2016 Narrabri High School Annual Report - Amazon S3 · school strategies for improved learning and the benefit ... capabilities and learning habits to prepare our students for life

Narrabri High SchoolAnnual Report

2016

8170

Printed on: 29 March, 2017Page 1 of 16 Narrabri High School 8170 (2016)

Introduction

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

Mr Rodney Jones

Principal

School contact details

Narrabri High SchoolGibbons StNarrabri, 2390www.narrabri-h.schools.nsw.edu.aunarrabri-h.School@det.nsw.edu.au6792 1633


School background

School vision statement

At Narrabri High School: • We are committed to the provision of effective learning in a caring, supportive and safe environment. • We value and respect the individual and the talents of each student. • We have high expectations and are committed to academic endeavours. • We seek to develop self-esteem and positive attitudes to ensure each student is empowered to reach their

potential. • We are inclusive of the school community in preparation of our students to be active, responsible citizens.

Student Exit Outcomes

An effective, ethical and responsible communicator: will appropriately convey information clearly and successfully.

Respectful: will display positive regard to self and others based on awareness and knowledge.

Responsible: will accept accountability for their actions to people and the environment.

A critical thinker: will analyse, evaluate, make judgements and employ sound reasoning.

Cooperative and Resilient: will willingly and persistently work in accord with others to achieve a common goal.

Honest: will be truthful, trustworthy and fair to all.

School context

Narrabri High School caters for a student population of 540 students. This is an increase on numbers for the previousyear. Narrabri High School is a comprehensive co-educational high school that provides educational opportunities forstudents from the town as well as adjacent rural areas. Students generally proceed to Narrabri High School fromassociated local primary schools. These include Narrabri Public School, Narrabri West Public School and smallerschools like Bellata and Fairfax. Our FOEI index is 115.

Abroad and comprehensive curriculum is provided which caters for students with a wide range of abilities. There are alsonumerous opportunities for students to experience and achieve success in sports, the visual and performing arts, studentleadership and a range of other extra-curricular activities.

The school has a well-developed welfare network to support students. We are a PBL (Positive Behaviour for Learning)school with our key focus for all students being - Respect, Involvement, Success and Engagement.

Our direction into the future continues to be on Quality Teaching to improve overall academic achievements through theexplicit teaching of A4L and 21st Century mindsets, capabilities and learning habits to prepare our students for life, theworld of work and being global citizens in a never changing world.

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 the domain of learning the school assessed itself as delivering in wellbeing, assessment and reporting and studentperformance measures. For the elements of learning culture and curriculum and learning we believed we are sustaining and growing.

In the domain of teaching we assessed ourselves as delivering for effective classroom practice, working towards


delivery for data skills and use and sustaining and growing for collaborative practice, learning and development andprofessional standards.

In the domain of leadership we have assessed our practice as delivering for leadership, school planningimplementation and reporting and management practices and processes. For the element of school resources our schoolis 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

Staff will be high performing, collaborative and dynamic.

Purpose

To enable our teachers to be active, resourceful and collaborative facilitator through creating an engaged andcollegial community of learners. Our teachers will demonstrate curriculum innovation, the implementation ofAssessment for Learning, quality teaching and leadership capability that inspire learning.

To ensure the continued alignment of our school’s primary purpose and student exit outcomes with ourprograms and practices through the expansion and increased leadership capabilities and succession planningusing the Australian Principal Standards and Australian Standards for Teachers.

Overall summary of progress

The school has successfully implemented A4L strategies of Learning Goals and Success Criteria with these beingimplemented in the majority of classrooms. Staff are gradually moving towards the assessment strategies of A4L such aspeer assessment.21st Century Learning continues to be a priority and staff are moving towards a better understanding of the skills setneeded for this, including collaborative learning.SAS staff have begun their training for LMBR and the upgrade to the administration building will allow this training tocontinue in a timely manner.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• All staff apply their professionallearning around ‘A4 L’, clearlywithin their class settings. • Classroom observations,lesson plans and student workbook monitoring showing thatLearning Goals and SuccessCriteria are evident in allclassrooms. • The leadership team of theschool actively supervise theirareas of responsibility throughcarefully monitoring andevaluation the programs,initiatives or faculties. • 70%of students areintellectually and activelyengaged with learning and 75%of students are actively trying toachieve a high degree of successas measured through On-TaskAnalysis and surveying.

Professional Learning for all staff and consultancyto build the skills of all teaching staff ensuredimplementation of the A4L in the majority offaculties. Lesson observations effectively monitoredthe implementation of A4L. creating a whole schoolteaching and learning practice.

The executive team supervised their faculties,ensuring that all faculties are compliant withBOSTES (now NESA) rules and regulations forassessment and reporting are being followed,particularly for the HSC and RoSA.

$36500 from school funds

Next Steps

• All staff engage with the Performance and Development Framework in a collegial and supportive nature. • The allocation of appropriate funding to release staff member to the Teacher Induction &Support Program,

including accreditation. • Establishment of HT Wellbeing/Support for the 2017 school year



Shared responsibility to engage and communicate within our school and community.

Purpose

To engender a school community that operates in a collaborative & sustainable way that embeds a system ofvalues and a culture of high expectations and success. Through reflective practices and whole schoolevaluation and planning, effective and meaningful partnerships, stakeholders are empowered to contributepositively to the school and its community to support student learning.

To ensure that our stated values continue to expand through the delivery of effective student welfare programswhich enhance our expectations & achievement in a caring and tolerant community.


A communications team has been established and is working with the DoE to enhance the image of the school. Therehas been a regular segment on the local radio and continued publicity in the local paper. A uniform committee consisting of parents, students and staff has seen the introduction of a new uniform and the supportfrom all has been very good.A SAS staff member was given the responsibility of ensuring that the school's web site and School Bag app were up todate and this has enhanced communication with parents.The school continues to implement PBL strategies and at at the end of 2016 began the implementation of consistentclassroom rules. This will continue in 2017.




• All staff access, daily, thedesignated internalcommunication system asdetermined by the executive. • 85% of staff support the re-establishment of PBL. • 75% of school stakeholdersaccess information on at leastone of our newly establishedcommunication tools. • A new school uniform iscreated and ready forimplementation in 2017. • Improved engagement levels ofaboriginal students at risk,indicated by attendance,behaviour referrals and awardsystem levels.

New school uniform was selected and advertisedthrough out the community. The new uniformcommenced at the beginning on 2017 for all Year11 and 7 students and will be phased in for the restof the school. Enhanced communication strategieshave been developed with support from the DoEcommunications unit and will be implemented in2017. Expected classroom behaviours weredeveloped across the majority of faculties and arebeing implemented in classrooms

$2000 for PBL

Next Steps

• Positive publicity avenues including newsletters, newspaper and community radio are fully utilised to promote theschool and student achievement.

• A school publicity team maintains all forms of school publicity to ensure that information is current and correct. • Staff members actively engage in the explicit teaching and modelling of positive behaviour and consistently and

actively reward students so that the school’s student exit outcomes are achieved. All staff engage in daily use of theschool’s internal communication system, according to school-developed protocols.



Operational Effectiveness to support quality learning

Purpose

To build stronger, positive relationships as an educational community, inspiring a culture of collaboration, engagedcommunication between students - staff - community, empowered leaderships and organisational practices that supportall and ensure our student learning outcomes will increase.

To ensure efficient and effective communication between all stakeholders through the evaluation, update andimplementation of a combination of internal structure, procedure, practices and technology-based information deliverysystems.


The employment of TSO has meant that the school's ICT equipment has been well maintained. This has meant that allclassrooms have access to these devices and are using them to enhance learning opportunities.The employment of a SAS staff member has ensured that attendance is monitored and procedures are followed throughin a timely manner..SAS staff have received the necessary training in the lead up to the LMBR rollover and in 2017 this should happensmoothly.




• SASS receive some form ofLMBR professional learning. • Learning spaces havereceived furnishing upgrades. • TSO continues to maintain andupgrade ICT systems

Students have had access to laptop banks thathave been maintained by the TSO. There has beenan increase in the number of classrooms withsmartboards. All classrooms have access to WiFi.The employment of a SAS staff member to workwith the Head Teacher Administration has beensuccessful again in 2016 and will be continued in2017. This involved daily contact with parents.Improving the physical environments of theclassroom stalled due to 2 significant public worksprograms that took place within the school and thisinitiative was not followed through fully.

$2500

Next Steps

• The employment of additional TSO to support all forms of technology within the school. • That collaborative,collegial executive support structures be implemented through regular readings,meetings and PL

to support all executive manage their complex roles.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Employment of AEO and Norta Norta SLSO.This initiative increased student engagementand attendance. Student completion andsubmission of assessment tasks was notablyincreased.

$80 790

Low level adjustment for disability Employment of SLSOs for in class support forYears 7 -1 0. Student responded favourablyto the SLSOs and a notable increase inattendance was achieved.

$64 500

Socio-economic background These funds were used to employ a seconddeputy principal. This position targeted theprofessional learning of staff around our keyinitiatives. Responsibility was also for years 8,10 and 12 welfare and discipline.

$158 174

Support for beginning teachers Beginning teachers were given the equivalentof 2 hours release per fortnight. Additionallythey were supported by a beginning teacherprogram. Teachers completing theiraccreditation were given release time andwere supported by a local panel.

$36 000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 306 323 316 292

Girls 282 292 272 260

In February 2016 the school enrolment was 552,slightly down on 2015 but should rise again in 2018.

Student attendance profile

School

Year 2013 2014 2015 2016

7 91.1 92.9 92 90.6

8 90.1 87.3 90.1 87.5

9 88.6 88.3 86.3 88.4

10 85 82.9 83.2 83.6

11 88.7 83.1 86.1 80.5

12 86.2 88.5 91.3 89.3

All Years 88.5 87.5 87.8 86.4

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

School attendance is slightly down in 2016. Years 7and 12 have the best attendance pattern which isgenerally consistent with state patterns.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 10

Employment 5 4 8

TAFE entry 0 0 12

University Entry 0 0 45

Other 0 0 5

Unknown 0 0 20

From our 2016 HSC cohort many were offered earlyentry into university and have gone on to study in avariety of courses including education, engineering,nursing, agriculture, pharmacy, nutrition and ruralscience.

Year 12 students undertaking vocational or tradetraining

Of those students who were enrolled in Year 12 at thebeginning of 2016, 30 students under took one or moreof the school’s current Vocational Education andTraining (VET) courses up to AQF Certificate II level.These courses were in Construction,Metal andEngineering and Primary Industries.

Of the 10 students who were enrolled in theConstruction course at the beginning of the year, 5gained a full Certificate II level AQF qualification inConstruction Pathways and 2 received an AQFStatement of Attainment towards the Certificate II.Three students withdrew from the course.

Of the 13 students who were enrolled in Metal andEngineering at the beginning of the year, 4 achievedthe AQF Certificate qualification and 9 received an AQFStatement of Attainment towards Certificate 1

Of the 10 students completing Primary Industries, 4achieved a full Certificate II level AQF qualification inAgriculture and 6 achieved a Statement of Attainmenttowards the Certificate II.

Narrabri High School Year 12 students also undertookTAFE delivered (TVET) courses in Animal Care;Automotive Studies; BusinessS ervices, EarlyChildhood Education, and Human Services (Nursing)through TAFE.

Seven Year 12 students went on to complete School-Based Traineeships or Year 1 level Apprenticeships inAutomotive Technology; Plumbing; Hospitality;Construction; and Nursing,

77 students originally enrolled in the Year 12 cohort at


Narrabri High School in 2015 • 69 students went on to complete Year 12 at

Narrabri High

Year 12 students attaining HSC or equivalentvocational education qualification

77 students originally enrolled in the Year 12 cohort atNarrabri High School in 2015

69 students went on to complete Year 12 at NarrabriHigh in 2016

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Head Teacher(s) 7

Classroom Teacher(s) 29.2

Learning and Support Teacher(s) 1.6

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

12.08

Other Positions 6.1

Narrabri High School has new scheme andexperienced teachers who are all well supported but ancapable SAS satff, SLSOs, a general assistant, farmassistance, TSO and a schools worker. Theschool funded a second deputy principal.

At Narrabri High School there were 3 staff who identifyas Aboriginal. These include teaching staff, the AEOand in class Norta Norta tutors.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 10

Professional learning and teacher accreditation

All teaching undertook professional learning in the areaof A4L. This has now become embedded practiceacross the whole school. All staff completed themandatory CPR and anaphalaxis training.

A joint schools professional development evening was

held with Wee Waa High School. Both schools lookedat how collaborative observation would work in theirsettings. Goals were established for its implementationin both schools.

Our professional learning schedule has lead to allteachers actively developing their PDPs to improvetheir own performance.

From the Tell Then From Me survey 44.4% of our staffhave been accredited at proficient level, 18.5% wereworking towards accreditation with the rest to beaccredited at proficient level in 2018.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

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

Income $

Balance brought forward 800 494.00

Global funds 596 856.00

Tied funds 601 981.00

School & community sources 328 120.00

Interest 19 959.00

Trust receipts 55 472.00

Canteen 0.00

Total income 2 402 882.00

Expenditure

Teaching & learning

Key learning areas 144 118.00

Excursions 147 605.00

Extracurricular dissections 42 942.00

Library 2 774.00

Training & development 0.00

Tied funds 587 450.00

Short term relief 103 771.00

Administration & office 160 108.00

School-operated canteen 0.00

Utilities 118 345.00

Maintenance 73 557.00

Trust accounts 53 631.00

Capital programs 0.00

Total expenditure 1 434 301.00

Balance carried forward 968 581.00

School performance

The percentage of Year 7 students in the top two bandsincreased in writing and remained steady for reading,spelling and grammar and punctuation.

The percentage of Year 9 students in the top two bandsincreased in writing and remained steady for reading,spelling and grammar and punctuation.



The percentage of Year 7 students in the top two bandsremained steady for numeracy.

More than 50% of Year 7 students experienced greaterthan expected growth in numeracy.

The percentage of Year 9 students in the top two bandsremained steady for numeracy.

More than 50% of Year 9 students experienced greaterthan expected growth in spelling.

There were no students in Year 9 below nationalminimum standard.


There was one Aboriginal student in Year 7 in the toptwo bands in grammar and punctuation and innumeracy.

There was no Aboriginal student in Year 9 in the toptwo bands in any area.

In Year 9 all Aboriginal students experienced growth innumeracy with half the students experiencing morethan the expected growth. and with the average growthbeing more than the state average.

In Year 7 Aboriginal students experienced better thanthe state average growth in grammar and punctuationand numeracy.


Higher School Certificate (HSC)

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

The following graphs above show the average HSCscores for subjects this year compared with the schoolaverage for the last three years and the state averagethis year.

Students studies a range of courses across thespectrum of curriculum including ATAR eligible andnon-ATAR eligible subjects. The achievements inBands 5 and 6 in 2016 is comparable to previous year.Students works in Music and Art were chosen asexemplary .

Parent/caregiver, student, teachersatisfaction

In 2016 Narrabri High School participated in the TellThem From Me Surveys.

Only a small number of parents took the opportunity toparticipate in this survey but these parents generallyfelt welcome when they came to visit the school andfelt that the SAS staff were helpful when they had aquestion of problem. Parents felt that reports are writtenin language that they understand and 93% had talkedwith a staff member more than once.

Student from Year 7 to 12 participated in the survey.Narrabri High school has higher participation rates inextra curricular activities than other DoE schools andtheir grades in English, Maths and Science is on par orslightly higher than the rest of the state. The surveyreported that students find the classroom instruction iswell-organised, with a clear purpose, and withimmediate and appropriate feedback that helps thathelps them learn. Students also felt that staff highexpectations for everyone to succeed. Importantlystudents at Narrabri High are more likely to havesomeone outside the school that they can turn to foradvice than the rest of the state.

Staff felt that they were setting high expectations forstudents. They are discussing assessment strategiesand strategies that increase student engagement withcolleagues. Staff use assessments to help studentsimprove and try to link new concepts to previousmaterial.

Policy requirements

Aboriginal education

During 2016 positive parental and community feedbackhas been overwhelming, with numerous visits to ourAboriginal Resource room and phone calls commentingon the general change of their child’s progress,behaviour and educational learning outcomes. 2016was very productive and engaging year for Indigenousstaff and students at Narrabri High School. The NortaNorta Program has seen the employment of two newSchool Learning Support Staff members. This hasgiven students a boost of confidence, which isevidenced by the completion of assignments andincreased attendance rates. The schools AEO workedtowards the completion of our Refection Circle andengaged community in the development of six local


totem poles which were placed around the reflectioncircle.

NAIDOC Celebrations again this year have been agreat success with community, staff and studentsenjoying the festivities, including, the CommunityMorning Tea and the great Annual Touch Footy gamebetween students, staff and community members.

This year we ran a successful Girls Program- “ChicksClub”, which saw 10 students complete a 10 weekprogram, engaging students in living skills, encouragingself-confidence, community engagement, real lifeexperiences and respect for self and others.

AECG: School partnership with the Local AECG hasseen the election of a new committee, which will assistin strengthening the already existing partnership withthe school. Thank you to all staff for supporting theAECG involvement with NHS.

PLPs: Personalised Learning Plans- Thank you to MrCraig Trindall for assistance with students from years 7-12 to complete their PLP’s. Mr Trindall’s “Getting theMob Schooled” program has been extremely beneficialfor student, parental and community engagement forIndigenous educational learning outcomes.

During Term 4 several students had the pleasure ofparticipating in the Narrabri Shire Tourism Plan Project,“Kamilaroi Stories”, which will see students’ storiespresented in touch screen media format, early nextyear. Students spoke proudly about the IndigenousHeritage and one of our year 9 students sang ‘AmazingGrace’ in language, a very moving and proud moment.

Multicultural and anti-racism education

Narrabri High School continues to incorporate multi-cultural perspectives across all learning areas. Inparticular, languages other than English, History, FoodTechnology and English classes were used as vehiclesto implement aspects of the multicultural educationpolicy and celebrate Australia’s multicultural heritage.

Three staff were trained as anti-racism officers in 2016and are an integral element of the school’s wellbeingprocesses and are available to address concerns ofstudents or staff. There were no occasions where theARCO’s supported students to solve issues in 2016.


Documents

2016 Narrabri High School Annual Report - Amazon S3 · school strategies for improved learning and the benefit ... capabilities and learning habits to prepare our students for life