2017 Richmond High School Annual Report · 2017 was the final year of implementing Richmond High School’s 3 Year Strategic Plan. This plan was developed by staff with extensive

Richmond High SchoolAnnual Report

2017

8178

Printed on: 4 April, 2018Page 1 of 20 Richmond High School 8178 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Richmond 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.

Clifford Ralph

Principal

School contact details

Richmond High SchoolLennox StRichmond, 2753www.richmond-h.schools.nsw.edu.aurichmond-h.School@det.nsw.edu.au4578 1177

Message from the Principal

2017 was the final year of implementing Richmond High School’s 3 Year Strategic Plan. This plan was developed bystaff with extensive community consultation including conversations with our students, student leaders and partnerPrimary Schools and parent body. The focus for staff throughout 2017 was on quality teaching and learning throughcritical self–reflection and collaborative lesson observation. Students were supported through the strong wellbeingprograms including the Positive Behaviour for Learning values platform. The school continued to develop and strengthenits mutually beneficial partnerships with its community by enhancing existing programs and initiating new dynamicprograms with various community groups and agencies. An evaluation of our progress towards our strategic directions isincluded in this report.

Academic success was achieved in a number of subject areas at the HSC with outstanding results in IndustrialTechnology Timber, Information Process and Technology and Visual Arts. A number of students received early entry toUniversity to pursue their career goals and all students who applied to a University were accepted.

Trent Buttsworth and Rikki Anderson took part in the Hawkesbury Hills Leadership program culminating in communitywork in an Aboriginal settlement near Uluru. Trent Buttsworth was also successful in receiving the Richmond Rotary"Sam Pearce Scholarship" in recognition of his 2017 HSC year; Olivia Mitchell and Erin McMillan (Year 12, 2016) wereawarded Jim Anderson Scholarships for 2017; Tara Agius (Year 11) and Henry Clark (Year 9) each were awarded a GiliScholarship; Danielle Font was nominated for the prestigious Art Express Displays for her HSC Visual Arts MajorWork and Year 12 students Aaron Rattray, Matthew Ellings and Bea Navarro were recipients of regional VET Awardsrecognising their outstanding performances in Year 12 Construction and Hospitality skills respectively.

Our student leaders and our students were involved in various community groups and a number of services andceremonies. Noah Riley and Tara Agius (Year 11) attended the Richmond Club Anzac Service (accompanied by MsAlex Garcia) with Trent Buttsworth and Kelsey Day (Student Leaders) attending the Anzac Service at the Ron MiddletonVC Gardens (accompanied by Ms Garcia and Mr Turner). Our 2017 Student Leaders Finn Barker, Katelin Ellyard,Danielle Font and Trevor Graham attended the Dawn Service with our Principal Mr Ralph. An Anzac Day Service wasalso held at Richmond High School with a number of students involved in making the ceremony a success tocommemorate this significant day. Rebecca Quayle and Justin Woods (Year 11) acted as flag attendants and laid awreath on behalf of the school at the Ron Middleton VC Gardens Remembrance Day service with Year 12 studentsArielle Sow and Ryan Starling performing the Australian and New Zealand National Anthems. School Captains NoahRiley and Tara Agius attended the Richmond RSL Sub–branch Remembrance Day Ceremony at the Richmond WarMemorial.

Student leadership was also a focus throughout the year. The Student Representative Council was active in raising fundsfor a variety of charities and through these programs, continued to develop the social capacity and citizenship of allstudents. Red Nose Day was again a huge success financially and as a focus on social responsibility throughout the


school’s community. Other events included fundraising for Legacy and Jeans for Genes Day, Biggest Morning Teaand Pink Stumps Day. Student leadership opportunities were also provided through the Peer Mediation program andPeer Tutoring programs.

Sporting teams again represented the school at elite levels including our Year 7 & 8 Boys Netball team being namedSydney West Champions and competing in the State Championships; our two Girls regional Futsal Teams (14's andOpens) also competing at the State Championships and our Open Boys Basketball team were named Macquarie ZoneChampions (going through undefeated). Outstanding elite individual performances included Cameron Kwok (Year11) who represented our school as a NSW State School representative in Cricket and Brieanna Hall (Year 10) wasawarded a bronze medal at the NSW Combined High Schools Swimming Championships.

The Agriculture and Home Economics Show teams were again very successful at the Hawkesbury Show and had entriesin the Penrith and Castle Hill Show this year. The Creative and Performing Arts faculty were active in the HawkesburyDance Festival and our student leaders were again Master of Ceremonies at this event. The music ensembles, Africandrumming group and choir were active and grew in numbers. Richmond Rocks was hugely successful and saw ourcommunity witness the talent of our students.

Professional Learning for staff continued in the area of classroom practice. The focus in 2017 was Assessment Programsthat provided quality tasks and feedback. The Programming and Assessment Workshops (PAW) were conductedthroughout the year where teachers shared their processes to ensure students were able to demonstrate their bestquality work in their responses to assessment tasks.

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 of development.

Cliff Ralph – Principal


Message from the school community

2017 has been a busy and rewarding year for the P&C Association.

The school has valued the active involvement of P&C parents at a variety of events including Breakfast Club, SchoolFinance Meetings, Selection panels, and Orientation day, Recognition Assemblies, Open Evening, Parent/Teacherinterviews and Presentation Night.

At our monthly meetings P&C members have very much appreciated staff presentations.

The P&C’s major fundraiser’s this year were “Market day” and “Trivia Night”. Thank you to those parents whovolunteered their time and to the community for coming to our market and trivia night to assist in raising $5000 for ourschool.

We have once again coordinated donations for an end of year Xmas Raffle to raise additional funds for Richmond HighSchool.

The P&C has been able to aid with various students participating in student leadership, Math, Science, Support Unit,Duke of Ed departments.

We have also contributed funds towards the printing of Richmond High School’s new Awards Certificates andPresentation Night Awards.

The P&C has again had wonderful executive team leadership. Parental involvement and support has again been verystrong, and both the school and students have benefitted enormously from this.

Mrs Jannette Conway

P&C President


Message from the students

2017 has been another wonderful year for the Richmond High School Student Representative Council. This past yearhas seen many accomplishments from both staff and students in a wide variety of areas, as well as the continuedsuccess of many community and fundraising events, the induction of our Year 7 SRC members, and the new leadershipteam for 2018.

Over the course of 2017, the SRC have worked tirelessly alongside various staff members to organise many events suchas Red Nose Day, Pink Stumps Day and the International Food Court. These events have provided students withexcellent opportunities to develop their personal skills and be active within the school and wider community. The hardwork and dedication of the students involved paid off, with large amounts of money being raised for SIDS, Breast Cancerresearch and World Vision. This year also saw the first Hawkesbury Gazette snapchat takeover. This was a greatopportunity for the senior members of the SRC as we were able to showcase our school facilities and the talented staffand students to members of the Hawkesbury. This provided them with an insight to what a day in the life of RichmondHigh School is really like. Events such as these uphold Richmond High School’s admirable reputation within the localcommunity.

This year, SRC members have continued to strive for excellence, showing large amounts of determination andenthusiasm, as well as selflessly giving up their own time to represent the school at numerous events. Whilst at theseevents, they have received countless very positive feedback from the wider school community in regards to theirrespectful and friendly approach and behaviour. They have also developed and enhanced their own set of personal skillssuch as effective teamwork, communication and efficient time management and organisation skills. These skills will notonly be beneficial to the students during their school years, but will also be extremely useful when they step out into theworkforce.

On behalf of the 2017 Richmond High School leadership team, I would like to thank Ms Lolita Garcia and Mr Ian Pollardfor their efforts this year as SRC coordinators. Both Ms Garcia and Mr Pollard have guided us to success with theiradvice,encouragement and support. Without their hard work and dedication to the school and the SRC, none of ourachievements would have been possible.

Each SRC member is to be commended for their hard work throughout the year and for being positive role models fortheir peers. The SRC has played a vital role in communication between staff and students, which has consequentlyenhanced student life at Richmond High School.

Congratulations on what has been a very successful year.

Katelin Ellyard

School Captain 2017


School background

School vision statement

Richmond High School is a comprehensive community high school committed to delivering innovative Curricula andExtra Curricula programs that provide our students with the opportunities to develop as life–long learners. Our innovativelearning, leadership and wellbeing initiatives promote excellence, social responsibility resilience, confidence, self–esteemand students who are motivated to reach their full potential and contribute positively to society beyond school.

School context

Richmond High has a proud history being the first High School in the Hawkesbury region of Western Sydney. Itsenrolment area consists of a combination of semirural and suburban environments. Our school is a member of theRichmond Learning Community. This collaboration provides effective transition programs to high school. Core valuesfocus on producing safe, respectful learners. Student leadership and extensive community partnerships underpin thesevalues. Wellbeing and social support programs promote harmony in a safe learning environment. Students access peersupport, peer mediation and peer tutoring programs in literacy and numeracy. Students possess a strong sense ofcommunity spirit and passion for achievement. Our staff are committed to continuous development through ProfessionalLearning that focuses on Quality Teaching in literacy, numeracy, Aboriginal Education, innovation and the integration oftechnology. The school delivers a diverse comprehensive curriculum including academic, competency based, sportingand performance based courses that provide post school educational opportunities including University. There is accessto school based Apprenticeships/Traineeships, vocational courses and TAFE. Extra curricula programs include links witha sister school in China, Outdoor Recreation, Duke of Edinburgh Scheme, Agriculture Show Team, Hospitality andCreative/Performing Arts teams.

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 area of Learning the school continued to implement, develop and strengthen our programs that support studentlearning. Student Learning Profiles were refined and the whole process of collecting information on our incoming Year 7cohort was modified to provide an efficient and effective means of communication between Stage 3 teachers and ourschool. Student success in learning continued to be a focus of the Positive Behaviour for Learning team and the StudentWellbeing team. The school continued to sustain and grow in the area of learning.

In the area of Teaching the school consistently demonstrated that teachers were sustaining and growing in theprofessional learning linked directly to classroom practice. The induction program for beginning teachers successfullyengaged this group in self and peer reflection on teaching practice. This enabled beginning teachers to be Accredited asProficient teachers. The Quality Teaching Team 2 developed and implemented programs that targetted aspects ofteaching practice such as programming, strategies for success and assessment.

In the area of Leadership the school the school moved from sustaining and growing to excelling. This includedimplementing new management systems which provided opportunities for leadership development.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Quality Teaching & Learning

Purpose

To provide a diverse range of Quality Teaching programs that enable students reach their full potential throughengagement in learning that caters for their individual capabilities and needs as life–long learners.

Overall summary of progress

The school continued to promote positive, respectful relationships that promote student wellbeing and ensuring goodconditions for student learning through the Positive Behaviour for Learning Team and the Student Wellbeing team.Faculty teams developed current programs and processes that identify, address and monitor student learning needsincluding Learning Profiles for all students and Individual Education Plans for identified students. The school activelycollects and uses information to support students’ successful transitions particularly on entry to Year 7, from Year 10 toYear 11 and when students exit from Year 12. Teachers involve students and parents in planning to support students asthey progress through the stages of education. Student reports contain detailed information about individual studentlearning achievement and areas for growth, which provide the basis for discussion with parents. The school focussed onAssessment practices and feedback to parents and students via School Reports. Students use assessment andreporting processes to reflect on their learning through the use of Report Reflections that are completed when Semesterreports are distributed. The school has analysed school performance data and a range of other contextual informationand is aware of trends in student achievement levels. Teachers regularly review and revise teaching and learningprograms. Teachers routinely review previous content and preview the learning planned for students in class. The schoolleadership team demonstrates instructional leadership, promoting and modelling effective, evidence–based practice.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All students have a LearningProfile that is accessible to staffwith identified students having aLearning Plan

Additional staffing wasfunded from Equity funds toproduce, review and publishLearning Profiles. TheProfiles are now uploadedto Sentral providinginformation on everystudent. IndividualEducation Plans, Out ofHome Care Plans andPersonal LearningPathways are updatedregularly and are accessibleto all staff via Sentral.

Students and staff have now updated their LearningProfiles at least four times. Students are nowidentifiying clear and achievable goals andstrategies for achieving these.

Student engagement andsuccess reflected in 5 % increasein retention and completion rateYear 10 to 12

The delivery of curriculumthat is responsive to studentneed and a focus on qualityteaching practice throughProfessional Learning forstaff was reflected in thepercentage retention rate.The retention rate grewfrom 58% in 2016 to 64% in2017. While this was 1 %lower than the predictedimprovement measure theupward trend is evidence ofimproved curriculumdelivery.

The school will continue to focus on the transitioninto Year 11 and the transition from Year 12 into theworkforce or further education. A review ofcurriculum structure will ensure the school iscatering for student need.

Next Steps


Teachers will continue to use the information in Learning Profiles and other Education Plans to better cater for individualstudents. The school will be supporting student learning through the use of this information and data on success inexternal and internal assessments. There will be a greater focus on Literacy and Numeracy to support student learningacross Key Learning Areas through a consistent guided approach. Teachers will also explore various learning platformsto engage students in class using Problem Based Learning, Enrichment and Technology.



Leadership and Wellbeing

Purpose

To engage students in Leadership and Wellbeing programs that develop social responsibility, resilience, confidence andself–esteem creating a safe and supportive environment that underpins engagement in learning.


Through the Positive Behaviour for Learning team there was a consistent message and focus on respectfulrelationships. Through weekly assemblies and weekly PBL lessons delivered through Roll Call there were positive,respectful relationships evident among students and staff that promoted student wellbeing and ensured good conditionsfor student learning. The school consistently implemented a whole–school approach to wellbeing that has clearly definedbehavioural expectations and creates a positive teaching and learning environment. Students demonstrated a care forself, and contributed to the wellbeing of others and the wider community. This was evident in the number of programsthat supported community charities and organisations. The Wellbeing Team formalised the diverse range of welfareprograms linking them to the School Plan and School Excellence Framework. Each program is tailored to a Year group.In this way programs were evaluated at the end of the year and on the basis of their impact they will either be ongoing in2018 or modified/changed in 2018.





5% increase in positive learningclimate score to above state norm(TTFM Survey)

The Quality Teaching 2program focused onimproving teaching practicethrough explicit professionallearning workshopsdemonstrating ways toengage students inlearning. The PositiveBehaviour for Learningteam continued to promotepositive behavioursnecessary for a positivelearning environment.

The Tell Them From me Survey has reflects apositive trend in students identifying that theirlearning climate at Richmond High School hasimproved. In 2015 students rated learning climateas 5.4/10. In 2017 this had increased to 5.9/10 – anincrease of 5% and above the state norm of 5.6/10.

5% increase in studentleadership capacity throughself–regulation of theirbehaviours.

The Positive Behaviour forLearning team implementedPBL lessons in roll call thatenabled self reflection andexplicit modelling of selfregulation.

At the beginning of 2017 positive entries made up36% of all entries in student wellbeing. At the end of2017 the number of positive entries made up 60 %of all entries. An increase of 24%.

Next Steps

The school will continue to focus on self regulation through the support provided to students in literacy and numeracy aswell as the engagement in learning platforms that focus student behaviour into learning. In 2018 some of the welfareprograms will be changed to programs that better meet the changing needs of our students. The Positive Behaviour forLearning team will monitor wellbeing data and utilise roll call time on Tuesdays to focus on positive behaviours.



Community Partnerships

Purpose

To foster synergetic partnerships between the School and its Community that provide opportunities for communication,consultation , participation and recognition.


During the year the number of times the School Website, School Facebook page and School App were monitored. Thesethree electronic platforms are the main forms of communication between the school and its community. Based onfeedback a number of additions were made such as permission notes for all excursions and school events being pushedout through the School App. The School Website was evaluated and updated and this led to an increase in "hits" tovarious parts of the site. A Year 6 group was created so that parents transitioning their children to the school had ameans of communication with the school other than direct contact. Other additional communication channels includedutilising a Google forms to collect and collate information on the incoming Year 7 students and Survey Monkey to surveyparents on their satisfaction of school services.





10 % participation in positivecommunications between theschool and its community .

The School App wasupdated

The Facebook Page

School Website

Increased subscriber from 1135 to 1416 (25%)

Increased followers from 3682 to 3804 (3.3%)

Increased from an average view per month from4800 to 5200 (8%)

10 % increase in parents/carersconsultation in the planning anddecision making processes of theschool by providing feedback.

Google Forms were utilisedto collect data andinformation on our IncomingYear 7 cohort.

Survey Monkey was utilisedto gather data from ourparents of our incomingYear 7 cohort.

There was a 100% response rate for studentstransitioning from the Richmond LearningCommunity of Primary Schools.

60% of parents responded to the Parent Survey– an increase from 15% the previous year.

Next Steps

The school will continue to monitor communication usage and respond to the growing reliance on electronic methods ofcommunication. The School App will continue to be used for school events particularly excursions as well as access tothe School Newsletter. The School Website will continue to be kept current. Google Forms will be utilised to assesscustomer satisfaction using IPads. The School Journalism elective class will become an integral part of thecommunications team at the school.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability $172,676

$60,663

$7,521

1.7 Learning Support Teachers

1.0 Student Learning Support Officer

Learning Centre Resources

Socio–economic background $32,330

$176,992

$32,330

$60,663

$56,914

$57,480

$40,000

$15,000

$20,000

$7000

$9,000

$10,000

1.0 Head Teacher Teaching & Learning

1.7 Additional Teaching Staff

1.0 Head Teacher Administration

1.0 Student Learning Support Officer

1.0 Addition School Administration SupportStaff

0.8 Technical Support Officer

Faculty Teaching Resources

Student Wellbeing Programs

Student Assistance

China Cultural Programs

Enrichment Programs

Student Leadership

Support for beginning teachers $4,063 Programming and Assessment Workshops.Curriculum Consultant and Casual Relief


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 406 371 362 320

Girls 350 332 322 299

Student enrolments have declined from 2014 to 2017.This is a reflection of fewer students in our localenrolment area as indicated by the number of studentsin our Richmond Learning Community Primary Schools.The percentage of male compared with female studentsremains approximately the same. The impact on adecreasing student enrolment on resourcing has beenbuffered by the use of equity funds to employ additionalstaff.

Student attendance profile

School

Year 2014 2015 2016 2017

7 91.5 92.7 91 90.8

8 89.3 88.1 88.9 88.5

9 87.2 86 84.8 88.4

10 81.2 82.4 81.7 83.6

11 82.8 75.6 76.1 82.5

12 87.9 85.4 88 85.5

All Years 86.4 84.5 84.9 86.5

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

Student attendance is monitored daily by staff during aroll call period. Using the school’s Sentral system, rollsare marked electronically and the data is automaticallyrecorded in the Sentral database. Unexplained studentabsences are communicated daily to parents via SMS,which requests parents confirm and explain studentabsences. Students whose absences remain

unexplained are followed up by the office staff orWelfare Team. The Welfare Team and DeputyPrincipals monitor patterns of student absence atregular intervals (weekly/fortnightly) and address issuesof individual student absence on a case by case basis.The Head Teacher Welfare requests intervention by theHome School Liaison Officer (HSLO) for all cases ofregular non–attendance. The Welfare Team have beentrained in using the Sentral system to track both studentattendance and wellbeing for their year groups using aseries of reports. These reports highlight irregularpatterns of attendance in particular for both whole dayand partial absences.

Using the Sentral system, class attendance is trackedperiod by period with classroom teachers marking classrolls electronically and the data is automaticallyrecorded in the Sentral database, including all latearrivals to both school and class. This enablesinstantaneous tracking of student attendance, with allmembers of staff having access to the where–a–boutsof our students at their fingertips. Partial absences(truancy) are tracked by the Head TeacherAdministration who collects data daily, follows up withstudents appearing to be absent from classes andissues suitable consequences in accordance with theschool’s Welfare and Discipline Policy.

A kiosk is available in the Front Office so that studentsarriving late and leaving early can simply scan in andout under the supervision of the Office Staff, savingtime in administration duties. Unexplained late arrivalsand early exits are scrutinised by the Office Staff, HeadTeacher Administration and Deputy Principal’s, withpartial attendance issues being addressed withstudents causing concern.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

16 3

Employment 7 31 40

TAFE entry 1 8 14

University Entry 0 0 24

Other 0 0 14

Unknown 0 0 5

There were 72 students who achieve a Higher SchoolCertificate in 2017.

The 2017 Year 12 cohort was very successful intransitioning into either further education oremployment. 100% of students who applied toUniversity were successful in gaining entry for tertiarystudy. There was a strong preference for WesternSydney University. Our students were also successful


in gaining entry into Macquarie University, University ofWollongong, University of Sydney, University ofNewcastle and the Australian Catholic University. Thecourses chosen were varied and included: B NaturalScience, B Medical Science, B Arts, B CriminalCommunity Justice, B Engineering Science, B PrimaryEducation, B Business, B Education, B Nursing and BExercise and Sport Science.

Student numbers transitioning into TAFE and PrivateProviders were consistent with previous years. Thecourses chosen include:Floristry, Fitness, OutdoorRecreation, Information Technology, BusinessAdministration, Shop Fitting, Plumbing, CabinetMaking, Child Care, Animal Care and Mental Health.Students were also successful in gaining full–timeapprenticeships in Plumbing, Cabinet Making andCarpentry.

Year 12 students undertaking vocational or tradetraining

Year 12 students undertaking Vocational Training

44% of Year 12 students were undertaking one or morevocational courses either at school or with anotherprovider e.g. TAFE, McDonalds and KFC. 18 studentswere enrolled in school VET courses and gained eithera Certificate II credential or Statement of Attainmentand 14 students were enrolled in externally deliveredVET courses. Credentials ranged from Statement ofAttainment to Certificate II. 4 students completed aSchool–Based Apprenticeship/Traineeship in RetailServices.

Year 12 students attaining HSC or equivalentvocational education qualification

Year 12 Students attaining HSC or equivalentVocational Education qualification

100% of the 2017 Year 12 cohort attained a HSC orequivalent Vocational Educational Qualification.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 9

Classroom Teacher(s) 37.3

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.7

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

14.48

Other Positions 1

*Full Time Equivalent

One member of the teaching staff has indicated anindigenous background.

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 52

Professional learning and teacher accreditation

Professional Learning

In 2017, the school allocated $58,904 to supportteaching staff and school administrative staff inProfessional Learning. Staff were enrolled in variouscourses to support various areas of our school plan andalso their professional goals in 2017.

Beginning Teachers

In 2017, we had two teachers at Richmond High Schoolwho submitted their Teacher Accreditation. Bothteachers engaged in mentoring program and wereprovided support through a targeted ‘BeginningTeacher Program’. Our beginning teachers engaged inthe Programming and Assessment Workshops (PAW)and were given support from an external consultantwho guided them with designing and implementing


quality lessons in their specific Key Learning Area(KLA). They also had the opportunity to workcollaboratively with their Head Teacher and DeputyPrincipal to ensure their body of evidence submittedwas of a high quality. The budget for BeginningTeacher in 2016–2017 was $29,991. This money isprovided to support schools with their beginningteacher’s induction and professional developmentguided by the teacher’s standards. It has been madeavailable to schools under Great Teacher, InspiredLearning (GTIL) reforms. The funding was used toensure mentoring was provided, there was flexibility intheir teaching responsibilities to support them toengage in lesson observations, additional professionallearning and time to be mentored through theaccreditation process.

Quality Teaching Team

In 2017 the Quality Teaching Team (QT2) deliveredprofessional learning sessions to staff focusing onvarious areas to improve engagement, assessment,feedback and reflection. The team met fortnightly tocollaborate and discuss ways to improve the outcomesof all our students and establish activities that wereengaging and transferable into classrooms across theschool.

Programming and Assessment Workshops

A new project ‘Programming and AssessmentWorkshops’ (PAW) was initiated in 2017 and staff weregiven the opportunity to work alongside Dr Tina Sharpe,an external Literacy Consultant, to develop units ofwork that drilled down into grammatical concepts andcore demands of writing across the different Facultyareas. This project was nominated to be presented atthe Department of Education Literacy Conference heldin August this year. 90% of staff rotated through thecollaborative Professional Learning sessions and 20units of work were developed across the school. Thisprogram will continue to be funded in 2018 and willensure 100% of staff have had access to this invaluableprogram.

Paradigm Shifters – Entrepreneurial Learning

Our Head Teacher of English, Elise Lewis alongsidethe Deputy Principal, Tara Cullen, continued workingwith the Mitchell Institute and internationally renownedDr Yong Zhao on a project called ‘Paradigm Shifters’.Elske Barker (Year 10), Alexa Rosman (Year 10), TaraAgius (Year 11) and Trent Buttsworth (Year 12)travelled to Melbourne to present their work at aneducational forum in Melbourne. This program allowedstaff and students to collaborate and design programsto support new ways of learning in the 21st Century. Anew enrichment model was developed and plans to belaunched at the school in 2018. The basis of this modelwas The English Enrichment Program that has beensuccessful at Richmond High School for the last 5years.

Learning Profiles and Report Reflections

Connecting with our students and how they like to learnis an essential part in ensuring that our students

engage with quality teaching. In 2017 our studentscontinued to develop Individual Learning Profiles, givingus insight to their goals (both educational and personal)and also identifying areas of improvement for the newschool year. As a school, we value these documents toensure students are on ‘The Road to Success’ and itgives us insight into ways we can connect with studentsso they thrive in our classrooms. These documents area digital resource available to all staff via our Sentraldatabase.

In Semester One and Two, students also engaged in areflective lesson when reports were distributed. Theycompleted Report Reflection’s with their roll call teacherand set goals for the following Semester. At RichmondHigh School we want our students to focus on gaining a‘5 for Effort’ in all their classes. This meaningfulinitiative ensures students are developing aresponsibility for their own learning and engaging inactivities that encourage goal setting andself–assessment.

Professional Learning Directions for 2018

During 2017 a new program has been written to alignwith our new strategic plan and will be launched at thestart of 2018. ‘GLOSS’ (Guided Learning OverseeingStudent Success) is a professional learning platformthat will focus on supporting learning in the areas ofLiteracy and Numeracy at RHS. Staff will engage inweekly PL sessions that are faculty focussed anddriven around data analysis to inform teaching.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.


Receipts $

Balance brought forward 678,737

Global funds 409,873

Tied funds 723,180

School & community sources 243,957

Interest 10,469

Trust receipts 14,001

Canteen 88,901

Total Receipts 1,490,381

Payments

Teaching & learning

Key Learning Areas 111,873

Excursions 47,518

Extracurricular dissections 83,021

Library 5,851

Training & Development 0

Tied Funds Payments 718,830

Short Term Relief 96,981

Administration & Office 66,847

Canteen Payments 93,477

Utilities 88,414

Maintenance 45,874

Trust Payments 39,029

Capital Programs 36,613

Total Payments 1,434,328

Balance carried forward 734,790

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 1,648,551

Appropriation 1,432,827

Sale of Goods and Services 78,653

Grants and Contributions 136,111

Gain and Loss 0

Other Revenue 0

Investment Income 959

Expenses -794,081

Recurrent Expenses -794,081

Employee Related -415,921

Operating Expenses -378,160

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

854,470

Balance Carried Forward 854,470

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 6,075,852

Base Per Capita 111,368

Base Location 0

Other Base 5,964,485

Equity Total 845,001

Equity Aboriginal 69,832

Equity Socio economic 525,111

Equity Language 9,198

Equity Disability 240,860

Targeted Total 1,143,597

Other Total 150,493

Grand Total 8,214,944

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

School performance

NAPLAN

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



The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

Delete text not required.

Higher School Certificate (HSC)

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


<You may choose to use this text box to commenton relative performance comparison (averagedifference) and statistical information from BusinessIntelligence>

Delete text not required.

Parent/caregiver, student, teachersatisfaction

A survey of parent/carer satisfaction was carried out asin previous years with the incoming Year 7 group. Thenumber of parents/carers who responded to thesatisfaction survey increased in 2017 with an increasein respondents from Richmond and Bligh Park PublicSchools. The expectation that their child complete Year12 remained at 95%. The number of studentsidentifying as Aboriginal or Torres Strait Islander grewfrom 6.3% to 8.8% in the Year 7 group. Participation inlearning and settling into High School remained the twomain things that parents/carers considered to beimportant for their child. A safe learning environmentand a wide range of learning experiences remained thetwo most important things for the school to provide intheir first year of High School. Bullying remained themain concern of parents/carers however this was lowerthan in 2017 (37.5% to 33.9%). Subject support whenneeded remained the highest form of specialist supportthat parents/carers wanted for their child. Clear lifegoals was the most dominant response to whatparents/carers wanted for their child upon thecompletion of school. Students who had not internet athome decreased from 12.5% to 6.8% in 2017.

Policy requirements

Aboriginal education

Class tutor Ms Kathie Medley, Deputy Tara Cullen andPrincipal Mr Cliff Ralph attended a special Sorry Daymemorial Ceremony at Macquarie Park. The day wasled by our local Aboriginal Elder, Auntie Edna Watson,a proud Darug woman. Our students participated inplanting shrubs to commemorate Sorry Day 2017.

Students in Years 8–10 participated in the YoungIndigenous Pathways Program (YIPP). The programconsisted of completing weekly hourly sessionsexploring cultural identity and potential pathways. Students also participated in a number of excursionsincluding a one day camp at Vision Valley, a WesternSydney Indigenous Olympic Games Excursion, abarista training course and a first aid training course.

Students in Years 9–12 participated in the AIMEprogram. This involved attending workshops atWestern Sydney University and completing various


activities. Students worked with mentors to considerfuture opportunities. Our Year 11 students also actedas mentors for younger Indigenous students.

Three YIPP employees worked intensively withAboriginal students through offering in–class supportfor Years 7–10 students on Thursdays.

Kathie Medley worked with Aboriginal students tocreate an Indigenous themed Christmas tree which wasdisplayed at Richmond Telstra store. The schoolsuccessfully won the competition and were awardedwith a $1000 grant for the school.

Aboriginal students from across the HawkesburySchools met at Yellomundi National Park for AllowahDay. This is a day organised jointly by the Nationalparks and Wildlife Service and our Aboriginal EducationConsultative Group, DA Murrytoola. Richmond Highwas represented by 30 students who ranged from Year7 to 12 and participated in a variety of cultural activitiesthroughout the day, including bush care, sport, art andAboriginal History. Students also participated in atraditional smoking ceremony.

Mr Baxley oversaw the Aboriginal Roll Call group. Thegroup meets every day during roll call time. During thistime, students fostered positive relationships andengaged with each other in non classroom sessions. The YIPP representatives also ran weekly culturalsessions during this time.

The In Class Tuition program for Aboriginal students inYears 7 to 10 continued this year with Ms KathieMedley working intensively with a range of individualstudents and groups.

Ms Karen Dolan provided individual tuition to Aboriginalstudents in Years 11 and 12. This also provided anopportunity for these students to discuss their careergoals and pathway.

Multicultural and anti-racism education

Richmond High School hosted 27 students and twoteachers from Dajing Middle School in Shanghai as apart of our Sister School Cultural Exchange Program.

SECA, our student group promoting culturalawareness, again raised funds for an African student. An International Food Court, with food to sample fromacross the world, was an outstanding success. TheSECA group, under the guidance of Mrs Nixon,ensured a successful event raising $1000 for oursponsor child. Students, staff and parents prepared awonderful array of tastes.


Documents

2017 Richmond High School Annual Report · 2017 was the final year of implementing Richmond High School’s 3 Year Strategic Plan. This plan was developed by staff with extensive