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Seven Hills High School Annual Report

8231

2015

Introduction

The Annual Report for 2015 is provided to the community of Seven Hills High School as an account of the school’s operations and achievements throughout the year.

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

Greg Johnstone

Principal

School contact details:

Seven Hills High School

Johnson Ave

Seven Hills, NSW 2147

Web: http:/www.sevenhills-h.school.nsw.edu.au

Email: [email protected]

Ph: 02 9624 3329

Message from the Principal

2015 saw the school initiate a number of community partnerships designed to enhance student learning and to provide opportunities for self-improvement. The Sprouting Good Roof Top Farming Company’s partnership with the Science faculty enhanced the delivery of Science. As a result of our partnership with I-Manifest, a number of students were selected to participate in their Fashion Week, MTV and Vivid programs. The Australian Business Community Network (ABCN) invited Year 10 students to attend the Interview 2 Impress workshop and the first group of students participated in The Helmsman Project, a program dedicated to building the life effectiveness skills of young people through the delivery of a coaching program integrated with adventure educational experiences. In addition to these new partnerships, the school’s longstanding involvement with Western Sydney University (WSU) continued with Year 9 and 10 students participating in the Fast Forward program and a number of Year 8 students participating in the Gifted and Talented Science Day.

Two of the focus areas for the allocation of school resources were improvements to the quality of the student learning environment and the continued updating of technology within classrooms. As a result, an agricultural plot was established, all classrooms and the library were revitalised, a student works display area and a green screen studio were created in the library and new computers were purchased for use by students.

Stage 5 Record of Student Achievement (RoSA) results reflected an increased percentage of students achieving Band A in English and Bands A and B in Science compared to the 2014 results. In both subjects there was an overall increase in the percentage of students achieving in the top three bands. In NAPLAN, performance data for Year 9 students indicated an upward trend in the areas of Reading, Spelling, Grammar and Punctuation and Numeracy compared to the results for 2014.

Student leadership teams were highly visible within the school, with the Student Representative Council conducting a number of fundraising and student engagement activities throughout the year. The Seven Hills High School Sports Council contributed to the organisation and management of sports carnivals and supported local primary schools through their refereeing of weekly sport competitions. Peer Leaders displayed their leadership skills during their participation in the Year 7 Camp and the ‘Smooth Walking’ transition program. The school also actively sought external opportunities to develop the skills of our young leaders through participation in activities such as the ‘Future Leaders’ program at the Sydney Academy of Sport and the Premiers Sporting Challenge’s ‘Leading with Action’ and ‘Leading through Change’ programs.

Students participated in a number of extra-curricular and sporting competitions. Debating teams participated in the Blacktown History Debating Competition, Western Sydney Years 7 and 8 Debating Competition and the Premier’s Debating Challenge where they reached the third round of the competition. In the area of sport a number of students achieved individual success and the Intermediate Rugby League Team won the ‘Hills Cup’.

The Seven Hills High School annual Creative and Performing Arts Showcase provided students with the opportunity to display their skills in a range of Key Learning Areas. This event was an outstanding success both in terms of the quality of students’ products and performances and the number of community members, including local primary school students, who attended the event.

The P&C continued to strongly support the school by conducting fundraising activities and serving on merit selection panels. I thank the P & C committee and its president, Lisa Whiteland, for their efforts throughout the year.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Greg Johnstone

Principal

School background

School vision statement

To provide a quality learning environment where the school community supports all students becoming successful, engaged learners and responsible citizens through:

The delivery of a relevant and challenging curriculum.

The provision of extra-curricular activities which promote talent, collaboration and a sense of community.

Quality teaching and learning based on current research and practices that respond to the goals for student learning.

Students having the knowledge, skills and understanding to benefit themselves, each other and the environment.

Students being creative and critical thinkers with the skills to maximise their learning.

Parents and community members being informed and involved, responsive and supportive.

School context

Seven Hills High School, a member of the Nirimba Collegiate of schools, provides quality education for students in Years 7 to 10. As part of the Nirimba Collegiate Group, students who successfully complete Year 10 gain automatic entry into Wyndham College.

The school draws students from a diverse range of socio-economic backgrounds. The school population of 349 students includes 6% Aboriginal and Torres Strait Islander students and 19% students from a Language background other than English. Students with mild intellectual disabilities are catered for within the school’s Support Unit.

The school places emphasis on literacy, numeracy and the practical application of technology across a broad curriculum offering. A range of programs cater for the full spectrum of student academic abilities. In Years 7 and 8, the school offers a ‘Self-Select’ class for highly focused and dedicated learners. Year 9 and 10 elective courses accommodate a range of academic and vocational interests.

Seven Hills High School is a Positive Behaviour for Learning (PBL) school where students are supported in their education with a behavioural education and reinforcement programs designed to realise improvements in student learning outcomes. Student endeavour, social responsibility and mutual respect are actively

encouraged through a well-structured merit scheme and special events such as Multicultural Days, NAIDOC celebrations, Recognition Breakfasts and Reward Excursions as well as participation in community initiatives and the partnering of educational programs with local primary schools.

Students are able to enhance their leadership skills by participating in the Peer Support Program, the Student Representative and Sports Councils and through the ‘Fast Forward’ program in partnership with WSU.

Students are also provided with extended opportunities to display their talents through participation in extra-curricular activities such as ‘Streamwatch’, Theatre Sports, Combined High Schools, regional and zone sporting competitions, debating, school Creative and Performing Arts events.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

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

This year, our school undertook self-assessment using the elements of the School Excellence Framework. The results of this self-assessment are summarised below.

Learning Domain

Learning Culture

Policies are well-developed and clearly communicated through a variety of mediums. Commitment to improving learning outcomes was demonstrated by consistent attendance at all Literacy and Numeracy focused Teacher Professional Learning (TPL) sessions, where teachers developed their understanding of grammar and punctuation in literacy and mathematical fundamentals for numeracy. Every staff member developed a focused lesson for delivery in their Key Learning Area (KLA) which was evaluated and shared across KLAs. Literacy and Numeracy has become an embedded practice for all staff with inclusion of these elements in all year groups beginning with Year 7.

Wellbeing

The entire staff implemented PBL behaviour structures based on faculty specific standards developed with a focus on the universal school values of Respect, Organisation, Application and Determination (ROAD). PBL structures recognising both achievement and participation were reinforced through reward days, ROAD Tracking of Application (RTA) reports, recognition assemblies and acknowledgement of the need for extra support through Tier 2 structures and the development of a Tier 3 model. All staff are updated with the necessary professional development to ensure student wellbeing needs are continually met. Students were provided with opportunities to engage in a range of experiences that built on personal strengths. These included Showcase, Quiditch World Cup and mentoring programs such as the Books and Breakfast Club and Peer Support. Student leadership opportunities included the Student Representative Council (SRC) and Sports Council, the refereeing of public school sport and Vardys Road Public School Peer Tutoring programs. Students were also exposed to a range of future pathways such as linkages to universities, TAFE taster courses and industry specific training such as White Card certification.

Curriculum and Learning

Seven Hills High School’s strong linkages within the Nirimba Collegiate and high schools in the Nirimba Learning Community, was reflected through collaborative initiatives such as the combined writing and marking of cross-collegiate examinations, and the development of faculty programs for the Australian curriculum. By ensuring standards were met and delivery of future content adjusted, common understanding of expectations were achieved. The school sourced outside agencies such as ‘Elevate’, ‘Sprouting Good’, ‘The Helmsman Project’ and

work experience contacts, to ensure successful transitions for students to further studies and future pathways. Close relationships with parents and care-givers ensured that members of the school community played an integral role in the development of their students. Such experiences and relationships ensured strong support structures for students were in place when determining future pathways for the different stages of their learning journey. All stakeholders were better prepared to make informed choices for elective subjects in Years 9 and 10, as well as subject selection for Years 11 and 12.

Assessment and Reporting

A major priority within the school was to evaluate and refine report outcomes so that they reflected the requirements of the National Curriculum for both Life Skills and mainstream courses. All faculties in the school implemented a reflection tool that evaluated assessment. This led to a clarity of outcomes, the appraisal of content delivery and a greater focus applied to the refinement of standards for each year group, within and across faculties. Furthermore, Curriculum Based Assessment (CBA), as well as NAPLAN data, was used as a foundation for planning and development. Students undertook a reflection on their performance each semester to develop a self-directed approach to their learning and utilised school resources to meet identified goals. Parents were an integral part of the planning process and were kept informed through semester reports, parent-teacher interviews, after-school workshops, P&C Meetings and publications such as student handbooks.

Student Performance Measures

Year 9 NAPLAN data indicated a substantial growth in the area of grammar and punctuation in 2015 with the value added result being above state average for Year 9 students. A targeted and systematic approach to teacher professional learning along with the creation of resources in this area, led to a strong foundation in the teaching of literacy. Staff were engaged in professional learning on how to analyse, interpret and implement SMART data within their planning. By utilising a school-based NAPLAN planning tool to interpret areas of development within classes, improvements in student growth were achieved along with the embedding of literacy concepts into all course content.

Teaching Domain

Effective classroom practice

Teaching and learning programs as well as elements of student assessment were regularly reviewed and evaluated. Formal and informal faculty meetings, program registration, unit evaluations and student feedback methods were used in this process. Faculties identified further teaching strategies that addressed areas of concern such as questioning techniques, formation of assessment rubrics and standards of achievement. All staff ensured their classrooms reflected the ROAD values through the implementation of structured processes and routines. Regular re-enforcement of these values guaranteed consistency of approach and procedures across all staff and learning environments.

Data skills and use

Staff were provided with a variety of data and information regarding the abilities and interests of students. This data included NAPLAN, CBA and a faculty assessment evaluation tool. Student information, including Individual Education Plans (IEPs), Personalised Learning Plans (PLPs) and Year 7 profiles were used, in conjunction with data, to support content delivery and initiatives that improved student engagement and performance. A professional learning focus was to work collaboratively to analyse and interpret NAPLAN data in order to create a coordinated approach to address gaps in learning. Student data was regularly reviewed by the Learning and Support Team to make informed decisions and monitor the progress and effectiveness of strategies and programs.

Collaborative practice

Regular conferences with the Senior Executive supported Head Teachers in ensuring the alignment of faculty initiatives with the school’s vision. A strong focus of the school was to build on the strengths of individual staff through the formation of teams that focused on improving lesson delivery in the classroom. These included the

Differentiation, Literacy, Numeracy and School Directions teams. Each team developed an implementation plan and provided coaching and mentoring across the school. The ‘Beginning and Early Career Teachers Mentoring Program’ was implemented to facilitate a supportive environment with regular reflection of practice. A key aspect of the program was peer observation and feedback from both within the faculty and experienced coaches.

Learning and development

Professional learning was strategic and reflected school targets. Key personnel and staff attended workshops and in-service courses to extend their skills and understanding in a broad range of areas including teaching methodology, curriculum content, Aboriginal education, differentiation, literacy and numeracy. Staff who attended these learning experiences actively shared their knowledge in various school forums. Staff were mentored and guided through the creation of their Performance and Development Plan (PDP) ensuring alignment with school targets and professional growth. A vital component of the school professional learning plan was the continued refinement of literacy and numeracy strategies within teaching practice, resource development and assessment. Strengthening the understanding of fundamental concepts in literacy and numeracy led to the contextualised refinement of programs and assessment.

Professional standards

Seven Hills High School is committed to achieving excellence and implementing all curriculum requirements through a strong culture of professional development. A large majority of staff volunteered to attend after school workshops addressing teaching standards to continuously improve and maintain their teaching practice and to develop their careers. Staff PDPs were created in consultation with the executive team. PDPs identified areas of individual growth within the framework of the school plan and ‘Australian Professional Standards for Teachers’. The School Excellence Team was formed with the inclusion of staff from all Key Learning Areas as well as support and administration staff. This broad staff representation outlined the direction of the school, established goals and defined processes reflecting professional standards in teaching. In order to provide an enriched, positive and engaged community, staff extended the boundaries of experiences offered to students through the introduction of a significant number of programs. These included public speaking, debating and sporting competitions, band, dance, leadership, student mentoring, cultural recognition and celebration and student wellbeing programs.

Leading Domain

Leadership

Extended opportunities for parent engagement with the school were provided through the literacy and numeracy parent workshops, as well as forums and surveys such as the ‘Tell Them from Me’ survey. The parent community endorsed the strategic directions of the school, in particular, the goal of accessing greater community support and utilising partnerships that build on individual strengths that encourage personal and leadership growth for students. Professional development in the area of leadership focused on building and utilising individual staff strengths. Increased staff leadership capacity was achieved through teacher mentoring, attendance at executive conferences and leadership professional development workshops. The inclusion of teaching staff in the leading of teams and programs has led to the extension of the school executive team into a school leadership team.

School planning, implementation and reporting

Staff and community representatives were involved in the development of the school’s vision and purpose statements. The responsive three year plan (2015-2017) identified three strategic directions and targeted milestones through the allocation of resources, staffing and professional learning to achieve annual goals. The school recognised and rewarded success and achievement in learning, citizenship and leadership and celebrated its diverse community. This was accomplished through assemblies, reward excursions, school community events and celebration ceremonies.

School resources

Seven Hills High School employed skilled staff to lead the implementation of classroom differentiation and whole school literacy and numeracy initiatives. Additional staff were employed to expand the curriculum offered at the school and meet the learning needs of student groups such as Aboriginal and Torres Strait Island students and those with English as a Second Language or Dialect. Learning spaces were enhanced to cater for a range of learning styles and teaching and learning needs. The access to technology increased across the school through the purchase of additional computers, interactive whiteboards and specialist KLA resources. Financial management practices ensured that the school was able to prioritise resources for purchase and maximise their impact on teaching and learning.

Management practices and processes

Students were given the opportunity to provide feedback on school practices and procedures through an established Student Representative Council, peer support activities, in-class and ‘Tell Them from Me’ surveys. The Parents and Citizens Association meetings, parent interviews and the ‘Tell Them from Me’ surveys provided avenues for the community to contribute feedback on school administration. The school continually sought different strategies and mediums to contact, engage and inform the community. The school provided services such as the monthly newsletter, SMS and SkoolBag App notifications, automated signage and the school website in conjunction with electronic, written and verbal communication.

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

Strategic Direction 1

Successful 21st Century learners, leaders and citizens

Purpose

To provide a learning environment where students strive for excellence and become successful 21st century learners, develop positive visions for their future and actively contribute to creating a cohesive and inclusive society.

Overall summary of progress

Seven Hills High School is committed to building on the strengths of staff and students. The focus was to embed literacy and numeracy strategies into teaching practices and promote student responsibility for their own actions and engagement in their learning.

In the key areas of literacy and numeracy, staff engaged in a comprehensive professional development program including the evaluation of current practices, refinement of delivery techniques and the creation of resources. All faculties successfully incorporated refined literacy and numeracy strategies into Year 7 teaching and learning programs, tiered assessment tasks and reporting.

Student wellbeing processes were extended to incorporate all tiers of the Positive Behaviour for Learning model. This was supported by staff development in fostering positive relationships with students through goal setting and self-direction in learning. Improvements in the physical learning environment of the school, including technology, promoted increased student engagement and pride.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year Funds expended

Annual average growth for all Year 9 students is at or above the state average in all aspects of NAPLAN.

Literacy and Numeracy Coordinator positions were created to provide staff with strategic professional learning to enhance the incorporation of literacy and numeracy in teaching and learning programs.

All staff developed focus lessons in literacy and numeracy which were evaluated and shared across KLAs.

Literacy Continuum and Numeracy Framework strategies were identified and embedded into Year 7 teaching and learning programs.

$11 500

‘Tell Them from Me’ and other surveys as well as welfare data indicate high levels of student engagement with learning and school life.

Student “Tell Them from Me” survey responses were above state norms in the areas of; student engagement, interest and motivation and the provision of a positive learning environment.

Improvements were made in the physical learning environment including the ongoing integration of technology to support innovative practices.

Establishment of a system of data thresholds and categories for referral processes leading to the

$127 950

implementation of tier 2 and 3 behaviour support structures.

Staff participated in training that refined their skills in conducting student interviews fostering positive student interactions and outcomes.

Next steps

Following evaluation of the 2015 milestones, Seven Hills High School successfully met the identified goals.

2016 milestone adjustments include:

The ‘Books and Breakfast’ club will no longer operate following evaluation of student participation in 2015.

Future directions for 2016 include:

Extend the integration of the developed literacy and numeracy practices into Years 8, 9 and 10.

A continuation of staff development in nurturing positive interactions with students.

The introduction of a whole school inclusivity program.


Successful, highly skilled and innovative educators

Purpose

To create a workplace where highly skilled, innovative educators work in partnership to lead and achieve excellence in teaching and learning.


Seven Hills High School structured explicit workshops on the development of PDPs. Staff created PDPs and reviewed these in stages with their supervisor so that a clear understanding of the process was established.

Professional development on differentiation and ‘8 Ways’ was embraced by staff in 2015. There was a commitment to extend personal learning and to incorporate strategies into lessons and programs. A strong desire for more faculty time to work on program development was communicated.

Teaching of Numeracy in the Curriculum (TONIC) lesson observations occurred in Term 4 with a core group of teachers piloting the initiative. Staff were provided with support by the Numeracy Coordinator in the creation of a numeracy activity, which was then delivered, observed and evaluated. The process and the individual support provided was found to be extremely valuable by the participants.

Literacy and Numeracy returned to faculty based development. The mentors in conjunction with Key Learning Area Head Teachers, revised reporting outcomes and existing assessment tasks for the 2016 Year 7 cohort. Planning sessions occurred during school development days so that all faculty members worked collaboratively on tasks.




All staff utilise performance development plans to support school strategic directions and personal professional growth.

Staff participated in workshops on the development of PDPs.

Establishment of protocols for the development and implementation of PDPs.

Establishment and delivery of a leadership program to build upon executive leadership capacity.

$4 000

All Key Learning Programs explicitly identify teaching, learning and assessment strategies in 8 ways, literacy, numeracy and 21st Century capabilities

8-Ways and Differentiation teams were formed and provided professional learning for staff.

Staff participated in the Teaching of Numeracy in the Curriculum (TONIC) program.

Literacy and Numeracy Coordinators collaborated with Head teachers in the mapping of the Literacy Continuum and Numeracy Framework within teaching programs.

$7 400

Next steps



The use of IRIS lesson observation technology to continue as part of the TONIC program.


Differentiation and ‘8-Ways’ staff professional development to be delivered at staff meetings.

Extension of TONIC beyond the pilot program.

Further development of literacy and numeracy outcomes, assessment tasks and learning activities

on a faculty and individual level to occur for Years 8, 9 and 10.


Informed parents and enriched, positive and engaged school-community partnerships.

Purpose

To enrich student learning and wellbeing through partnerships with the community which enhance management and pedagogical practices, extend the boundaries of experiences offered to our students and promote positive student outcomes.


2015 saw the introduction of the Science and Technology Education Leveraging Relevance (STELR) and ‘Sprouting Good’ programs. These initiatives engaged students in ‘Science, Technology, Engineering and Mathematics’ (STEM) projects exploring global warming, renewable energy and sustainable farming, through a series of hands-on, enquiry-based activities. The activities were trialled in Science classes before being committed to a mandatory sequence and timeframe. Although no formal evaluation practices were put in place, ongoing dialogue between staff ensured a collegial approach was adopted including the creation and sharing of differentiated resources as well as problem solving support.

Seven Hills High School created alternative learning pathways and provided opportunities for students to engage in real world experiences through the’ I-Manifest’ and ‘Helmsman’ projects.

The Nirimba Collegiate continued to strengthen its linkages between the campuses by collaboratively developing, marking and reporting on assessment tasks.

Numeracy and literacy workshops for the community were held twice a term, based on the focus areas. A small number of parents regularly attended these workshops. Survey results indicated that the workshops were worthwhile, informative and valuable and increased the understanding and confidence levels of parents in literacy and numeracy.




The creation of an effective system to plan opportunities for students to experience aspirational pathways for their future.

‘Science and Technology Education Leveraging Relevance’ (STELR) activities were trialed across all groups.

Students participated in community partnerships including ‘I-Manifest’ and ‘Helmsman’ Projects.

Nirimba Collegiate relationships were strengthened through collaborative enterprises.

$3 100

Increased parent / carer engagement in school / community programs, events and initiatives.

A structure for literacy and numeracy parent workshops was developed.

The delivery of literacy and numeracy parent workshops occurred twice per school term.

NIL

Next steps



Evaluation of ‘STELR’ and ‘Sprouting Good’ programs to identify future program needs.

Parent literacy and numeracy workshops will no longer operate due to the change in strategic directions for this area.


Implementation of ‘STELR’ and ‘Sprouting Good’ into Science teaching and learning programs.

Investigation of further community partnerships.

Head Teachers present at P&C Meetings in place of literacy and numeracy workshops.

Implementation of ‘Pathways to Dreaming’ and ‘Young Mob’ cultural identity programs that

promote goal setting and future learning pathways.

Develop a strategy for more effective communication between the school, parents / carers and

community members.

Next Steps

Key initiatives and other school focus areas

In 2015, key initiatives at Seven Hills High School focused on refining staff professional development practices that promoted collaboration and reflection to enhance student learning outcomes in literacy, numeracy and differentiation.

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

See Strategic Direction 2

The program coordinator worked with students and their families to develop appropriate goals for PLPs. Students participated in cultural workshops as well as leadership and mentoring programs.

$13 460

English language proficiency funding

Students were assessed on their needs. Students identified as emerging in the EALD progression were provided with individual, explicit and structured assistance in the classroom. The EALD teacher worked through the ‘MultiLit’ program with students that required significant support to access the language used in the curriculum.

$11 300

Targeted students support for refugees and new arrivals

Explicit and structured assistance was provided in the classroom. Work and assessment tasks were modified where necessary.

$5 600

Socio-economic funding

See Strategic Directions 1, 2 and 3

Improved student access to classroom and library resources that supported faculty and literacy and numeracy initiatives.

$210 060

Low level adjustment for disability funding

Students below national and school benchmarks were identified. Groups were created according to levels of support required. Students participated in withdrawal programs that built skills in literacy and numeracy. The staff attached to the program provided assistance with student understanding of course work and the completion of assessment tasks.

$28 600

Support for beginning teachers

Beginning teachers were supported through a mentoring program supervised by their Head Teacher. The program included teaching release time for beginning teachers to participate in classroom observations with experienced staff as well as conduct reflective reviews of their practices. Professional learning included classroom and behaviour management, as well as content specific courses.

$18 500

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Gender 2009 2010 2011 2012 2013 2014 2015

Male 229 222 229 201 211 209 187

Female 216 195 183 172 168 171 162

In 2015, 349 students were enrolled at Seven Hills High School. 23 students identified as being Aboriginal or Torres Strait Islander (ATSI). 19% of students were from a Language Background Other Than English (LBOTE).

Student attendance profile

Sch

oo

l

Year 2009 2010 2011 2012 2013 2014 2015

7 92.3 90.0 95.1 87.9 90.6 89.3 93.9

8 89.6 89.1 88.0 88.9 89.8 89.2 91.8

9 89.6 84.7 90.9 82.5 89.6 86.0 92.0

10 90.9 84.5 83.9 83.3 85.2 89.4 91.6

11 0.0 0.0 0.0 0.0 na na na

12 0.0 0.0 0.0 0.0 na na na

Total 90.6 86.8 89.3 85.6 88.9 88.6 92.2

Stat

e D

oE

7 92.3 92.6 92.5 92.4 93.2 93.3 92.7

8 90.0 90.5 90.1 90.1 90.9 91.1 90.6

9 88.8 89.1 88.8 88.7 89.4 89.7 89.3

10 88.7 88.3 87.1 87.0 87.7 88.1 87.7

11 89.4 89.1 87.6 87.6 88.3 88.8 88.2

12 89.4 89.8 89.2 89.3 90.1 90.3 89.9

Total 89.7 89.9 89.2 89.1 89.9 90.2 89.7

The overall student attendance rate of 92.2% was above the State DoE rate (89.7%).

Parents of students with unexplained absences were informed using an SMS message system. Student non-attendance was monitored by classroom teachers, administration personnel, Head Teachers and, if required, the Head Teacher Welfare and Deputy Principals.

Students with absences were required to bring a medical certificate or an explanation of absence from their parents.

The Year Advisers, Head Teacher Welfare and Deputy Principals contacted parents by phone when there was cause for concern and attendance was tracked electronically using Sentral, an online student database.

The Home School Liaison Officer supported the work of the school in improving school attendance.

Post-school destinations

Seven Hills High School provides various pathways for students. Senior High School studies at Wyndham College allows students to diversify patterns of study including completing traditional HSC credentials or the inclusion of a school based apprenticeship or traineeship in their qualifications. We encourage all Year 10 students to actively seek the best pathway for their future.

There were 105 students who completed Year 10 in 2015. Of these:

90.5% (95) continued to Year 11 at Wyndham College to study for the Higher School Certificate;

5% (5) continued to Year 11 at another high school to study for the Higher School Certificate;

1.5% (2) commenced a course at TAFE and

3% (3) are in an apprenticeship or entered the world of work.

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

Year 10

%

seeking employment 0

employment 3

TAFE entry 1.5

university entry -

Other (Year 11) 95.5

unknown -

0

200

400

600

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 7

Classroom Teacher(s) 20.534

Learning and Support Teacher(s) 2.4

Teacher Librarian 1

School Counsellor 1

School Administrative & Support Staff 9.582

Other 2

Total 45.516

Two staff members identified as being of Aboriginal background.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 87

Postgraduate degree 13

Professional learning and teacher accreditation

Professional Learning has continued to support staff in achieving targets in the School Plan in the context of Regional, State and DoE priority areas. In 2015, the school’s professional learning plan focused on literacy, numeracy, quality teaching, curriculum development and program differentiation.

In 2015, there were 109 Professional Learning applications and funds were utilised across faculties as detailed in the graph which follows.

The distribution of funds allowed staff to attend meetings, workshops and conferences specifically aimed at developing aspects of their knowledge, expertise and teaching skills. In 2015 professional learning expenditure totalled $22978 with the average professional learning expenditure per staff member being $950.

BOSTES Accreditation In 2015, Seven Hills High School supported the BOSTES accreditation process for beginning teachers to both permanent full time and permanent temporary staff. The number of permanent beginning staff working towards BOSTES accreditation was three. ‘Great Teaching, Inspired Learning’ funding was used for beginning teacher release time to participate in the school’s beginning teacher mentoring program assisted by the supervising head teacher. This included classroom observations of experienced staff and instructional leaders in literacy, numeracy and ICT. In addition, beginning teachers participated in numerous professional learning courses conducted by NSW DoE, NSW Teachers’ Federation and other education groups. These included courses in behaviour and classroom management, content courses specific to the relevant KLA, embedding literacy and numeracy into teaching and learning as well as courses in accreditation requirements. In addition, beginning teachers completed non registered hours through professional learning conducted within school in mandatory requirements including E-Emergency, Anaphylaxis training and Disability Standards for Education. The number of permanent New Scheme staff members maintaining their accreditation at professional competence was eight. There were no staff working towards Highly Accomplished or Lead accreditation.

Technology8%

Literacy and Numeracy34%

Quality Teaching

21%

Syllabus Development

14%Careers Development

1%

Student Welfare and

Equity

22%

Financial information

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement was tabled at the annual general meeting of the parents and citizens association. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 405100.77

Global funds 321763.92

Tied funds 515587.10

School & community sources 132475.09

Interest 9463.73

Trust receipts 29752.34

Canteen 0.00

Total income 1414142.95

Expenditure

Teaching & learning

Key learning areas 50356.71

Excursions 62853.97

Extracurricular dissections 12,555.17

Library 2,401.16

Training & development 777.25

Tied funds 506226.30

Casual relief teachers 136409.05

Administration & office 86024.00

School-operated canteen 0.00

Utilities 78920.42

Maintenance 73470.38

Trust accounts 27857.81

Capital programs 15000.00

Total expenditure 1052852.22

Balance carried forward 361290.73

School performance

NAPLAN

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

NAPLAN Year 7 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

0

10

20

30

40

50

60

4 5 6 7 8 9

Pe

rce

nta

ge o

f st

ud

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Bands

Percentage in bands:Year 7 Reading

Percentage in Bands

School Average 2010-2015

0

10

20

30

4 5 6 7 8 9

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands:Year 7 Spelling

Percentage in Bands


0

10

20

30

40

50

4 5 6 7 8 9

Pe

rce

nta

ge o

f st

ud

en

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Bands

Percentage in bands:Year 7 Writing

Percentage in Bands


NAPLAN Year 7 - Numeracy

NAPLAN Year 9 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

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Percentage in bands:Year 7 Grammar & Punctuation

Percentage in Bands


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Percentage in bands:Year 7 Numeracy

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Percentage in bands:Year 9 Reading

Percentage in Bands


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Percentage in bands:Year 9 Spelling

Percentage in Bands


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Percentage in bands:Year 9 Writing

Percentage in Bands


NAPLAN Year 9 - Numeracy

Stage 5 Record of School Achievement (RoSA)

Stage 5 Record of Student Achievement (RoSA) results in the mandatory courses studied in Year 10 reflected an increased percentage of students achieving Band A in English and Bands A and B in Science compared to the 2014 results. In both subjects there was an overall increase in the percentage of students achieving in the top three bands.

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Percentage in bands:Year 9 Numeracy

Percentage in Bands


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English

Mathematics

Science

Australia Geography/History

PDHPE

Mandatory Course

A B C D E N-Determined

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Food Technology

Information & Software…

Dance

Music

Photographic & Digital…

Visual Arts

Physical Activity & Sports…

200Hr Elective Courses


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Industrial Technology(Timber)

Music

Photographic & DigitalMedia

Visual Arts

Physical Activity & SportsStudies

100Hr Elective Courses


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Percentage in bands:Year 9 Grammar & Punctuation

Percentage in Bands


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

Parent opinion of the school was provided through their completion of the ‘The Partners in Learning’ Parent Survey. A high degree of satisfaction was expressed with the manner in which they were welcomed to the school and their opportunity to discuss, with staff, issues relating to their child. Parents indicated that academic reports were easy to understand and that staff showed an active interest in their child’s learning. Parents also indicated that staff supported positive behavior in the school by clearly articulating school expectations and devoting their time to extra-curricular activities.

Staff participated in the ‘Tell Them from Me’ teacher survey ‘Focus on Learning’. High levels of satisfaction were expressed with the manner in which they were able work with school leaders to create a safe and orderly school environment and the ability to discuss student learning needs and engagement strategies with other staff to improve student learning outcomes.

Students completed the ‘Tell them from Me’ survey on Student Outcomes and School Climate. The results of the survey were extremely positive overall, with responses above state norms in the areas of; the effectiveness of learning time, student engagement in their learning, the quality of classroom instruction, the provision of a positive learning climate, staff expectations for student success and the positive nature of their relationships with staff.

Policy requirements

Aboriginal education

In 2015 Seven Hills High School continued its commitment to promoting Aboriginal and Torres Strait Islander (ATSI) initiatives throughout the school.

The school continued its development of a positive and inclusive school culture by ensuring staff attendance at professional development activities that promoted ATSI engagement. One such event was the ‘8 Ways of Learning’. This is a pedagogy framework that allows teachers to include Aboriginal perspectives by using Aboriginal learning techniques. In this way, focus can remain on core curriculum content while embedding Aboriginal perspectives in

every lesson. Three members of staff attended the conference and they then in-serviced all staff on this pedagogy during a staff development day.

Aboriginal and Torres Strait Islander (ATSI) students attended a weekly roll call in the Library. This enabled them to meet with other students in the school with similar cultural backgrounds, as well as enable regular communication to the group as a whole.

At the beginning of the year, all ATSI students set goals for their Personal Learning Plans (PLP’s). Ms Jordan strengthened the partnership and promoted genuine collaboration between the school and ATSI families by engaging the students and their caregivers in the development of PLPs. All Personalised Learning Plans were communicated to staff at a school staff meeting and relevant strategies shared.

Reconciliation Week was acknowledged by our school with an assembly. As part of Reconciliation Week students attended Jumbunna, an event held at the University of Technology.

The day provided students with information about the university and the courses offered. Students took part in workshops ranging from Science and Nursing to Graphic Arts, Law and Teaching.

Year 9 and 10 students attended the ‘Pathways to Success’ Conference at Nirimba Education Precinct. The purpose of the day was to expand student perception on the choices available to them in a range of vocations. The day included motivational speakers and workshops delivered by the Western Sydney University, TAFE, and the Defence forces.

NAIDOC Week was celebrated with a special assembly attended by parents and a guest speaker Mrs Sandra Hickey, from Wilmont Public School.

All of our ATSI students participated in the assembly, some using clap sticks to accompany a dreamtime story, while others performed a traditional dance. A ‘SHHS Indigenous Garden Box’ was completed with the addition of local plants. A special lunch and celebration cake was provided for guests and students.

Jai Jang was again selected to attend the ‘NuraGili Indigenous Science and Engineering Program’ at the University of New South Wales, based on his academic performance and application. The program promoted positive experiences at university and exposed students to possible careers in Science and Engineering. Jai participated in workshops on Robotics, Physics and Engineering. Excursions included visits to the Sydney Tower Eye, ANSTO and Google Headquarters.

Deborah Placho was employed to provide Aboriginal and Torres Strait Islander (ATSI) students with support in the classroom through the ‘Norta Norta’ funding program. She worked with students on minimising the educational barriers that affected student performance and participation.

Aboriginal perspectives and content were embedded into all KLA programs and incorporated into teaching and learning strategies and activities.

Multicultural Education and Anti-racism

Multicultural Education and Harmony Week

In 2015 the school changed the way it celebrated the heritage of our students, staff and community by aligning National Harmony Week Celebrations with the National Day against Bullying and School Violence. The whole school was presented with a one hour seminar on Australia’s multicultural history and the value of our level of acceptance in the community as well as information on the Government’s new anti-bullying initiative, ‘Bullying: No Way’. Students then further addressed the issue throughout the week during class using subject relevant material.

The annual Multicultural Lunch was once again a huge success. All faculties were assigned a continent or region and worked with their many student, staff and parent volunteer helpers to produce menus that reflected the diverse cuisines within our community. Traditional costume was worn and a variety of artefacts were on display at the stalls.

Multicultural aspects are embedded into all KLA programs and incorporated into teaching and learning strategies and activities.

Other school programs

Student leadership

The Student Representative Council (SRC) conducted many school events and provided leadership and school service opportunities for its members and their peers. The SRC students were involved as guides for open nights and the school leaders attended the ANZAC Day Children’s March and VP Day at the Seven Hills / Toongabbie RSL Club.

The SRC designed, planned and implemented a number of extra-curricular whole school activities designed to improve student engagement. These included an Easter trivia competition, Easter Egg Hunt and a Quidditch World Cup. The leadership skills of the members of the SRC developed through the implementation of these activities and the guidance and support given to the teams and students in their charge.

A number of sports leaders and SRC members attended a leadership camp at the Sydney Academy of Sport, during which time they developed an action plan to improve the playground areas of the school. Upon their return to school these students worked with community members to implement the first stage of this action plan which involved fixing and painting playground seating, cleaning, weeding and mulching of garden beds. Students found the

collaboration of this project with community members valuable and the whole process important in the development of their leadership capacity within the school. The remainder of the action plan will be implemented in 2016.

The sports leaders assisted in the organisation and running of the swimming, cross country and athletics carnivals as well as other sporting events such as PSSA sports refereeing every Friday morning and afternoon during terms 2 and 3. They also provided assistance at primary school athletics carnivals. These programs will continue in 2016.

Overall, 2015 was a successful year for the student leadership teams within the school. They created, led and were involved in all facets of school life.

Self - Select Program

The Year 7 ‘Self-Select Program’ began with students exploring different learning styles, identifying which one most suited them and their learning needs. Students identified through ‘Habits of Mind’ how they learn best and what they could do to maximise their learning potential. The self-select students then examined technology and the impact it has had on modern education, in particular Web 2.0 and 3.0 tools and the internet as a source of information.

The program next shifted to group work where students began a series of problem based learning activities where they learnt about teamwork and communication. The first activity was to create a land yacht, driven by a powered fan, which teams would race against each other to see which one travelled the furthest distance.

Year 7 began Term 3 as owners of a struggling board game company who were in desperate need of releasing a game that attracted millions of buyers. For this activity students were placed in groups and worked with their team to, firstly, brainstorm ideas of new games based on the success of previously released games, and, secondly, plan and create the actual board game. The communication and collaboration skills for the teams culminated in a day of fun - playing and competing at each other’s games.

The final term saw students complete a design challenge by creating a product that would carry an egg safely from a height of 5 metres onto the concrete below. All groups succeeded with the challenge, however, a few eggs did suffer during testing.

The Year 8 Self-Select class had one major focus for the year and that was the theme of ‘From Plot to

Plate’. During the previous year, these students had been exposed to the idea of sustainable living and were given the option to choose the direction of their Year 8 investigations, ultimately deciding, as a group, to establish the agriculture plot with the assistance of Mr Ward and to begin to grow their own produce.

Student input for this project was extensive with all engaging in the planning and development of garden beds, the construction and maintenance of a chicken pen, the construction of divisions and fencing and the maintenance of the hydroponic set up.

The second half of the year saw students form groups in preparation for a restaurant night. Students planned a menu, based around what they could grow at the school, and produced a three course meal for their families. The night was a huge success and the students demonstrated excellent teamwork and communication skills but also displayed their understanding of sustainable living.

Streamwatch

Seven Hills High School again participated in ‘Streamwatch’, the citizen science program supported by The Australian Museum.

A group of Year 8 students met fortnightly and walked to the local creek to make observations and perform water quality tests. Water samples were collected from Lalor Creek so that physical and chemical tests such as pH, temperature, salinity, dissolved oxygen, phosphates and turbidity could be carried out at school in the laboratory. The results were entered into a public database, which could be accessed by local councils and catchment authorities, to identify local issues and evaluate effectiveness of remediation projects. Students also participated in bug surveys which are an effective indicator of water health. The group enjoyed the practical aspects of this program such as: using their nets, dipping for macro invertebrates and even catching a few feral fish.

Sydney water provided our Streamwatchers with a tour of their waste water plant at St Marys. Students spent an afternoon observing the processes required to remove all solids and pollutants from waste water. The excursion enabled students to experience first-hand the procedures involved in recycling waste water so that it can be returned back to the local creek. Some of the scenes were quite confronting, however, hopefully had an impact on what students put down the sink or the toilet.

The Australian Museum supported the group and Ms Jordan by holding training events throughout the year and providing testing materials and chemicals. They were privileged to gain a complimentary visit to the museum and met with Karen Player, Manager of Museum Outreach, to discuss their findings and research data. After the presentation, the group investigated the fabulous displays of Australia’s oldest museum including the special exhibition, ‘Trailblazers’.

Fast Forward

‘Fast Forward’ is an initiative developed by the Western Sydney University (WSU) that targets academic performers and enables them to experience university life. The students selected are mentored by WSU employees.

This year, students from Years 9 and 10 attended open days at the UWS Parramatta and Kingswood Campuses where they were exposed to a variety of social and study skills programs and were tested on their teamwork and problem solving skills. The program will run again in 2016 for Year 10 students and will be introduced to a new group of Year 9 students.

Premiers Sporting Challenge

In 2015, Seven Hills High School continued their participation in the Premiers Sporting Challenge (PSC). In March, thirteen Year 10 students coached visiting students from Seven Hills West Public School, Lynwood Park Public School and Year 7 and 8 students from Seven Hills High School; in the ‘Learning to Lead Program’. The Year 10 group created their own lessons across a range of sports including Soccer, Basketball, Dance and Touch Football which involved a range of skill related activities.

In November, fourteen Year 9 Physical Activity and Sports Studies (PASS) students attended The Kingsway Playing Fields to participate in coaching programs preparing for their involvement as coaches in Year 10. The students were coached in a variety of skills and activities that would allow for the novice sport leaders to introduce the sport to the primary school aged students.

Also in November, eight students selected from Year 10, travelled to the Myuna Bay Sport and Recreation Centre to take part in the ‘Leading Through Change’ stage of the program. The camp was attended by students from both Seven Hills and Riverstone High School and was aimed at consolidating the students’ leadership skills and to provide them with a reward for their participation in the program over many years.

Bret Owen was awarded the PSC Medal at our annual presentation day for his continued participation and enthusiasm throughout the program. Involvement within the program will continue in 2016.

Smooth Walking – Year 5/6 Transition Program

Seven Hills High expanded the ‘Smooth Walking’ program to incorporate a greater number of subject areas. Ms Messer coordinated the program and, accompanied by the Peer Support Leaders and School Captains from Year 10, visited the local public schools and ran question and answer sessions with Year 5 and 6 students, discussing the changes, differences, expectations and similarities between primary school and high school.

Following this, the Year 5 and 6 students attended lessons in History, Drama, Music, Food Technology, Physical Education, Visual Arts and Science, as well as an introduction to the ‘Rock and Water’ program, with all sessions operating exactly as they would during a normal high school day.

The ‘Smooth Walking’ program saw over 550 Year 5 and 6 students participate and was again received positively by primary school principals, Stage 3 teachers, parents and the Year 5 and 6 students themselves.

Wellbeing

The Wellbeing Team continued its three level approach to meeting the needs of students at Seven Hills High School. Students across the school continued to be recognised and rewarded for achievement in academia, sport and the performing arts and citizenship through the school’s merit system.

This year, eleven graduating Year 10 students, Emily Blue, Paige Brookland, Daide Chaker, Jemma Corsiatto, Andrew Davies, Thomas Morgan, Jennifer O’Hare, Gerardo Sidari, Skye Singh, Aiden Schmid and Mary Takau received the Medal of Distinction, with Emily Blue also awarded the Medal of High Distinction.

The semester reward days continued to be very popular and were a great way to celebrate student success and diligence. Approximately 50% of the student body was invited to the June excursion to Flipout, an increase of 5% from last year’s figures, whilst almost 45% of the school was invited to the end of year Reward Day excursion to Wet ‘N’ Wild. The continued increase in invitations demonstrated our students’ positive application and commitment to their studies during 2015.

The Mother’s Day and Father’s Day celebrations conducted by the school were successful in building relationships with the broader community.

The introduction of Academic Celebration assemblies was another avenue to recognise the achievements of students. Each semester, a year assembly was organised to celebrate the success of students who achieved first place or most improved in their class. The number of students receiving an award on the day was very impressive.

Selected groups of students continued to attend student engagement programs including ‘Take 5’, ‘Fast Forward’, ‘Boys and Girls Groups’ and ‘Peer Support’. Students were selected on the basis of interest, ability and need. Most students found these developmental courses beneficial.

Stronger Sisters – Girls Program

Seven Hills High School continued to support its students through targeted student wellbeing programs, such as ‘Stronger Sisters’. This female focused group was initiated in Term 1 to support, encourage and alleviate anxiety around peer relationships between girls. The program utilised data and wellbeing reports to determine which female students would benefit from the extra support and training in self-esteem modules and anti-bullying courses. Furthermore, the younger students usually in Years 7 and 8, were paired with positive female role models in Year 10, who acted as mentors in the playground and were another form of support when difficulties arose with challenging situations.

The program has been a success as determined by the reduction in playground anxiety, a decrease in negative behavioural incidents and a rise in female student classroom participation. The program will expanded in 2016 to incorporate units focused on self-improvement, female empowerment and positive friendships.

Rock and Water Program

The ‘Rock and Water’ program continued to increase in popularity this year. The structure of the presentation was modified to better suit our student’s needs. ‘Rock and Water’ was also included in the ‘Smooth Walking’ program this year and was very popular with the Year 5 and 6 students.

The initiative builds student skills in dealing with conflict and develops the strategies to defuse potentially confronting situations. It also enhances self-awareness, fosters self-control and encourages leadership skills.

A total of 50 students completed the program this year. In 2016, the program will be expanded as Mr Rumball and Ms Messer complete their training.

Achievements in Sport

In a year of many highlights in Sport, there were a number of outstanding achievements:

Alarna Power was the 15 Years Girls Blacktown Zone Swimming Age Champion.

Bret Owen and Tahlia O’Connell were Blacktown Zone Athletics Age Champions in their respective age groups.

Max Harris represented Sydney West in trampolining.

Sharmayne Melide represented Sydney West at the Combined High Schools (CHS) Cross Country Carnival placing second.

Blama Fofana was the 12 years boys Blacktown Zone Cross Country Age Champion.

Alarna Power represented Sydney West at the CHS Swimming Carnival.

Bret Owen represented Sydney West at the CHS Athletics Carnival.

The Boys Intermediate Hills Cup Team won the ‘Hills Cup’ for the third year running.

The school participated in a range of carnivals. Notable performances included:

Alarna Power, Tahlia O’Connell, Jennifer Swadling, Stephen Sands and Lewis Schmid represented Blacktown Zone at Sydney West Swimming Carnival.

13 students represented Blacktown Zone at Sydney West Cross Country Carnival, including: Tahlia O’Connell, Lauren Brookland, Skye Singh, Rebecca Godbee, Willow Way, Brooke Lindsay, Alanna Kaufmann, Sharmayne Melide, Brodie Landels, Stephen Sands, Stefan Stojanovic, Aidan Schmid and Jacob Irwin.

22 students represented Blacktown Zone at Sydney West Athletics Carnival, including: Tahlia O’Connell, Lauren Brookland, Jade Thomas, Alarna Power, Rebecca Godbee, Willow Way, Tiger-Lee Harrison, Shauna Gardiner, Sharmayne Melide, Brodie Landels, Bret Owen, Stephen Sands, Blama Fofana, Stefan Stojanovic, Alvin Ekes, Thomas Morgan, Abu Fofana, Jacob Irwin, Alex Owen, Andrew Davies, Christopher Waters and Royce O’Dell.

seven hills high school€¦ · the annual report for 2015 is provided to the community of seven...

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