2019 erskine park high school annual report€¦ · mild and moderate learning disabilities,...

Erskine Park High School2019 Annual Report

8590

Printed on: 29 May, 2020 of 25 Erskine Park High School 8590 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Erskine Park 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.

School contact details

Erskine Park High SchoolSwallow DriveErskine Park, 2759www.erskinepk-h.schools.nsw.edu.auerskinepk-h.school@det.nsw.edu.au9834 3536


School background

School vision statement

Erskine Park High School is a dynamic and innovative learning community committed to personal excellence through thedelivery of high quality teaching and learning opportunities. Our dedicated staff and superior facilities provide asupportive, respectful and inspiring learning environment to support students to become engaged, creative and informedglobal citizens.

School context

Erskine Park High School is a modern, vibrant and comprehensive 7 – 12 high school with a diverse population ofapproximately 1002 students. The school has a dedicated Support Unit catering to the learning needs of students withmild and moderate learning disabilities, extensive gifted and talented programs, extra curricula activities for students andwell established Vocational Education and Training programs.

The school enjoys highly supportive and inclusive parent and community partnerships including rich and purposefulrelationships with local primary schools.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Delivering

TEACHING: Learning and development Delivering

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Delivering


Strategic Direction 1

Students are critical, creative and engaged learners who are supported towards personal excellence.

Purpose

To challenge and support students to actively engage in achieving individual potential and develop the skills to makeinformed contributions as future citizens and leaders. Teaching and learning is supported through data andresearch informed approaches that ensure the provision of responsive and equitable learning opportunities that cater forall students.

Improvement Measures

More Year 9 students achieving equal to or better than expected growth in NAPLAN reading and writing

All teachers will be provided with professional learning opportunities to share expertise and build capacity to embedliteracy strategies into daily practice and use a modelled, guided and independent approach to teaching literacy

No students achieve Band 1 and less than 5% of students achieve Band 2 in the HSC

Progress towards achieving improvement measures

Process 1: Literacy 'Teach Meets' once each term for staff share successful literacy practices and resources

Evaluation Funds Expended(Resources)

The STEM showcase did not take place and planned STEM enrichment daysdid not follow the proposed format. There were two challenge days in term 4which took place in line with the previous enrichment days (40 student 1 daywithdrawal program).

Engagement with Adam Watson and WSU maker space was also not able tobe achieved.

Staff Development day included workshops for staff to build a Literacy toolkit.

STEM Robotics equipment

Process 2: All staff engage with data to prepare individual HSC and NAPLAN analysis strategies.


Each Key Learning Area completed a detailed analysis of HSC data for eachsubject, presenting trends in student progress and identifying areas for futuredevelopment. This informed the writing of teaching and learning programsfor the following year, creating improved resources and strategies forstudents engagement.

Learning Support Team – fundedthrough Equity funding, includingadditional teaching and SLSO supportin every KLA.

Process 3: Professional Learning teams established to evaluate and improve G&T and STEM initiatives


With GAT being replaced from 2021 by the High Potential Policy, it wasdetermined that a speciality Learning Inquiry would be in progress during2020 to redefine the GAT programs and initiatives to be run in the future. Thereview raised concerns about the limited nature of GAT offerings anddetermined that growth data for the GAT students needed a closer analysis.

Evaluation of STEM programs demonstrated increased engagement in allareas of the initiative and these projects will be expanded into the followingschool year.

Professional Learning time allocatedduring staff meetings to conduct theanalysis and review.

STEM resources, including externalpartnerships with ABCN and otheragencies.

Gifted and Talented external providersimplemented programs to drive theevaluation process.



Process 4: Senior Transition team established and meets regularly to support disengaged students


Student engagement in the pursuit of post school options increaseddrastically, with all students following targeted plans for school and transition.Evaluations led to plans to expand this program through the Peppertree Hubin 2020, with a detailed operational model led by the Careers teacher.

Careers and transition team; LearningSupport Team; targeted studentgrowth data and analysis



All teachers use high quality, reflective and collaborative practices to support excellence in learning and teaching.

Purpose

To foster an innovative professional learning community driven by high expectations for student engagement, learningand success. We are committed to building self–efficacy and staff capacity at all career stages. Teaching practice isresearch informed and data driven, collaboratively designed, implemented, evidenced and evaluated to ensure thatstudents are prepared for an increasingly complex world.


All staff report a shared understanding of visible learning concepts which is observable in classrooms across theLearning Community.

All faculties produce high, quality assessment tasks.


Process 1: Implement a professional learning community (with representation from both primary and high school) tolead implementation of various projects in the areas of professional practice, curriculum, pedagogy,relationships, wellbeing and administration associated with Transition.


A team of 6 high school staff participated in lesson observation at the primaryschool. They observed a writing lesson and the way in which learningintentions and success criteria were incorporated into the lesson. Feedbackwas positive. Staff thought it was a valuable learning experience. Staff fromthe primary school observed high school Mathematics and Science lessons.Again feedback was extremely positive.

Process 2: Teachers evaluate summative assessment tasks and assessment practices.


All staff participated in professional learning in assessment and plans for2020 have been implemented to expand the assessment conversationthrough learning inquiry teams designed to target formative opportunities tocapture evidence of student growth.

5 key learning areas participated with the DP in the LDI project, designingtemplates for recording evidence of student performance and growth inlearning outcomes.

Professional Learning time allocated instaff meetings and faculty curriculumconversations.

$5000 worth of targeted funding fromLDI to support the DP to implement awhole school project exploring theimplementation of formativeassessment practices.



Teaching and learning is supported by a strategic and planned approach to student wellbeing.

Purpose

To support and assist students to fulfil their potential through evidence informed, whole school practices resulting inmeasurable improvements in wellbeing. Positive, respective relationships are evident and widespread throughout theschool community and promote optimum conditions for student learning.


Decrease in number of incidents of bullying

Sentral referrals for aggressive behaviours are reduced by 50% over three years

Improved data for boys across all areas including negative referrals, suspension, N Award, Attendance

Identified students show improvement in engagement and application to learning (CLUES)

Improved health outcomes for students involved in SALSA program


Process 1: Student voice team is established and meets regularly. Is included in decision making for studentwellbeing initiatives, including the promotion of anti–bullying strategies.


200 students from years 7 – 10 attended a rewards excursion to Jamberoo,this event celebrated the success of our students for following the schoolsbehaviour platform. SALSA program received recognition from WesternSydney University for their contributions to the program. Student voice,through the SRC have developed a strong scope and sequence to run eventsthroughout 2020.

Process 2: Implement CLUES program and rebrand the CLUES documents. Review existing wellbeing policies forprimary and high schools and identify how to build common links


TTFM survey data stated that students sense of belonging had increased by2% over 12 months, and their positive relationships had an increase of 6%.

TTFM survey data

Process 3: Implement a whole school approach to boys education targeting identified students. Boys Educationteam established and meets regularly


Boys Shed worked well with year 9 this year, with all boys who attendedincreasing their attendance at school. No significant change occurred with adecrease in negative boy referrals. Off Site location, meant that boys feltmore of a connection to the program and community junction reported thatthey were given much more positive feedback this year now it is held off site.Boys Shed will continue in 2020.

LAG meeting

Community Junction


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $41, 329.00 used tocontribute to role ofAboriginal EducationLearning and SupportTeacher.

Employment of one full time Aboriginaleducation Learning and Support teacher andone part time learning and support officer hasensured the successful implementation of allAboriginal programs, including in classsupport for students. The Welcome toCountry, delivered by an Aboriginal studenteach week, is now normal practice for theassembly. Students have been involved inAIME, yarning circles and NAIDOC galasports days. During the NAIDOC weekassembly students presented videosrepresenting the key theme for 2019.Community members were included in theassembly. Aboriginal artist, Daren Dunncontinued to work with students, exploringcultural identity through artwork. PAT andNAPLAN data informed the development ofIEPs and some students held leadershippositions with the junior AECG.

English language proficiency $41, 093.00 contributedtowards the employment ofadditional EALD teachersupport time.

The funding allowance for supportingstudents with English language proficiencywas equivalent to three teaching days perfortnight. This position was combined withequity disability funding to employ a fulltimelearning and support teacher. Students weresupported with in class tuition, IEPs andmonitoring of assessment data. Individualisedsupport was offered to all students with arefugee background, enabling some traumainformed teaching and learning practices tobe shared with classroom teachers.

Low level adjustment for disability $280, 583.00 contributedtowards the employment of1.6 FTE Learning andSupport Teachers and twoLearning and SupportOfficers

Students identified with disability aresupported through the teaching and learningcentre. All students have an IEP identifyingindividual learning support needs. They aresupported with in class tuition, small groupand individual withdrawal support, teamteaching and, additional transition programsand regular reviews of PAT and NAPLANdata

Socio–economic background $464, 569.00 contributed tothe employment ofadditional classroomteachers for Year 7; aHead Teacher Teachingand Learning; threelearning and supportofficers; additional part timelearning and supportteachers.

The combination of all Equity funding sourcesallowed for the continued operation of theTeaching and Learning Centre, with additionalsupport provided to all students resulting inimproved outcomes measured in the PATdata, NAPLAN and school based assessmentresults. Extensive support and team teachingwith the English and Mathematics facultyresulted in all students (who chose toparticipate in testing), achieve the minimumstandard for literacy and numeracy. In 2019200 students were supported through an IEPprocess, with 150 of those students includedin the Nationally Consistent Collection ofData. 50 students were identified at thesupplementary level of need and 12 at thesubstantial level. Explicit teaching wasprovided in small groups by expert teachersto the students in these categories. Advicewas provided to classroom teachers to ensurethat appropriate


Socio–economic background $464, 569.00 contributed tothe employment ofadditional classroomteachers for Year 7; aHead Teacher Teachingand Learning; threelearning and supportofficers; additional part timelearning and supportteachers.

adjustments were made to the learningsequences and activities, allowing all studentsto engage in stage appropriate outcomeattainment.

Support for beginning teachers $46, 236.00 First year beginning teachers received ateaching load reduced by 3 x 75minperiods/fortnight and second year beginningteachers received a teaching load reduced by2 x 75min periods/fortnight. These reductionsin teaching loads allowed them to engage inenhanced professional learning supported bythe HT Professional Practice. Inductionprograms were implemented for all new staff,with additional mentoring programsestablished in each faculty area for subjectspecific support.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 509 503 489 520

Girls 478 469 468 489

Student attendance profile

School

Year 2016 2017 2018 2019

7 92.2 92.4 93.1 92.8

8 91.6 90.8 90.2 91.7

9 90.2 91.8 87.9 89.9

10 88.9 89.2 87.8 86.5

11 87.2 82.7 85.1 89.1

12 90.4 89.1 89.8 86.8

All Years 90.1 89.6 89.1 89.8

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment NA NA 2

Employment 100 80 42

TAFE entry NA 11 6

University Entry NA NA 44

Other NA 9 5

Unknown NA NA 1

Year 12 students undertaking vocational or trade training

45.67% of Year 12 students at Erskine Park High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

95.9% of all Year 12 students at Erskine Park High School expected to complete Year 12 in 2019 received a HigherSchool Certificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 11

Classroom Teacher(s) 51.7

Learning and Support Teacher(s) 1.6

Teacher Librarian 1

School Counsellor 1

School Administration and Support Staff 16.77

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 936,441

Revenue 11,579,084

Appropriation 11,101,629

Sale of Goods and Services 105,285

Grants and contributions 361,459

Investment income 10,711

Expenses -11,486,750

Employee related -10,424,017

Operating expenses -1,062,733

Surplus / deficit for the year 92,335

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 923,220

Equity Total 827,574

Equity - Aboriginal 41,329

Equity - Socio-economic 464,569

Equity - Language 41,093

Equity - Disability 280,583

Base Total 8,701,069

Base - Per Capita 233,831

Base - Location 0

Base - Other 8,467,238

Other Total 493,604

Grand Total 10,945,467

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 4 5 6 7 8 9

Percentage of students 10.8 19.9 18.3 28.5 15.1 7.5

School avg 2017-2019 8.2 16.9 23.7 28.9 14.1 8.2


Band 4 5 6 7 8 9


School avg 2017-2019 3.9 14.7 30.2 32.4 13.8 5

Band 4 5 6 7 8 9


School avg 2017-2019 5 10.4 22.1 30.4 21.3 10.8


Band 4 5 6 7 8 9


School avg 2017-2019 9.3 23.4 34.2 20.6 10.2 2.2

Band 5 6 7 8 9 10


School avg 2017-2019 11 22 27.2 26.6 8.9 4.2


Band 5 6 7 8 9 10


School avg 2017-2019 7.3 23.4 31.5 23.6 10.6 3.5

Band 5 6 7 8 9 10


School avg 2017-2019 7.3 14.3 32.4 26.6 14.8 4.6


Band 5 6 7 8 9 10


School avg 2017-2019 21.3 30.8 21.7 19.2 6 1

Band 4 5 6 7 8 9


School avg 2017-2019 3 15 33.3 28.1 13.7 6.9


Band 5 6 7 8 9 10


School avg 2017-2019 1.3 22.3 36.1 26.8 9.6 4


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.


Subject School 2019 SSSG State School Average2015-2019

Ancient History 66.8 66.4 69.9 66.4

Biology 64.8 66.3 69.9 62.4

Business Studies 69.5 65.3 68.6 66.9

Chemistry 67.8 66.9 74.7 67.4

Community and Family Studies 67.2 70.6 72.2 66.9

Construction Examination 74.3 69.5 69.6 74.4

Design and Technology 73.1 70.7 74.5 72.1

Economics 68.5 67.2 75.9 68.4

English (Advanced) 75.4 76.3 80.0 75.3

English (Standard) 62.6 66.4 67.3 66.0

Food Technology 71.2 69.6 71.4 69.6

Industrial Technology 60.5 65.4 66.8 61.9

Legal Studies 73.4 67.2 70.6 69.9

Mathematics Standard 2 70.6 66.5 67.7 70.6

Modern History 55.1 65.6 70.2 62.6

Personal Development, Health andPhysical Education

66.1 68.1 70.5 66.6

Society and Culture 69.6 73.8 75.9 73.7

Visual Arts 76.6 78.5 78.8 78.1


Parent/caregiver, student, teacher satisfaction

The school utilises the Tell Them From Me survey platform to collect feedback and satisfaction data from staff andparents annually, and from students twice a year. The ongoing commitment of collecting this data has provided alongitudinal data set, where trends can be identified and monitored. Information gained from data analysis has informedthe development of the school plan for 2018 – 2020, and continues to provide feedback on the progression of the schooltowards achievement of school planning goals. In 2019, the trend data was also drawn upon to inform the school'sSchool Excellence Framework (SEF) self assessment, and subsequently in the development of evidence sets for theSEF external validation.

Evaluation of trends based on student survey feedback in 2009 show some significant improvements reflective of schoolplanning goals. Sense of belonging has improved by 2% from previous measures in October 2018, as has Interest andMotivation and effort composites. An increase of 4% in students value for school outcomes, coupled with a 6%improvement in intellectual engagement composite were also evident in the academic measures. Student relationships atschool also showed significant improvement with a 6% increase in those who identify positive relationships at school,driving the school's performance above state norms in this measure. There is still work to be done in the areas of studentoptimism and perseverance, and to re frame student expectations towards growth.

Parent feedback has shown growth in all school satisfaction measures from October 2018 – October 2020, with between0.1 and 0.6 improvements across these measures (On a 1–10 scale). There is still work to be done on improvingcommunication and the school supports learning measures, which feature heavily on the agenda for 2020.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2019 erskine park high school annual report€¦ · mild and moderate learning disabilities,...

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