 students undertaking vocational or tradetraining

A total of thirty Year 12 students were enrolled in VETcourses in 2016, of which four were of Aboriginal orTorres Strait Islander background, and four whoseprimary language was not English.

There were two students who took up apprenticeships,and three students who took up traineeships aftercompleting Year 12, representing 7.47% of the cohort.

Two students were accepted into TAFE full–time; onestudent is enrolled part–time, representing 4.48% of thecohort.

Year 12 students attaining HSC or equivalentvocational education qualification

Sixty–seven students (100%) graduated from SarahRedfern High School in 2016 with a Higher SchoolCertificate, including 8 Support students whosuccessfully completed the HSC Life Skills curriculum.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 7

Classroom Teacher(s) 28.3

Learning and Support Teacher(s) 1.8

Teacher Librarian 1

Teacher of ESL 1.2

School Counsellor 1

School Administration & SupportStaff

13.08

Other Positions 8.6

*Full Time Equivalent

The school has an expanded senior executive, with anumber of staff leading portfolio areas designed tomeet the goals of the school plan. There are Managersof Curriculum, Operations, Leadership and Learning,Strategic Planning, Student Wellbeing and a BusinessManager.

Head Teachers supervise faculties that are groupedtogether (Maths/Science, TAS/Art, English/HSIE,PDHPE/Music) to enable the school to utilise HeadTeachers for each of Stages 4, 5 and 6. There is also aHead Teacher leading the Support faculty.

Two officers identify as members of the Aboriginalcommunity.

Workforce retention

Sarah Redfern High School has a very stable staff.

The school was allocated a second Deputy Principalposition by the Department of Education due toincreased student enrolments in 2014 and 2015, andone English/History teacher was appointed.

Over the course of the year, four long–term temporarystaff gained permanent positions at the school.

At the end of 2016 one staff member was promoted toa Head Teacher position at another school, anothertook maternity leave.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 78

Postgraduate degree 22

Professional learning and teacher accreditation

The school is committed to ensuring students areself–motivated, confident lifelong learners who will bevalued members of our community and society.

Teaching and learning programs deliver qualityeducation and staff are committed to ongoingprofessional learning, and updating skills andknowledge to provide a quality teacher in everyclassroom. The school has its main focus on improvingstudent learning outcomes through the consistentapplication of quality teaching practices underpinned bywhole–school and targeted staff professional learning.

In continuing to improve quality teaching and learning,the 4MAT programming pedagogy approach continuedinto 2016. This professional development is built intoour annual training schedule for all new teachers to theschool – six new staff were trained this year.

The school staff chose not to hold school developmentdays on the last two days of Term 4, instead a series ofworkshops were held after school hours on twelveoccasions throughout the year. The content of theseworkshops was chosen to match the needs that staffhad identified in their performance and developmentplans.

A total of $28 005 was spent on whole schoolprofessional learning in 2016. This figure excludesspecific funding granted to permanent BeginningTeachers in the first two years of their career, for which$20 122 was expended for targeted professionallearning on top of the provision of a reduced teachingload. Some funding was set aside for GROWTHCoaching for the school executive to be held in early2017.

Four staff achieved Proficient Teacher accreditation in2016 and a further sixteen continued to maintain theirProficient Teacher accreditation. One staff member wasin the process of gaining accreditation at HighlyAccomplished Teacher, and three staff were in theprocess of gaining Lead Teacher accreditation.


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.

Income $

Balance brought forward 418 771.37

Global funds 453 635.30

Tied funds 1 010 945.33

School & community sources 158 277.55

Interest 8 130.21

Trust receipts 29 178.98

Canteen 0.00

Total income 2 078 938.74

Expenditure

Teaching & learning

Key learning areas 30 938.64

Excursions 11 650.85

Extracurricular dissections 53 519.47

Library 2 526.35

Training & development 4 773.28

Tied funds 707 626.55

Short term relief 40 981.97

Administration & office 110 733.79

School-operated canteen 0.00

Utilities 61 776.89

Maintenance 142 953.06

Trust accounts 14 193.50

Capital programs 27 145.22

Total expenditure 1 208 819.57

Balance carried forward 870 119.17

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

School performance

NAPLAN

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

Literacy data again showed that the main areas fordevelopment are writing and reading.

Numeracy data showed some improvements due to thefocus on multiplicative thinking in the ReframingMathematics project. Areas for development remainwith applying multiplication and division strategies tosolve problems.

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 boxand select GO to access the school data.

Fifteen percent of students are in the top two bands forReading and Numeracy in Year 7, compared to elevenper cent of students in similar schools. Seven percentof students are in the top two bands for Reading andNumeracy in Year 9, compared to nine per cent ofstudents in similar schools.

The school had no Aboriginal students at proficiency inYear 7, but this rose to seventeen per cent in Year 9.

Higher School Certificate (HSC)

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

Students completed HSC examinations in EnglishStandard, English Advanced, English Extension 1,Mathematics General 2, Mathematics, Physics,Chemistry, Biology, Senior Science, Music 1,Hospitality, Metal and Engineering, Community andFamily Studies, Aboriginal Studies, Tamil Continuers,Ancient History, Industrial Technology Automotive,Industrial Technology Timber, Geography, InformationProcesses and Technology, Business Studies, VisualArts and Legal Studies.


Parent/caregiver, student, teachersatisfaction

The school again participated in the Tell Them FromMe surveys with students (twice in the year), teachersand parents.

Parents/caregivers

There were only fifteen responses to the Partners inLearning parent survey. The school will put measuresin place in 2017 to increase the number of parentsresponding so that the data gathered is valid.

Students

Seventy–two per cent of students had a high sense ofbelonging, compared to a norm of sixty–six per cent ingovernment schools. Seventy–seven per cent ofstudents valued schooling outcomes, compared to agovernment school norm of seventy–two per cent.Sixty–two per cent of students (compared to agovernment norm of only forty–six per cent) reportedbeing intellectually engaged; forty–four per cent(compared to only twenty–eight per cent) reportedbeing interested and motivated in learning. Studentsfeel teachers are responsive to their needs, scoringpositive relationships with their teachers 6.7 out of 10(compared to 5.7).

Students also rated highly the positive learning climateand expectations for success. Fifty–four per cent ofstudents strongly agreed or agreed with the statement:"I am proud of my school" (with only sixteen per centdisagreeing or strongly disagreeing).

Teachers

Teachers at Sarah Redfern High School work withschool leaders to create a safe and orderly schoolenvironment and talk to other teachers about strategiesthat increase student engagement (both scored 8.2 outof 10). High expectations are set for learning (8.3 out of10).

Fifty–nine per cent of teachers strongly agree or agreethat staff morale is good. Seventy–nine per cent believethat the school's leaders are leading improvement andchange, and sixty–nine per cent believe that theschool's leaders clearly communicate their strategicvision and values for the school.

Policy requirements

Aboriginal education

In 2016, forty–six students identified as Aboriginal orTorres Strait Islander. To support students in theirlearning, a qualified part–time tutor was employed.

The tutor, in partnership with the school’s AEO,developed individual learning plans (ILP) for eachstudent. The ILPs have a strong focus on literacy andnumeracy. A particular focus of the tutor for 2016 wasto provide guidance and direction for students in theirpreparation and completion of assessment tasks andclass work. The AEO and tutor were also active inincreasing attendance rates of students to school.These efforts were supported by mentoring provided bystaff from the AFL (NSW & ACT) combined with theTharawal Youth Group. This saw mentors visit theschool each Wednesday at lunchtime (providing


healthy food to students) and engaging with students ina range of after school programs each week.

An after–school study centre was implemented in Term4 and accessed by Aboriginal students in completingtheir classwork and assessment tasks.

Student achievement was recognised in the followingways: • Stage 5 and 6 students attended the Western

Sydney University (WSU) Pathways to Dreamingprogram throughout the year, culminating in thestudents organising a Koori Day for fifty SarahRedfern Public School students

• Four Year 12 students attended the WSU Field ofDreams Aspirations program

• Two students received university offers via theWSU Aboriginal and Torres Strait IslanderAlternative Entry program

• One student received a scholarship from Familyand Community Services

• Nine students were nominated for Nanga Maiawards

• Eight students received Kari scholarships to theamount of $500 each

• One student participated in a memorial for the200th anniversary of the Appin massacre of 1816

• Three students participated in Sorry Day activities • Six students received awards for numeracy,

literacy and attendance at the South WesternSydney Aboriginal Student Awards

• Two students are participating in the NgaraWumara research project through the AustralianCatholic University, designed to identify factorsthat produce success for high ability Aboriginaland non–Aboriginal students

• Four students attended the Anzac Dawn Serviceleadership camp

• Once again our students were undefeated in theNaidoc Cup

• One student was selected for the Adam GoodesTalent Program

• One student received a scholarship under theAccor Hotels Indigenous Employment Programvalued at $2000

• One student was selected for the Kari VocalIdentification Program, attended seven workshopsand performed on a number of occasions

• One student participated in the Triple P Parentingprogram, learning new skills for young mums

• Five students participated in the IndigenousLiteracy Day Great Book Swap

• Three students from Stages 5 and 6 earned aCertificate III in Early Childhood Educationthrough the WAVE Learning program

• One student was successful in gaining anapprenticeship in hospital administration atCampbelltown Hospital.

Multicultural and anti-racism education

The percentage of students being supported withEnglish as an Additional Language or Dialect (EAL/D)increased from 60 per cent to 61.4 per cent, consisting

of at least thirty–seven different languages.

The Department policy on Multicultural Education hasbeen implemented in all KLAs and is reflected in thefollowing programs and practices: • staff and community activities to develop

awareness of cultural, linguistic and religiousissues pertaining to the local community

• targeted EAL/D support to appropriate students • development of IEP’s for EAL/D students to cater

for individual needs • organisation of excursions for newly arrived

EAL/D students to experience the newenvironment and acquire travel training

• staff/carer interviews with a culturally appropriatesupport person present involved in ongoingmentoring and liaising between student, staff andcarers.

• use of Anti–Racism Contact Officer (ARCO) toresolve student issues arising from prejudice

• articles in school newsletter are used to raiseawareness and appreciation of diversity within theschool community

• dissemination of the Department memorandumsin community languages (where appropriate)

• raising staff understanding of cultural issues toavoid insensitivity and support recognition ofdifferences within our community

• the establishment of a supervised prayer room.


Other school programs

ELEVATE Program

The school was successful in its application to join theELEVATE program, coordinated by the Association ofIndependent Schools and the UK–based InnovationUnit. The program is designed to lead schools througha process of "disciplined innovation" to better meet theneeds of high potential learners – and Sarah RedfernHigh School believes all its students are high potentiallearners. Approximately thirty schools are involved inthis iteration of the program, and our school is one ofonly three government schools taking part.

Most of the senior executive act as the project team forthis program, and attended two workshops over Terms3 and 4, with the second being held at Sarah RedfernHigh School. Between the first and second workshops,each team member completed "ethnographic research"on at least one student, getting deeply to grips withtheir background, learning needs and barriers tosuccess. This process so impressed the seniorexecutive that they determined to carry out more of thisresearch with students in 2017.

The aims of the program from the senior executive'spoint of view is to assist in the development andimplementation of goals for the next iteration of ourSchool Plan, from 2018–2020.

Senior Study Skills

During Terms 1 to 3, an experienced senior teacherwas employed to implement a mentoring program with15 high achieving students in Year 12, providingguidance and support in their academic studies througha study skills approach. The program was implementedduring non–face–to–face periods and operated in bothindividual and small group sessions. Student feedbackfound a significant benefit from the personalisedmentoring – they were able to better manage their time,set priorities and implement sustained study skillspractices resulting in increased student performance,both through increased confidence and in academicresults.

From this pilot, there were common areas of deficiencyidentified, particularly in knowledge of, and experiencein, study techniques and work habits. As a result, awhole year approach was piloted with the Year 11cohort as they transferred into Year 12 students inTerm 4.

This phase of the study skills program wasimplemented in group sessions during their non–face–to–face periods and centred upon students beingtaught essential study skills techniques and methods ofapplication. Overall feedback from both staff andstudents was that students were more engaged in theirstudies and felt more positive and secure in knowingwhat and how to study and complete their work for theirvarious subjects. As a result a full study skills programwill be implemented for all Year 11 and Year 12students in 2017.

Study Centre

An after–school study centre was implemented in Term4, utilising qualified teachers from the school. Thoughinitially not well patronised, attendance slowly grewacross the term, particularly during examination weeks.The centre drew enough students for the trial tocontinue in 2017.

Middle School Award

In 2016 our Middle School was presented with theExemplary Transition Program award by theAdolescent Success Association of Australia. This wascollected at their conference in Queensland. Theassociation is dedicated exclusively to the education,development and growth of young adolescents.

STEM

The school is currently implementing a vast array ofSTEM initiatives.

2016 was the second year of implementation of theHigh Achieving Students Stage 4 integrated STEM(iSTEM) four–term program, where the students arefocused on how they can find solutions to making theschool more energy efficient and reduce overallwastage. In 2016 a group of staff presented our iSTEMprogram at the iSTEM Showcase conference and theunits of work are available on the departmental STEMwebsite: http://www.stem–nsw.com.au

STEM programs were trialled in all Stage 4 technologymandatory classes and, after feedback from studentsand staff, this will be fully implemented in 2017. In thiscourse students experience a range of innovativeproject–based learning activities using emergingtechnologies such as robotics, 3D printing and coding.

Three Stage 6 students attended the University ofWollongong STEM competition presentation eveningwhere their design folios were nominated for majorawards. Each student worked hard on their IndustrialTechnology projects, progressing their way through thedesign process and solving problems to produce highquality projects. The students were nominated amongsta high standard of candidature from a range of privateschools. Our students represented the school andpublic education so proudly when accepting theircertificates and generous monetary prizes.

Four Stage 5 students were finalists in the JuniorUniversity of Wollongong STEM Awards for thefantastic work they did in their Engineering elective.

The P–STEM program was initiated, using ourfortnightly Minto Community of Schools meeting todevelop the plan for implementation. Students from ourfeeder primary schools participate in a learningcontinuum that integrates STEM with a range ofhands–on engineering activities focused on foodscience, computer–aided drawing (CAD) software, 3Dprinting and science experiments. This program willresult in a greater level of knowledge and skills in Year7 students which would then allow our school to extend


and achieve at a higher level in STEM projects. It willalso provide our school students the opportunity todevelop relationships with the primary schoolstudents as their STEM mentors.

Community and industry partnerships have beenestablished with a view to maximising the successfulimplementation of STEM at Sarah Redfern HighSchool. Industrius Design has provided us with aconsultant engineer; Sydney University has provided uswith an agricultural scientist and a STEM mathematicsconsultant; and Campbelltown Council have provided atown planner and a community engagement officer,giving the students invaluable links to industry.

Coding Workshops

Fifteen girls from Stages 4 and 5 were selected toparticipate in a six–day coding camp facilitated by theCommonwealth Bank and Coder Factory Academy.The girls solved school–based problems and designedtheir own homework and resource–sharing website.They also worked through coding challenges, learningvaluable lessons about collaboration, projectmanagement and the rewards of learning to code.

Stage 4 students from the High Achieving Studentsprogram completed the Mad Maker Challenge offeredby Sydney University. The project provided highlyengaging and challenging coding activities, with anumber mastering new skills in a short time and provingthat high expectations for learning are critical toengagement.

Public Speaking/Debating

Students at Sarah Redfern High School continued todevelop both their interest and skills in each of theseleadership areas.

In public speaking, two students participated in theLegacy competition and two Year 10 studentsparticipated in the Sydney Morning Herald Plain EnglishSpeaking Competition, with one student beingsuccessful in making it to the regional semi–final. TwoYear 10 students represented the school at theIngleburn Quota public speaking competition and oneparticipated in the NSW United Nations Youth Voicecompetition, successfully progressing to the statesemi–final.

In debating, students continued to show greaterconfidence and skill. Four teams were entered in theNSW Premier’s Debating competition, two in Year 7/8and two in Year 9/10. One of the Year 7/8 teamsdebated in the play–offs for Zone Champion and one ofthe Year 9/10 teams was successful in progressingthrough to the regional semi–final. For the secondconsecutive year, a member of the Sarah Redfern HighSchool Year 9/10 debating team was selected to jointhe South West Sydney regional debating team whichcompeted in the NSW Championships at SydneyUniversity in December 2016, progressing to thesemi–finals.

Sport

The school plays a vital role in organising andsupporting students by providing coaching, mentoringand sport programs to all students. Students at SarahRedfern High School feel more connected and engagedat school through sport and physical activity programs,which leads to more motivated and engaged studentsin the classroom.

2016 saw approximately five hundred studentsrepresent the school in sports such as athletics,swimming, cross country, rugby league, basketball,touch football, AFL, cricket, netball, volleyball andsoccer. The students maintained our strong sportinghistory with eighty–five students selected to representthe school at Fisher Zone level – many students inmore than one sport. Fourteen students were selectedfor volleyball and thirteen for rugby league and rugbyunion, which is a testament to the current developmentprograms run for junior students.

Of the students selected to represent the Fisher Zone,nineteen were selected to represent Sydney SouthWest in a range of sports. The school also had someoutstanding individual achievement at state level with astudent being selected in the CHS Opens boys rugbyleague side and another student being selected in theCHS Opens boys 1st XV rugby union side.

A number of our School Teams also had majortournament success throughout the year: • Opens girls volleyball: 8th in NSW • Opens boys rugby league: University Shield SSW

regional winners, top 8 in NSW • U/14s rugby league: regional finalists • U/16s rugby league All Schools: finalists • Opens mixed AFL: Naidoc Cup winners • Open boys basketball : semi–finalists.

Performing Arts

The school has continued its association within thegreater Minto community and has performed with greatdistinction at a number of different events. The closerelationship that has existed for a number of yearswithin the Minto Community of Schools programcontinues to develop, and this culminated in over sixtystudents from these schools combining for aperformance at the Campbelltown AcademicChallenge. Students from the school demonstratedgreat support for our neighbouring primary school bywillingly performing at the school’s fair.

As always, both staff and students worked with greatdedication and application throughout the year, givingtheir time both before and after school and throughoutlunchtime to prepare performances for the manydifferent events in which the school took part: • students continued to prepare quality

performances to be presented at theschools’ Assemblies of Excellence throughout theyear


• on Open Night, students performed a diverserange of cultural dances, as well as teachingsome of the visitors and junior students themovements involved. Vocal items were alsoperformed to showcase the schools’ creative andperforming arts program

• for ANZAC day, some of our junior studentsperformed moving renditions of both theAustralian and New Zealand national anthems toa large audience, including some of the residentsof nearby Pembroke Lodge

• senior students were asked to provide a one hourprogram of entertainment for the AnnualGeneral Meeting of the Ingleburn Rotary chapter

• to support the launch of White Ribbon Day, ourschool was honoured to be asked to provide bothMasters of Ceremonies as well as performers forthis great event

• in what is becoming an annual event, studentsfrom Sarah Redfern High School visitedthe residents of Pembroke Lodge for a Christmasconcert where the students both sang and talkedwith the residents

• to finish off an excellent year, staff and studentscombined to create Sarah Presents, a varietyconcert showcasing the amazing talentpossessed by the students of the school – theevent was such a success that it will be heldagain in 2017.


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