2016 Woolgoolga High School Annual Report - Amazon S3 · 100% of students utilising technology (including BYOD) effectively in their work. Employment of a full time TSO and the purchase

Woolgoolga High SchoolAnnual Report

2016

8548

Printed on: 5 May, 2017Page 1 of 21 Woolgoolga High School 8548 (2016)

Introduction

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

Guy Wright

Principal

School contact details

Woolgoolga High SchoolCentenary DriveWoolgoolga, 2456www.woolgoolga-h.schools.nsw.edu.auwoolgoolga-h.School@det.nsw.edu.au6654 1500


School background

School vision statement

Creating lifelong learners who will become confident, creative and successful individuals.

School context

Woolgoolga High School is located on the north coast of NSW and caters for 850 students. The school is an activemember of the Northern Beaches Community of Schools (NBCoS) and is committed to ongoing and continuousimprovement. The school is targeting academic achievement and using technology as a tool to enhance learning andadministration. The school caters for a diverse range of students where each student is treated with respect and as anindividual. Our outstanding HSC results in 2016 highlight the success of our academic programs with 15% of the cohortachieving at least one band 6 result.

Woolgoolga High School has a student population that includes 10% Aboriginal students, and also draws from asubstantial Sikh community where many students speak Punjabi in the home. The school caters for an increasingnumber of refugee families.

While academic achievement is the foundation stone for the school, students enjoy a dynamic and rich educationalenvironment that fosters the love of learning and enjoyment of the school experience. The Peer Tutor Reading Programis highly successful in improving students' reading skills. SMILE (Support, Mentor, Inspire and Encourage), a peermentoring program, introduced by students for students is an integral part of our successful school.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For schools participating in external validation processes:

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this self–evaluation process indicated that in the School Excellence Framework domain of: Learning, weare mostly Sustaining and Growing, with an exception of Excelling in the Learning Culture element and Delivering in theAssessment and Reporting element; Teaching, we are mostly Sustaining and Growing, with an exception of Deliveringin Data skills and Use element; Leading, we are Sustaining and Growing, with an exception of Delivering in the SchoolPlanning, Implementation and Reporting and in the Management Practices and Processes element.

Woolgoolga High School identified three key areas for their next steps in their improvement cycle. They have identified akey focus on academic achievement, continued creativity through the flexible learning design to cater for 21st centurylearners and offering diverse curriculum opportunities for their students. Pivotal to these goals is communicating well withparents and continuing to collect and analyse feedback from students, parents and the wider school community. Centralto the learning design is the continued focus on embedding the 'Innovation at Woolgoolga High' project. Woolgoolga HighSchool prides itself on its strong relationships, excellent learning culture and school–wide wellbeing programs likeSMILE, one of our peer support programs. It is clear that these aspects of the school currently receive appropriateattention for training and succession planning. The school has also identified a continued focus on these successfulprograms.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further 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

Students as Lifelong Learners in the 21st Century

Purpose

Lifelong Learners who are literate, numerate and engage with 21st Century learning. Our students are part of smallcommunity and it is imperative that they are exposed to the wider world and the demands that will be placed upon themas they become successful individuals. To prepare our students sufficiently must involve giving them the skills tocontinue to grow and appreciate the necessity for learning and developing the 21st Century skills that include the “6C’s”:Creativity, Communication, Critical thinking, Citizenship, Collaboration and Character.

Overall summary of progress

Through consultation with students 7–12, staff, parents and caregivers, a student led initiative, The AcademicAchievement Centre (AAC) was created. Year 12 students were at the forefront of this initiative. The AAC focuseson developing life long learners, who understand the importance of working in teams of learners and as individuallearners. The students are aided by engaged staff who provide a supportive, safe and harmonious environment, wherelearning grows organically. This initiative has been one of the most successful learning initiatives that have beendeveloped at Woolgoolga High School. The outcomes of this program can be clearly evidenced by the outstanding 2016HSC results and the academic improvement of all regular participants of this program.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Plan and begin the AcademicAchievement Centre (AAC),Stage 6 students participating inthe AAC.

Parents, staff and students were consulted on howbest to support learning. All agreed that AAC wouldenhance opportunities for learning. Learningspaces were remodelled. Student attendancegradually increased throughout the year and thecurrent attendance levels are approximately 75–80students. Volunteer teachers attending regularlynumber 15.

$5,000

100% of staff involved inprofessional learning in 21stCentury learning strategies thatinclude 6C’s development.

100% of staff have been trained in the use ofSMART data to inform their teaching strategies.The increased knowledge of individual studentlearning has informed all classroom teachingstrategies. All faculties have rewritten teachingprograms to incorporate Literacy and Numeracystrategies. Staff development and engagementdiscussions about the 6c's were undertaken. Awhole school vision on how to develop the skillsnecessary to engage students in 21st centurylearning was co–developed by staff, parents andstudents. Targeted professional developmentspecifically around using technology to enhancelearning was undertaken in Google Apps, Microsoft365 and other related technologies and anencouragement of the use of flipped classrooms.100% of staff and students now use technology toenhance learning. This has changed access tolearning across the school and has significantlyenhanced learning resources that are used at hometo supplement their in school learning.

$15,000

100% of students utilisingtechnology (including BYOD)effectively in their work.

Employment of a full time TSO and the purchase of150 laptops to support this program for thosefamilies who cannot afford to buy a device. Lockershave been put in place to support this initiative.

$200,000

Development of effective Northern Beaches Community of Schools, monthly $5,000





communication between allstakeholders

meetings coordinate student transition activities andeducational goals and joint activities between localschools. The meetings help coordinate andstrengthen education throughout the northernbeaches schools.

There is effective consultation with the P&C on allmatters of school planning, and other schoolprograms.

The Woolgoolga Chamber of Commerce andWoolgoolga High School meet regularly and planworkplace transitions and the Careers Day (held inMay each year) where over 75 employers convergeon the school and talk directly to small groups ofstudents who have clearly indicated which jobcategories that are of interest to them. The CareersDay is targeting students in Years 10– 12and builds strong links between the school andbusiness leaders and local businesses. This dayoften leads directly to opportunities for students toparticipate in work experience programs andsometimes employment.

Woolgoolga High School has developed stronglinks with the Woolgoolga Rotary and Lions ClubsAnnual eventswhich offer a wide range ofopportunities for students including: The RotaryYouth Driver Awareness (RYDA), The Rotary YouthAgriculture (RyAG), The National Youth ScienceForum (held in Canberra) , The HoneywellEngineering Summer School (held in Sydney), TheUniversity of New England UNE ScienceExperience, The Model United Nations Assembly(MUNA), Rotary Youth Marine (RyMarine), VetCamp, and Rotary and Lions Youth of TheYear public speaking competitions. The schoolhosts students through the Rotary Youth ExchangeProgram (YEP), and Rotary provides our studentsthe opportunity to live in an overseas country viathe Rotary student exchange program.

The ongoing collaboration between the schooland members of the local Rotary and Lions Clubsare instrumental in the success of the annualScience and Engineering Challenge. This challengeis in partnership with Newcastle University. Over200 students from local high schools attend thisevent which is hosted at Woolgoolga High Schooland it is an important part of our Science,Technology, Engineering and Mathematics strategyto engage students.

Next Steps

Continue to enhance the AAC and encourage more students and staff to attend regularly and to publically showcase theresults of this initiative to all stakeholders and to other schools on a wider level. Continue to enhance learning inclassrooms and at home with the increased use of engaging technology supported by ongoing professional developmentof staff.



Teachers as World Class Leaders in Learning

Purpose

Teachers need to know their craft, be inspirational and utilise a multitude of methods of delivery, including the most up todate technology. Teachers are to model and demonstrate lifelong learning and work together with students, parents,caregivers and our community to create environments for the “6C’s” to flourish in our school and community.

Teachers need to demonstrate and encourage leadership development that will prepare our youth and our staff for adifferent future.


Employment of an instructional leader and increasing the number of teachers participating in the Teacher Talkinstructional leadership course is enhancing the engagement of students in the classroom.

High level and ongoing training for all staff in Google Apps, Microsoft 365, flipped classrooms and related technologieshas enhanced the engagement and quality of lessons across the school. The placement of teaching and learningresources online are making it available for other teachers and students 24/7 has enhanced learning for all students. Theextra laptop computers that have been purchased are helping to bridge the equity gap between students.




Professional Development of allstaff is focussed on the needs ofour 21st century learners andteachers as educational leaders.

Professional development opportunities includedTeacher Talk and Tuesday Tutorials and focussedon areas in demand as identified by staff as well asengagement through ICT, including Google Appsand Microsoft 365. Attendance at stateconferences, (eg. English teachers conference),and upskilling staff to present at leadingconferences including one regional conferencewhereby staff presented innovation in theirclassroom to a wide audience of teachers. This wasa highlight of the North Coast Innovative Teachersconference, similarly regular presentations for ourwhole school staff. One teacher with 3 yearsexperience, who undertook leadership roles inprofessional learning was rewarded by beingappointed as Head Teacher Mathematics at SouthGrafton High School.

$55,000

100% of staff to have aProfessional Learning Plan that isaligned to their Performance andDevelopment Plan.

100% of staff have a Professional Learning Planaligned to their Performance Development Plan.100% of staff have undertaken training in the latestteaching strategies that include technology andhave classroom access to a laptop computer anddata projector or digital display.

$80,000

An increased number of teachersaccredited at proficient andhigher levels by the Board ofStudies and teacher education(NESA).

100% of staff trained by an external professional inthe accreditation process and six staff completedthe accreditation process. They were supported byintensive professional learning for beginningteachers.

$10,000

Teachers attending professionallearning focusing on coachingand mentoring.

The Teacher Talk Instructional Leaders course hasthree levels : Classroom Management andInstruction (15 staff have completed this program);Instructional Strategies for Engagement (3 staffhave completed this program) and in 2017, two

$40,000





Teachers attending professionallearning focusing on coachingand mentoring.

teachers will be trained in Teacher Talk CoachingAccreditation Professional Learning Team Rounds.

100% of staff activelyparticipating in CollegiateLearning Networks.

100% of staff are actively participating in CollegiateLearning Networks. across the Coffs ClarenceArea.

$5,000

Next Steps

Continue Teacher Talk and move toward developing the skills for two teachers to be capable of delivering the TeacherTalk Coaching Accreditation Professional Learning Rounds Program at Woolgoolga High School.

Continue to ensure all technology works first time every time via the employment of a quality Technology SupportOfficer. The Technology Support Officer also engages in professional learning of staff and supports students withtechnology.

A numeracy focus in 2017, with the employment of a trained Mathematics teacher to support students in the growth ofnumeracy skills in Years 7–10. This program will use data to inform and support strategies enhancing the learning ofstudents and staff.



Positive Relationships within and beyond the school gate

Purpose

Positive relationships within and beyond the school gate that enhances resilience and adaptability

Schools, communities and classrooms are built on positive relationships and great learning can only be achieved whenour students feel good about themselves. In a complex large high school it is important for students, staff and in factparents and caregivers to continually build resilience.

In our ever changing world adaptability is an essential ingredient for success.


The entire staff at Woolgoolga High School are firmly focussed on the wellbeing of all students. Many positive wellbeingpractices are in place to cater for the wide range of needs of our students and many of our successful practices are beingcopied by other schools across NSW. Two of our caring programs include our SMILE (student led student wellbeing)program and our Woopi Project (Noel's Room), a program that has allowed Woolgoolga High School to partner withSouthern Cross School of Distance Education to deliver quality educational outcomes to disengaged and troubledstudents.




Evaluation of the SMILE program. Support, Mentor, Inspire, Listen Encourage (SMILE)Program

The student led and student created SMILEprogram continues to assist the school communityto reduce the incidence of bullying and harassment.

The SMILE program has had amazing positiveoutcomes for our students since its inception in2012. The ability to change the school experiencefor others has benefitted all students and has set inplace a change of school culture. Students feelempowered as SMILE Mentors and youngerstudents feel there is greater support. Parents oftenrequest that a mentor be available for their child. Asthe program has expanded over the past five years,it has provided leadership opportunities and thedevelopment of teamwork and mentoring skills fortwo thirds of our senior student cohort. In 2016, 44out of 90 Year 12 students (49%) trained andactively participated in SMILE, while 58 out of 127Year 11 students (46%) joined the program. At thestart of 2017, we anticipate 92% of the new year 11cohort will undertake the SMILE training.

This program is increasing the emotionalintelligence of the participants and will be invaluableto these students in their post school lives and isunquestionably contributing to the wellbeing of allWoolgoolga High School students through thepromotion of respectful relationships and animproved school experience. As a result, there hasbeen a 50% reduction in suspensions from2012–2015.

Many organisations help and support the SMILE

$5,000





Evaluation of the SMILE program. program, especially during the formal trainingsessions including: Police; Headspace;Woolgoolga Rotary; The Wesley YouthAccommodation Network; Lifeline; Coffs HarbourQuotaClub; Woolgoolga Lions Club; Junaa BuwalCentre for Youth Wellbeing; Key Employment; CoffsHarbour Youth Mental and Wellbeing Network;Mission Australia

These organisations readily give their time, moneyand expertise to ensure that the SMILE Programcontinues to grow our culture of valuing educationand relationships.

The school has widely shared this program withother schools including all government and non–government schools in the Coffs /Clarence Area. InDecember, eight of our SMILE leadership teamparticipated in a video conference with studentsfrom Wingham High, to assist in their establishmentof a version of the SMILE Program.

During this conference, one of the Woolgoolga HighSchool participants and current SMILE mentor whois a student with an African refugee background, was asked what the SMILE program meant to him.He replied:

“SMILE showed me another way, another waywithout violence. The way high school wasdescribed to me, I felt threatened. I felt I couldn’t letmy guard down. I didn’t make any friends at first. Iwas over protective of myself. I was very defensive.The SMILE training opened up my eyes. It was aslow process. Looking back, I was in a bubble,isolated from everyone else. SMILE removed thosebubbles and made me feel connected. Lookingback, I’m happy how easy it is to come to schoolnow and feel safe”.

The sharing of this program with other schools hasresulted in it being transferable and effective inother school settings. The SMILE Program featuredon the agenda of the 2016 Innovative LearningConference in Coffs Harbour in June where 46delegates attended the SMILE workshop.

Further evidence of the value of SMILE isdocumented in the following recent correspondenceto the school.

Quote from a Health Outreach worker from theJunaa Buwal Centre for Youth Wellbeing and AODOutreach program:

Recently I attended Woolgoolga High School for theYouth Homelessness Matters BBQ and spoke toyou both about facilitating a table at the YouthFutures Forum and listened to Woolgoolga HighSchool students praise the SMILE program. I saidI’d send over some of the notes that were taken onour table with the students comments about theprogram, it was amazing to hear the praise these





Evaluation of the SMILE program. students had for their high school, especially thecomments about safety & acceptance.

The students from Woolgoolga High School spokeglowingly about the ‘SMILE” (Support, Mentor,Inspire, Listen and Encourage) Program, wherebythe senior students were encouraged to providesupport for young students within the schoolcommunity. The Program had grown exponentiallyover the past couple of years and the students feltempowered as leaders within the school. Theycommented with considerable pride about how thishad encouraged everyone to talk to others and thatthere was an element of trust within the schoolcommunity. They also commented that they feltsafe at their high school (which was one of the mainconcerns of the young people at this event) andwere actually anxious to leave as they didn’t feel assafe within the community. The success of theProgram was determined by the students not onlyin the acceptance that they felt but also by the ‘nofights’, reduction in racism and bullying and the lackof delineation within the age groups.

The youth saw this Program as a successfultemplate that should be extended to the broadercommunity but were concerned that no one waswilling to take the first step. They commented thatthey wished the Woolgoolga community could bemore like the community in Woolgoolga HighSchool– accepting, non–judgemental and safe. Theyouth talked about how they thought older peoplewere set in their ways and were unwilling to engagewith others outside of their select age group, inparticular young people such as themselves.

Evaluation of other wellbeingprograms and the increasedinvolvement of interagency andcommunity groups in theseprograms.

All students have a clear understanding of theschool’s high expectations and promotion ofrespectful relationships at all times. The school’sWellbeing Policy (re–developed in 2013, withrevisions in 2014–15) and Anti Harassment andAnti Bullying Procedures, are explicitly delivered toeach year group. Furthermore, each cohort metwith Senior Constable Snow, where a diverse rangeof wellbeing topics was covered including: Bullying,the Young Offenders Act, Safe Cyber Behaviours,Drugs and Alcohol, Healthy Relationships, Truancy,Domestic Violence and Road Safety matters.

The Principal and Head Teacher Wellbeingattended the conference “Exploring Strategies toPrevent and Respond to the Impact of YouthSuicide”.

The Woolgoolga Rotary Club, in conjunction withCoffs CeX club, sponsored the 2016 “Getting OutThere Day” for Year 12 for the twentieth time. Thishas been a long–standing tradition for ourgraduating students. The conference is designed tosupport students in their transition from school towork or further study. Workshops included: Further

$4,500






Study at Tertiary Institutions, Managing Finance,Rental Accommodation and Living Away fromHome, Wellbeing and Healthy Relationships.

The Wellbeing team, consisting of the six YearAdvisers, School Counsellor, Head TeacherWellbeing, the Student Support Officer and theAboriginal Support Officer, met each fortnight todiscuss whole school, group and individual issues.They work in a collaborative way to respond toagenda items, identify, and plan for areas ofconcern. All staff access these minutes and arepublished via the weekly Monday morningcommunication meeting.

Two Year Advisers undertook training andprofessional development in the Mental Health FirstAid course to better equip them in their YearAdviser duties.

The Positive Awards system encourages andrecognises everyone’s strengths by rewardingstudents’ contributions in the following nine areas ofschool life: Demonstrated Effort/Improvement instudies; Academic Achievement; Attendance andPunctuality; Consistency in Uniform; PositiveContribution to the School Community; VoluntarySchool Service and Attendance; and Participationat Swimming, Cross Country and AthleticsCarnivals. In 2016, 86 out of 140 students in Year 7achieved Gold (61.4%), 51 out of 182 students inYear 8 achieved Gold (28%), 36 out of 157students in Year 9 achieved Gold (23%), 124 out of172 students in Year 10 achieved Gold (72%) (goldbeing the highest level). Major prizes includinglaptop computers are used to encourage andreinforce the need for positive behaviour in theschool.

Attendance Monitoring occurs on a daily basisthrough Home Group. Daily SMS alerts are textedto all parents/carers each morning when a studentis marked absent. Twice a term, (Week 4 and Week8) the Home School Liaison Officer (HSLO) andboth Deputy Principal’s and Head TeacherWellbeing meet to review and discuss any studentsof concern. Cautionary letters are dispatched and insome cases at risk students are placed on HSLOmonitoring.

The school wellbeing team worked with thefollowing groups, institutions or agencies through2016 for talks, seminars, presentations or planningactivities: Black Dog Institute; Burnside; UnitingCare; Gulumbila Indigenous Health Service;Interrelate Family Counselling; Life Without Barriersand Wundarrah Out of Home Care Services; In ItTogether Youth and Family Services; NorthcotteSociety; Northern Beaches Community of Schools;Mission Australia; Coffs Harbour Legacy; On TrackCommunity Programs; Ronald Macdonald OutreachProgram; Stewart House; Royal Far West; STARTSRefugee Support Services; Women’s Health






Services (‘Love Bites’ Program); Local GeneralMedical Practices; Clinical specialists andpaediatricians (Both Headspace and MissionAustralia provide a weekly and fortnightly youthcounselling service to Woolgoolga High Schoolstudents).

Road Safety Education was featured for the Year11 Wellbeing Program with students participating inboth the Rotary Young Driver Awareness (RYDA)Program and Reduce Risk Increase StudentKnowledge (RRISK) Program.

Orientation Day for transitioning Year 6 studentswas in early December. This was the last piece ofan extensive transition program developed throughterms 2, 3 and 4. A travelling ‘roadshow’ fromWoolgoolga High School visited all primary schoolsin the Northern Beaches Community of Schools andwas instrumental in reducing incoming Year 7students’ anxiety about starting high school.

Evaluation of the MultiCategorical class, the DistanceEducation program (WoopiProject) and the Peer Tutoringprogram.

The MC (Multi Categorical) Class

The MC Class has been established for four years.In that time, two students have successfullytransitioned from school to work or a vocationalpathway through appropriate service providersupport. One student has successfully returned tomainstream education. The other students continueto thrive in the supportive environment of thisspecialist class. There was one new enrolment inthe class in 2016 and one anticipated for 2017. Thenine current students in the class are showingincreased confidence and independence,appropriate social behaviours and greater resiliencein mainstream classes, when integrated. The classis currently at full capacity.

Woopi Project (Noel’s room) Distance Educationprogram.

To support some of our most at risk students, ourDistance Education room or Noel’s Room has, forthe third year, catered for a small number ofstudents unable to cope with the mainstreamlearning program in regular classes.This room wascreated as an alternative structure for the effectivemanagement of challenging, mental health andanxious students. Many high schools across thestate are now implementing similar structures tosupport students with similar needs.

Positive and respectful relationships are essentialfor the students to thrive and re–engage in learning.The positive impact this program has had acrossthe school is also evident by the feedback fromstudents within the class and from staff across theschool. Students enrolled in this centre haveexhibited significant improvements in attitude andbehaviour, which is allowing students to readilyaccess greater learning opportunities and enjoysuccess, for the first time for some students. The

$4,000





Evaluation of the MultiCategorical class, the DistanceEducation program (WoopiProject) and the Peer Tutoringprogram.

calm and supportive environment has assistedmany of the students to comfortably transition backinto mainstream classes and have skills to be ableto care for themselves more effectively. Thislearning space allows the students to feelconnected with the school as well as having aflexible learning environment that caters well fortheir learning.

The Peer Tutoring Program

The Peer Tutoring Program has long beenestablished at Woolgoolga High School and is aneffective daily literacy intervention that contributesto exceptional growth for all participating students.In 2016, 44 Year 10 students undertook the peerreading tutoring training, which was 26% of theYear 10 cohort. 44 Year 7 students were pairedwith a tutor and 20 Year 8 students voluntarilyreturned for a second year of tutoring because theyrecognised the obvious gains to their literacythroughout Year 7.

As indicated in the NAPLAN section of thisdocument, Woolgoolga High School students haveshown significant growth in reading from Years 7 to9 in the 2016 Year 9 cohort.

Disability Data Collection.

The Learning Support Team collated the annualdisability data collection for 2016. A total of 75students were included in the data (9%). Two ofthese students required extensive learningadjustments, 9 substantial adjustments, 21supplementary adjustments and 43 adjustmentsthrough quality teaching practice.

The Learning Support Team collaborated with thefollowing organisations in ensuring quality andpersonalised learning provisions were available forour students.

They include: Elevate Education, Aspect andAutism Australia, Key Employment, Cerebral PalsyAlliance, and the North Coast Brain Injury Clinic

Our Learning Support Team, together with themultiple levels of counsellor support, curriculumdifferentiations and classroom adjustments, as wellas access to alternative learning spaces across theschool, have all assisted in maintaining a positive,productive environment for students regardless oftheir circumstances.

Next Steps

Continue to experiment with innovative wellbeing programs and research best practice from across the globe.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Employment of four Aboriginal EducationWorkers to support Aboriginal studentsthroughout the year. The Aboriginalhomework centre operated one afternoon perweek and also catered for local Aboriginalprimary school students. Enhanced studentlearning outcomes and cultural awarenesswere achieved from this program.

Please refer to the Aboriginal Educationinitiatives later in this document for a detailedanalysis.

$61,356

.8 CDEP funding forAboriginal EducationWorker

$21,281 Norta Norta

English language proficiency Employment of a .8 teacher allowed studentsto be supported through direct instructionfocusing on language needs. Teacher liaisonand resourcing for students in mainstreamclasses was also important.

During 2016, 12 senior studentswere enrolled in ESL Preliminary and HSCcourses through the NSW School oflanguages, Randwick, Sydney. Thesestudents were significantly supported atWoolgoolga High School.

Two videoconferencing units were purchasedto support the students.

Please refer to the English languageproficiency programs later in this documentfor a more detailed explanation.

$81,315

Low level adjustment for disability At the start of the 2017 School Year 59 of ourstudents had a diagnosed disability (6.74%).

The school drew a staff allocation of 2.2LaST, enabling the delivery of adjustedcurriculum to those students across all KLAs.

Additionally, 39 (4.45%) identified ADHDstudents were profiled and considered forlearning adjustments through quality teachingadjustments.

The Learning and Support Team havecreated Learning Adjustment Plans for 95students (10.77%), Personalised LearningPlans for 73 students (8.3%) and RiskManagement Plans for 20 students (2.3%).

All staff undertook training and developmentin the planning and delivery of a differentiatedclassroom curriculum throughout 2016,following whole school training in DisabilityStandards for Education in 2015.

In 2016, as part of the Staff Development Dayagendas, all teachers were trained indeveloping appropriate learning adjustmentsfor students with support needs. UsingSENTRAL, the Learning and Support Teamhave modelled to all classroom teachers,appropriate adjustments and provisions thatthey may consider utilising or adapting in their

$311,345


Low level adjustment for disability own classroom and KLA for the 95aforementioned students. The use of GoogleApps and Google Classroom was a recurringtheme in SDD agendas, especially infacilitating access to achievable learningmodules for one of our students with thehighest learning support needs.

The Learning and Support Staff continue tooffer cross curriculum, and whole in– classsupport to cater for diverse learning needsthrough team teaching, small group work andfor critically low or high–needs studentsthrough the provision of one to one supportand supplementary or substantialadjustments.

At the 2016 Annual Presentation Assembly9% of Year 7 students receiving an academicaward were students identified as being inneed of learning support.

17% of Year 8 students receiving anacademic award were students identified asbeing in need of learning support.

$311,345

Socio–economic background Access to technology remains an issue formany of our students. Funds were allocatedto support students who were unable toparticipate in the school's BYOD strategy.Laptop computers for students to borrow andthe employment of a Technology SupportOfficer were essential.

The Academic Achievement Centre (AAC)was supported one day per week with anextra staff member for the senior students.Similarly funds were made available tosupport the AAC on Tuesday mornings andThursday afternoons.

An instructional leader was employed oneday per week to support the Teacher Talkprogram.

A Student Support Officer was employed tosupport students.

An intensive Rock and Water program wasimplemented and evaluated. Employment ofan international trainer ensured the successof this program.

Student leadership programs were supported,these included for the first time the HalogenYouth Leadership Conference held inBrisbane.

$139,815

Support for beginning teachers Beginning teachers have reduced teachingloads and are provided with ongoing feedbackand support that is embedded in thecollaborative practices of the school. Teachermentors provide specific training inaccreditation preparation and instructionalleadership. An instructional leader wasappointed one day per week to coach andmentor new staff.

$17,458


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 439 438 449 435

Girls 434 402 403 404

Woolgoolga High School has a student populationwhich includes 10% Aboriginal students, and alsodraws from a substantial Sikh community where manystudents speak Punjabi in the home. The school catersfor an increasing number of refugee families,predominantly of Sudanese and Congolesebackgrounds.

Student attendance profile

School

Year 2013 2014 2015 2016

7 90.9 90.8 90.9 92

8 89 90 88.4 90.3

9 85.7 88.3 87 86.5

10 86.4 85.6 84.1 87.9

11 83.3 83.9 87.7 86.8

12 88.2 86.9 85.8 84.9

All Years 87.3 87.7 87.5 88.4

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

Management of non-attendance

Student attendance has improved in the past fouryears, particularly in Years 7 and 8. The increasingfocus across the school of high achievement andacademic success as well as catering for the individuallearning needs of all children is improving attendancelevels. In 2017 a focus on enhancing attendance levelswill be a priority.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

3 9

Employment 8 15

TAFE entry 5 9

University Entry 34

Other 6

Unknown 33

A significant number of students began a Universitycourse in 2017, many others plan to take a gap yearand will begin a University course in later years.

Year 12 students undertaking vocational or tradetraining

There were twenty two students who successfullycompleted Certificate 2 Vocational courses as part oftheir Higher School Certificate within school whilst fivestudents gained similar qualifications delivered byTAFE.

Year 12 students attaining HSC or equivalentvocational education qualification

Sixty seven students completed their HSC in 2016 orequivalent vocational qualification.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 9

Classroom Teacher(s) 42

Learning and Support Teacher(s) 2.2

Teacher Librarian 1

Teacher of ESL 0.6

School Counsellor 1

School Administration & SupportStaff

12.08

Other Positions 1.4


*Full Time Equivalent

In 2016, Woolgoolga High School employed fiveaboriginal staff members.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation

100% of teachers participated in professional learningin the major priorities and in a range of other activities.The professional learning activities included workshops,seminars, and whole school meetings as well as onlineforums and conferences locally and at state andnational levels. The three school development dayscovered a range of mandatory training including ChildProtection, Anaphylaxis and Work Health and Safety.The Term 3 day allowed staff to further developcurriculum in Collegiate Network Groups (schools fromNambucca to Maclean). Professional learning fundingwas $64,188, with extra funds provided for beginningteachers.

The Teacher Talk (instructional leadership) programwas highly successful and staff feedback stronglysupported the continuation of the program in 2017. Sixstaff were invited to attend and present "Innovation atWoolgoolga High School" at the Tamworth DistrictInnovative Learning Conference held at Coffs Harbourin June. This conference allowed staff and students atWoolgoolga High to interact and help other schoolsimplement some of our programs that include SMILE(student Wellbeing) and the Woopi Project (DistanceEducation within a school setting). Many staff from awide range of schools visited Woolgoolga High schoolduring 2016 to learn first hand about these keywellbeing programs. Many schools have implemented aSMILE program (examples include South Grafton HighSchool and Wingham High School) and the WoopiProject (examples include Orara High School andToormina High School during 2016).

Nine beginning teachers worked toward proficiency andtwo teachers achieved proficiency in 2016. Aninstructional leader was appointed one day a week tocoach and mentor staff through the Teacher Talkprogram. Eight staff were trained in 2016 atinstructional level and two were trained at leadershiplevel. One of the teachers is a beginning teacher. As afuture goal, the two leaders will lead the disseminationof the Teacher Talk instructional leadership programover the coming five years to staff at Woolgoolga High

School.

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 767 221.35

Global funds 767 221.35

Tied funds 740 732.95

School & community sources 188 913.05

Interest 16 924.75

Trust receipts 54 882.02

Canteen 0.00

Total income 2 535 895.47

Expenditure

Teaching & learning

Key learning areas 112 751.42

Excursions 45 824.63

Extracurricular dissections 66 709.87

Library 10 452.38

Training & development 2 430.94

Tied funds 844 113.70

Short term relief 395 710.42

Administration & office 161 514.39

School-operated canteen 0.00

Utilities 94 871.73

Maintenance 34 185.80

Trust accounts 51 686.68

Capital programs 6 903.73

Total expenditure 1 827 155.69

Balance carried forward 708 739.78

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

NAPLANPrinted on: 5 May, 2017Page 17 of 21 Woolgoolga High School 8548 (2016)

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.

The My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link My School(http://www.myschool.edu.au) and insert the schoolname in the Find a school and select GO to access the

Woolgoolga High School's (WHS) 2016 NAPLANresults clearly indicate a significant improvement inaverage scaled growth for our students when comparedto all other schools in the Department of Education andindeed the entire state. Below is a table highlighting ourachievements.

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AVERAGE SCORED SCALED GROWTH, NAPLAN2016 Year 7 (2014) same students growth Year 9(2016)

Reading All schools: 33.2; State schools: 32.1; WHS:46.3

Spelling All schools: 33.8; State schools: 32.4; WHS:38.6

Grammar All schools: 22.1; State schools: 22.1; WHS:27.8

Numeracy All schools: 40.7; State schools: 40.1; WHS:43.6

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Higher School Certificate (HSC)

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

Our HSC results for 2016 were outstanding with manyrecords from the previous nine years broken. With asmall cohort of 67 students, 14% of students gained aband 6 result, 6% of students achieved an ATARranking above 90 and 13% of students achieved anATAR ranking above 85. There were ten students onthe Distinguished Achievers list including one studentwho was named as an All Rounder in the state forgaining five Band 6 results and an ATAR of 98.05. Thisgroup demonstrated what hard work, and commitmentand working in learning teams by attending the AAC,and working after hours with many of our dedicated

staff, are able to achieve. Their influence has been agreat legacy to our school as more students aspire tofollow in their footsteps.

The 2016 school captain was recognised as the CoffsHarbour Young Citizen of the Year and the Dux of 2016was similarly recognised as the Young Sportsperson ofthe year at the 2016 Australia Day Awards Ceremony.


Parent/caregiver, student, teachersatisfaction

The effective strategies put in place have increased thequality of communication between parents and theschool. This is evidenced by a 76% approval ratingprovided in the Tell Them From Me Survey. Parentscontinue to be actively involved in their child'sschoolwork. It is rewarding to have such positivefeedback on the welcoming atmosphere projected fromWoolgoolga High School along with the clearunderstanding of the expectations placed on their childboth academically and behaviorally. This is furthersupported by knowing that their child feels valued,supported and safe in this environment. A furthersurvey of Parents and Caregivers, returned thefollowing data: 94% (6% unsure) believed the schooltries to bring out the best in each child, 96% (4%unsure) believe that their child likes going to schooleach day and 94% (6%unsure) would recommend theschool to others. Other parent comments included: "Wehave always been supported in the curriculum andpersonal issues! Thank You!"; My Year 7 student hassettled in well and is loving school.

Policy requirements

Aboriginal education

Employing Aboriginal educators has significantlyimpacted on the academic, sporting, cultural and artisticachievements of our Indigenous students.

Gumbaynggirr Language

Our first Year 11 student completed the preliminarycourse in 2016 and will finalise their HSC in this coursein 2017. This has been supported by the localGumbaynggirr community who frequently attend ourschool and classes. Local Elders Uncle Bing Lawrie,Aunty Angela Brown and Uncle Michael Jarret havehad a positive impact on the teaching and learning ofour local language by sharing their deep knowledgeand wealth of cultural experience with our wholeschool. This was demonstrated by the creation of theGumbaynggirr Language App by the NSW EducationStandards Authority (NESA) in consultation with localelders, local AECG and the Muurrbay Language andCultural Cooperative. The fact that NESA (BOSTES)chose Woolgoolga High School to facilitate therecording of language for the app is an affirmation ofthe dedication of staff, students and communitymembers and the high standard of language beingachieved. This was a highly successful and inclusiveendeavour effectively producing a wonderful ICT toolthat will be utilised in the education of theGumbaynggirr language for students and communitymembers. Gumbaynggirr language for all Year 7students is a component of the mandatory LOTEcurriculum and is delivered with support andconsultation with Woolgoolga High and the community.

As a result of the continued teaching and learning, thelocal Gumbaynggirr language in its for all students our

local language has now become embedded in ourschool’s conversation and culture. Through therecognition of this successful program our school onceagain hosted linguistic students and teaching staff fromSydney University who enjoyed interactions with a Year7 class, including learning language, lively discussionand consultation with the Aboriginal Education learningteam.

Teacher Training

Aboriginal Education Officer, Joanne Hine, hasbeen significantly supported and encouraged tocomplete her teacher training through SydneyUniversity. After working at Woolgoolga High School forthe past fourteen years she will graduate and begin herteaching career in 2017.

Norta Norta

2016 saw a record number of 12 Indigenous studentsgraduating and completing their HSC. We had someexceptional results which were a direct consequence ofthe Senior Norta Norta tutoring program. TarunMills–Izard achieved an ATAR of 94.95 and hassubsequently taken up an offer to study medicine at the University of NSW. Some of the students were thefirst in their family to complete their High Schooleducation. Fiona Cooper, a student from the smallcommunity of Daley River in the Northern Territory,came to Woolgoolga High School at the start of hersenior schooling. She struggled with being away fromher close family and community, but with the support ofNorta Norta tutoring and the the Aboriginal EducationTeam she successfully completed her HSC. Fiona’sstory achieved such positive outcomes that the MiriamRose Foundation, who sponsored her stay, visited ourschool to film a short documentary. The purpose ofwhich was to show perspective investors of thefoundation just how life changing this program can be inreality.

NAIDOC

This is a very special event on Woolgoolga HighSchool’s calendar. 2016’s celebrations were attendedby local Garby Elders, community and family membersand guest speaker Kristine Garrett, CEO of GalambilaAboriginal Health Service, who addressed the audienceon the importance of Songlines in maintainingAboriginal tradition. This event is a wonderfulopportunity for the school to build on the uniquerelationships that have been established with theAboriginal community and organisations. Theserelationships enrich our whole school.

AIME

All students that attended the AIME program in 2016described their experience as one of the best of theirschooling year. Senior students rose to the challengesof writing and performing speeches for their peers. Onestudent commented on this by saying “it made me stepup and take on leadership roles that I never thought Icould do before”. AIME is a program that clearlyempowers, motivates and inspires our students to haveself–belief and instils aspirations for a positive


successful future. AIME also strengthens the studentssense of identity and links to country which enablesthem to tackle many of life’s opportunities with apositive cultural mindset. Working collaboratively, AIMEprovides a forum for students to develop skills in publicspeaking, communication, literacy, social engagementand empathy, building a strong platform to continuetheir educational journey with confidence andcommitment.

Aboriginal Learning Centre

Our Aboriginal learning and homework centrecontinued to operate this year providing individualisedtutoring to students for an hour and a half oneafternoon per week. The main focus of the centre is toprovide assistance with set homework, guidance incompleting assessment tasks and building numeracyand literacy skills. Other activities such asGumbaynggirr language, fitness and cultural arts andcrafts ensure that the students have the opportunity toparticipate in a wide range of fun activities. Communitymembers and parents are also encouraged to attendthe centre and regularly do, thereby strengtheningrelationships between themselves and the school.Student numbers have continued to climb since theinception of the homework centre due to the support ofstaff offering their time and the financial support thatprovides food and transport. The result of this programhas improved educational outcomes and studentretention rates and a high standard of culturalknowledge which can be the bridge that connectsdisengaged students with their education. Local primaryschool students also participate in the AboriginalLearning Centre.

Cultural Initiatives

Students participated in the Bangarra Danceworkshops that were held at Woolgoolga High School.Over one hundred students from schools across themid north coast participated on the day, includingtwenty four Woolgoolga High students. Given the highstandard of skills displayed by the whole group ourstudents experienced great success. In addition, twoexceptionally talented students from Woolgoolga Highwere selected to perform with the internationallyrenowned Bangarra Aboriginal Dance Companyperforming in the NSW Schools Spectacular. Throughthe learning of Gumbaynggirr language many studentshave taken the initiative to learn an Acknowledgementto Country in language which is delivered with muchpride at a variety of school and community events. Lastyear a number of our students were asked to attendMuurrbay Aboriginal Language & CulturalCo–Operative at Nambucca Heads and were filmedand recorded for the purpose of teaching the languageto other schools and community members. LukeGustafson and Zoe Cowan performed theAcknowledgement to Country at the North CoastPrincipal's Conference impressing the principalspresent with their passion for their culture and theireloquent public speaking skills. Luke went on to beelected as our school captain for 2017.

Leadership

Two of our senior students were selected to representWoolgoolga High School at the Halogen YouthLeadership Conference in Brisbane. This foundation“seeks to provide the right conditions for producing ageneration of leaders who will burn bright on behalf ofthose they lead”. Both students came back with arenewed sense of belief in their own abilities and theimpact that young people can have on changing theirworld. As a result, both these young people have takenon leadership roles within our school as school captain,SRC members and SMILE mentors.

Multicultural and anti-racism education

Woolgoolga High School has a population of 10%LBOTE students. These students identify as speaking19 different languages in their homes and 39 of thesestudents have been assessed as EALD students andare being supported directly and indirectly through theEALD program of support throughout 2016. The EALDstudent population includes 11 students from refugeebackgrounds who have had limited and/or disruptedschooling in their home country.

The RAM allocation in 2016 allowed the support ofstudents towards English Language Proficiency bymoving them consistently along the EALD LanguageProgression from Beginning to Developing andConsolidating. These students were supported throughthe direct instruction model where students cametogether as a class to support their intensive languageneeds as well as teacher liaison and resourcing forstudents in mainstream classes. During 2016, 12 seniorstudents were enrolled in ESL Preliminary and HSCcourses through the NSW School of Languages,Randwick, Sydney. These students were offeredintensive support through the EALD program atWoolgoolga High School with great success.

Supporting the academic language demands of seniorstudents in both Preliminary and HSC levels is criticalto their success in reaching proficiency in the use ofstandard Australian English across the curriculum.Support was given to develop skills in listening,speaking, reading and writing. This has been critical inguaranteeing success in subjects across their programof academic study and this developmental support isongoing.

As a result of RAM funding two video conferencingunits were purchased to allow access to ESLPreliminary and HSC courses delivered through NSWSchool of Languages in Randwick, Sydney. Thistechnology has allowed the efficient delivery of thecourse to a growing number of senior EALD studentsand has been a crucial part of the students’ success.

The EALD program and the ongoing support of Englishlanguage proficiency at Woolgoolga High School hasallowed students to take part in the whole life of theschool. A number of EALD students have participatedin State sporting programs such as athletics and crosscountry as well as competitions and activities that haveallowed them to grow as members of the school


leadership program. This has enabled them toparticipate in activities in the wider community. As aresult of EALD support in the school, EALD studentstravelled to Brisbane to take part in the Halogen YouthLeadership Conference where they developed themotivation and confidence to take part in greaterleadership roles within their own school andcommunity. This is evidenced by their involvement inwhole school activities such as Harmony Day andRefugee Week assemblies, weekly whole schoolassemblies, SRC, SMILE (student wellbeing) program,school musicals and public speaking competitions.Another positive outcome from the ongoing EALDprogram is the growing confidence and involvement ofstudents from refugee backgrounds in the life of theschool. Students have taken part in public speakingcompetitions such as the Zonta Women in PublicAffairs Awards. EALD students were also communityyouth representatives at consultative discussions withmembers of Multicultural NSW including the CEO, MrHakan Harman. There were three EALD studentscompleting their HSC in 2016. One has enrolled in aBachelor of Agriculture course while the others arepursuing TAFE qualifications.

The Anti–Racism Contact Officer had occasion to dealwith three issues throughout 2016. The matters wereaddressed, parents were involved and positiveoutcomes resulted. Woolgoolga High School pridesitself on being pro active in this area.


Documents

2016 Woolgoolga High School Annual Report - Amazon S3 · 100% of students utilising technology (including BYOD) effectively in their work. Employment of a full time TSO and the purchase