2018 galston high school annual report...introduction the annual report for 2018 is provided to the...

Galston High SchoolAnnual Report

2018

8481

Printed on: 10 May, 2019 of 16 Galston High School 8481 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Galston 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.

As a targeted school to support the Premier's Priorities in Reading and Numeracy, Galston High focussed on improvingacademic achievement in these areas as measured by NAPLAN results as well as in the Higher School Certificate. Inaddition, we pursued excellence in sport and student leadership and in the creative and performing arts.

The school's motto, Achieving Excellence – Inspiring Success, continues to underpin our purpose and is explicitlyreflected in the strategic directions of our school plan. We believe in supporting all students no matter what theirbackground or ability.

Jillian Tourlas

Principal

School contact details

Galston High School403 Galston RdGalston, 2159www.galston-h.schools.nsw.edu.augalston-h.school@det.nsw.edu.au9651 2199


School background

School vision statement

At Galston High School our purpose and vision is to build a learning culture which provides best practice in qualityteaching so that students have the opportunity to achieve their personal best as they develop skills in creative and criticalthinking, communication, collaboration and resilience that will empower them to succeed in the 21st century.

Galston High School aims to continue its strong traditions in academia, the performing and creative arts, sport,agriculture and community service. We offer a broad co–curricular program while maintaining an outstanding reputationwithin the local community.

School context

Galston High School is a co–educational comprehensive 7 –12 school with an enrolment of 630 students, including 28students in the Special Education Unit, and draws students from a wide socio–economic background in a semi–ruralenvironment. The school prides itself on a tradition of academic, agricultural, sporting and cultural excellence, is held inhigh regard by the community and enjoys a cohesive and supportive relationship with its partner primary schools as partof the Galston Community of Schools.

Galston High School is a designated Bump It Up school with a continual focus on improving literacy and numeracystudent outcomes. The strategic directions of the school focus on quality teaching and learning.

The school has a good mix of early career and experienced teachers with a strong ethos of collaboration and collegialprofessional learning to engage and challenge students. Galston High School offers a broad curriculum catering for theacademic and vocational needs of students. The school offers extensive extra–curricular activities including creative andperforming arts, sport, Duke of Edinburgh and agricultural opportunities.

Galston High has outstanding student leadership and welfare programs. As a Positive Behaviour for Learners (PBL)school, our three keys (K3YS) of Respect, Responsibility and Personal Best underpin all academic, social andextra–curricular programs within the school.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Learning

The results of the self evaluation process indicated that in the SEF domain of Learning, the on balance judgement is thatGalston High School is Sustaining and Growing.

There is a demonstrated commitment within the school community that all students make learning progress. The schoolis organised so that all students have regular opportunities to meet with an identified staff member who can provideadvice, support and assistance to help students fulfil their potential. Positive, respectful relationships are evident andwidespread among students and staff and promote student wellbeing to ensure optimum conditions for student learningacross the whole school. The school's curriculum provision and evidence–based teaching practices provide a highexpectations framework, within which all students effectively develop their knowledge, understanding and skills.Teaching and learning programs describe expected student progression in knowledge, understanding and skill and theassessments that measure them.

Differentiation of curriculum delivery within classrooms happens for some students with particular identified needs.Student reports contain personalised information about individual student learning progress and achievement, andpreview plans for meeting future learning needs. the school's value–add trend is positive and at least 90% of studentsachieve at or above national minimum standards on NAPLAN reading, writing and numeracy. The school identifiesgrowth targets for individual students, using internal progress and achievement data. School data shows that studentprogress and achievement on external measures is consistent with progress and achievement on internal assessments.


Teaching

The results of the self–evaluation process indicated that in the SEF domain of Teaching, the on balance judgement isthat Galston High School is Sustaining and Growing. Teachers are skilled at explicit teaching techniques andassessing to identify students' learning needs, and use a range of explicit strategies to explain and breakdownknowledge. Teacher feedback supports improved student learning. A school–wide approach to effective and positiveclassroom management is evident. Teachers access and engage in professional learning that builds skills in theanalysis, interpretation and use of student progress and achievement data. The leadership team regularly uses studentprogress and achievement to inform key decisions such as resourcing and implementation of new programs andinitiatives. Teacher Professional Development Plans are supported by a coordinated whole school approach todeveloping professional practice, informed by research. The school monitors accreditation status of all staff andencourages the pursuit of higher levels of accreditation. Teachers are proficient in their teaching of literacy andnumeracy, meeting the needs of their students in their subject. Teachers engage in professional discussion andcollaborate to improve teaching and learning in their classes. This included negotiated observations of classroomteaching practice, with feedback, to improve professional knowledge and practice. Teachers actively evaluate, share anddiscuss learning from targeted professional development with other staff in their school to improve whole school practice.The school identifies expertise within its staff and draws on this to further its professional learning community. Areas fordevelopment in teacher expertise are identified and addressed. Teachers are supported to trial innovative orevidence–based, future–focused practices.

Leading

The results of the self–evaluation process indicated that in the SEF domain of Leading, the on balance judgement is thatGalston High School is Sustaining and Growing and moving towards Excelling. Professional learning in the schoolemphasises developing effective instructional leadership, management skills and leadership attributes to facilitate wholeschool improvement and to build a strong pipeline of leaders. The leadership team establishes a professional learningcommunity which is focussed on continuous improvement of teaching and learning. The leadership team activelysupports change that leads to improvement, creating opportunities where feedback about the impact of change can beshared and monitored. the leadership team embeds clear processes, with accompanying timelines and milestones, todirect school activity towards effective implementation of the school plan. Staff understand what they need to do to helpaddress the school plan's strategic directions and meet the school's improvement measures. The school systematicallyand regularly monitors a range of indicators to gauge the impact of its plan and to inform changes to the implementationthat support its ultimate success. The leadership team takes a creative approach in the use of the physical environmentto ensure that it optimises learning, within the constraints of the school design setting. Technology is effectively used toenhance learning and service delivery. The school collaborates with the school community where appropriate ondecisions about and access to school assets and resources, delivering benefit to both the school and the community.Longer–term financial planning is integrated with school planning and implementation processes to address schoolstrategic priorities and meet identified improvement goals. The school evaluates its administrative systems andprocesses, ensuring that they are delivering anticipated benefits to the school community, and makes changes whenrequired.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

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

The Student Learner

Purpose

Our purpose is to create a learning environment that fosters the development of 21st century capabilities by developingstudent's abilities and skills that allows them to think creatively and critically, to be innovative, collaborative andindependent, whilst utilising changing technologies to achieve their full academic potential with the ability to engageproductively in future employment and career paths.

Overall summary of progress

Whilst the trajectory towards the 11% increase in the top two bands for Reading and Numeracy in NAPLAN is positive,the impact of schools doing either the online or written NAPLAN tests have caused concern around the validity of dataand the ability to compare results with past years. Nonetheless progress is still in an upward scale and the school's focuswill continue in supporting students to move into the top two bands.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of Year 7 students willundertake specific training in theeffective use of ICT and utilisethese skills across all KLAs.

Professional learning funds. Development of teaching resources for the studentworkshops which will be conducted in term one2019.

Increase the proportion of year 7and 9 students in the top twoNAPLAN bands for Reading by11% by 2019.

Funding for additionallearning and supportteacher and SLSO support.

Funding for release ofteachers to prepare specificteaching and learningstrategies to embed intoprograms..

Percentage of students in the top two bands forreading have increased from 25%in 2015 to 32% inyear 7 2018 and from 14% in 2015 to 24% in Year9 2018.

Reading embedded into the 710 EnglishCurriculum.

Staff trained in the Literacy and Numeracyprogressions.

Increase the proportion of year 7and 9 students in the top twoNAPLAN bands for Numeracy by11% by 2019.

Funding for additionallearning and supportteacher and SLSO support.

Funding for release ofteachers to prepare specificteaching and learningstrategies to embed intoprograms.

Percentage of students in the top two bands fornumeracy have increased from 21% in 2015 to 26%in year 7 2018 and from 14% in 2015 to 21% inYear 9 2018.

Staff trained in the Literacy and Numeracyprogressions.

Next Steps

STRATEGIC DIRECTION 1 – THE STUDENT LEARNER

Delivery of Digital Readiness program to Year 7 to support uptake BYOD; Conduct Best Start Year 7 online assessmentto embed digital assessment practices; Deliver Introduction to Edrolo session for all of Year 11 and 12; Sign up Year7–10 students for subject specific online apps to support collaboration, creativity, communication, critical–thinking,improved efficiency and accuracy; Introduce Year 7 students to the sustained reading program, 30/30Reading/Wordflyers Policy and the Premiers Reading Challenge (PRC) through Library Lessons; Implement theSustained Reading and 30/30 Homework Policy (30 mins reading /night; 30 mins WordFlyers/week) Years 8–10;undertake Year 7 Best Start Reading; Systematic approach to differentiation of classwork for junior mathematicsstudents; Map numeracy progressions into mathematics programs; Inclusion of adaptive online mathematics program,Mathspace, in classroom teaching.



Teachers Leading Learning

Purpose

Our purpose is to build the ongoing professional practice of teachers resulting in improved student outcomes through theuse of purposeful pedagogy and assessment.

Ensure that students reach their personal best in a range of academic pursuits through the delivery of quality teachingthat focuses on raising expectations to maximise student achievement and engagement.

Strengthen student literacy and numeracy skills through the explicit teaching of reading and numeracy strategies acrossall key learning areas.


In terms of technology, the real impact of this work will be seen in 2019/20 with year 7 students undertaking the DigitalReadiness Program and teachers embedding ICT strategies into Teaching and Learning Programs. External and internaldata is showing improvement in writing skills of students; the High Performance High Impact Project which is focussingon developing writing scaffolds across the curriculum for stages 5 and 6 will lead to further improvement in studentwriting over time.





All teaching and learningprograms have technologyembedded as a tool/strategy forstudent learning.

Professional learning funds. 2018 was utilised for the professional learning ofstaff in the areas of blooms Taxonomy , surveyingstaff regarding their level of ICT skills and thedevelopment of a technology toolkit.Staff trained forthe Digital Readiness Program to be implementedto year 7 in 2019.STEM introduced into Year 9curriculum.

100% Embedding of LiteracyProgressions and writingscaffolds across all KLA teachingand learning programs andassessment.

Professional learning funds. Staff surveyed re their preference for thedevelopment of extended writing scaffolds.Selected executive staff trained in becomingfacilitators for writing scaffolds. Planning for HighPerformance High Impact Project to be undertakenin 2019/2020

Improved quality of writingreflecting depth, detail andsophistication evidenced by anincrease in the percentage ofstudents achieving in the top twobands in the HSC.

Professional learning funds. Galston HS once again named as one of the topperforming schools in English with 100% ofAdvanced English students gaining a Band 5 or 6compared to 63% at state level.49% of studentsscored at least one subject above 80 marks (Band5 or higher).89% of all courses had students gainresults in the top two performance bands.

Next Steps

STRATEGIC DIRECTION 2 – TEACHERS LEADING LEARNING

In–service staff on usage of Edrolo for 11–12; Faculties commence embedding SAMR and technology into programmingand assessment for 2020 across all year groups, with particular emphasis on Stage 4; Planning the implementation ofthe Writing for the HSC program by selecting appropriate strategies; Deliver professional learning workshop Writing forthe HSC – 'The Writing Process' Framework' ; Engage in professional learning that supports the development andimplementation of technology skills, development of Stage 6 writing skills and literacy and numeracy strategies; Supportall staff in upskilling in the areas of ICT and changing curriculum needs.



A Framework For Learning

Purpose

Our purpose is to cultivate a safe, vibrant learning environment that ensures all students have access and equity toeducation through a culture of high expectations that is underpinned by a framework of policies and practices thatsupports the wellbeing needs of all.


Detailed work continues on this strategic direction particularly in the areas of differentiated curriculum, student welfareand student leadership programs. The SAFE project (anti–bullying program) has been evaluated and refined to supportour students. The House Leadership program and grown in 2018 with students developing and taking on new projects.The Boys' Mentoring Program has been implemented to further build on the Boys' program from previous years.





All identified students needing adifferentiated curriculum haveIEPs implemented.

Equity Funding.

Professional LearningFunding

Identified students have either an IEP, SLP or PLP.

PBL Practices implementedacross all school environmentsand reflected in policy andcurriculum documents.

Equity Funding.


All policies updates to reflect the PBL/K3YSlanguage. Particularly evident in pastoral careprogram years 7–10.

100% of Teaching and Learningprograms are differentiated forindividual student learning needs.

Equity Funding.


NCCD training conducted for all staff and timeallocated for the differentiation of programs.

Selected staff attended NCCDD training for bestpractice.

Consistent suite of processesaligned to ensure PBL practicesare embedded in school policyand procedures .

Equity Funding.


This area continues to be developed across theschool and is evident in many areas.

Next Steps

STRATEGIC DIRECTION 2 – A FRAMEWORK FOR LEARNING

Leadership camp inclusion of student librarians – Leadership teams have activity plans for the year finalised; Pastoralcare (7–10) introduced with updated scope and sequence and registration of programs; Code of Conduct relaunch withsupporting resources for staff developed to support teaching and learning in the classroom; Finalise SAFE projectre–write for relaunch; Boys participate in program develop mentor the mentor program for boys; Audit current meritaward scheme utilising data from staff, parents and students; Planning of girls mentor programs; Full implementation ofSAFE program and ongoing PL for 2020; Revamped prefect mentoring at year meetings; Staff PL to use SLP to directteaching and learning–and LST referrals; Disability provisions to meet NCCD evidence collection;


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading ($ 8384.00) • Teacher employed oneday per week to supportATSI students with allschoolwork andassessment tasks.$10,000

• Aboriginal backgroundloading ($8 384.00)

The teacher worked with families indeveloping Personal Learning Plans for eachstudent. Strategies improved studentengagement and attendance and increasedsubmission rates for assessment tasks.

English language proficiency • English languageproficiency ($ 9323.00) • Teacher employed forone day per week tosupport EALD students withall schoolwork. • English languageproficiency ($9 323.00)

These strategies increased studentengagement and attendance and this wasdemonstrated with increased numbers ofassessment tasks completed.

Low level adjustment for disability • Low level adjustment fordisability ($ 191977.00) • Funds utilised to employ1.2 Learning and SupportTeachers (LaST) and aStudent Learning SupportOfficer (SLSO). • Low level adjustment fordisability ($191 977.00)

Students with additional learning needs weresupported in the classroom and provided withassistance in developing skills to improvetheir organisation, homework and assessmenttasks. All identified students have IndividualLearning Plans and personalised adjustmentsmade to learning experiences. Studentscompleted a higher percentage ofassessment tasks and felt supported in theclassroom leading to higher engagement inlessons.

Socio–economic background • Socio–economicbackground ($ 68550.00) • Additional teachersemployed to teach the Year10 SMARTLink class andfacilitate the operations ofthe Waddell Caféfor students transitioning tothe workforce. Funds wereused to provide uniforms,laptops, school fees,excursions and camp costs. • Socio–economicbackground ($68 550.00)

These programs resulted in improvedattendance patterns and higher levels ofengagement in the classroom. 90% ofSMARTLink students transitioned to theworkforce through apprenticeships ortraineeships and 10% transitioned to theHSC.

Support for beginning teachers • Support for beginningteachers ($ 32000.00) • Beginning Teacher Fundswere used to supportteachers in their first orsecond year of teaching asthey developed their skillsin teaching and classroommanagement. • Support for beginningteachers ($32 000.00)

Teachers participated in an early careerteacher induction program each fortnight andattended professional learning courses asthey became available. They were alsoprovided with a teacher mentor, attendedaccreditation workshops and were releasedfrom face to face teaching to allow them todevelop teaching and learning programs,write academic reports, undertake marking,and observe lessons. Reduced loads werealso provided to some teachers. This resultedin teachers feeling supported and confident inthe execution of their duties and improvedteaching practice.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 366 336 329 316

Girls 367 343 318 311

Galston High School has experienced a decline inenrolments over a number of years. This decline can bedirectly attributed to the opening of Rouse Hill HighSchool as it has become a fully functional school. Theconstruction of this school resulted in Galston HighSchool's enrolment catchment area being furtherreduced after it was reduced by the building of KellyvilleHigh and previous to that, Cherrybrook High School.The school now draws from a semi–rural environmentwhere families live on five acre blocks and there will beno growth in residential building in the near future.

Non–government high schools have begun transportingstudents from the local area in their air conditionedcoaches. This has severely impacted enrolmentnumbers.

Student attendance profile

School

Year 2015 2016 2017 2018

7 92.5 93.4 94 93

8 92.7 91.2 91.9 91.3

9 91.5 92 91.4 91.3

10 88.5 89.3 89.9 91.9

11 90.8 87.4 89.5 92.4

12 92.2 91.9 92.1 93.5

All Years 91.4 91 91.5 92.1

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

The overall attendance rate of 92.10% represents anoverall increase of 0.6% from 2017 and is well abovethe attendance rate of DoE schools across the state. Allyear groups demonstrate above average attendancerates when compared to the DoE state–wide figures.Non–attendance is dealt with in a proactive mannerwith the school working closely with those families whoare experiencing difficulties with the attendancepatterns of their children. Attendance monitoring plansare developed in consultation with families to supporttheir children with school attendance. In those caseswhere these plans are not effective the school enliststhe support of the regional Home School Liaison Officer(HSLO). In some cases Individualised Education Plans(IEP) are developed to support the child. For thosestudents experiencing severe mental health concernsthe school works with the family in accessing alternateeducation settings so that the student can access theireducation.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 1 1.5

Employment 10.2 14 48.5

TAFE entry 5 6 7

University Entry 0 0 39

Other 4.2 1.2 4

Unknown 0 3.5 0

The 2018 HSC cohort continued the trend of past yearswith fifty percent of students undertaking highereducation at either university, TAFE or private colleges.A smooth transition to the workplace is evident with anincrease in the number of students choosing universityas a post school option. Students enrolled in thefollowing university courses: Science, Nursing,Occupational Therapy, Psychology, Engineering,Business, Arts/Teaching, Applied Finance, HumanSciences, Construction Management and InformationTechnology. TAFE and private college coursesincluded: Retail, Animal Studies, Hospitality, CreativeIndustries, Business and Information TechnologyStudents entering employment chose the followingcareer paths: Building, Plumbing, Hospitality, Retail,Landscaping, Child Care, Business, Beauty Therapy,Electrical, Mechanics, Farming/Horticulture, SwimmingInstruction and Warehousing. Students who leaveschool at the end of Year 10 or throughout Year 11move into TAFE courses supported by anapprenticeship or traineeship. This is a direct result ofthe school's proactive support of students who wish totransition to employment at the completion of theirROSA. The school has a dedicated program in Year 10for these students that includes a modified academicprogram, work experience and TAFE courses.


Year 12 students undertaking vocational or tradetraining

Galston High School offers Vocational EducationTraining (VET) courses to students in the areas ofhospitality and construction. Additional VET coursesare offered through TAFE. In 2018 ten students studiedHospitality, six students studied Construction, and sixstudents studied TAFE VET courses including DesignFundamentals, Tourism, Travel and Events andBusiness Services. One student in the SpecialEducation Faculty undertook TAFE courses in Skills forWork and Vocational Pathways. No Year 12 studentsundertook a School Based Apprenticeship or Training(SBAT) course.

Year 12 students attaining HSC or equivalentvocational education qualification

Sixty six students completed the Higher SchoolCertificate or equivalent in 2018.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 9

Classroom Teacher(s) 37.3

Learning and Support Teacher(s) 1.2

Teacher Librarian 1

School Counsellor 1

School Administration and SupportStaff

13.48

Other Positions 1

*Full Time Equivalent

No staff members at the school in 2018 identified asbeing of Aboriginal or Torres Strait Islanderbackground.

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 28

Professional learning and teacher accreditation

Professional learning continued to be a significantpriority for all teachers at Galston High School in 2018.Mandatory training included emergency care, code ofconduct, anaphylaxis, CPR, corruption prevention, childprotection and health and safety.

Areas based on the school's strategic directionsincluded: • embedding TEEL, spelling and numeracy

strategies into Stage 4 teaching and learningprograms;

• engaging in the Numeracy Project; • developing skills in improving the reading

outcomes of students using the Super SixStrategy;

• facilitator training for staff in Stage 6 WritingImprovement in a High Performance, High ImpactProject

• linking teaching standards to professional learningand teaching practice;

• developing ICT skills and their link to pedagogythrough the SAMR model;

• analysis of NAPLAN Scout and BOSRAP HSCdata;

• differentiation of the curriculum and NCCD,including supporting students with additionalneeds such as ASD and mental health

• extensive programming for new syllabusesincluding Stage 6;

• developing a Performance and Development Planfor 2018 (PDP);

• evaluation practices.Staff engaged in professional dialogue andcollaboration with colleagues to develop and refineengaging and relevant programs that included newsyllabus and assessment requirements.

Five early career teachers gained accreditation in 2018and all teachers are now maintaining accreditation afterthe introduction of teacher accreditation for pre 2004teachers.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 739,789

Revenue 9,126,971

Appropriation 8,181,237

Sale of Goods and Services 25,711

Grants and Contributions 608,950

Gain and Loss 0

Other Revenue 305,350

Investment Income 5,722

Expenses -8,976,969

Recurrent Expenses -8,976,969

Employee Related -7,184,717

Operating Expenses -1,792,252

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

150,002

Balance Carried Forward 889,791

Galston High School follows rigorous financial practicesand governance structures which meet Departmentaland legislative requirements in administering fundsacross the school throughout 2018. Governanceprocesses include a financial management teamcomprising of the Principal, School AdministrativeManager (SAM) and Executive Team. The budget isprepared at the end of the school year based on therollover figure and the Planned SBAR and is closelyaligned to the school's strategic directions to ensurethat milestones are supported financially or withspecified resources. The completed budget ispresented to the P&C Association in term one forratification. The Principal and SAM monitor the budgeton a weekly basis, with an in–depth analysis takingplace each month in the areas of HR and Cost Centreexpenditure. In 2018 the Finance Team managed theschool budget within the financial parameters set withno over or underspending. The carried forward balancefor 2018 of $889,791 is a result of the school beingreimbursed through insurance funds for expenditureoutlaid over the previous year to replace items thatwere destroyed in the library fire of 2014. In 2019 aproportion of these funds will be used to air–condition

classrooms, purchase classroom furniture and outdoorcovered seating, paint classrooms, improve theaesthetics of the school buildings and paint the schoolhall.

The Principal plans and implements an annual schoolbudget that: • Plans to maximise the operation of the school

within available physical and financial resources. • Ensures appropriate application of existing

resources to identified areas of need includingschool buildings and grounds.

• Identifies and addresses occupational health andsafety issues.

• Maintains appropriate records in accordance withAudit requirements.

Throughout 2018, substantial funds were expended inequity funding. Specifically, the school supported ourstudents and their families through subsidising andproviding resources in the key areas of: AboriginalEducation, Socio Economic Disadvantage, English asAnother/Additional Language, and Disability Provisions.These funds were mapped against the School Plan andare represented in the 2018 School Plan MonitoringDocument. Governance of this expenditure included theSchool Planning Committee and P&C.

Financial summary equity funding

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

2018 Actual ($)

Base Total 6,504,846

Base Per Capita 129,190

Base Location 0

Other Base 6,375,656

Equity Total 278,235

Equity Aboriginal 8,384

Equity Socio economic 68,550

Equity Language 9,323

Equity Disability 191,977

Targeted Total 933,681

Other Total 151,205

Grand Total 7,867,967

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

96.1% of students are at or above National MinimumStandards. Value added data for Years 7 to 9 indicatesGalston High School is Sustaining and Growing.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

The percentage of Year 7 students who scored inBands 7–9 in 2018 for literacy: Reading – 60%;Grammar and Punctuation – 58%; Spelling – 60%;Writing – 40%.

The percentage of Year 9 students who scored inBands 7–10 in 2018 for literacy: Reading – 84%;Grammar and Punctuation – 77%; Spelling – 83%;Writing – 65%.


Sixty percent of Year 7 students scored in Bands7–9 in 2018 for numeracy.

Eighty two percent of Year 9 students scored inBands 7–10 in 2018 for numeracy.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.


In accordance with the Premier's Priorities:Improving Education Results, schools are required toreport their student performance for the top twoNAPLAN bands in reading and numeracy. Galston HighSchool was selected as one of 137 schools to meet thePremier's target of increasing the percentage ofstudents in the top two NAPLAN bands in Reading andNumeracy by 8% by the end of 2019. The school's planwas adjusted to reflect this requirement andprofessional learning for staff has centred around thedevelopment of literacy and numeracy strategies thatare embedded into teaching and learning programs. In2018 Galston High School recorded an averagepercentage of 26.06% of students in the top twoNAPLAN bands in Reading and Numeracy in Years 7and 9. This is an overall increase of 9.68% since 2015.

State Priorities: Better services – ImprovingAboriginal Education Outcomes for students in thetop two NAPLAN bands:

In 2018 Galston High School had Aboriginal students inYear 7 and three in Year 9. For Year 7 no studentsscored in the top two bands in NAPLAN. For Year 950% of students scored in the top two bands forNAPLAN in Spelling , Numeracy and Grammar andPunctuation.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). Value added data for Years 9 to 12 indicatesGalston High School is Sustaining and Growing.


Parent/caregiver, student, teachersatisfaction

The school utilises student exit surveys, parent–teachermeetings, Student Representative Council feedback,staff and faculty meetings, short surveys, parentworkshops/information evenings and P&C forums togain feedback on the school's performance.

Parent feedback was positive. A majority of responsesindicated that they feel welcome and comfortable toapproach staff in relation to the learning of their child,that their child is safe at school and that they wereprovided with adequate information in relation to theirchild's academic progress and performance and thatstaff are responsive to the learning needs of students.Parents are particularly pleased with the level ofcommunication from the school and appreciate theefforts being made to improve the aesthetics of theschool both inside and out.

Staff data was valuable particularly for the developmentof Performance and Development Plans for teachingstaff. Staff have enjoyed the diverse in–house trainingprovided to improve student performance in the areasof literacy, numeracy and ICT and especially the timeprovided to develop specific teaching and learningstrategies that are embedded into programs.

Staff indicated that they felt that they worked in acollaborative working environment where a positivelearning culture is evident through staff beingencouraged to develop and implement good teachingpractice and the use of data to inform teaching andlearning practice.

Overall, students indicated that they enjoyed coming toschool. Senior students appreciated the introduction ofa mentoring program that supported them in their HSCstudies. Senior students stated they had veryproductive relationships with their teachers and felt theywere supported and encouraged to achieve their best.Senior students also enjoyed the privileges of studyspaces provided to them throughout the school.

Junior students continue to need to be inspired to seethe value of their learning. Results indicated thatstudents needed to understand the relevance oflearning to enable them to be more engaged and striveto succeed. Students acknowledged that theexpectation of success is demonstrated throughacknowledgement at assemblies.

Students valued the opportunities to be involved inleadership opportunities in the school that allowed forstudent voice. They were particularly pleased with thelevel at which their requests for improved amenitieswithin the school had been acted upon.

Policy requirements

Aboriginal education

Two percent of Galston High School students identifyas Aboriginal or Torres Strait Islander backgrounds.The school works with the students and their families indeveloping Personal Learning Plans in conjunction withthe school's Aboriginal Support Officer. The schoolcontinues to implement the Aboriginal Education Policyinto teaching and learning programs across thecurriculum.

Multicultural and anti-racism education

Harmony Day is a highlight of the school calendar andis conducted by the Student Representative Council.Key note speakers present to the school assembly andengage students in what it means to be Australian withan ethnic background.

Pastoral Care lessons continue this understanding andemphasises the need for respect and tolerance of allpeople. Multicultural education perspectives areembedded into teaching and learning programs acrossall Key Learning Areas with an emphasis on tolerancebetween races and ethnic groups.

The school's core values of respect, responsibility andpersonal best underpin all programs within the schooland supports the concept of multicultural education.

The school has a trained anti–racism officer who workswith any student or groups who are experiencingdifficulties in this area.


2018 galston high school annual report...introduction the annual report for 2018 is provided to the...

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