2018 Banora Point High School Annual Report...Banora Point High School Annual Report 2018 8282 Page 1 of 23 Banora Point High School 8282 (2018) Printed on: 30 June, 2019 Introduction

Banora Point High SchoolAnnual Report

2018

8282

Printed on: 30 June, 2019Page 1 of 23 Banora Point High School 8282 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Banora Point High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Mr Christopher Randle

Principal

School contact details

Banora Point High SchoolEucalyptus DriveBanora Point, 2486www.banorapnt-h.schools.nsw.edu.auBanorapnt-h.school@det.nsw.edu.au07 5513 1960

Message from the Principal

In 2018 Banora Point High School implemented the first phase of the new school plan, with a focus on: • Learning – Staff use evidence about individual student's capabilities and needs to plan learning that supports

students to connect, succeed and thrive. • Teaching – High quality teaching is underpinned by inclusive learning opportunities which are engaging,

evidence–based and informed by reflective practice. • Leading – A commitment to leadership fostering a school–wide culture of high–expectations and shared sense of

responsibility for measureable whole–school improvement.

I proudly celebrate the sincere dedication and commitment of staff, students and community members to ensuring thatour school continues to travel in a positive direction. We have the resources and personnel to provide a unique,supportive and inclusive education for all of our students. Our school provides wonderful opportunities in the academic,sporting, creative, and social areas.

"Tell Them From Me" feedback indicates our students reported better than state norms for teacher/student relations andlearning climate and similar to state norms for quality instruction and expectations for success. We utilised RAM fundsavailable to the school to continue to improve the support for learners, by developing a Learning HUB, increasing theLearning and Support Teacher allocation and engaging an Aboriginal Education Officer. These proactive approaches tosupporting our learners, strengthened the support for students across our Aurora Learning Community, which includesCentaur PS, Terranora PS and Banora Point HS, improving the transition of students from primary to secondaryeducation.

Our motto, 'reach for the stars' is part of the fabric of our school, reflecting every part of what we do as students and staff.Our school provides authentic learning experiences that develop students' critical thinking, collaborative, creative andcommunication skills. Our students reached great heights in the Youth And Community program and the Tweed ShireYouth Council. We hosted the I On The Future 5 professional Learning event, attended by over 600 teachers from acrossall sectors and interstate.

Creative and performing arts are a feature of our school and provide many opportunities for the development andshowcasing of our students' talents. Increased student numbers in drama has value–added to our suite of creative andperforming arts. Our showcase, BraveArts, a presentation of Music, Drama, Dance, Photography and Visual Arts,produced by our students themselves, continues to be one of our biggest items on the BPHS calendar.

The school's core values, RESPECT, RESPONSIBILITY and READY TO LEARN, is our mantra. I look forward to newopportunities for our staff and students to strengthen and grow our school in the pursuit of educational excellence.


School background

School vision statement

We foster an inclusive learning community, inspiring students to achieve their personal best by becoming life longlearners, critical thinkers and healthy creative members of a global society.

School context

Banora Point High School is a comprehensive high school with approximately 600 students. 12% of the students areAboriginal or Torres Strait Islander background. There are three support unit classes, two Multicategorical and one IO/IS.Socioeconomic background is diverse and a significant number of students come from low SES backgrounds. Schoolattendance data and enrolments have shown a moderate improvement over the last three years. Our effect size forliteracy and numeracy is below Hattie's hinge point (according to effect size measures). The evidence in the VisibleLearning matrix shows areas of development including taking responsibility for monitoring relational trust between thestaff and the school, establishing teachers as activators and adaptive learning experts, using goals and targets based onstudent achievement data and student feedback. Time is needed to plan and collaborate. The evidence in the Tell ThemFrom Me survey shows 71% of students believe that the teacher supports them in their learning. Evidence from the focusgroups shows that learning was more effective in classrooms where there was discipline, interest levels were high andmore interaction and effective feedback occurred. Our situational analysis indicated that areas we need to focus onincluded communicating with parents more about their child's learning, assisting students to set learning goals,continuing to provide effective feedback to students and providing them more with appropriate learning skills.

The HSC subject trends, taken as a line of best fit of means, for the most part have been positive.

Girls have been generally improving in Mathematics, boys have been variable. Girls have generally improved in EnglishStandard, while boys have slowly declined.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

The elements of the School Excellence Framework form the structure of our school plan strategic directions. In thedomain of Learning, we have developed and implemented a school–wide focus on improving student literacy skills, usingour TEEL scaffold to lift student achievement in literacy. As this key focus on literacy embeds in our school culture, weare now sustaining and growing this model. Student wellbeing is also a key focus for the Learning domain. Where ourschool is delivering strength in the suite of strategies to support and improve student wellbeing, our key focus is toimprove our planned approach to student wellbeing. In 2018, we have monitored student need and responded to datainformed needs. The Teaching domain has made growth in supporting the professional standards of teachers, thoughslow growth has occured in the area of data analysis and data use in teaching. Finally, in the domain of Leadership, wecan celebrate growth in a distributive leadership model. A significant impact on our leadership model has been the highvolume of new appointments to the school in teaching and executive roles. Significant improvement has occured in theway our school communicates information with our community, with improvements to the website and the creation of aFacebook page.

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

Learning

Purpose

Staff use evidence about individual students capabilities and needs to plan learning that supports students to connect,succeed and thrive.

Overall summary of progress

Four focus areas for school improvement have been identified in strategic direction 1. They include: Learning Culture,Curriculum, Wellbeing and Student Performance.

Learning Culture

A situational analysis of procedures used to monitor and support improved student attendance was carried out. A focuswas on ensuring the BPHS document; Implementation Procedures of the DoE Attendance Policy, was current and theidentified procedures were being undertaken by identified teams and staff. An emphasis was also placed on ensuringthat attendance teams, made up of the Year Advisor, Head teacher and Deputy Principal for each year were meetingtwice a term and attendance monitoring procedures and support were being carried out by the team. A focus was alsoplaced on ensuring that an attendance monitoring calendar was communicated to relevant staff and identified attendancemonitoring strategies and support was being carried out by staff.

Student Performance

Strategies to support students who hadn't met minimum standards in NAPLAN literacy and numeracy were developedand implemented. Groups of students who had achieved similar bands in NAPLAN literacy and numeracy testing weresupported in the learning hub by learning and support teachers as well as student learning and support officers. Theirimprovement was mapped on literacy and numeracy progressions. Professional learning and planning was undertakento implement Best Start literacy and numeracy testing for year 7 in 2019.

Wellbeing

The schools Anti Bullying plan was updated. A focus was ensuring that every student, parent/carer and staff memberwas familiar with strategies to prevent bullying and support students who have been bullied. This included thedevelopment of a 'Fairness Statement' brochure which year advisors discussed with students at year meetings andstudents then took home to parents/carers. Staff were given professional development in preventing and responding toreports of bullying as well as resources to use.

Curriculum

A Change Maker project where students work in groups was implemented for all year 7 students. The Change Makerfocusses on inquiry based learning, in which students gain knowledge and skills by working in teams to develop animprovement project. The project was evaluated and adjusted for implementation in 2019.

A year 7 STEM catapult project was developed and implemented. Students gained and applied knowledge, deepenedtheir understanding and developed creative and critical thinking across Mathematics, Science and Technology andApplied Science courses. A catapult competition was held at the end of the project where the teams tested their catapultsfor accuracy and distance.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase levels of studentengagement, interest andmotivation and effort, from 2017Tell Them From Me baselinedata.

No funds expended Students who are engaged interested, motivatedand make a substantial effort on learning alldecreased in 2018 from 2017 Tell Them From MeData. Curriculum differentiation to challenge andextend all students will be a focus in 2019/2020 ofstrategic direction 1.

Increase retention of year 10 No funds expended Retention of year 10 students who completed year






students completing year 12,from 2017 baseline data.

12 in 2018 was low. Evaluation of the 10 into 11transition program is a focus in 2019 of a strategicdirection 1 planning team.

Increase the retention of partnerprimary school studentstransitioning to year 7 BPHS,from 2017 baseline data.

Concessional allowance fora middle school coordinator.

Equity funding for a 2ndDeputy Principal

In 2018, there was an increase in retention ofstudents from one partner school while retentiondecreased from two other schools. Evaluation of the6 into 7 transition program is a focus in 2019 of astrategic direction 1 planning team.

Increase student identified TTFMpost school destinations to at orabove NSW government norms.

No funds expended In 2018, students planning to do an apprenticeshipor VET/TAFE course was above NSW governmentnorms while students planning to go to University iswell below NSW government norms. In 2019evaluating the post school transition program is afocus of a strategic direction 1 planning team.

Increase student attendance from2017 baseline data.

Employment of anAboriginal Education Officerwith a responsibility tomonitor and supportAboriginal studentattendance

Overall student attendance was slightly lower than2017. Both male and female student attendancewas slightly lower than 2017 data. Improved femaleAboriginal student attendance with a decrease inmale Aboriginal student attendance was evident in2018 compared to 2017 data.

Increased learning growth foridentified students mappedagainst internal and externalmeasures, from 2017 baselinedata.

Equity funds to employ anadditional learning andsupport teacher. IntegratedFunding Support to employSLSO's.

All students supported through learning hub groupsachieved growth on literacy and/or numeracyprogressions

Increase the number of studentsachieving at or above the nationalminimum standard on NAPLANreading, writing and numeracy.

Employment of anadditional learning andsupport teacher.

Employment of studentlearning and supportofficers.

The percentage of students achieving at or abovenational NAPLAN minimum standards fell belowsimilar school group in 2018 compared to 2016 and2017 where the % was above similar school group.2019 NAPLAN data will be analysed to evaluate theimpact of targeted literacy and numeracyintervention.

Increased levels of engagment inTAS, Science and Maths coursesidentified in entry/exit survey data

Equity funding teacherrelease days and funding topurchase materials to buildcatapults

Student exit survey data indicated engagement inthe TAS component of the STEM project. Exitsurvey data indicated that overall students were notengaged in the Maths and Science components ofthe project.

Next Steps

Learning Culture • Action plan for full implementation of the DoE attendance policy procedures at BPHS revised and carried out • Transition programs/timelines for 6 into 7, 10 into 11 and post school developed

Student Performance • Best Start literacy and numeracy testing carried out, data analysed and students requiring support identified.

Action plans developed and implemented to provide literacy and numeracy support to students: • Years 10–12 students seeking attainment of HSC minimum literacy and numeracy standards • Years 8–9 students achieving below minimum NAPLAN standards in literacy and/or numeracy • Year 7 students identified through Best Start data as requiring literacy and/or numeracy support

Curriculum • A year 7–8 STEM project 'rescue vehicle' developed, implemented and evaluated


• Year 7 'make a change project' implemented and evaluated

Wellbeing • Map of wellbeing programs at BPHS developed • DoE wellbeing self–assessment tool used to evaluate wellbeing programs. Evaluation data used to adjust the

wellbeing program at BPHS



Teaching

Purpose

High quality teaching is underpinned by inclusive learning opportunities which are engaging, evidence–based andinformed by reflective practice.


In 2018, we gathered baseline data to determine the common writing strategies used across a variety of Key LearningAreas (KLAs). Brian Miller presented to the staff to enhance their understanding of ways to strengthen academic readingand writing. The current members of the project group were joined by an additional member from each KLA.

The representatives from each KLA worked with their project group and their faculty to develop templates, strategies andtailored paragraph samples for their trial class in either Year 7, Year 9 or Year 11 for implementation in Term 4.

A successful year in the integration of the common paragraph writing strategies across all KLAs.

An internal audit was conducted in 2018 to determine data skills and use across all faculties. A professional learning andimplementation timeline was established and the professional learning commenced. Staff have begun implementing theuse of data analysis tools, using internal data.

All staff completed their PDPs in consultation with their immediate supervisors. PDP goals were mapped across allBPHS staff with the intention to align the PDP goals to the school plan and analyse each semester's use of TeacherProfessional Learning (TPL) funds. REGROW Project was completed and linked to PDPs and TPL. There was minimalprogress made on this strategic direction in 2018 due to the changeover of several staff.





Increase the number of staffengaged in personaliseevidence–based professionallearning focused on improvedinstructional practice.

• Staff Development Daysused for TeacherProfessional Learning • Head Teacher releasedays

• Staff were provided training in the use of SCOUTto access data

Increase the number of studentsmeeting the national minimumliteracy and numeracy standard,maximising the number ofstudents HSC eligibility.

Flexible funding used toengage staff to administerand provide student support(2nd DP & LaST)

• a new program was implemented to supportstudents to complete the national minimum literacyand numeracy standards • the number of students who completed theminimum standards assessment were: • Reading 80 • Writing 64 • Numeracy 70

Increase student performancethrough increased teacherperformance as measured by theAustralian ProfessionalStandards for Teachers.

Staff Developmentmeetings, DoE QualityTeaching Adviser

• engagement of DOE Teacher Quality Adviser toprovide staff professional learning • trial sharing and collation of teacher performanceand development goals to support targetedprofessional learning

Next Steps

Incorporate another representative from each KLA to be trained by the project team. Revisit strengthening academicwriting with current champions. Introduce the ALARM strategy to the team and consequently the whole staff. Commonparagraph writing structure to be used in at least one assessment task, marking criteria and feedback.

Training program developed for staff training day on Data Analysis skills including the use of Scout, RAP and Sentral.Training to also occur on the creation of custom groups in Scout. Professional learning extended to include analysis of


NAPLAN and HSC data utilising Scout, RAP and Sentral. Strategic Direction team to undertake learning aroundqualitative and quantitative data/evidence and develop understanding of the necessity for, and the importance of,baseline data.

All PDPs submitted to the Principal by the end of Term 1 who then de–identifies the PDPs and provides them to theproject team for analysis. Staff are to be inserviced on the use of E–Tams and accreditation requirements. Teachersaccredited at Graduate level are working towards the achievement at Proficient level. Teachers who wish to look ataccreditation at the higher levels of Highly Accomplished Teacher and Lead are identified and supported.



Leading

Purpose

A commitment to leadership fostering a school–wide culture of high–expectations and shared sense of responsibility formeasureable whole–school improvement.


Our aim is to ensure every student makes measurable learning progress and to develop a culture of high expectationswhich cater for the range of equity issues, through effective evidence based teaching and learning led by a distributiveinstructional leadership model and effective two–way communication between families and school. School staffcollaborated to develop a shared vision, underpinning the goals of our three strategic directions Learning, Teaching andLeading.

Our school hosted the IOnTheFuture 5 professional learning event, for over 600 teachers from across states and sectors.All staff from BPHS were able to attend the event focused on Deeper Learning. This event provided opportunity forteachers to explore instructional practice which improves student engagement and learning.

The schools' Supervision and Improvement Process was developed early in the year, with the implementation during2018, aimed at building strong conversations, targeting improvement in teaching practice leading to improved studentoutcomes. The new school process threads the Performance and Development Framework into the fabric of our schoolprocesses, distributing the leadership across the school and connecting existing processes such as REGROW, our peermentoring strategy improving instructional practice, and accreditation to individual's personal development. Leadership isdistributed across all members of the executive team and classroom teachers or champions support and lead programs.

Our community indicated they wanted short real time information or updates. In return, the school has redesigned acommunication strategy developing key messages, communications processes such as Facebook and Adobe Spark forour newsletter and updating the school's website ensuring information currency. Underpinning our improvedcommunication is a developing culture of our school brand and pride in our brand.





Increase the quality of systemicleadership to supportevidence–based teachingthrough the teacher accreditationprocess, from 2017 baseline.

School Equity funds wereutilised to provide executiveand aspiring executiveprofessional learning

Staff meetings and StaffDevelopment Daysfacilitated processimplementation

A school process for teacher and school excellencewas developed and implemented. Schoolimprovement is supported by a distributiveleadership model. Executive and aspiring executiveembarked on the 4Cs Transformational leadershipprofessional learning journey with T5 colleagues.Existing school programs such as REGROW werelinked to the accreditation process.

Increase the quality ofcommunication between schooland parents to share informationabout student learning progress,from 2017 baseline.

Communications andEngagement consultantengaged, no cost

School developed a new FaceBook page,supported by posting procedures and a useragreement. The newsletter presentation has beenprototyped and tested. The website has changedplatforms and information is 2018 current.

Increase the number of studentsmaking measurable learningprogress, from 2017 baseline.

no funds accessed HSC and NAPLAN data are being monitored fortrends, progress towards the improvement measureis slow.

Next Steps

Our processes of leadership and communication have been developed and implemented to monitor their effectiveness.


Monitoring and redesigning these processes will continue throughout 2019.

New elements of leadership including, leading learning transformation and fiscal management in a SAP environment willbe included in processes for improvement, along with a review of internal communications in the school aimed at,improving processes. Our key messages will be supported through the communication of proof points. The schools corevalues of Respect, Responsible and Ready to Learn, will be leveraged to further develop a culture of high expectations.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Teacher release to develop2018 PLP's– Equity funds

Aboriginal backgroundloading was used to employa local Bundjalung Elder asan Aboriginal EducationOfficer (AEO) in a 0.6capacity terms 1–4 and alocal Aboriginal communitymember in a 0.4 capacityterm 4.

The AEO's provided learning support tostudents in class as well as wellbeing support.The AEO's also provided a link between theschool and community, communicatingregularly with parents/carers about studentlearning progress, wellbeing and attendanceconcerns.

The AEO's as part of the school's AboriginalEducation team planned and implementedinitiatives related to the three focus areas ofAboriginal Education at BPHS: learning andsupport, attendance and culturalimmersion/experience. Initiatives undertakenin 2018 included:

YARN UP: A breakfast once a term forstudents, parents/carers and staff members,which is aimed at promoting communicationin the school community.

Pathways on Journey: An excursion for allyear 7 students where students travelled tosites of local cultural significance and learntabout their importance from a local ElderUncle Frank.

AIME: Students participated in a mentorshipprogram at SCU and tutorials at BPHS.

NAIDOC week assembly: Students, staff andthe community attended the assembly, withpresentations centred on the theme 'becauseof her we can'.

One Vision: Students produced two musicvideos; 'reaching for the stars' and 'children ofa generation' developing self–confidence,relationships, cultural awareness andproduction skills along the way.

Personal Learning Pathways: Every studentat Banora Point met with the AEO and anAboriginal Education Team representative todevelop or review their Personal LearningPathway (PLP). The PLP containscollaboratively produced learning goals thatthe student works towards in the upcomingyear.

English language proficiency EAL/D funds used toemploy a teacher (LaST)one day per week 2018

EALD funding was used to provide teacherand SLSO support for targeted students.Students who were identified as EALD atenrolment were assessed and learning andsupport plans developed with identifiedadjustments to be made in all classrooms tosupport English learning progress. Studentlearning and support officers (SLSO) weredeployed in classrooms to support teachers inimplementing adjustments for EALD students.Learning hub groups were also established,where EALD students who had not metminimum standards in components ofNAPLAN literacy were provided intensivesupport by a learning and support teacher


English language proficiency EAL/D funds used toemploy a teacher (LaST)one day per week 2018

(LST) and SLSO's. The use of the EALDlearning progression to map student progress,enabling the implementation of studentfocussed support strategies continues to berefined by the LST. The use of the EALDevaluation framework to move towardsliteracy support strategies that are excellingwas a focus in 2018.

Low level adjustment for disability Employ SLSO's to supportstudents within class andlearning programs

The establishment of a learning supportprogram where students who were identifiedas not having met minimum literacy and/ornumeracy NAPLAN standards was a priorityin 2018. Students who had achieved thesame band in components of NAPLANliteracy and/or numeracy testing were placedin groups and provided with intensive learningsupport by a Learning Support Teacher (LST)and Student Learning and Support Officers(SLSO). The LST was provided withprofessional learning in mapping studentprogress on the newly developed literacy andnumeracy progressions. The 7–9 LSTteacher and the 7–9 Deputy Principal werealso trained in implementing year 7 Best Startliteracy and numeracy online assessment.The use of Best Start data will play an integralrole in identifying year 7 students who requireliteracy and/or numeracy support from 2019onwards.

Personalising learning and support programsfor students with additional learning andsupport needs continues to be a focus atBanora Point High School. A priority in 2018was ensuring that thorough support planningfor year 6 students transitioning to the schoolin 2019 had been carried out prior to the startof the new school year. The year 7–9 LSTmade visits in term 3 to Centaur, BanoraPoint and Terranora Public schools, liaisingwith stage 3 teachers to familiarise herselfwith the support needs of the 2019 year 7cohort, to enable the development of supportplans for identified students. This processwas successful and ensured that teachershad early access to learning and supportplans, behaviour management plans as wellas health care plans, enabling learningadjustments to be in place for the start of2019. SLSO's also had access to the supportplans and were able to familiarise themselveswith students that they would be supporting inclass.

The accurate collection and collation ofNationally Consistent Collection of Data(NCCD) was again a priority at BPHS. Aprofessional learning session was held at astaff meeting to raise awareness of thepurpose of the NCCD, highlighting the needfor teachers to record adjustments they aremaking for all students requiring support.Staff buy in to the collection of NCCD datahas facilitated the identification and planningfor students with support needs as well asaccess to funding to develop and implementlearning and support programs.


Socio–economic background Socio economicbackground fundingcontinues to be utilised toengage a second DeputyPrincipal (DP).

Key initiatives the DP led in 2018 includedleadership of project teams associated withstrategic direction 1 of the school plan'learning'. The three teams undertook projectsassociated with four key initiatives: studentperformance, curriculum, learning culture andwellbeing.

Progress made by the teams included: thedevelopment and implementation of a year 7STEM catapult project, reestablishment of theschools anti bullying plan with students, staffand community, refinement of a literacy andnumeracy learning hub support programincluding the use of the literacy and numeracyprogressions to track learning progress,situational analysis of attendance proceduresused at BPHS to support improved studentattendance.

Funding was also used to support teachingand learning as well as student wellbeingacross the school. This included: theimplementation of a Men of Business (MOB)fitness/wellbeing program for students inyears 7–9, teacher release days to developnew syllabus teaching programs, resources tosupport teaching and learning.

Support for beginning teachers Teacher ProfessionalLearning funds, BPHScoaching model forindividual growth –REGROW

During 2018 two beginning teachers wereprovided with support at BPHS. The teachersparticipated in a three session inductionprogram at the school which focussed ondeveloping knowledge and skills in: day today running of the school, student wellbeingand discipline, teacher professional learning,SENTRAL, student learning and support,code of conduct, performance anddevelopment plans (PDP). The sessions alsoincluded a local work health and safetyinduction. Each teacher developed their ownPDP, with goals developed in collaborationwith their Head Teacher, focussed onidentified areas of needed growth andunderpinned by the Australian ProfessionalTeaching Standards (APTS). Regularclassroom observation and feedback supportsthis process.

The teachers also participated in professionallearning sessions, mapped against the APTS,undertaken at the school's three staffdevelopment days in terms 1–3 and fourextended staff meetings in terms 1–4.

As part of a team, beginning teachersdeveloped a REGROW project, where theyidentified an area of growth related toevidence–based teaching and learning, thenresearched, implemented and evaluated arelated project in their classes. The teamsthen present a pecha kucha stylepresentation to all staff at a staff meeting.



Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 252 276 295 315

Girls 258 279 304 282

Student attendance profile

School

Year 2015 2016 2017 2018

7 91.2 90 91.2 90.7

8 90.8 88.3 87.6 87

9 88.1 86.1 83.5 82.9

10 87.4 84 84.8 80.7

11 85.8 85.2 85.7 84.3

12 85.7 88.6 84.6 83.1

All Years 88.3 87.1 86.4 85.2

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

Non–attendance management includes the use ofelectronic roll marking, automated SMS messaging,Year Attendance Teams monitoring and developingplans for identified students. Attendance data ispresented at the LaST Team meetings every twoweeks. Home School Liason Officer (HSLO) meetingsare used to support students.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0.3 0.4

Employment 0.5 16 91

TAFE entry 0 0 7

University Entry 0 0 20

Other 0.02 2 1

Unknown 0 2 2

• 9 students received Early Entry to SouthernCross University

• 4 students graduated from Head Start Programat Southern Cross University

• 1 student graduated from GUEST Program atGriffith University

• 2 students received Early Entry to University ofNew England

• 1 student received Early Entry to QueenslandUniversity of Technology

• 2 students completed Student for Semester atBond University

• 2 students received Early Entry to BondUniversity

Common courses to be studied included Business andTourism, Criminal Justice and Law, Nursing, Arts (tomove into Teaching), Digital Media, Engineering, andPsychological Science. • 5 students were offered 2 early entry placements

and 1 student was offered 3 early entryplacements.

• Most students have taken up full–time universityor TAFE placements or full–time employment.

• All indigenous students have full time work and/orstudy.

Year 12 students undertaking vocational or tradetraining

• 33 students studied 1 or more TVET coursesthrough TAFE. (51%)

• 24 students studied 1 SVET course (Hospitality)through BPHS. (37%)

• 9 students studied 1 SVET course (SportsCoaching) through BPHS. (14%)

• 3 students completed School–Based Traineeship(Retail)

Year 12 students attaining HSC or equivalentvocational education qualification

98% of year 12 students gained their Higher SchoolCertificate in 2018.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Head Teacher(s) 8

Classroom Teacher(s) 33.9

Learning and Support Teacher(s) 1.4

Teacher Librarian 1

School Counsellor 1

School Administration and SupportStaff

11.48

Other Positions 1

*Full Time Equivalent

This year a new Deputy Principal, Ms Melissa GiddinsEnglish, a new Head Teacher CAPA, Mrs Kurstin Boyd,mathematics, science and history teachers and ourgeneral assistant were appointed.

Banora Point High School celebrates the careerdevelopment of our newly appointed Deputy Principal,Felix Buchmann, who was appointed Principal,Jindabyne Central School. Ms Noni McPhersontransferred to Kingscliff High School, we wish her well.

Congratulations to Mrs Jenny Clancy, Head TeacherTAS, who has retired and is enjoying this phase of herlife.

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 34

Professional learning and teacher accreditation

Expenditure on staff professional learning totalled $67,167.84 for 2018 and enabled staff to engage in a widevariety of professional learning which was linked to thestrategic directions of the school plan and/or theirPerformance Development Plan (PDP). Spending onprofessional learning was spread across the followingareas: literacy and numeracy 5.8%, Quality Teaching

23%, Syllabus 18%, Career Development 28% andWelfare and Equity 24%.

39 teaching and executive staff worked collaborativelyin small groups as part of the school's REGROWproject program. The projects are supported by peercoaching where teachers plan for and develop theirown improved instructional practice, mapped againstthe Australian Professional Standards for Teachers(APST). Staff accessed teacher professional learningfunding to support the completion of the projectsincluding a presentation at a staff meeting.

58 teaching staff and 25 support staff attended StaffDevelopment Days. These were held on the first day ofterms 1–3 as well as four alternative staff developmentdays which were held once a term in the evening atBPHS. The following teacher professional learning wasconducted during these times:

Staff Development Day 1

Welcome and introduction of new staff members;Induction; Lifting Achievement in Reading & Writing; APlan for Excellence; First days' organisation; studentupdates; Timetables and roll marking; Child ProtectionUpdate; School Plan workshop; Faculty induction.


School Plan; REGROW; Sentral Markbook; GoannaMovement, Breathe, Resilience.


Tweed 5 Key Learning Area planning initiatives

Extended Staff Meeting 1

Unpacking the School Plan; Strategic Direction Teams– Brainstorming; Planning – School project teams todevelop milestones; Sharing our Progress

Extended Staff Meeting 2

Welfare, REGROW, Introduction to SCOUT to assiststaff in Data Analysis, Strategic Direction TeamMeetings.

Extended Staff Meeting 3 & 4

I On the Future 5 Conference

Term 4 Staff Meeting:

CPR/Anaphylaxis Training

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.


2018 Actual ($)

Opening Balance 594,981

Revenue 8,256,744

Appropriation 7,986,602

Sale of Goods and Services 48,055

Grants and Contributions 216,487

Gain and Loss 0

Other Revenue 100

Investment Income 5,501

Expenses -8,125,906

Recurrent Expenses -8,125,906

Employee Related -7,494,788

Operating Expenses -631,118

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

130,838

Balance Carried Forward 725,819

Banora Point High School follows rigorous financialpractices and governance structures which meetDepartmental and legislative requirements inadministering funds across the school throughout 2018.The Principal plans and implements an annual schoolbudget that: • Plans to maximise the operation of the school

within available physical and financial resources • Ensures appropriate application of existing

resources to identified areas of need includingschool buildings and grounds

• Identifies and addresses occupational health andsafety issues

• Maintains appropriate records in accordance withAudit requirements.

Throughout 2018, funds were expended to increasestudent learning support, socio–economicdisadvantage, disability provisions and Aboriginaleducation. These funds were mapped against theschool plan. Governance of this expenditure includedthe school's planning team and finance team, Parentsand Citizens Association and the Aboriginal EducationConsultancy Group.

Financial summary equity funding

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

2018 Actual ($)

Base Total 5,757,674

Base Per Capita 119,653

Base Location 0

Other Base 5,638,021

Equity Total 641,637

Equity Aboriginal 72,302

Equity Socio economic 331,670

Equity Language 19,563

Equity Disability 218,103

Targeted Total 899,995

Other Total 156,262

Grand Total 7,455,569

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

YEAR 7 LITERACY OVERVIEW

The percentage of Year 7 students who achieved AtProficiency: Reading 15%, Writing 7%, Spelling 25%,Grammar and Punctuation 17%.

The percentage of students who achieved BelowNational Minimum Standard in Year 7 (band 4):


Reading 4%, Writing 10%, Spelling 9%, Grammar andPunctuation 15%. Over the past 6 years, we havecontinued to reduce the number of students who arebelow the NMS in Reading and Writing.

Year 7 Boys achieved less than expected growth in allareas of Literacy.

Year 7 Girls had the strongest growth in Grammar andPunctuation, 61% compared to Boys 45%.

YEAR 9 LITERACY OVERVIEW

The percentage of Year 9 students who achieved AtProficiency: Reading 8%, Writing 4%, Spelling 10%,Grammar and Punctuation 8%.

The percentage of Year 9 students who achieved in thetop 2 bands has decreased in 2018. However, thegeneral trend in previous years has been positive withan overall increase At Proficiency.

The best performing area for Year 9 Boys and Girlswas in Reading, Boys 59% and Girls 70%.



In 2018, the percentage of Year 7 students whoachieved AtProficiency in Numeracy was 18%. The NAPLAN skillband distribution for Year 7 Numeracyshows a movement in our students towards an increasein bands 7, 8 and 9. BothBoys and Girls had the same positive growth rates intheir Numeracy results.

In 2018, the percentage of Year 9 students whoachieved At Proficiency in Numeracy was 8%. TheNAPLAN skill band distribution for Year 9 numeracyshows an over representation of students achieving inBand 6 this year, with a decline in Bands 7 and 8. 56%of students had greater than or equal to expectedgrowth, with Year 9 Girls out performing Boys with 65%greater than or equal to expected growth in Numeracy.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

The percentage of Year 7 students in the top two bandsfor Reading has decreased from the previous year 22%


to 15%.

The percentage of Year 9 students in the top two bandsin Reading has decreased from the previous year 18%to 8%.

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

Nine percent of Year 7 Aboriginal students were in thetop two bands for Grammar and Punctuation. Therewere no Aboriginal students in Reading, Writing andSpelling.

Nine percent of Year 9 Aboriginal students were in thetop two bands for Grammar and Punctuation. Therewere no Aboriginal students in Reading, Writing andSpelling.

The percentage of Year 7 students in the top two bandshas decreased from the previous year (24% to 18%).

The percentage of Year 9 students in the top two bandshas decreased from the previous year (19% to 8%).

There were no Aboriginal students in the top two bandsfor Numeracyin Year 7.

There were no Aboriginal students in the top two bandsfor Numeracyin Year 9.

Higher School Certificate (HSC)

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

Higher School Certificate results in 2018 showedimproved school performance in most courses incomparison to the school average 2014 – 2018. Ourperformance in comparison to the Similar School Groupis similar for the majority of courses, and thecomparison with State average reveals most coursesare achieving at similar or above State average results.

In 2018 no students achieved a Band 6 result, howeverJordan Cochran achieved a Band E4 in EnglishExtension 1 and E3 for ENglish Extension 2. This issimilar to the last 5 years with only a small number ofBand 6 results being recorded over this time period. In2018, we saw improved performance in the higherbands with 29 Band 5 results in comparison to 17 in2017. There were 69 Band 4 results and 66 Band 3results. The school is focusing on a whole schoolwriting strategy and the impact of this strategy canalready be felt in the improved HSC results in 2018.

Parent/caregiver, student, teachersatisfaction

In 2017, Banora Point High students participated in theTell Them From Me Survey, which includes tenmeasures of students engagement, categorised as


social, institutional and intellectual engagement. Foreach aspect of engagement, students were asked toindicate the extent to which they agreed or disagreedwith a number of statements, such as "I get along wellwith others at school." Their scores were scaled on a10–point scale, and students with scores above 6.0(i.e., a mild to moderately favourable view) wereconsidered engaged. Similar criteria were establishedfor participation in sports and clubs and schoolattendance.

Social–Emotional Outcomes

Student participation in school sport, other than aphysical education class, fell below the NSWGoverment Norm (51%). Data indicated a drop in girlsparticipation. Student participation in extra curricularactivities such as art, drama, music, school activities orschool committees, fell below the NSW Govt Norm(24%), largely attributed to a fall in girls participation.57% of our students reported that they feel acceptedand valued by their peers and by others at school,below the NSW Govt Norm (66%). Year 10 wasobserved to differ from NSW Govt Norm the most andboys more so than girls. Our students report havingfriends at school they can trust and who encouragethem to make positive choices. Data collected indicatesthis more so in our junior years where this is reportedby a higher percentage of students, even higher thanthe state average. The trend declines through year 9 to11 where the school is significantly below the NSWGovt Norm. This trend is also reflected in studentsreporting that school is useful in their everyday life andwill have a strong bearing on their future, doinghomework for their classes with a positive attitude andin a timely manner and being intellectually engaged andfind learning, enjoyable and relevant. 88% of ourstudents reported that they do not get in to trouble atschool for disruptive or inappropriate behaviours, thisbeing above the NSW Govt Norm. More BPHSstudents than the NSW Govt Norm reported beinghappy with their life.

Policy requirements

Aboriginal education

BPHS acknowledges that our school is on landstraditionally held by the Bundjalung people. We respectthe elders past and present and pay tribute to theyouth, who will become future leaders. In 2018 BPHShad an enrolment of 57 Aboriginal and Torres StraitIslander students. Professional learning targetedinvestigating case studies of Aboriginal Education inother schools and applying what has worked to BanoraPoint High School. In 2018 Aboriginal educationinitiatives at BPHS focussed on three areas; studentattendance, learning and support and culturalexperience/enrichment.

Student Attendance

An Aboriginal student attendance team consisting ofthe Aboriginal Education Officer and years 7–9 and10–12 Deputy Principals was formed. The team mettwice a term to review attendance data and implement

interventions to support identified students. The BeyondBroncos program started during 2018 at BPHS with afocus on supporting Aboriginal female students toattend school.

Student Learning Support • A focus was on developing/reviewing Personal

Learning Pathway (PLP) documents for Aboriginalstudents earlier in the year so that the documentsare more beneficial in terms of assisting studentsset and attain learning goals. In 2018 there wasgood parent/carer collaboration in thedevelopment of year 7 PLP's, however thedevelopment of year 7 PLP's and review of PLP'sfor students in years 8–12 still occurred too late inthe year. This will again be a focus in 2019.

• Students in years 7–12 participated in the AIMEprogram. The AIME program fosters improvedself– confidence, leadership, goal setting andconnection to culture by providing students withmentors at sessions conducted at SCU,Coolangatta. AIME tutorials were also conductedat BPHS once a week in terms 3 and 4. Studentswere assisted in areas of study they identified asneeding support by AIME tutors.

• In term 4 an additional Aboriginal EducationOfficer (AEO) was engaged in a 0.4 capacity tocomplement the existing AEO at BPHS. This hasprovided the school with an AEO at the schoolevery day and provided Aboriginal students withlearning support in class and in the learning hubas well as offering a wellbeing contact person andvital conduit between the school and Aboriginalcommunity.

• Selected Aboriginal students participated in amentoring program run by One Vision at BPHS.Students were provided with an individual mentorwith a music background who provided guidanceto students in terms of learning, relationships,resilience and leadership whilst also developingtheir musical talents.

Cultural Experience/Immersion • A year 7 'Pathways on Journey' excursion was

developed and implemented in 2018. All year 7students were taken on a two day bus trip whereUncle Frank acted as a tour guide visiting sites ofcultural significance. On the first day studentsvisited Razorback, Byangum Bridge, Fingal Headand Mount Wollumbin. On the second daystudents conducted an ecological study ofecosystems at Hastings Point. Uncle Frankdiscussed bush tucker and Aboriginal landmanagement practices.

• Students, staff and community attended aNAIDOC assembly at BPHS with a theme'because of her we can'. At the assembly femaleAboriginal elders talked about their lives asfemales both in the Aboriginal and widercommunities. A music video produced bystudents at BPHS 'children of a generation' wasproduced as part of a program run by One Visionand the school was shown at the assembly. Theprogram aimed to increase confidence,leadership, cultural awareness and develop musicproduction skills in participating students. The


video was very popular with many likes onyoutube and Department of Education platforms.Another video was produced later in the yeartitled 'reaching for the stars', this video provedsimilarly successful in engaging students andincreasing cultural awareness across the schoolcommunity.

Multicultural and anti-racism education

Multicultural Education and Anti–Racism initiativeshave been integrated into BPHS activities. Teachingprograms provide education in various forms such astopics in HSIE that include the Holocaust and Rightsand Freedoms of various Indigenous and ethnicgroups. The topic of Contact, addresses the history andattitudes of colonial powers and the effects onIndigenous people. PDHPE and English also includetopics that examine prejudice, tolerance, acceptanceand justice embedded in their curriculums. Classroomactivities have involved students dressing in the attire ofethnic groups and sampling food from variouscountries. The Anti–Racism Contact Officer (ARCO)plays an active role in the school by speaking withstudents about respecting the beliefs of other races.There were only two reported racist incidents in 2018.Multi–cultural initiatives are also included in the generalwellbeing and harmony week initiatives that occur inschool. Each year our students host and accommodatestudents from the Nagasaki Nichidai school who attendfor a week. In 2018 students and teachers from BPHSalso travelled to Japan and were billeted by families ofstudents from Nagasaki Nichidai school. Theseactivities have proven to be one of the pillars of ourcultural acceptance and knowledge building program.The Learning and Support team assists teachers makeadjustments for English as an Additional Language orDialect (EALD) students, developing a PersonalisedLearning and Support Plan for each student. Thisfacilitates school wide learning and wellbeing supportfor these students.


Documents

2018 Banora Point High School Annual Report...Banora Point High School Annual Report 2018 8282 Page 1 of 23 Banora Point High School 8282 (2018) Printed on: 30 June, 2019 Introduction