2016 Duval High School Annual Report - Amazon S3 · Duval High School is a proud comprehensive Public High School located in Armidale in the New England region of NSW. The school

Duval High SchoolAnnual Report

2016

8492

Printed on: 3 May, 2017Page 1 of 19 Duval High School 8492 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Duval 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.

Stafford Cameron

Principal

School contact details

Duval High SchoolCrest RdArmidale, 2350www.duval-h.schools.nsw.edu.auduval-h.School@det.nsw.edu.au6772 1266

Message from the Principal

2016 has been another wonderful year for Duval High School. We believe that this year’s HSC results will be as good as,or better than, they have been in the past. Part of the credit for this must go to the large number of teachers whoparticipate in HSC marking, possibly the best professional development available for HSC teachers! Part of it is due tothe sheer quality of the Year 12 cohort of 2016, and especially their leadership group, the Captains and Prefects, and thefact that this year we already have a post–examination performance nomination – Maddison McFadyen, for Dance HSCCallback. For a school to achieve such a nomination is cause for celebration, and I acknowledge the outstanding effortsof Miss Caitlin Noonan in supporting Maddison. Significant numbers of our students have also achieved Principal’sRecommendation for early entry to university, many of them at our own University of New England, but also to otherinstitutions in NSW and interstate.We have continued to achieve success in what I consider to be our three main schoolfocus areas – academic excellence, sporting excellence and cultural excellence.

Message from the school community

Duval High School Parents and Citizen’s Report 2016

Another year has flown by and I am pleased to report that the P&C have had another great year of funding raising andactivities which has allowed us to fund and support the following:

3,766.11 Performance rights for the Pajama Game musical

3.800.00 Microphones (clip–on and shot–gun) 656.10 Amplifiers for the Music Room

719.00 Audio Control Unit for the auditorium

1,122.24 Classroom atlases 413.73 French textbooks

7,634.00 Senior Common Room furniture

1,062.00 Touch football jumpers

600.00 Bins for front of school

937.00 Dark room enlargers x 2

485.00 Wall map for Geography classroom


800.00 Digital Live Theatre (English & Drama)

1,200.00 Blinds for English classrooms

2,260.00 Lockers

1,000.00 Dance studio floor covering

2,129.00 Carrier–30 Cart for technology in the library

5,000.00 Communication support for 2016

2,500.00 Awards for Presentation Evening

2,230.00 Painting the bus bay over holidays

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

$ 38,314.18 Supported requests from teachers and staff

$ 16,000.00 Special Project Funds for bus shed

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

$ 54,314.18 Total P&C support during 2016

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

$70,000.00 With matching funds from DET for bus shed

Seed funding: This year the P&C was again very pleased to support the Creative and Performing Arts Faculty with bothin kind and financial support for the school musical production The Pajama Game. The musical again proved to be agreat community gathering with profits exceeding $5,500. Utilising the proceeds from last year’s musical we were able topurchase microphones and additional sound equipment to improve the quality of this year’s production.

Beautification projects continued for the P&C in 2016. Working bees were held the first Sunday of each month withmulching of gardens and cleaning up the grounds around the school. The bus bay at the entry of the school will bepainted and the garden bed under the oaks mulched and planted with native shrubs over the summer break.

Bus Shed: As you may be aware, several years ago the P&C established a Special Projects Account, after identifying animportant need to construct a bus shed. The P&C has contributed $16,000 which will be matched by the DET to build ashed for the bus. The shed is intended to hold many items that are currently in storage in the auditorium, and will alsoallow us to explore leasing options when the time comes to replace the bus. Unfortunately the tender process has beenlengthy and we are still awaiting an outcome of the last round of tenders for the work.

Community Partnership Accounts: If you currently bank with Regional Australia Bank (RAB), we encourage you tonominate Duval High School as your community charity– and simply go about your banking. Your average annualbalance is calculated and the equivalent of 1% will be donated by RAB to Duval P&C. This year we received an extra$613.83 through RAB’s Community Partnership Programme.https://www.regionalaustraliabank.com.au/community/community–partnership–program.

In closing the P&C would like to extend a thank you to Stafford Cameron and all the staff of Duval High School for theircontinued support and collaboration throughout the year. A special thanks to long standing member and volunteer VikkiShorter. Thank you to all the parents and friends who volunteered their time to P&C activities, such as working bees,canteen, twilight swimming carnival, and the musical.


School background

School vision statement

We are committed to: • Developing Duval High School students who are creative, confident, responsible, tolerant, empathetic individuals,

who are collaborative and future–focussed, critical thinkers, responsive problem–solvers, lifelong learners andglobal citizens.

• Nurturing Duval High School students who are resilient, optimistic, unselfish and community–minded youngpeople, who strive to make a positive commitment to society, and who are willing to recognise and utilise their ownabilities, and celebrate their successes

• Improving learning outcomes for all students in the school, through improving the quality of teaching and learningthroughout the school

• Maintaining high expectations for student attendance, engagement and outcomes, and promoting and maintainingan attractive and stimulating physical environment that supports and encourages learning

• Ensuring that communication with parents and families provides information about where students are in theirlearning, what progress they have made over time, and what they might do to support their children’s furtherlearning

• Supporting student and staff wellbeing, with processes in place to provide both academic and non–academicsupport to address individual needs;

• Building partnerships with parents, families, local businesses and community organisations (including allied health,family support, counselling and rehabilitation services) to improve opportunities and outcomes for students

School context

Duval High School is a proud comprehensive Public High School located in Armidale in the New England region of NSW.The school was established in 1974, and has a current enrolment of around 510, of which 12% are Aboriginal students.Duval High School incorporates a Selective Class in Years 7, 8, 9 and 10.Duval High School has an ongoing focus onexcellence and achievement in academic, cultural, sporting and citizenship areas. Duval High School is also a PositiveBehaviour for Learning school, and our community values (Community, Respect, Excellence, Safety and Teamwork) areembedded in all school programs and activities. Our school motto, “Learning to Live,” reflects our culture of lifelonglearning and high expectation.We seek to ensure a quality educational program which caters for the learning needs ofevery student, and encourages them to focus on achieving their potential, concern for others and the cooperative pursuitof excellence. The diverse curriculum, effective suite of welfare programs and a wide range of cultural and sportingopportunities support the school goal of developing well–rounded future citizens.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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. This survey was completed against evidence generated byour three Strategic Directions, and delivered the following results. The levels of attainment under the School ExcellenceFramework are; Working Towards Delivering, Delivering, Sustaining and Growing, and Excelling.

SEF Learning Elements/SEF–SAS Result • Learning Culture: Sustaining and Growing • Wellbeing: Delivering • Curriculum and Learning:Sustaining and Growing • Assessment and Reporting: Delivering • Student Performance Measures: Delivering • Effective Classroom Practice: Delivering • Data Skills and Use: Delivering • Collaborative Practice: Sustaining and Growing • Learning and Development: Sustaining and Growing • Professional Standards: Delivering • Leadership: Sustaining and Growing


• School Planning, Implementation and reporting: Delivering • School Resources: Sustaining and Growing • Management Practices and Processes: Sustaining and Growing

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

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

21st Century Learning and Student Engagement

Purpose

To create engagement in all aspects of school life through a holistic approach by students, staff, and the widercommunity, reinforced by future–focused learning. To provide the knowledge, skills and experience to continue in thequest for knowledge and maintain a passion for learning throughout their lives.

Overall summary of progress

This Strategic Direction is well on track due to our key projects, Eyes, Ears and Hands–on Maths, Learning Design,Leading and Sustaining a Quality Teaching and Learning Culture and ALARM ( A Learning and Responding Matrix.)2017 will see further development in this strong area.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

The General Capabilities of 21stCentury Learning are embeddedin all teaching and learningprograms, and reviewed via thePDF process. Both summativeassessment tasks andobservations of student learningwill reflect growth in the generalcapabilities of C21st learning.Theproportion of students at or abovenational minimum standard inYear 9 NAPLAN Reading andNumeracy will increase by 5%.

NCCD checks Policy checks (Faculty first) Threeexecutive members were involved in the "Leadingand Sustaining a Quality Learning Culture"program, delivered by the Tamworth EducationalServices Team. This training supported theexecutive team to develop a school–specificprofessional learning course that targets continuedimplementation of the General Capabilities in allKLAs over two years. The local Curriculum Advisorand Duval High School's Head Teachers PDHPEand HSIE conducted a three hour whole–schoolprofessional learning event that built staff capacityto better understand and use the GeneralCapabilities in their teaching. All faculties conducteda review of sample learning and teaching programsagainst the General Capabilities and identifiedimprovement measures. Faculties have reviewedthe curriculum in Faculty Professional Learningevents in response to student performance data,the new emphasis on the General Capabilities andhave revised assessment practice to incorporateassessment for and as learning.100% of staffparticipated in a structured discussion with theirsupervisor to facilitate a review on progress towardsachieving professional goals. This included anagreed written assessment, informing the nextperformance and development cycle with a focuson developing one school, one faculty and at leastone personal goal linked to the AustralianProfessional Standards for Teachers..

Eyes, Ears and Hands–On Maths

The establishment of the project in 2015 hadincluded meetings with indigenous communitymembers and Stage 3 teachers from our partnerschools, in order to establish and strengthenpartnerships between stakeholders. In 2016 weexpanded the project in a number of ways, ashighlighted here: • Stage 3 visitation by Stage 5students. o A group of selected students fromYears 9 and 10 (predominately indigenous) were

• Educational servicesgrant ($8000.00) • Funding from EEHMproject. $40 000 over allschools, 18 month period2015/16.





The General Capabilities of 21stCentury Learning are embeddedin all teaching and learningprograms, and reviewed via thePDF process. Both summativeassessment tasks andobservations of student learningwill reflect growth in the generalcapabilities of C21st learning.Theproportion of students at or abovenational minimum standard inYear 9 NAPLAN Reading andNumeracy will increase by 5%.

taken to our partner schools to work with studentsduring maths lessons and provide support. Thiswas successful in promoting good connectionsbetween students and allowed some students whohave previously not necessarily been selected asacademic mentors the opportunity to work withyounger students. The Stage 3 students were ableto appreciate the value the Stage 5 students placedon their high school education. • Resourcing.o Funding from the program allowed resources tobe purchased for the participating schools. Thisincluded the establishment of the Maths Lab atDuval High School. The Maths Lab concept wasdeveloped after a visit to Kelso High School, whohad implemented a similar room. The Maths Labincludes tables of various heights, allowing studentsto choose their preferred seating style and alsowhiteboard tables that open further opportunities for‘hands–on’ learning tasks. • ProfessionalLearning. o Opportunities were provided for stafffrom Duval High School and the partner schools toparticipate in professional learning opportunities.This included the eight Aboriginal ways of learningand also PLAN Data analysis. • Stage 3visitations to DHS. o During Term 4, every Stage 3class from Ben Venue and Sandon visited DuvalHigh School to experience a maths lesson,delivered by DHS staff, in the Maths Lab. Onceagain this provided an excellent transitionopportunity and was a positive introduction to highschool mathematics.

Next Steps

The Curriculum Professional Learning Team has been established with representatives from each faculty. This team willengage in targeted professional learning (20 registered hours) to further embed the General Capabilities into learningand teaching programs. This team will be trained using a selection of DoE policies, educational research and guestspeakers, whilst being supported to engage in collaborative practices to develop skills to best use Google Apps andInquiry Based Learning in faculties. This group will also develop skills in the areas of classroom observation, dataanalysis and professional reflection.

The school has arranged for the NESA Liaison Officer to conduct a whole–school professional learning event in TermOne, 2017 targeting assessment and reporting practices and consistent teacher judgement in the school.

Faculties will continue to work in a collaborative manner to review, improve and refine the curriculum and assessmentpractices in line with school and system priorities.



Building Staff Capacity and a Culture of strong Professional Practice

Purpose

To develop and support staff to provide quality teaching and learning that is innovative and diverse, and that promotescritical, creative learners. To utilize the NSWDEC Performance and Development Framework and the AustralianProfessional Standards for Teachers to build staff capacity, leadership and professional practice.


Staff completed PDPs that were linked to school and faculty priorities and identified personal professional developmentgoals. PDPs were linked to the Australian Professional Standards for Teachers. PDPs were collated to identifiedwhole–school professional learning priorities.




The General Capabilities of 21stCentury Learningare embeddedin all teaching and learningprograms, and reviewed via thePDFprocess.

Faculties reviewed programs against the GeneralCapabilities and began updating programs.

3 executive staff were trained by EducationalServices to plan and implement a GeneralCapabilities initiative in the school via participatingin the Leading and Sustaining a Quality LearningCulture course.

Curriculum Advisor provided training to the wholestaff on the General Capabilities in a 3 hour SchoolDevelopment Day.

HSIE Faculty Professional Learning targetedreviewing learning and teaching programs andplanning for the new Geography syllabus with afocus on inquiry learning.

A range of staff create PDPs that identify thecreation of new learning and teaching programs asa key goal.

$8,000 for the Leading andSustaining a QualityLearning Culture training.

$3,600 for HSIEProfessional Learningevents.

Both summative assessmenttasks and observations of studentlearning will reflect growth in thegeneral capabilities of C21stlearning.

Assessment practices reviewed in response to theGeneral Capability training.

Curriculum Professional Learning Team establishedwith targeted milestones on formative assessment,General Capabilities and Inquiry Based Learning.

Creation of new assessment tasks to cater for theimplementation of new syllabus documents.

The proportion of students at orabove national minimumstandard in Year 9 NAPLANReading and Numeracy willincrease by 5%.

From 2015 to 2016 there has been a 1% increasein students achieving at proficiency in reading.

From 2015 to 2016 there has been a 1% decreasein students achieving at proficiency in numeracy.

Next Steps

Staff have completed PDP’s and have identified areas for development to build leadership capacity where applicable.Staff have identified TPL requirements for 2017. Staff will continue to embrace and improve their professional practice.


Classroom observation procedures have been developed. "Observation of classroom practice is an essential element ofthe Australian Teacher Performance and Development Framework. and every teacher will be observed by a colleague atleast twice a year using a Teaching Observation proforma.

Staff participating in TPL ASPIRE Leadership, Northern Tablelands Impact Leadership Initiative will continue through2017 undertaking an action research project.

Staff who have commenced working towards accreditation at higher levels will continue.

“Leading and Sustaining a Quality Learning Culture” developed in 2016 to build teacher capability to effectivelyimplement the General Capabilities into learning and teaching will continue to be implemented in 2017 withapproximately 25% of staff are undertaking this NESA registered TPL.

Staff will continue to be involved in collaborative professional learning where teachers are interacting with each otherthrough professional dialogue and the sharing of practice and resources. This will have a primary focus of program andresource development in English, Maths, Science and HSIE Faculties in preparation for implementation in 2018 of thenew HSC courses.

It has been identified that staff undertaking Professional Learning need to present to/inservice staff, either whole staff orfaculty,depending on nature of professional learning.



Student Wellbeing and a Positive Learning Environment

Purpose

To create a safe and supportive environment for students, with teachers who know their students and can provide for theindividual needs of all students. To develop positive relationships amongst all members of the school community so thatall are welcomed and valued.


As is to be expected in a PBL school, this area has been a major strength in 2016. However, it has been decided tospread the overarching PBL focus more completely throughout the entire school plan in the future, resulting in thisStrategic Direction being remodelled at the end of 2017




PBL is integrated in all schoolsystems and practices, and alleducators at Duval High Schoolare involved in Tier II pedagogicalprocess development throughPBL. This will be reflected in PBLSET results and “Big 5” datareview reports.

Two members of the PBL team were funded toattended tier 2 training. In review it has beenplanned that we will focus on Tier one training

• PL funding • Professional learningfunds ($600.00)

Enhanced student wellbeing willbe evidenced through:

• Analysis of ‘Tell them fromMe’ survey responses

• Increased levels of student,parent and staff satisfaction,displayed through data analysisof QSL and similar surveys

• ongoing support of keypractitioners, including YearAdvisers and Wellbeing Team,Counsellors, SLSOs andpartnerships with externalagencies

Staff who were trained in Mind Matters left theschool for various reasons. This has meant it hasbeen difficult to train staff. Therefore the trainig ofstaff was difficult. Executive attend professionallearning that has been develoed for students at riskWAGSAt risk students contiinued to have access toprograms that worked on resilence and self esteem. These programs have been provided by outsideagencies. We had been unable to provide wholeschool opportunities to address antibullying. Staffhad access to learning about the safe schoolsprogramWe have been able to achieve thismilestone by increasing the use of the parent portalthrough Sentral. Parents have been able to bookparent interviews through this. the Top of the hill isemailed. the use of socila media has enabled us toshare information with parents.Data collected fromsentral is shared regularly with staff in whole schoolstaff meetings and is used to inform practice. Thisdata is generated by staff entries on Sentral. Thisdatacollection has been presented to staff at leastonce a term , and has been used to inform practiceand develop policies and procedures especiallyaround attendance.

• Low level adjustment fordisability ($1500.00)

Next Steps

This Strategic Direction will continue in 2017 (with great success) but will be re–focused on Wellbeing (Student and Staff)in the 2018–20 School Plan.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The impact of the support provided was madeclear by the outstanding HSC results of ourAboriginal students, and the Growth figures inthe NAPLAN analysis SMART Data.

Funding was used tosupport not only the NortaNorta program, butAboriginal Cultural groupswithin the school, includingour Aboriginal Dance Groupwho attended numerouscivic functions as well asthe 2016 SchoolsSpectacular. Students werealso supported by thepurchase of equipment anduniforms, and paidattendance at a variety oflearning events. • Aboriginal backgroundloading ($12 600.00) • Norta Norta Funding ($47000.00)

English language proficiency The EAL/D program worked very successfullyat Duval High School in 2016, with allidentified students requiring EnglishProficiency support being well catered for.

EAL/D teacher and routinewithdrawal of students forindividual and groupmentoring. • English languageproficiency ($9 310.92)

Low level adjustment for disability $132,627 Staffing – 1.3Learning and SupportTeachers$45, 757 Flexible Funding –training teachers insupporting students with adisability in the mainstreamclassroom. • Low level adjustment fordisability ($178 384.00)

Socio–economic background Evaluation of the 2016 budget show that theschool spent almost the entire availablebudget supporting students and families inneed.

Students were not onlyprovided with breakfast(through the BreakfastClub) and lunches when nofood was able to beprovided from home, butalso purchased schooluniforms and equipment asneeded. Students were alsoassisted to attend YearExcursions and otherimportant learningexperiences. • Socio–economicbackground ($14 955.09)

Support for beginning teachers Beginning teacher support has beenmonitored through each individual teacher'sPDP, and evaluated by their mentor andrespective supervisor. The support hasproven to be very effective in achieving eachteacher's professional development goals

A total of $16067.90 wasexpended in 2016 toprovide release time for thebeginning teachers andtheir mentors • Support for beginningteachers ($16 067.90)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 302 272 262 288

Girls 297 270 265 267

Enrolments underwent a minor growth in 2016, and weexpect this growth to continue in 2017.

Student attendance profile

School

Year 2013 2014 2015 2016

7 92.3 94.8 92.2 91.4

8 90.8 90.2 91 88.8

9 89 92.2 89.9 86.9

10 91 89.6 85.9 84.5

11 89.8 90.6 84.7 86.5

12 91.3 90.9 89 89.1

All Years 90.7 91.4 88.8 87.9

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

Student attendance at school is a major priority focus atDuval High School. Parents are regularly contactedabout their child's attendance via immediate SMSmessaging, letters of concern and phone contact. Thisprocess is carried out by School Administrative Officersand the Aboriginal Education Officer in the firstinstance, but is also regularly monitored by YearAdvisers, Head Teachers and the Deputy Principal.

Retention Year 10 to Year 12

2016 saw a continuation of the excellent rate ofretention from Year 10 to Year 12 at Duval High

School. The figure of 73% recorded was higher thanGovernment Schools' (65%) average and SimilarSchools average (69%)

The school also retained 46%of Aboriginal studentsfrom Year 10 to Year 12, as compared to GovernmentSchools' (40%) average and Similar Schools average(44%)

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

1 0 1

Employment 1 3 6

TAFE entry 4 1 15

University Entry 0 0 31

Other 0 1 5

Unknown 1 5 10

Enrolment in University courses continues to be thepredominant post–school pathway followed by DuvalHigh students. 41 students were offered places at UNE,3 at University of Sydney, 2 at Newcastle University, 9at Southern Cross University, 1 at MacquarieUniversity, 1 at Griffith University, 3 at Charles SturtUniversity, 2 at Australian National University, 1 atNational Arts School, 1 at University of Wollongong and1 at ICMS. A survey of post school optionsadministered to year 12 in Term 3 2016 showed thefollowing: 15 students intended to study at TAFE, 31students indicated their intention to take a gap year and7 would be seeking full–time employment.

Year 12 students undertaking vocational or tradetraining

Year 12 students attaining HSC or equivalentvocational educational qualification

Year 12 students undertaking vocational or tradetraining VET continues to support the broad curriculumoffered at Duval, catering for students who wish toinclude a vocational component in their HSC. In 201623% of year 12 students were enrolled in one or moreVET frameworks. In addition, 6 students wereundertaking a TVET course and 6 students completedschool based traineeships.

A number of students undertaking VET completed morethan one framework. 10 VET qualifications wereachieved at HSC level in 2016.


Year 12 students attaining HSC or equivalentvocational education qualification

Year 12 students attaining HSC or equivalentvocational educational qualification

A number of students undertaking VET completed morethan one framework. 10 VET qualifications wereachieved at HSC level in 2016.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Head Teacher(s) 7

Classroom Teacher(s) 28.5

Learning and Support Teacher(s) 1.3

Teacher Librarian 1

School Administration & SupportStaff

11.08

Other Positions 5.7

*Full Time Equivalent

In 2016, the school Aboriginal workforce comprised ofan Aboriginal Education Officer (AEO) and a part–timecommunity volunteer.

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 21

Professional learning and teacher accreditation

The Performance and Development process was runsuccessfully at Duval High School in 2016 as teachers accessed Professional learning in line with theirprofessional and personal goals as listed in theirPerformance and Development Plan. These plansestablished meaningful professional discussion as partof the professional learning process.

As changes to the HSC are imminent, teachersparticipated in a series of professional learning days aspart of the consultation process. All members ofexecutive and senior executive routinely attendprofessional association meetings, and the Executivemet once a term for extended professional discussionsabout the management of our school. Five teacherswere selected to take part in the Northern TablelandsNetwork Aspire Leadership Program, and this helped topromote leadership density across the school.

Professional learning focusing on Strategic DirectionOne (21st Century Learning and Student Engagement)included training in ALARM (A learning andResponding Matrix.) The school decided to adopt thisas a whole school learning model in 2017, andwhole–staff training resulted. Three executive wereselected to design a Leading and Sustaining project,focusing on the implementation of the GeneralCapabilities. This ongoing project will work across theschool for the next two years.

Strategic Direction 2 (Building Staff Capacity and aCulture of Strong Professional Practice) maintained itsfocus on supporting the Performance and DevelopmentFramework (PDF) with professional learning ongoal–setting, impact measurement and the introductionof Professional Learning Research Teams across theschool. This process will continue into the next iterationof the School Plan.

Strategic Direction 3 of the DHS school plan (StudentWellbeing and a Positive Learning Environment)continued our commitment to PBL with two teammembers attending Tier Two training. SchoolDevelopment Days were also used as a way ofexploring PBL and the data collected. As we enter intoTier Two of the PBL system, further professionallearning will be provided to support staff in itsimplementation.

We have continued to support our staff in theirprofessional development in SBAT and Vet courses,with staff successfully attending and completingtraining.

According to NSW Education Standards Authorityfigures, 25 out of 56 staff including temporary teachers(44%) are currently accredited. With the remainderfulfilling preparation for accreditation in 2018 throughthe Performance and Development process.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30 November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 314 313.79

Global funds 557 199.98

Tied funds 556 103.89

School & community sources 262 663.02

Interest 9 000.00

Trust receipts 30 784.05

Canteen 0.00

Total income 1 730 064.73

Expenditure

Teaching & learning

Key learning areas 68 120.48

Excursions 150 260.82

Extracurricular dissections 104 189.64

Library 6 441.94

Training & development 0.00

Tied funds 544 502.75

Short term relief 115 711.11

Administration & office 173 804.94

School-operated canteen 0.00

Utilities 130 656.08

Maintenance 63 531.09

Trust accounts 26 595.27

Capital programs 0.00

Total expenditure 1 383 814.12

Balance carried forward 346 250.61

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

School performance

NAPLAN

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

At Duval High School in 2016, 92% of all students inYear 7 achieved above the National Minimum StandardReading and Numeracy. 20% of students achievedresults in the top two Bands in Reading.

Similarly, 96% of all students in Year 9 achieved abovethe National Minimum Standard in Reading andNumeracy. Many of the students in Year 9 receivedstrong to exceptional growth in Reading. There were18% in the top two bands in Reading and numeracy.

In Year 7, 67% of all students were at or aboveNational Minimum Standard in spelling punctuation andgrammar. Similarly, 48% of all Year 9 students were ator above National Minimum Standard in Spelling,Punctuation and Grammar. Many of these studentsreceived strong personal growth in these areas.


At Duval High School in 2016, 92% of all students inYear 7 achieved above the National Minimum StandardReading and Numeracy. 20% of students achievedresults in the top two Bands in Numeracy.

Similarly, 96% of all students in Year 9 achieved abovethe National Minimum Standard in Numeracy. Many ofthe students in Year 9 received strong to exceptionalgrowth. There were 18% in the top two bands inNumeracy.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Another reporting requirement from the Statepriorities:Better services – Improving Aboriginaleducation outcomes is for schools with significantnumbers of Aboriginal students to report thepercentage of Aboriginal students in the top twoNAPLAN bands.

25% of Year 7 Aboriginal students were in the top twobands for reading, 15% for writing, 20% for Spelling,15% for grammar and punctuation. There were no Year7 Aboriginal students in the top two bands for numeracyat DuvalHigh School.

9.1% of Year 9 Aboriginal students achieved a Band 10in writing and a Band 9 in grammar and punctuation.There were no Year 9 Aboriginal students in the top twobands for reading, spelling, grammar and punctuation


Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). 64% of our students undertook an HSCCourse that would provide them with an ATAR. 5students achieved placement on the Minister'sDistinguished Achievers List.

Please note that this table reflects only subjects with acandidature of 10 or more. Duval High School offered atotal of 33 subjects for the HSC. Students studied arange of courses across the spectrum of curriculumincluding ATAR eligible and non–ATAR eligiblesubjects. The achievement at Bands 5 and 6 in 2016shows a noticeable decline on previous years.

Parent/caregiver, student, teachersatisfaction

In 2016, our school sought information on parent,student and teacher satisfaction through the Tell ThemFrom Me surveys. The following responses werereceived (scores out of 10):

Parents Feel Welcome 7.2

Parents are Informed 6.7

Parents Support Learning at Home 6

School Supports Learning 7

School Supports Positive Behaviour 7.2

Safety at School 6.9

Inclusive School 6.1

75% of parents reported that they had spoken with ateacher more than twice, 69% attended meetings morethan twice, 87% were involved in school committees.The Student Engagement Report indicated thatstudents were more socially, institutionally (with theexception of Homework and Study habits) engagedthan the NSW Government norm. However, studentresults in the area of Intellectual Engagement werelower in the areas of ‘Interest and Motivation’ and‘Appropriately Challenged’ than the State norm. Theseare areas the school must work on in 2017.

Policy requirements

Aboriginal education

Aboriginal Education is a major priority at Duval HighSchool. In recent years our percentage of Aboriginalstudents has climbed from 12% to above 17% and weare always seeking opportunities to develop and extendour students academically and culturally. The schoolhas an Aboriginal Education Team, who work closelywith our AEO to ensure that Aboriginal students havethe same opportunities to excel as all other studentsand participate in our culture of high expectations.

Norta Norta funding was used in 2016 to support allAboriginal students with Literacy and Numeracy, andour senior and junior tutors are very experienced. Wealso held special ceremonies to celebrate Aboriginalstudent attendance.

In 2015, Duval High School participated in a ‘Dare toLead’ snapshot of Aboriginal Education, which led toseveral changes in the operation and structures of thispriority within the school. The gap between Aboriginaland non–Aboriginal student performance in NAPLANYear 7 Reading and Numeracy has been steadilyclosing since 2011. This is an ongoing focus for theAboriginal Education Team at Duval High School. Thedifference between Aboriginal and non–Aboriginalstudent attendance has dramatically decreased since2014. This is an ongoing focus for the AboriginalEducation Team at Duval High School.

Below is a list of the opportunities and experiences


provided for Aboriginal students at Duval High School,compiled by our AEO, Leonie Donovan:

• AEO Liaison / student support

• AECG Business

• Parent & Community Links / Liaison / AttendanceChecks

• UNE – Oorala Links / Closing the Gap

• PLP’s / NORTA Tutors

• 8 Aboriginal Ways of Learning

• Keeping Place

• Scholarships and Grants – Work Ed

• Cultural / Arts Workshops & Programs

• DHS Gallery & Reconciliation Garden

• TAFE / Links to Learning/Tilbuster Station Links

• Sports Scholarships

• Wellbeing Referrals Welfare Team

Bangarra Dance Workshops in April

• NAIDOC Week

• Beyond Empathy – No Shame Day

• Aboriginal Cultural Appropriateness Criteria

• DHS Wellbeing referral sheet

• Sydney School Spectacular Dance 2015

In 2016, Duval High School built closer links with boththe Oorala Centre (UNE) through the AIME program.

Multicultural and anti-racism education

With a steadily–growing multicultural population andincreasing links with the University of New England,Multicultural Education and Anti–Racism are keyprograms at Duval High School. Multicultural Educationfinds its expression in the various Perspectivesdelivered through all Key Learning Area teachingprograms throughout the school. However, it is alsosupported by our participation (in strength) in suchmajor events as Harmony Day, the Armidale AutumnFestival, the development of a Multicultural Space inthe Library under the auspices of the newly–formedDHS Interact Club and attempts to involve the parentsof EAL/D students more fully in school life. In 2015 forthe first time Duval High School provided a prayerspace for non–Christian religions, and intends toexpand upon this in the future.The school has a verystrong Anti–Racism Policy, supported by ourfully–trained Anti–Racism Contact Officer, Mrs JaneWeber. The school community will not tolerate racism.

Other school programs

Eyes, Ears, Hands on Maths

2016 saw the continuation of the Eyes, Ears, Hands onMaths (EEHM) project that had started in 2015. It wasdesigned to allow better transition of indigenousstudents into high school, with a focus on ‘hands–on’maths.

The establishment of the project in 2015 had includedmeetings with indigenous community members andStage 3 teachers from our partner schools, in order toestablish and strengthen partnerships betweenstakeholders. In 2016 we expanded the project in anumber of ways, as highlighted below: • Stage 3 visitation by Stage 5 students

A group of selected students from Years 9 and 10(predominantly indigenous) were taken to our partnerschools to work with students during maths lessons andprovide support. This was successful in promoting goodconnections between students and allowed somestudents who have previously not necessarily beenselected as academic mentors the opportunity to workwith younger students. The Stage 3 students were ableto appreciate the value the Stage 5 students placed ontheir high school education. • Resourcing

Funding from the program allowed resources to bepurchased for the participating schools. This includedthe establishment of the Maths Lab at Duval HighSchool. The Maths Lab concept was developed after avisit to Kelso High School, who had implemented asimilar room. The Maths Lab includes tables of variousheights, allowing students to choose their preferredseating style and also whiteboard tables that openfurther opportunities for ‘hands–on’ learning tasks. • Professional Learning

Opportunities were provided for staff from Duval HighSchool and the partner schools to participate inprofessional learning opportunities. This included theeight Aboriginal ways of learning and also PLAN Dataanalysis. • Stage 3 visitations to DHS

During Term 4, every Stage 3 class from Ben Venueand Sandon visited Duval High School to experience amaths lesson, delivered by DHS staff, in the Maths Lab.Once again this provided an excellent transitionopportunity and was a positive introduction to highschool mathematics.Overall the project has beensuccessful in improving student transition to highschool, has provided leadership opportunities forindigenous students, provided excellent resources forschools and has helped establish excellentopportunities for professional discussion between highschool and primary school teachers.


Documents

2016 Duval High School Annual Report - Amazon S3 · Duval High School is a proud comprehensive Public High School located in Armidale in the New England region of NSW. The school