2016 Lisarow High School Annual Report - Amazon S3 · 2016 saw another active year of service for the Lisarow High School P and C.€ We were again involved in funding various individuals

Lisarow High SchoolAnnual Report

2016

8544

Printed on: 6 May, 2017Page 1 of 22 Lisarow High School 8544 (2016)

Introduction

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

Mrs Nicole Hunt

Principal

School contact details

Lisarow High SchoolChamberlain RdLisarow, 2250www.lisarow-h.schools.nsw.edu.aulisarow-h.school@det.nsw.edu.au4328 4599

Message from the Principal

In 2016, our school focused on three strategic directions:1. High Expectations2. Culture of Leadership Development3. Quality Teaching

Our aim is to maximise the outcomes for and engage all students academically and socially Lisarow High Schoolprovides a balanced education, focusing on the development of the whole child through the Values of Public Education.Our students enjoy quality experiences and successes in academic, sporting and cultural endeavours. The Lisarow HighSchool community supports students to strive towards respect, responsiblity, integrity and commitment to their schooling.

Significant programs have been: • The introduction of AVID • A whole school curriculum review • Enhanced Transition for Year 5 and 6 students into Year 7 2017

Our P&C, led by Mrs Jane Chew and AECG, led by Mrs Karen Campbell, play a key role in ensuring collaborativedecision making processes. Both groups are committed to ensuring quality outcomes and opportunities for our students.

Our school captains, Shania Anderson and Isaac Elbourne, along with vice captains Tyler Hayter and Courtney Lenihanhave led and represented our student body with pride and integrity.

This being my first year as Principal of Lisarow High School, I am proud of the work we have done together in supportingour students and staff.

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

Mrs Nicole Hunt

Principal


Message from the school community

2016 saw another active year of service for the Lisarow High School P and C. We were again involved in fundingvarious individuals and Faculties such as Distinction Medals for the end of year Presentation Night, Celebration/Rewardsdays and Ribbons for Sports Carnivals. The Music Department was allocated $3000 and the Star Struck T–Shirts weresubsidised as well.

The Canteen has provided service to the school community with an extensive menu of a variety of food and drink items. Our Managers, Staff and Volunteers work tirelessly to ensure a high standard of service and quality are upheld. Theintroduction of EFTPOS has added a new level of service and energy to every day.

Teachers from various faculties have come along to P and C and made very informative presentations. We appreciatedthe time these staff members gave and the information we received was valuable in helping us understand the high levelof education the yare providing to our students.

Thank you to the School Executive Nicole Hunt, Jenny Bennett and George Gray for coming to our meetings andensuring a collaborative partnership between the school and the P and C in giving our students a quality education.

Thank you to the P and C Executive and Members for all their time and effort in allowing the P and C to function in thebest way possible.

Mrs Jane Chew

Parents and Citizens Association President


School background

School vision statement

Lisarow High School is committed to nurturing, guiding, inspiring and challenging students to achieve their potential in aninclusive and safe environment.

Collaborative leadership creates an atmosphere of excellence and equity that supports students to become informed andengaged citizens who strive to model respect, responsibility, integrity and commitment.

School context

Lisarow High School is a comprehensive 7–12 school with an enrolment of 731 students including approximately 4.4% ofwhom are of Aboriginal or Torres Strait Islander descent.

The school receives funding to support the following student groups: • low socio–economic background. The school’s FOEI (Family Occupation and Education Index) is 101 compared

with the NSW state average of 100 Aboriginal students, • students with disability or learning difficulties, • students new to Australia from a language background other than English.

Positive partnerships exist between the school and its partner schools – Lisarow, Ourimbah, Narara, Valley View andNiagara Park Public Schools. Combined these schools work together as the Valley Schools Learning Community.

The school works in close partnership with its community supported by an active Parents and Citizens Association andAboriginal Education Consultative Group.

The school has a targeted intake class specialising in technology in Stages 4–5with strong links to local technologyorganisations.

The school offers targeted intake classes: • Enrichment Class, for Gifted and Talented students who enjoy the challenge of academic rigour. • Technology Opportunity Class, students who are talented in technology and learning via technology. Students in

this class work towards acceleration to complete their Certificate II in Information Digital Technology in Year 10and Certificate III in Year 12.

• Creative and Performing Arts Academy, for students who are talented in the creative and performing arts. • AVID Foundations Class, students learn study skills, how to learn and organisation to maximise their academic

success. • Sports Academy – specialist coaching for gifted and talented athletes looking to achieve their academic and

performance goals. • Dance Academy – specialist dance training gifted dancers looking to achieve their academic and performance

goals.The school offers a well–rounded wellbeing program for students, led by a committed Learning Support Team. A widevariety of programs support students as needed such as Anti–Bullying Strategies, The Friendship Code, Love Bites,Cross Roads,(Louis’ two programs) Duke of Edinburgh and Structured Playground.

The school is situated on picturesque grounds, with the school winning many awards for its gardens and land careprograms. The school is easily accessible, being located on the main northern rail line and major Pacific highway.

The school has a depth of experienced teachers with only eight teachers early in their career. Staff are committed tosupporting student achievement of their life goals.

The school achieves strong sporting results in a variety of fields and models a balance between extra–curricular andcurricular activities, supporting the development of well round students.

The school is committed to maximising results in National Assessment Program for Literacy and Numeracy and HigherSchool Certificate examinations for all students.

Students are offered abroad curriculum choice in Stages 5 and 6.

The school has a proud history of fostering a positive learning environment towards academic and sporting success.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In 2016 the School Excellence Framework was introduced to Lisarow High School. Staff worked collaboratively to alignthe school plan to the School Excellence Framework, and assessed that the school was delivering across the frameworkaside for assessment and reporting where it is assessed as sustaining and growing..

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements 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

High Expectations

Purpose

Students are provided the best opportunity to achieve their potential through encouraging the development ofresourcefulness, adaptability, creativity, tolerance and acceptance of cultural diversity. To nurture a sense of belongingand foster their well–being, students are empowered to challenge themselves to succeed and become confident life–longlearners, capable of critical thinking.

Overall summary of progress

• Wellbeing Framework introduced • Progress has been made in updating the Welfare and Discipline Policy • STRIVE Reports were generated and sent to families six times throughout the year • Transition processes for Years 5 and 6 to 7 were enhanced via four Transition Days • A comprehensive curriculum review was undertaken across the school to ensure syllabus requirements were met

and a broad curriculum is offered for 2017

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

New Welfare and DisciplinePolicy followed for the wholeyear.

Progress has been made in updating the Welfareand Discipline Policy

• Staffing • $5000 RAMSocioeconomic Background

Wellbeing Framework introducedto teachers.

The Wellbeing Framework was introduced toteachers

• Staffing • $2000 ProfessionalLearning funds

NCCD Data collected. Some collection of data has occurred • Staffing • $171, 279 Low leveladjustment for disabilityfunding

Targeted Year 7 classesintroduced throughout transitionprogram.

Targeted 2017 Year 7 classes have beenintroduced: • Enrichment class • Technology Opportunity Class • Creative and Performing Arts Academy • AVID Foundations classes • Lizard Lounge – Multicategorical SpecialEducation classes • Sports Academy • Dance Academy

• Staffing • $25, 000 RAMsocioeconomic backgroundfunding

Successful Transition Days –three for Year 6 and one for Year5 with feedback from parents,teachers, students.

Transition processes for Years 5 and 6 to 7 wereenhanced via four Transition Days

• Staffing • $25, 000 RAMsocioeconomic backgroundloading

Whole school curriculum review. A comprehensive curriculum review wasundertaken across the school to ensure syllabusrequirements were met and a broad curriculum isoffered for 2017

• Staffing • $8, 815.40 for Edval fromRAM Socioeconomicbackground loading

Edval web choices introducedand subjects offered reflectstudent choice.

Subject selections for Stages 5 and 6 were done viaEdval Web choice

• Staffing • $8, 815.40 for Edval fromRAM Socioeconomicbackground loading





Increase in numbers of subjectsoffered to students in Stages 5and 6.

Planned increase in numbers of subjects offered tostudents in Stages 5 and 6 for 2016: • In 2016 x electives were offered to Stage 5students across two lines. For 2017 37 subjects willbe offered across three lines. • In 2016 x subjects were offered to Stage 6students across 6 lines. For 2017 x subjects will beoffered across six lines.

• Staffing

Next Steps

Complete a full evaluation and update of the Welfare and Discipline Policy.

Complete a full evaluation and update of the Anti–Bullying Policy.

Complete a full evaluation and update of the Attendance Policy.

Complete an evaluation of the Learning Support Team. Create a Learning and Support Action Team to implementrecommendations.

Introduction of a Support Unit which includes two Multicategorical Classes.

Further utilisation of the Wellbeing Framework across the school.

Complete an evaluation of NCCD data across the school and implement recommendations.

Transition Program is expanded to be four days for Year 6 and one day for Year 5 students.

Targeted Year 7 classes embedded into Transition communications.

Variations to the Sports Academies to cater for emerging preferences of students.

Recommendations from the whole school curriculum review to be implemented into the 2017 timetable.

Elective choices for Stage 5 and 6 students to be expanded to cater for a broader range of students.

Students select subjects and sport via Edval webchoices.

Evaluate satisfaction of electives offered to determine the 2018 curriculum structure.

Introduce NAPLAN achievement targets.

Weekly Welfare and Discipline Organisation Meetings to be held.

Weekly Learning and Support Meetings to be held at a time where all members can consistently attend.



Culture of Leadership Development

Purpose

To foster a school–wide culture of high expectations and a shared sense of responsibility through collaborativeleadership practices in areas such as student engagement, learning, development and success. Quality leaders ensurethat operational systems serve the needs of the whole school community. The development of leadership skills instudents and teachers supports a culture of excellence in teaching and learning.


Teachers achieving and working towards proficient and highly accomplished accreditation levels.

Beginning teachers have been mentored by experienced teachers.

All staff have participated willingly in the Performance and Development process.

Calendar Organisation Meetings were initiated to ensure efficient organisation of whole school events and variations.

Communication to community has been via newsletters, Facebook, website, emails to parents, LED sign, SMSmessages and student noticeboards.




% of teachers working towardsBOSTES accreditation.

6 teachers have been actively working towardspreparing for Highly Accomplished

0% of teachers working towards Lead Accreditation

1 teacher working towards Principal Accreditation

• $ 53, 511.56 BeginningTeachers • $54, 472.44 ProfessionalLearning funds

Teacher Professional LearningCalendar evidences learning.

Agendas for professional activities were organisedand published in advance.

Professional learning funds were expended in linewith Staff Performance and Development Plans andthe School Plan.

• $54, 472.44 ProfessionalLearning Funds • Staffing

Performance and DevelopmentPlans completed for all staff.

100% of teachers undertook the Performance andDevelopment Plan Cycle including peerobservations.

• Staffing

Attendance is actively monitoredand communicated to community.

A team consisting of Deputy Principals, YearAdvisors, Head Teacher Wellbeing and SchoolAdministration Staff worked to monitor attendance.Sentral is used to communicate absences to thecommunity.

• Staffing • $14, 515 Socio EconomicBackground Funding

Weekly Calendar OrganisationMeetings ensure organisationaleffectiveness across the school.

Calendar Organisation Meetings attended by thePrincipal, Deputy Principals and Head TeacherAdministration occurred weekly to plan organisationaround upcoming events, ensuring improvedorganisational effectiveness.

• Staffing

Communication to community istimely and effective.

Communication to community has occurred via theLisarow Letter, school newsletter twice per term,the Lisarow High School website, Facebook pageand Twitter.

Parent communication has occurred via notes,

• Staffing • $14, 515 Socio EconomicBackground Funding





Communication to community istimely and effective.

letters, emails and texts messages.

Beginning Teachers arementored regularly.

A Beginning Teacher Induction and Mentoringprogram was facilitated via a Teacher Mentor.

Beginning Teachers were offered reduced face toface teaching where possible in the timetable andmentoring from head teachers or experiencedteachers to maximise their transition into theprofession.

• $53, 511.56 BeginningTeachers funding

Next Steps

Department of Education Communications Team engaging actively with the school.

Those seeking highly accomplished accreditation to select projects to begin planning, as well as attending ValleySchools LMG accreditation leadership network meetings.

Beginning Teacher Mentor continues to implement Beginning Teacher Induction and begins to support those teacherswriting their accreditation report and those maintaining proficiency.

All teachers complete a full year cycle of the Performance and Development Framework.

SASS Performance and Development professional learning for supervisors and implementation by staff.

Further enhancement of whole school organisational effectiveness through Calendar Organisation Meetings which willfeed to efficient communication of accurate information to students, staff, parents and community.

Evaluation of Welfare and Discipline, Attendance, Anti–bullying and Learning Support Team procedures.

Introduction of a new Lisarow High School website, Little Lisarow Letter, Lisarow Letter to showcase good news storiesonly, Facebook to be updated regularly, graphic designers to be employed to provide quotes for possible work toenhance the external image of the school.

Further engagement with the Department of Education Communications Team to enhance communication.



Quality Teaching

Purpose

Teachers demonstrate and share expertise, have expert content knowledge, within a diverse curriculum which caters tocommunity needs. Using evidence based strategies, students are taught to be lifelong learners with a real world focus onproblem solving through the use of creative, innovative and resourceful thinking. When teachers model qualityinterpersonal skills and develop rapport with students, then students are empowered to become self–reliant in all aspectsof their well–being.


The AVID program has been introduced into the curriculum with a Year 8 AVID class.

Head teachers have analysed HSC results and presented successes and areas for improvement to staff.

Students and parents were offered the opportunity to complete Tell Them From Me surveys.

There have been improvements to the technological equipment in the school following a technology audit and five yearaction plan being written.

The Literacy and Numeracy Team have focused on writing.

English and Mathematics faculties have implemented explicit strategies for improvement in literacy and numeracy in theirclasses.




AVID implemented in Year 8class for all of 2016 and plannedexpansion into Year 7 and 9 for2017.

Fortnightly AVID teacher meetings ensured theintegrity of the AVID way across the school.

The decision was made to introduce AVIDFoundations Year 7 classes for 2017.

AVID School Coordinator attended AVIDCoordinators' Meetings..

• $22, 424.61 from RAMper Capita

Number of AVID trained teachersexpanded.

14 staff were professionally developed at the AVIDWinter Institute, increasing the number of AVIDtrained staff to 21.

• $22, 424.61 AVID fromRAM per capita

Presentation of data analysis tostaff.

Head Teachers led analysis of HSC results andpresented to the Executive and Staff Meetings.

Students completed Tell Them From Me surveystwice and parents once.

• Staffing

Teachers collate positive andnegative feedback as evidence.

Emails and documentation of phone calls wasretained by staff for analysis of in comingcommunication.

• Staffing

Program adjustments evidentbased on data analysis.

SLSOs were employed to implement adjustmentswith students in classrooms.

• $185, 666 from Low LevelAdjustment for Disabilityand Aboriginal Loading

Evaluation of current GATSpractices undertaken.

A rejuvenation of the Enrichment class in Years 7and 8 occurred.

The Aim High Program was introduced and found tobe successful by many students.

• Staffing





Aiming high programimplemented and evaluated.

Anecdotal evidence indicates that the program wasconsidered a success, especially from a wellbeingperspective for the students who chose to beinvolved.

• Staffing

Five year technologymaintenance plan written andcommunicated to staff to ensureongoing availability of technologyto aid teaching.

The plan has been written, with future plans tocommunicate this to staff.

Technology audit completed and maintenance ofareas of need started.

• Staffing • $35, 139.93 spent onTechnology resources

TPL and literacy teachingfocused around deficient areasfor students.

The Literacy Committee developed severalprofessional sessions for staff to enhance literacyacross the school.

English and Mathematics staff implemented explicitteaching strategies in classrooms to enhanceliteracy and numeracy skills in their students.

In particular the DEAR program implemented by theEnglish staff has driven successful improvement inreading results for students =, as evidenced inNAPLAN results.

• Staffing

Next Steps

AVID program is expanded to include 3 AVID Foundations classes in Year y7, one AVID class in each of Years 8 and 9.

Further embedding of HSC and NAPLAN analysis to inform varied teaching practice.

Evaluation of the impact of the new HSC standards.

Audit of current GATS practices to inform enhancements of the communication of opportunities for Gifted and Talentedstudents.

Introduction of Turbo Maths and Junior Extension English into the curriculum to cater for Stage 5 GATS students.

Continued implementation of the five year Technology Plan.

Purchase of upgraded computing equipment for the introduction of LMBR.

Enhanced literacy team strategies to be planned and implemented.

Evaluation of teaching practices in English and Mathematics faculties to inform the explicit strategies to be undertaken tofurther enhance literacy and numeracy results for students.

Introduction of whole school AVID plan to incorporate AVID Coordinators for Years 7, 8 and 9.

Introduction of whole school curriculum plan to incorporate equivalent leadership and organisational practices for allareas of the curriculum including GATS, TOC, CAPA classes etc.

Introduction of iSTEM classes in Stage 4 and 5.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading • Employment of Aboriginal tutors in classand in the library towards mproving outcomesfor Aboriginal students • Celebration of Aboriginal culture

$14 387

English language proficiency • Employment of School Learning SupportOfficer to guide students in Quicksmart andwork with identified students • Enhancement of study skills via Elevate • LBOTE collection – validation of figures forERN

$19 060

Low level adjustment for disability • Employment of 1.2 LaST teachers • Individualised support for students • Employment of SLSOs to support studentsto enhance outcomes in classes • Individual Health Care Plans generated forall students with medical conditions • Emergency Care Response Plans forstudents 7–12 • ASCIA Plans • Asthma care for all affected students • YARC assessments • Peer support • Deaf Camp at school organisation • Behaviour observations and behaviourmanagement plan • NAPLAN supervision • Teaching of 7ACE – focused literacy • Data collection for NCCD • Disability register completion • Health condition flags in Sentral • In class support for students • Individual reappraisal and review meeting • Communication with families • Training and mentoring of SLSO • Vulnerable students book • Year 7 2017 enrolments, identification ofstudents with additional learning needs,requiring plans, assessments

$171 279

Socio–economic background • NAPLAN enhancement strategy • Communication with community through theshool sign • Syllabus implementation through thepurchase of Mathematics text books • Introduction of STEM and purchase of Legorobotics kits • Year 5 and 6 to 7 Transition • Student assistance • Hospitality student events • Administration and communication viaSentral license •

$55 898

Support for beginning teachers Beginning Teachers were supported by: • an Induction Program • Teacher Mentors • Release from periods to provide planningopportunities as needed

$39,273


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 416 396 371 369

Girls 419 391 380 378

Student attendance profile

School

Year 2013 2014 2015 2016

7 91.9 94 93.7 93.1

8 91.6 89.9 91.9 91.2

9 87.5 91.1 91.9 89.3

10 84.8 87.4 89.4 88.4

11 88.7 89.4 87.5 87.7

12 88.2 91 89.8 89.8

All Years 88.7 90.3 90.5 89.9

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

Parents are sent text messages requesting explanationof absences.

Structure of classes

Year 7 • English, Mathematics, Science, HSIE, Language,

PDHPE, Music, Drama classes divided into thefollowing class structure:

• Enrichment Class • Technology Opportunity Class • 4 x mixed ability classes • 7 x TAS classes • TOC and Enrichment classes combined into 3

classes for Visual Arts

Year 8 • English, Mathematics, Science, HSIE, PDHPE,

Music, Drama and Visual Arts classes divided intothe following class structure:

• Enrichment Class • Technology Opportunity Class • 4 x mixed ability classes • 8 x TAS classes

Year 9 • English: 1 x AVID class and remainder mixed

ability including an unofficial TOC class • Mathematics: 5 x academically graded classes

(5.3 x 1, 5.2 x2, 5.3 x 2) • Science: 1 x Enrichment class, 1 x Technology

Opportunity Class, 2 x mixed ability classes, 1 xsmaller class where additional support withlearning is provided

• HSIE: 5 x mixed ability classes with History andGeography taught on an interchangeablesemester basis

• PDHPE: 1 x mixed ability and gender classselected on high level skill ability, 2 x mixed abilityclasses, 2 x single gender classes based onability. 1 x Year 9 PASS class.

• TAS: 1 x Child Studies, 2 x Food Technology, 1 xIndustrial Technology Engineering, 1 x IndustrialTechnology Timber classes on two elective lines

• CAPA: 1 x Visual Arts, 1 x Photography class • 12 x electives offered to students on two lines

Year 10 • English: 5 x mixed ability classes with 1 x

unofficial TOC class • Mathematics: Mathematics: 5 x academically

graded classes (5.3 x 1, 5.2 x 2, 5.3 x 2) • Science: 2 x Enrichment classes, 1 x Technology

Class, 2 x mixed ability classes • HSIE: 5 x mixed ability classes with History and

Geography taught on an interchangeablesemester basis

• PDHPE: 1 x mixed ability and gender classselected on high level skill ability, 2 x mixed abilityclasses, 2 x single gender classes based onability. 1 x Year 10 PASS class.

• TAS: 1 x Child Studies, 2 x Food Technology, 1 xIndustrial Technology Engineering, 2 x IndustrialTechnology Timber classes on two elective lines

• CAPA: 1 x Visual Arts, 1 x Music, 1 x Dramaclasses on two elective lines

• 13 x electives offered to students on two lines

Year 11 • English: 1 x English Extension, 1 x English

Advanced, 2 x English Standard and 1 x EnglishStudies classes

• Mathematics: 1 x Mathematics Extension 1, 2 xMathematics, 3x Mathematics General classes

• 42 electives offered to students on 5 lines


Year 12 • English: 1 x English Extension, 1 x English

Advanced, 2 x English Standard and 1 x EnglishStudies classes

• Mathematics: 1 x Mathematics Extension 1, 2 xMathematics, 3x Mathematics General 2academically graded classes, 1 x MathematicsGeneral 1class

• 39 electives offered to students on 5 lines

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 1 19

Employment 0 7 69.2

TAFE entry 1 1 12.3

University Entry 0 1 42.2

Other 5 2 14.7

Unknown 0 0 0

Year 12 students undertaking vocational or tradetraining

In 2016 the percentage of students undertakingvocational or trade training was 45.09% or 78 students.15 students studied a VET course at TAFE through theHunter Institute, 3 students studied at Gosford Hospitaland 1 student studied a school based traineeship.

Year 12 students attaining HSC or equivalentvocational education qualification

100% of the 81 Year 12 students who completedvocational education training attained a qualification in2016.

24.69% or 20 students achieved a Certificate III.

17.28% or 14 students achieved a Certificate II.

58.02% or 47 students achieved a Statement ofAttainment.

NB These figures also include Year 10 InformationDigital Technology students as they were enrolled asHSC students through BOSTES.

100% of Year 10 Information Digital Technologystudents achieved a Statement of Attainment.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 9

Classroom Teacher(s) 35.8

Learning and Support Teacher(s) 1.2

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

10.28

Other Positions 4

*Full Time Equivalent

0% of permanent teaching and SASS staff identify asbeing from an Aboriginal or Torres Strait Islanderbackground.

12.5% of temporary teaching and SASS staff identify asbeing from an Aboriginal or Torres Strait Islanderbackground.

Workforce retention

At the beginning of 2016 five new teachers beganworking at Lisarow High School.

Lisarow High School staff remained stable throughoutthis year, with zero permanent teachers leaving theschool at the end of 2016.

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 11

Professional learning and teacher accreditation

100% of teachers engage in regular professionallearning related to their roles in the school and theschool’s priority areas.

19.35% of permanent teachers are accredited as


proficient with BOSTES. 67% of accredited teacherspermanent have achieved maintenance of proficiencyat least once. 8% of permanent teachers areprovisionally accredited as proficient. 72.58% ofteachers are existing teachers.

8 temporary staff are provisionally accredited.

9.68% of teachers have expressed interest in workingtowards higher levels of accreditation.

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 590 207.98

Global funds 611 871.49

Tied funds 396 007.76

School & community sources 344 731.84

Interest 14 628.57

Trust receipts 32 742.35

Canteen 0.00

Total income 1 990 189.99

Expenditure

Teaching & learning

Key learning areas 128 642.23

Excursions 144 474.73

Extracurricular dissections 116 903.85

Library 8 535.63

Training & development 6 128.44

Tied funds 424 107.36

Short term relief 126 623.87

Administration & office 174 963.83

School-operated canteen 0.00

Utilities 145 304.25

Maintenance 59 839.42

Trust accounts 35 160.14

Capital programs 0.00

Total expenditure 1 370 683.75

Balance carried forward 619 506.24

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 skills and understandings demonstrated in these assessments.




Higher School Certificate (HSC)

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


Parent/caregiver, student, teachersatisfaction

Student satisfaction surveys indicate: • Students across the school indicated a lower than

NSW Government norm for truancy. • 88% (93% of girls and 83% of boys) of students

evaluated themselves to exhibit positivebehaviour at school, which is higher than theNSW Government norm.

• Grades in English, Mathematics and Science areabove the NSW Government norm in all yearsgroups except one.

• The school achieves higher than the NSWGovernment norm ineffective learning time andacademic rigour.

• Positive teacher–student relations is equivalent toNSW Government school norm.

• High levels of school pride. • Confidence in personal identity, culture and staff

understanding of students’ culture.

Student identified areas of future school focus: • Intellectual engagement, interest, motivation,

effort, self confidence in academic skills in coreareas, relevance of learning in both genders butparticularly in boys.

• Levels of optimism, happiness for both gendersbut particularly in girls.

• Homework, with the highest rates of homeworkbeing completed by students in Years 7 and 12.

• Anti–bullying and student/staff mentoringprograms.

• Expectations for success. • Writing. • Student leadership. • Use of technology to assist in student learning.

Parent satisfaction surveys indicate: • Students are being given the right amount of

homework. • Teachers expect homework to be done on time

and for my child to work hard. • Teachers expect my child to pay attention in

class. • Their child is clear about the rules for school

behaviour, feels safe at school as well as going toor from school.

• The majority of parents found communicationsfrom the school satisfactory, with emails andschool reports identified as the most useful.

• 88.5% of students are satisfied that the subjectsthey want to study are available at the school.

• If needed, parents were satisfied with specialassistance provided for their child.

• The majority of parents would recommendLisarow High School to parents of primary schoolstudents and believe that the school has a goodreputation in the local community.

• 88.4% of parents find the school’s text messaginghelpful in monitoring their child’s attendance.

Parent identified areas of future school focus: • School communication relating to school

activities, student behaviour, student progress,student social and emotion development andopportunities for students’ future.

• Access to speak to staff. • Bullying prevention. • Creating opportunities for students learning at a

slower pace to have extra support. • Assistance for students to develop positive

friendships. • A small number of parents access communication

via P&C meetings. • A small number of parents do not receive

absence text messages, access the newsletter,website or Facebook.

Policy requirements

Aboriginal education

• The Aboriginal students were supported withliteracy & numeracy through individual tutoringand small groups.

• Lisarow High School worked with the WollotukaInstitute at Newcastle University to deliver the IBelieve program for Year 7 students, Insight Dayfor Year 10 students and a University entrypresentation for the Year 12 students.

• 3 students received the annual Gosford AECGaward for community& citizenship, culturalparticipation and creative and performing arts.

• 3 students were also nominated for the PublicSchools NSW Nanga Mai awards in thecategories of encouragement, academicexcellence and student leadership.

• 4 Aboriginal students in Year 12 attended Gosfordcouncil to participate in a youth forum

• The Aboriginal students and parents completed asurvey at the beginning of the year, to providefeedback to the Aboriginal Education team. Thiswas to evaluate our processes and ensure we arecatering to the students’ and parents’ needs. Weimplemented the research into our projects,throughout the year.

• All Aboriginal Students had a staff mentor to offersupport and guidance. They worked together tocomplete a Personalised Learning Plan, (PLP)tohelp them achieve their individual goals andimprove their educational outcomes.

• The staff met with the students throughout theyear, for PLP catch up meetings, to ensure thePLP is an active document.

• A weekly cultural group and Didge group wascreated with Bruce from The Bara BarangCorporation. Students started learning moreabout their Aboriginal culture and made plans forthe NAIDOC week celebrations.

• Students enjoyed making the Didgeridoos fromscratch and learning how to play them.

• 2 Year 12 students then went on to perform anumber of successful Didge performances at theDarkinjung Land Council Cultural event, Glenvale


School, The Valley Schools Excellence Awards,Year 12 Graduation and the end of yearAboriginal Student Celebration Morning Tea.

• A number of Students wrote and personalised an‘Acknowledgment to Country’ for many formalevents that Lisarow High School hosted.

• NAIDOC week was celebrated with an interactivedisplay about the2016 theme – The Songlinesand held a whole school assembly to showcasewhat students had done around the school. Thecelebration included Aboriginal students singing arap and playing the Didgeridoo.

• An Aboriginal Dance Group was formed and thestudents participated in weekly dance lessonswith Uncle Stu. This was to work towardsperforming at Glenvale School, for their NAIDOCWeek celebrations. They also performed awelcome dance, for the Acknowledgment ofCountry for The Valley Schools ExcellenceAwards, which Lisarow High School hosted.

• The staff attended the Gosford AECG and theValley Schools meetings throughout the year andcontributed to group projects.

• The Aboriginal students enjoyed the annualcultural day, run by all of the Valley Schools andCentral Coast Primary Care facilitated the day.There were Dance workshops, Aboriginal artpainting, with a local elder, Didge lessons andboomerang throwing.

• The Aboriginal Education Team hosted morningtea for the Aboriginal students at the end of eachterm.

• More native plants were added to our OutdoorClassroom and Brenden Moore, from the RoyalBotanic Gardens donated a number of the plants.Brenden also volunteered his time and valuableexpertise with the Aboriginal student sto work onthe expansion.

• The year ended with a Celebration Morning Teato showcase the Aboriginal students’achievements throughout the year and to farewellYear 12students. Students were presented withsome clapping sticks – a souvenir made by one ofour TAS teachers from timber sourced off treeslost in the storm the previous year. Students,parents and staff enjoyed a final didgeperformance from the Year 12 boys and Brucefrom Bara Barang.

Multicultural and anti-racism education

Within the NSW Syllabus for the Australian Curriculum,learning across the school includes a number of crosscurriculum priorities including a focus on Asia andAustralia’s engagement with Asia, interculturalunderstanding, and difference and diversity. Within theHSIE faculty students in Geography, History andLanguages learn to identify and empathise with thevarying of perspectives of individuals over time and toexplore the differences amongst groups. Such anapproach enables students to investigate thecircumstances of those whom society has marginalisedbecause of their background. Teachers promote anhistorical understanding, empathy and experience ofthe richness and the reasons for Australia’s

multicultural society and its place in the region and thewider world.

There are several identified English as a SecondLanguage (ESL) students at Lisarow High School. Thelibrary has a selection of multicultural texts andresources for students covering a wide range of topics.There is an Anti–Racism Contact Officer (ARCO) whoheightens awareness of issues in this area for studentsand is the primary source of contact.

Other school programs

Gifted and Talented Education

Lisarow High School offers a pathway for potentialgifted and talented students through our EnrichmentClass program in Years 7 and 8. These enrichmentclasses provide an education where students aresupported and challenged to reach their academicpotential and become leaders amongst their peers.Lisarow High School is dedicated to empoweringstudents to achieve their performance goals as well asupholding the school values of respect, responsibility,integrity and commitment. Learning programs aredelivered in all key learning areas with a focus onengagement and extension. Students are selected forthese classes through in–school academic testing andthrough recommendation from a student’s primaryschool.

In 2016, students participated in the InternationalCompetitions and Assessments for Schoolsexaminations in English, Mathematics, Science,Writing, Spelling and Digital Technology. Our studentsachieved at a high level and highlights include:

· A student in Year 7 and a student in Year 8 bothfinished in the top 4% of the country in the DigitalTechnology examination

· A student in Year 8 was placed in the top 2% ofstudents in the country in the Science examination

· 2 students in Year 8 achieved Distinctions in theMathematics examination.

Technology Opportunity Class Program

The very first Year 7 Technology Opportunity Class atLisarow High School was selected in 2010 and in 2016our first cohort completed their HSC. The majority ofthese students completed their Certificate III inInformation and Digital Technology (IDT) and many ofthe students have achieved outstanding overalleducational outcomes while at Lisarow High School.

The Technology Opportunity Class program continuesto be a success in Stage 4 and the Stage 5 IDTstudents again achieved above state average with theirHSC results. The TOC program continues to be popularwith the wider school community with manyhigh–quality applications provided to the school to bepart of the 2017 program.


AVID

In 2016 the AVID program was introduced at LisarowHigh School, with the aim of closing the achievementgap by preparing all students for post– secondary, skillsdevelopment and work–readiness so they canparticipate in a global community as productive citizens.The focus is to raise student and parent aspirations tostrive for university placements by developing studentcritical thinking and organisational skills. AVIDunderpins a focus of engaging students in qualitylearning in order for them to reach their potential. TheAVID class structure has been highly successful asreflected in a decrease in behaviour referrals of theAVID class – Term 1 2015 (27 negative incidents) toTerm 12016 (6 negative incidents) and an increase instudent achievement by 26 ranks in Mathematics andScience over Term 1, 2 & 3.

Students participated in tutorials with trained tutors fromthe Newcastle University. This assisted students towork through a ‘point of confusion’ with an area of theirwork and develop the critical thinking skills required tounderstand their points of confusion.

Another positive component was the training of 7subject teachers and the extension of the AVIDprofessional learning taking using the AVID strategiesin mainstream classes. A series of AVID professionallearning workshops led by the trained teachers has ledto AVID being a focus for professional learning at everystaff development day. A further 20 teachers weretrained in AVID in Term 3 with the aim of introducingAVID into Year 7, 8 & 9 in 2017.

Technology

2016 saw a significant investment in technology atLisarow High School. Four portable laptop banks werepurchased to help promote learning and engagementacross the school. All classrooms now have access to adata projector and two 3–D printers are now availableto be used by STEM subjects.

The Department of Education's ET4L network(Enhanced Technology for Learning) was usedsuccessfully throughout 2016 and an expertTechnology Support Officer was hired by the school tosupport staff and students with their access totechnology.

Students now have the option of bringing their ownlaptops to Lisarow High School through the successfulimplementation of our Bring Your Own Device (BYOD)policy. Regular professional learning occurred forteachers in 2016 to help upskill on how to effectivelyuse technology in the classroom.

The school’s social media presence was successful in2016 in highlighting the wonderful achievements of ourstudents to the wider school community.

Creative and Performing Arts

The following ensembles we in operation in 2016: • Vocal Ensemble

• Woodwind Ensemble • Jazz Ensemble • Stage 4 Dance Academy • Stage 5 Senior Dance Academy

Lisarow High School was represented in Starstruck –both Dance and Drama, State Choral Workshop –Vocal Ensemble, Coast Quest Dance Championshipsand Central Coast Dance Festival Ensemble.

Appreciation of success of creative students and theirtime and efforts in extra–curricular activities washighlighted with a CAPA morning tea, together withparents and families.

Lisarow High School Creative and Performing Artsstudents have engaged in: • Lisarow High School ‘STAGE IT ‘ Night. • Lisarow High School ‘PERCEPTIONS’ Whole

School Photographic and Art Exhibition • Lisarow High School ‘13’– HSC Visual Arts

Exhibition • Lisarow High School ‘THE BEACH’ Photographic

Competition and exhibition supported by JohnRalph’s Camera House

• Central Coast Regional Art Exhibition–‘CentralVision’.

• TAIKO Drumming Workshops • Lunchtime Music concerts • Photographic competition – The Beach theme • ANZAC Day Ceremony • NSW CHORAL Workshops • Valley Schools Excellence Assembly • Lisarow High School Assemblies • Lisarow High School Presentation Evening • Valley View Public School Christmas Fete

Celebration • Starstruck • Band workshops with Partner Primary Schools • Transition Creative Workshops • Stage 4 and 5 Drama Workshops

In CAPA in 2016, a Photographic Studio wasestablished, with new technology, sets and props. Inaddition, our Drama ‘Green Screen’ Room becameavailable, allowing students to learn the skillsassociated with Green Screen, including special effectsand digital editing. Music established a series oflunchtime concerts, enabling Stage5 and 6 Electivestudents a chance to showcase their talents in front alive audience of their peers. A priority was theestablishment of The CAPA Academy with auditionstaking place in Music, Dance, Drama and Visual Arts, inreadiness for the inaugural class in 2017, offering achallenging creative curriculum to the successful giftedapplicants .

In 2017 the focus will be on establishing a school band;and establishing a Stage4 Music Program with tutorsfrom the Central Coast Conservatorium. A Stage 5Dance Elective will be delivered for the first time andStage 4, 5 and 6 Drama, Music, Photography andVisual Arts Electives will be expanded.

Sport

In sport our students have enjoyed outstanding


success, with the highlights being: • Lachlan Grant – 1st in NSW State Combined High

Schools for High Jump • Nicholas Bracken was selected as part of the

CHS NSW Rugby Union Squad. • Joo Joo Brown –participated as part of the

Sydney North team in the NSW Combined HighSchool Rhythmic Gymnastics Championshipwhere her team came 2nd in the state.Individually Joo Joo placed 4th on allapparatus–rope, ball and ribbon and was5th inthe state overall.

• Benjamin Denham and Jacob Madden bothcompeted as NSW State CHS Representatives inAthletics.

• A large number of our students were selected asSydney North Representatives in a wide range ofsports.

• We have had an increasing number of studentsreceiving community service awards for assistingwith umpiring, refereeing and sports organisationin the local community.

• At the Zone PDHPE Gala Day our Year 7 & 8students came first overall.

• State knockout teams performed very well.

• Soccer, Rugbyand Netball Academies continuedto improve students' skills and were rewardedwith good performances against other schools inour area. The professional coachingthey'vereceived has been of great benefit to theirphysical and tactical awareness.We hope in thefuture this will help students to go ontorepresentative honours.

Quality Teachers and Support Staff

In 2016 we have had some of our staff more broadlyrecognised. Three staff received awards at the CentralCoast Public Education Awards: • Mr Phil Lewry was recognised for being an

outstanding teacher who inspires in his students alove of learning and Science.

• Mr Hunter was recognised for being a highlyorganised, highly respected teacher who isdedicated to the teaching profession whocontinually strives to motivate and engage hisstudents to achieve their personal best.

• Mrs Christine Cannon was recognised for being aquiet achiever whose leadership skills, integrityand kind character have ensured that the officeruns smoothly, efficiently and happily.

Two teachers received awards at the Central CoastWorld Teachers’ Day: • Miss Melissa Parrish was recognised at for being

an Efficient, Goal Focused teacher who reliablygets the job done. Melissa is a highly efficient,goal focused leader of peers. Her organisationand commitment attracts others to engage inprojects she leads towards impressive impact andimprovement.

• Mr Ash Jackson was recognised for being aProfessional, Passionate Leader. Ash is a highlyprofessional, respected, engaging, passionateand influential teacher who is consistentlyreflecting on practice to lead further improvement

across the school.

About this report

In preparing this report, the self–evaluation committeehas gathered information from evaluations conductedduring the year and analysed other information aboutthe school's practices and student learning outcomes.The self–evaluation committee and schoolplannicommittee have determined targets fortheschool's future development.

The following staff were involved in the writing of thisreport:

Miss Melissa Parrish Careers Teacher and AboriginalEducation Coordinator

Mr Gregory Kellerman Timetable Coordinator

Mrs Camilla Wilson Sports Coordinator

Mrs Fiona Curtis Learning and Support Teacher

Mr Damian Purins Head Teacher English

Mr Michael Bean Head Teacher Mathematics

Mr Ben Surwald Technology and GATS Coordinator,Head Teacher Science

Mr Christopher Allan Head Teacher HSIE

Miss Pamela Williams Head Teacher Administration

Mrs Kylie Bolger Head Teacher Creative andPerforming Arts

Mrs Katrina Walsh Head Teacher TAS

Mrs Jenny Bennett AVID Coordinator, Deputy Principal

Mrs Nicole Hunt Principal


Documents

2016 Lisarow High School Annual Report - Amazon S3 · 2016 saw another active year of service for the Lisarow High School P and C.€ We were again involved in funding various individuals