2017 canley vale high school annual report€¦ · sydney university€and the mitchell institute,...

Canley Vale High SchoolAnnual Report

2017

8393

Printed on: 12 April, 2018 of 19 Canley Vale High School 8393 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Canley Vale 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.

Peter Rouse

Principal

School contact details

Canley Vale High SchoolProspect RdCanley Vale, 2166www.canleyvale-h.schools.nsw.edu.aucanleyvale-h.School@det.nsw.edu.au9728 7071


School background

School vision statement

We Care

Our school motto is We Care and it is from this that we draw our vision of CanleyVale High School.

We care about the academic and psycho–social growth of all students.

We care about building a strong local school that serves our local community.

We care about setting and meeting high expectations for ourselves and those who we work with.

School context

Canley Vale HS is a co–educational, comprehensive High School that caters for the academic, social and emotionalneeds of approximately 1485 students. Our student population has an average annual growth of 4% represented bylocal, international and refugee enrolments. Currently 96% of students live in households of a non–English speakingbackground and 88%of students are identified as EAL/D. There are 47 language groups represented in the studentpopulation, dominated by Vietnamese, Khmer, Cantonese and Mandarin. Socio–economic factors also have a significantimpact on the Canley Vale High School community with over 56% of students identified in the lowest quartile (Quartile 1)of socio–economic advantage and over 83% in quartiles 1 and 2. Despite this the school holds a consistent average of90% of HSC graduates entering tertiary study.

Supporting the development of our students is over 150 dedicated staff including three deputies, eighteen HeadTeachers and twenty–two non–teaching support staff.

The school offers a very broad and balanced curriculum including four VET pathways; Accelerated classes; designatedESL classes; timetabled Literacy and Gifted and Talented classes. Free after school tuition, twice a week and dailytutorials for HSC students are available prior and after school hours.

The school has a purpose built Lecture Theatre that seats 200; a Construction Trade Training Centre; Hospitality Kitchenand a range of other specialist learning spaces.

Canley Vale High School has productive partnerships with Canley Vale PS, Lansvale PS and Lansvale East PS underthe auspices of the Vale Community of Schools. The University of Technology Sydney, Sydney University, WesternSydney University and the Mitchell Institute, Melbourne University . The school also offers Volunteering, Duke ofEdinburgh and a range of student clubs.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

In 2017, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation process. The framework supports public schools throughout NSW in the pursuit of excellence by providing aclear description of high quality practice across the three domains of Learning, Teaching and Leading. During theexternal validation process, an independent panel of peer principals considered our evidence and assessment of theschool’s progress, aligned with the standards articulated in the School Excellence Framework.

Learning SEF Results

Excelling– Learning Culture, Student Performance Measures

Sustaining and Growing – Wellbeing, Curriculum& Learning, Assessment & Reporting

The results of this process indicated that in the domain of Learning, we are predominantly Sustaining and Growing, andin two elements Excelling.


Canley Vale High School has an invested culture of aspiration and high expectations matched by high performance. Theschool community promotes an excelling Learning Culture that drives student learning and success through the lens ofour operational school plan. The priorities within our school plan, philosophically align to represent the holistic nature ofstudent learning and development; the deep professional practices and pedagogies relating to student language,academic and cognitive attainment; with authentic organisational governance and accountability.

The influence of the school’s Learning Culture on Student Performance Measures is rated as Excelling.

In 2017 33.3% of 253 Year 9 students achieved the top two NAPLAN bands in Reading and Numeracy. This resultplaced this cohort in the highest percentile for secondary schools in NSW. NAPLAN achievement also placed 97% ofthis cohort at or above the minimum standard in Reading and Numeracy.

Value adding for Year 7 (2015) to Year 9 (2017) in NAPLAN results placed this cohort as the highest Value Addingschool in NSW, and one of eight schools nationally (more than 10,000 schools) to achieve significant Value Adding overfour consecutive years.

The proportion of HSC students within the top two Bands for 2017 was 61% which is 39.66 percentage points abovesimilar schools.

We believe that there is a significant correlation between wellbeing and academic performance. Consequently, CanleyVale High School has made significant investments in fiscal resources, curriculum time, and professional learning ingrowing a whole–school, equitable and inclusive approach to wellbeing. This approach supports our thesis that individualand collective wellbeing is a learnt behaviour, which, can be modified and improved. Initiatives in this area can be sitedwithin the Psycho–social initiatives.

To ensure that Learning continues to improve at Canley Vale High School, we are growing and developing Curriculum,Assessment and Reporting practices at classroom , faculty and organisational levels.

Teaching SEF Results

Excelling– EffectiveClassroom Practice

Sustaining & Growing– DataSkills & Use, Collaborative Practice, Learning & Development, Professional Standards

In the domain of Teaching, we are predominantly Sustaining and Growing, and Excelling in the element of EffectiveClassroom Practice.

Canley Vale High School has well established systems and practices that support individual learners through EffectiveClassroom Practice. This is facilitated by a carefully managed program of professional learning that focuses ondeveloping leadership density; innovative pedagogy; collaborative practice; data driven pedagogy and improvingprofessional standards for peer and student performance.

Our aim is to provide evidence–based innovative learning opportunities for students, extend teacher pedagogy andorganisational supports to enhance the individual experience within our community of learners through powerful andtransformative teaching.

Leading SEF Results

Sustaining & Growing– Leadership, School Resources, School Planning, Implementation & Reporting

Developing– Management Practices & Processes

In the domain of Leading, we are Sustaining and Growing in three areas, whilst Developing in the area of ManagementPractices and Processes.

Since 2014 Canley Vale High School has embarked on a transformative journey of promoting ethical and equitableleadership. Building efficient and effective School Planning and Reporting systems aligned with the productive use ofSchool Resources through developing management practices and processes.

Our aim is to build a community of leaders that are capable and confident to lead other leaders.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Literacy

Purpose

As a Learning Community we need to ensure that we continue to deliver a high standard of student literacy outcomes sothat our students may access academic and life pathways.

Overall summary of progress

There were two essential aims to our Literacy strategy, the first focus of delivering explicit differentiated Literacy lessonsto all students from Years 7 to 9. The second is to clearly identify and maximise the Literacy support for studentsidentified with significant EAL/D learning needs.

In achieving these aims we now have:

* A Literacy Faculty that delivers explicit literacy lessons to all students in Years 7, 8 and 9. This has resulted in CanleyVale High School been recognised as one of eight schools nationally to provide significant value adding to students overthe past four consecutive years.

* A EAL/D student support program that has grown from 1.8 FTE teachers working with 268 (20%) identified students in2014, to 5.2 FTE teachers working with 1 306 (88%) of identified students in 2017.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

•To increase growth in the MiddleBands in NAPLAN Reading (Year7, 2012– Year 9, 2014) from 2.4points above State to a target of5.0 points above State in 2017.

The employment of 1.3Support Teacher LearningAssistance ($132,046); 4.0Literacy teachers($406,296) and 4.0 StudentLearning Support Officers($222,114)

Flexible funding forresourcing of Literacyinitiatives ($20,000)

Curriculum

Expansion of the Literacy curriculum to Year9. Year 7–9 Literacy classes – Stage 4 Reading,Stage 5 Writing.

Evaluation

Evaluation of Literacy programs to ensurecontinued use of R2L strategies and focus onreading comprehension skills – locate,identify,connect, infer, interpret.

Adoption of the Renaissance Reading Program –Stage 4 to evaluate Reading attainment andgrowth.

Development of data tools to analyse NAPLANReading comprehension skills.

Programming

Working across KLAs collecting data regarding theexplicit teaching of Literacy within facultyprograms.

Supporting faculties to develop programs thatreflect skill development.

NCCD Student Profiles published on SENTRAL toassist staff in supporting students through evidencebased Literacy strategies that can be usedto amend programs and teaching practice.

TeachingPrinted on: 12 April, 2018 of 19 Canley Vale High School 8393 (2017)





•To increase growth in the MiddleBands in NAPLAN Reading (Year7, 2012– Year 9, 2014) from 2.4points above State to a target of5.0 points above State in 2017.

Delivering a Peer Tutor Program for HighAchievers and 7 Learning Assistance class inHistory and Science units.

Champion Schools workshops with local mediaoutlets to provide real world literacy applications forstudents to publish work within the community.

Reading Withdrawal program with SLSOs tosupport student reading development.

Assessment

Outcomes are aligned with specific skills attainmentby the students.

Reporting

Stage 4 and 5 reports moving to attainment gradesand consider competency based reporting in thefuture.

Professional Learning

SDD– intro to NCCD and EAL/D strategies tosupport the Literacy needs of students.

Developing explicit Literacy pedagogy (literacycontinuum and data) with PDHPE faculty duringevening PL sessions.

EAL/D faculty development of grades for reportingand reading strategies.

Literacy faculty professional learning onevidence–based programming for improvingReading comprehension.

•Increase the identification andsupport of EAL/D students from268 (2014) to +1,000 (2017).

The employment of 4.8EAL/D teachers ($487,555);higher duties establishmentof a Head Teacher EAL/D($31,513).

Flexible funding to supportEAL/D programs ($30,259)

Curriculum

Increase the number of EAL/D parallel classes(Stages 4 & 5), supported classes (Stages 4 & 5)and intensive language acquisition classes in Stage5.

Evaluation

EAL/D survey results increased identified studentsto 1,306 (88% of total student population).

Gathering writing samples for Yrs 7 – 12 EAL/Ddata to compile student profiles.

RAP Analysis completed of HSC performance forEAL/D learners in (Stage 6).

Programming

Development of English EAL/D programs andassessments to parallel current English courses.

Development of intensive language acquisition






•Increase the identification andsupport of EAL/D students from268 (2014) to +1,000 (2017).

program for Stage 5 for students with high EAL/Dneeds.

Development of resources and assessmentsfocusing on listening.

Reporting

EAL/D scales included in newly introduced EAL/Dreports.

Professional learning

Sessions delivered on EAL/D scales; use of gradesin reporting; assessment and reporting tools;profiling and identification of EAL/D students.

SDD – Stages 4 – 6 entry testing for EAL/D newarrivals

To increase the training andregular use of R2L and ALARMstrategies by staff in their practicefrom 5% (2015) to 30% by theend of 2017.

Flexible staffing allowancesfor Instructional Leadership($50,752).

Instructional Leaders – working with faculties inCAFS, Commerce, History and Geography, Yr 9High Achievers and PDHPE to embed R2Lstrategies into programs and teaching practice.

Development of R2L Team Meetings held twice aterm.

Next Steps

From 2015 to 2017 the school literacy strategy has been focused on solidifying the effectiveness of the timetabledliteracy classes and increasing the level of EAL/D support for all identified students.

In the strategic planning cycle 2018 – 2020, the priority will focus on the range of literacies required by students tointerpret, communicate and engage with learning within the KLAs and the world around them. Initial planning includesidentifying KLA specific literacies and developing KLA specific Instructional Leaders; the continued expansion of ALARMand Reading to Learn (R2L) practices; and the deployment of a specialist numeracy teacher.



21st Century Learning

Purpose

As a Learning Community we need to be responsive to change. We need to explore 21st Century pedagogies to create21st Century learners.


In achieving these aims we have now:

*Significantly increased student access to digital learning tools and platforms including 150 desktops; 280 portabledevices (laptops, chromebooks and ipads); interactive data projectors; and coding and robotics platforms (Arduino,Sphero, Lego and Ozzobot).

* Augmented our investment and increase in digital tools and platforms with significant professional learning focused ondigital pedagogies. We have exceeded our target and have grown from a teaching staff engagement rate of 7% (2015) to100% in 2017.





•Students will have equitableaccess to digital learning tools byincreasing the number of portabledevice from 30 (2014) to 150 bythe end of 2017.

Employment of aTechnology specialist tosupport the application oftechnologies in theclassroom ($71,849)

Flexible funding spent onthe procurement ofresources including chromebooks, software licences,data projectors andperipherals ($109,690).

Flexible funding spent onthe improvement ofLearning Environments($409,736)

Pedagogy

Google Classroom continues to grow as theconsistent eLearning Platform cross KLAs

Tournament of Minds competition continues withexpansion to Yr9 High Achievers mentoring primarystudents

STEM Club continues to develop and grow

Technology

Expand Google Chromebooks – purchase ofadditional 120 Chromebooks as a result of highdemand

Continuation of communication technologies.

Learning Environments

Expansion of Learning Spaces re–designed–Meeting Room, Music Studio, continuation ofLibrary Project – Yr9 High Achievers

•Increase staff training and regularuse of digital tools in theirpractice from 7% (2015) to 50%by the end of 2017.

Professional learning fundsallocated to supporting staffdevelopment of technologybased pedagogies($35,000)

Professional Development

Expansion of PTCPlus courses for accredited hoursavailable, increased partnerships with ClickView,Google and Rocky Biasi –open to network schools.

Communique website developed for online booking,streamline of TPL process and calendar

Tech Team – re–name to 21st Century LearningTeam – to become a network of trial and showcaseof innovative learning pedagogy across the school.






•Increase staff training and regularuse of digital tools in theirpractice from 7% (2015) to 50%by the end of 2017.

• 8 staff members attend EduTech.

Next Steps

From 2015 – 2017 the school strategy regarding 21 Century learning focused on enhancing the application of digital toolsin the teaching and learning practices within the school with the aim of developing student skills, learning pathways, newpedagogy and opportunities for differentiated engagement in learning.

In the strategic planning cycle 2018 – 2020, the priority will be re–worked as Future focused Learning and extend uponthe application of digital pedagogies; providing new and supporting current digital tools and platforms. In addition therewill be a focus on assessment for learning methodologies; post school transition pathways; and pedagogy development(thinking skills, entrepreneurship and innovation).



Psychosocial

Purpose

As a Learning Communitywe need to create a caring, mindful and understanding school which nurtures and developsstudent wellbeing and potential.


In achieving these aims we have now:

*Increased student access to Wellbeing support structures that address a range of physical, psychological, academicand social needs.

* Through targeted professional learning, increased the capacity of staff to manage and be proactive in addressing theWellbeing needs of our students.





•Increase student positive senseof belonging in the annual TellThem From Me survey from5%above state norm (2015) to8% by the end of 2017.

Breakfast club feeds up to200 students per day withsome food donationscoming from local business'and Food Harvest. Staff andstudents volunteer to runthe program keeping costsextremely low ($7,000)

Fitness club runs programsin the mornings andafternoons with staffvolunteering to supportstudent involvement.Qualified coaches from thePDHPE faculty also makethemselves available tosupport and advisestudents.

Welfare support provided tohigh needs students($35,000).

Increased periodallowances (1.2FTE) provided to YearAdvisors so that they haveincreased opportunities tosupport students($121,888)

Although student participation in school activitiesfocused on, positive experience with the school,significantly increased this has not be reflected inthe TTFM data. In 2015 we were 1% above statenorm in 2017 results were 7% below state norm. The difference is because the sample size in 2015was 27% of students compared to 76% in 2017.

Increase from 8% (2015) of staffcompletion the first Mind Matterstraining module to 75% by theend of 2017.

Professional learning fundsallocated for Accidentalcounsellor training andonline Mind Matters module($15,000)

78% of staff completed Mind Matters Module 1online training.


Next Steps

From 2015 – 2017 the school strategy in Psycho–social development focused on enhancing student wellbeing anddeveloping staff understanding of strategies that could be applied to meet this end.

In the 2018– 2020 strategic planning cycle, this priority will be re–worked as Wellbeing and extend upon currentstrategies whilst building staff capacity to manage their own wellbeing and subsequently the wellbeing of others; developand nurture external links to support all school community members in the practice and promotion of wellbeingstrategies; and address wellbeing concerns for students. We believe that this holistic integrated approach will be pivotalto advancing the wellbeing of all individuals that are embraced by our school community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Staffing

Teacher release ($4,500)

Flexible funding

For student support($2,800)

• Aboriginal backgroundloading ($0.00)

Aboriginal background funding was used tosupport identified students with their Literacyskills and transition through supported workexperience programs. Staff were alsoreleased to support the development of PLPsand attendance to AECG meetings for theFairfield School Education Network.

Identified students participated in workplacement, represented the school in theSRC, performing arts and State sportingteams.

English language proficiency Staffing

4.8FTE Teachers($487,555)

Flexible funding

Teaching resources($30,250)

With 88% of over 1400 students identified asrequiring EALD support, the faculty hasincreased to 4.8 teachers and a HeadTeacher. This faculty support students indiscrete classes from Years 7 to 12 and focuson supporting the student's attainment ofEnglish language skills.

Low level adjustment for disability Staffing

1.3 Support TeacherLearning Assistance($132,046), 2.0 StudentSupport Learning Officers($111,056)

Flexible funding

Teaching resources($10,000)

• Low level adjustment fordisability ($0.00) • Socio–economicbackground ($0.00)

Disability funding was used to support theimplementation of the NCCD; the authoring ofIndividual Education Plans and supporting thefour (4) Learning Assistance classes inStages 4 and 5 by reducing their studentnumbers from thirty (30) to twenty (20). Theseprograms have been supported by 1.3 FTESTLA and 2.0 FTE SLSOs.

Socio–economic background Staffing

1.3 reduced class sizes($132,046); 4.0 Literacyteachers ($406,296); 2.0SLSO ($111,056); 1.2Welfare allowances($121,888); HT EAL/Dhigher duties ($31,513); 1.0SAO ($55,528 ); 1.0 GA($61,021 ); 1.0 Technologyteacher ($101,574);Technology SupportFacilitator ($71,849)

Flexible Funding

Teaching resources,learning spaces andprofessional learning($207,229)

Programs supported by this funding includes:

Literacy

HT EALD (Higher duties position), Literacyteachers; 4.0 Literacy teachers.

21st Century Learning

Employment of Technology teacher andTechnology support officer.

Psycho–social development

Welfare allowances provided to staff tosupport student wellbeing. Reduced classsizes and SLSO's to support studentdevelopment.

School Operations

Employment of communications officer;second General Assistant to supportmaintenance and facilities improvements;


Support for beginning teachers Staffing

Relief for teaching staffmentors and mentees($34,667)

All first and second year teachers employedat CVHS were supported by their supervisorsand the HT Teaching & Learning (Staff)working towards accreditation.

Targeted student support forrefugees and new arrivals

Flexible Funding

Students support resources($6,604)

Resources are provided to students on aneeds basis this includes uniforms,equipment, fees and excursion subsidies.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 713 712 711 758

Girls 686 726 704 728

Our student enrolment profile demonstrates a genderbalance and numerical growth that has been consistentfor the past four years. Students are largely drawn fromthe local area with a cohort of International Students.

Student attendance profile

School

Year 2014 2015 2016 2017

7 97.7 95.9 96.8 96.3

8 96.1 96.8 95 94.6

9 97.1 94.9 95.1 94.1

10 96.2 95.4 93.3 94.2

11 96.4 94.2 93.8 93.3

12 96.3 95.8 94.9 95.3

All Years 96.6 95.5 94.7 94.6

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

For 2017 student attendance at 94.6% was 5% higherthan the NSW average. Attendance monitoring iscritical at all levels of school operations asnon–attendance has a significant negative impact onstudent wellbeing and academic achievement. Whenstudents do not attend school a range of strategies areapplied including direct contact with parent/carers,monitoring by Deputy Principal's and/or members of theschool's Welfare Team; and counselling to support thestudent.

In the more sever cases of non–attendance the school

seeks and receives that support of Departmentalofficers and external agencies to assist the student andtheir family.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 1.7

Employment 1.19 1.86 6

TAFE entry 0 2.23 9

University Entry 0 0 75

Other 0 0.37 1.7

Unknown 0 0 7

Year 12 students undertaking vocational or tradetraining

Two hundred and thirty four students were enrolled inYear 12, 2017. Of which two hundred and twenty–three(223) students attempted the Higher School Certificatein 2017. Ninety (90) students representing 39% of thecohort, studied school–delivered VET courses in:Business Services, Construction, HospitalityOperations, and Retail Services. One ATSIC studentsuccessfully completed a School Based Traineeship inBusiness Services.

Forty six per cent (46%) of students studying a VETsubject gained University entry. Eleven per cent (11%)of students studying a VET subject gained entry intoTAFE or a Private Provider. Seventeen per cent (17%)of students studying a VET subject gained anApprenticeship, Traineeship or employment.

Year 12 students attaining HSC or equivalentvocational education qualification

In 2017 89%of 230 HSC graduates were eligible foruniversity entry with an ATAR. This figure has beenconsistent with an average of 90% for the past fouryears and placed this cohort in the highest 20percentile band of secondary schools in NSW.

In 2017, one HSC student appeared in the All–roundAchievers list, 4 students were listed in the TopAchievers citation for been in the top 10% of at leastone course, and 86 citations were listed where studentswere mentioned in the Distinguished Achievers list forone or more Band 6 results. The average course scorewas 76% which was 11 marks above Similar Schoolsand 4 marks above state average.

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 3

Assistant Principal(s) 0

Head Teacher(s) 16

Classroom Teacher(s) 74.8

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.3

Teacher Librarian 1.4

Teacher of ESL 4.8

School Counsellor 1

School Administration & SupportStaff

15.77

Other Positions 1.2

*Full Time Equivalent

In 2017 we recruited through the NSW Department ofEducation, Merit Selection procedures a Head TeacherVisual Arts, Ms Angela Stojanovski.

There is a current headcount of 153 staff for 143fulltime positions. Including three Deputy Principals,eighteen Head Teachers and twenty–two non–teachingsupport staff. Since 2014 we have filled thirty–twopermanent teaching positions through merit selection orcentral appointment by NSW DoE.

We currently have no employees that identify asAboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 15

Professional learning and teacher accreditation

Professional Learning is an essential aspect of CanleyVale High School’s success as it is the vehicle thatdrives all aspects of school improvement. As such wehave designed and implemented a comprehensivesuite of Professional Learning platforms that addressthe professional needs of the staff, strategic directions

of the school and most importantly the learning needsof our students. This comprehensive and integratedprogram is offered to all permanent, temporary andcasual staff and includes:

Pre–Service Teachers

As part of Canley Vale’s ongoing commitment tosupport the Teaching professional and in particular topromote the NSW Department of Education as apreferred employer we continue to support pre–serviceteachers during practicums. In 2017 we continued to bea targeted school for the Professional ExperienceProgram an initiative led by the NSW DoE. As amember of this program we have made a commitmentto continuing to support pre–service teachers from arange of NSW universities.

Induction

All staff who are new employees at CanleyVale HSand/or the NSW Department of Education, participate ina 20 week induction program consisting of oneafterschool workshop per week. This program has arange of modules from school procedures, classroomstrategies, and employer expectations, how topronounce student names or conduct a parentinterview. In 2017 eight (8) teachers were involved inour Induction program.

Mandatory Compliance

Compliance to all mandatory professional learning is acondition of continual employment with NSW DoE. Thistraining is generally completed during SchoolDevelopment Days and extended staff meetings. In2017 all staff (teaching and non–teaching) completedall mandatory compliance training.

Performance and Development Framework

In 2017 all teaching staff successfully engaged in thedesign and implementation of individual Performanceand Development Plans (PDP). The PDPs assist staffin, developing rigorous and improved planning and theimplementation of Professional Learning focused onindividual development and practice, aligning withteam, school and system priorities. Central to the PDPsare peer and/or supervisor observations and authenticdialogue about professional practice.

The implementation of PDPs at Canley Vale HighSchool continues to focus on the evaluation ofProfessional Learning delivery at the individual andteam level.

Three–hour Afterschool Workshops

To accommodate the changes affected by the PDPsstaff completed four, three–hour workshops after schoolhours in lieu of the two School Development Daysscheduled by the NSW DoE for the end of Term 4.

Two of these workshops were delivered at a Facultylevel and cover faculty priorities commonly focusedaround pedagogy, programming, assessment orreporting. Oversight of these workshops was completed


by the supervising Deputy Principal so that compliancestandards and school expectations were met. The othertwo workshops are completed by staff based onindividual choice but could only be in–house deliveredcourses. In 2017 a number of courses were designedand delivered by the Senior Executive, Executive andTeaching staff. Accredited hours courses were alsodelivered through an external professional partnershipwith the Professional Teachers Council.

Support for Graduate Teachers

All first and second year teachers employed at CVHSwere supported by their supervisors and the HTTeaching & Learning (Staff) working towardsaccreditation.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 2,400,562

Revenue 15,418,470

Appropriation 14,555,836

Sale of Goods and Services 378,754

Grants and Contributions 447,755

Gain and Loss 0

Other Revenue 0

Investment Income 36,126

Expenses -15,342,930

Recurrent Expenses -15,342,930

Employee Related -13,571,564

Operating Expenses -1,771,366

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

75,541

Balance Carried Forward 2,476,102

Starting in 2018 and continuing beyond 2020,significant building works will be carried out at CanleyVale High School. Accumulated surplus funds will bedeployed to support this initiative.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 12,273,459

Base Per Capita 216,249

Base Location 0

Other Base 12,057,210

Equity Total 2,061,387

Equity Aboriginal 7,128

Equity Socio economic 1,300,000

Equity Language 507,814

Equity Disability 246,445

Targeted Total 19,488

Other Total 190,187

Grand Total 14,544,520

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

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.

In 2017, 227 Year 9 students completed the Readingcomponent in NAPLAN with 17.2% of students attainingthe top two bands (8 & 9), this was 7.4% above SSG. InWriting 17.6% of students attained the top two bands,this was 11.6% above SSG.


Band 5 6 7 8 9 10

Percentage of students 5.3 11.0 25.6 41.0 14.5 2.6

School avg 2015-2017 4.7 17.0 29.6 31.0 14.4 3.3

Band 5 6 7 8 9 10


School avg 2015-2017 10.7 20.7 22.2 31.2 10.0 5.2

In 2017 253 Year 9 students completed the Numeracycomponent in NAPLAN with 53.9% of students attainingthe top two bands (8 & 9), this was 44.4% above SSG.

Band 5 6 7 8 9 10


School avg 2015-2017 0.8 8.5 17.0 25.2 26.5 21.9

In 2017 33.3% of 253 Year 9 students achieved the toptwo NAPLAN bands in Reading and Numeracy. Thisresult placed this cohort in the highest percentile forsecondary schools in NSW. NAPLAN achievement alsoplaced 97% of this cohort at or above the minimumstandard in Reading and Numeracy.

Value adding for Year 7 (2015) to Year 9 (2017) inNAPLAN results placed this cohort as the highest ValueAdding school in NSW, and one of eight schoolsnationally (more than 10,000 schools) to achievesignificant Value Adding over four consecutive years.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe 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).


In 2017 223 students sat for HSC exams achieving anaverage course mark of 76%, this is 11% higher thanSSG (65%) and 4% higher than the state average of72%. The proportion of HSC students within the top twoBands for 2017 was 61% which is 39.66 percentagepoints above similar schools.

Policy requirements

Aboriginal education

Aboriginal students were involved in developing theirown Personalised Learning Plans where they workedwith their parents and teachers to identify theirstrengths and areas to focus on for future learning.

Aboriginal students have accessed the full range ofopportunities that are available at Canley Vale HighSchool including representation in sport at Regionaland State levels, performing arts, the StudentRepresentative Council, Greenforce membership,volunteering , work experience and work placementprograms.

Canley Vale High School staff are also foundingmembers of a AECG for the Fairfield School EducationNetwork.

Multicultural and anti-racism education

Canley Vale High School is a very multicultural HighSchool with a school population where 96% of studentshave a Language Background Other Than English.During 2017 no cases of racist behaviour were reportedto the school ARCO.

To support Multicultural Education andcommunity relations we have employed a CommunityLiaison Officer, Ethnic Aide and CommunicationsOfficer.


2017 canley vale high school annual report€¦ · sydney university€and the mitchell institute,...

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