2019 Elizabeth Macarthur High School Annual Report...opportunities". Our school aims to develop students to achieve their personal goals while becoming resilient, compassionate, informed

Elizabeth Macarthur High School2019 Annual Report

8584

Printed on: 12 March, 2020Page 1 of 23 Elizabeth Macarthur High School 8584 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Elizabeth Macarthur High School as an account of theschool's operations 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.

School contact details

Elizabeth Macarthur High SchoolWaterworth DriveNarellan, 2567www.elizabeth-h.schools.nsw.edu.auelizabeth-h.school@det.nsw.edu.au4646 1899


School background

School vision statement

At Elizabeth Macarthur High School we are focussed on "shaping the future by pursuing excellence to create boundlessopportunities". Our school aims to develop students to achieve their personal goals while becoming resilient,compassionate, informed and ethical members of the wider community

School context

Elizabeth Macarthur High School is a community and selective High School that serves the Narellan area. The school ispart of the Macarthur network of schools and offers every student the opportunity of a place to learn, feel safe andachieve their personal best. The school has a current enrolment of 1238 students. The school body includes 20%LBOTE and has 57 Aboriginal and Torres Strait Islander students.

Elizabeth Macarthur High School is a member of the COS4 (Community of Schools) which includes Bonnyrigg,Moorebank and Prairiewood High Schools, as well as the Community of Schools with its feeder Primary Schools(Narellan Vale, Harrington Park, Narellan).

The school dictum of Respect, Responsibility and Pride, expresses key values that are reflected in the classroom toenhance learning for all students, and at the same time, place a strong emphasis on recognition of the range of talentsthat our students procure as a result of being part of a dynamic learning school.

The school and individual students have received numerous awards at regional and state level; these include awards forexemplary leadership, sport, agriculture and welfare which have been acknowledged with Director of Public Schools,Principal and Executive awards for excellence and outstanding contribution to Public Education.

Students who attend EMHS (Elizabeth Macarthur High School) have the opportunity of experiencing all aspects of HighSchool life through our community networks and numerous extra–curricular programs that aim to foster positiverelationships, creating resilient and worthy citizens.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Excelling

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Excelling

LEARNING: Assessment Excelling

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Excelling

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Excelling

LEADING: School planning, implementation andreporting

Excelling

LEADING: School resources Excelling

LEADING: Management practices and processes Excelling


Strategic Direction 1

Building sustainable leadership and a positive culture to produce collective efficacy.

Purpose

Building a shared belief and vision that centres on empowering staff and students to develop self and collective efficacywith a culture of high expectations.

Improvement Measures

Improved student growth in internal and external data measures. Improving value added data by 2% in Years 7–9 and10–12.

Above state average measure in TTFM on advocacy and inclusiveness in school.

Improved internal measures showing the implementation of learning platform in classrooms.

Progress towards achieving improvement measures

Process 1: Strengthening school leadership capacity to drive ownership of high expectations, shared responsibilityand pride in our school community.

Evaluation Funds Expended(Resources)

Survey of programs being run in the school.

Process 2: Aligning school processes and systems based on collecting, analysing and reporting data to promoteinquiry.


Analysis and synthesis of projects to determine inquiry project impacts onlearning, teaching and wellbeing at EMHS.



Creating a dynamic learning school

Purpose

Developing a culture of evidence based practice and educational innovation, using pedagogical inquiry to createsustainable high performance and growth for all students in every class.


Increased student engagement in classes mapped through TTFM and formative assessment measures.

Increase percentage of students in the top two bands for NAPLAN and HSC and value added growth.


Process 1: Embedding future focused practices and protocols to support excellence and achievement.


review of assessment through Quality differentiated assessment with supportfrom a Gifted Education Consultant. Developing variety of assessmentthrough makerspaces

$60,000

Process 2: Building personalised learning that charts growth and learning development.


evaluation of student growth and naplan dataReview of 7 Steps data

Literacy resources and $20,000 on 7steps, writing for HSC and write abook in a day resources withCommunity of Schools.



Creating a culture of care and support that meets the needs of all learners.

Purpose

Building a culture of inclusivity and connection of all stakeholders to create successful, confident and creative learners.


Improved parent satisfaction through TTFM.

Students feeling supported and confident in their learning through surveys such as TTFM and improved engagementin class.

Improved reading, writing and numeracy results in NAPLAN that reach and exceed state average.


Process 1: Implement a whole school inclusive approach to wellbeing, in which all students succeed.


Data related to each of the T&L programs reflects student growth.

Data shows an increase in positive student interactions and a decrease innegative referrals.

Process 2: Stimulate a supportive school climate that promotes self awareness, empathy, resilience and positiverelationships.


Reduction in negative referrals and increased attendance. Greater number ofAboriginal and Torres Strait Islander boys enrolled in Year 7.

Process 3: Track student literacy and numeracy development through the National Progressions and growth data.


Looking at impact of the literacy program to decide on the structure of thenumeracy program for 2020.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency Employment of EALDsupport teacher

* English languageproficiency ($62000 )

Student IEPs were developed tocommunicate ongoing learning adjustmentsfor teachers. In school support was providedto teachers in the form of professionallearning, learning support and team teachingto model and coach effective teaching andlearning strategies for EALD students.

Low level adjustment for disability Employment of SLSO

* Low level adjustment fordisability ($138177)

Literacy coach was funded to withdrawstudents in preparation for NAPLAN.Withdrawal lessons were utilised to assiststage 5 students meet the requirements forHSC minimum standards.

Report cards indicate positive learningengagement across a Year 7 targeted classwhere student support is high.

Socio–economic background One Teacher funded toimplement the Quicksmart,Multilit, word flyers andCars and Stars programwith SLSO support.

* Socio–economicbackground ($262005)

Students in the top 2 bands of NAPLAN 2018for reading increased by 5% from theprevious year. This progress maintains thegoals aligned to the Premier's priorities forreading.

Literacy progressions are being developedwith a teacher funded to implement literacydifferentiation to chart and monitor a yearsgrowth for all stage 4 students.

Tell Them From Me survey results indicatehigh support of students with varying needs.

Support for beginning teachers Support for beginningteachers ($60000)

Head Teacher Mentors andInstructional Coaches

Beginning TeacherConference led by the HTMentor and SeniorExecutive

All beginning teachers have been supportedin line with the beginning teachers supportfunding policy and have successfullycompleted the EMHS teacher mentorprogram.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 541 563 593 616

Girls 517 557 596 675

Student attendance profile

School

Year 2016 2017 2018 2019

7 91.4 91.7 91.2 90

8 90.3 90.3 88 88.1

9 86.9 90 88.1 86.5

10 86.2 87.4 85.1 83.9

11 85.2 83.7 83.5 82.5

12 88.8 90.9 86 89

All Years 88.2 88.9 87.3 86.7

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 4.3

Employment 8.5 16.5 25.6

TAFE entry 1 5 17.1

University Entry 0 0 42.8

Other 5.5 4.5 5.1

Unknown 3 10 5.1

Year 12 students undertaking vocational or trade training

15.87% of Year 12 students at Elizabeth Macarthur High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

96.7% of all Year 12 students at Elizabeth Macarthur High School expected to complete Year 12 in 2019 received aHigher School Certificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 12

Classroom Teacher(s) 64.6

Learning and Support Teacher(s) 2.3

Teacher Librarian 1.4

School Counsellor 2

School Administration and Support Staff 15.17

Other Positions 1.2

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,109,024

Revenue 14,054,047

Appropriation 13,424,093

Sale of Goods and Services 106,902

Grants and contributions 510,560

Investment income 11,730

Other revenue 762

Expenses -13,471,696

Employee related -12,027,765

Operating expenses -1,443,931

Surplus / deficit for the year 582,351

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 121,399

Equity Total 804,407

Equity - Aboriginal 48,253

Equity - Socio-economic 322,029

Equity - Language 33,626

Equity - Disability 400,499

Base Total 11,209,218

Base - Per Capita 278,985

Base - Location 0

Base - Other 10,930,234

Other Total 694,346

Grand Total 12,829,370

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 4 5 6 7 8 9

Percentage of students 8.6 16.9 13.3 25.2 19.1 16.9

School avg -2019 9.9 16.8 20.7 22.3 17 13.3


Band 4 5 6 7 8 9


School avg -2019 5.3 15.3 25.2 27 18.1 9

Band 4 5 6 7 8 9


School avg -2019 6.2 11.6 19.3 28.9 20.3 13.7


Band 4 5 6 7 8 9


School avg -2019 12.3 25.5 25.8 19.6 11.6 5.2

Band 5 6 7 8 9 10


School avg -2019 11.9 19 28.9 23.9 11.2 5.1


Band 5 6 7 8 9 10


School avg -2019 8.2 19.6 26.7 25.4 15.3 4.7

Band 5 6 7 8 9 10


School avg -2019 8.5 13 28.4 26 19.3 4.8


Band 5 6 7 8 9 10


School avg -2019 21.5 24.5 21.1 20.8 7.1 5

Band 4 5 6 7 8 9


School avg -2019 3.9 16.9 28.5 24.5 16.1 10.2


Band 5 6 7 8 9 10


School avg -2019 1.8 22.6 32.5 25.1 12 6


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.

Subject School 2019 SSSG State School Average2015-2019


Ancient History 72.2 70.2 69.9 70.1

Biology 71.6 67.1 69.9 73.6

Business Studies 66.6 66.3 68.6 66.6

Chemistry 73.9 67.9 74.7 73.8

Community and Family Studies 80.1 72.8 72.2 76.7

Drama 74.2 75.8 75.0 74.2

Economics 70.5 68.9 75.9 70.5

English (Advanced) 77.7 77.3 80.0 76.7

English (Standard) 67.2 67.2 67.3 67.3

Food Technology 76.5 72.1 71.4 72.5

Geography 78.5 67.5 70.6 77.1

Industrial Technology 80.7 68.1 66.8 74.0

Information Processes andTechnology

79.6 69.8 70.8 76.7

Legal Studies 71.8 67.4 70.6 68.7

Mathematics 82.1 71.4 76.9 79.3

Mathematics Standard 2 72.9 67.3 67.7 72.9

Modern History 76.2 68.7 70.2 74.2

Personal Development, Health andPhysical Education

69.7 69.5 70.5 70.9

Physics 74.9 66.4 72.1 75.3

Society and Culture 85.2 75.1 75.9 82.6


Parent/caregiver, student, teacher satisfaction

The P&C Association of Elizabeth Macarthur High School is small group of dedicated parents that work hard to assist theschool in whatever ways we can. Throughout 2019 we have continued with our fundraising endeavours in addition tobeing members on numerous panels and focus groups across the school.

Our meetings throughout 2019 were generally well attended and we welcomed some new members. They are always apositive time for sharing information and planning. We are thankful for the ongoing strong support of the entire SeniorExecutive team whom attend meetings and provide comprehensive information about the school.

Our major activities for the year included supporting the school at events such as 2567 Showcase, subject selection nightand judging at the annual Art Show. We ran Freddo Friday, and Krispy Kreme fundraisers in addition to our Term 1Dance Party. We were active members on teacher selection panels, the Year 7 scholarship and self–select selectionpanels as well as out of area application panels. Members also participated in a variety of focus groups around pertinentschool issues.

This year we introduced a $20 voluntary P&C levy to the fee schedule. This was successful in raising much neededfunds to further benefit the school. We collected $7,155 in levy during 2019 and are thankful to those parents who choseto contribute. When combined with the money raised from our fundraising activities this has enabled us to contribute tothe purchase of umbrellas for the main quad to provide much needed shade for our students in this busy part of theplayground. Money has also been allocated to purchase outdoor table tennis tables to be placed near the basketballcourts for students to use during break times.

Over the Christmas break shade sails will be erected over the Year 7 playground. These were funded by the CommunityBuilding Partnerships grant the P&C secured at the end of 2018.

Many ideas are in the planning for 2020. We look forward to welcoming new members, and exploring additional optionsto further contribute to our school

Fiona Tisdale

President


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


Documents

2019 Elizabeth Macarthur High School Annual Report...opportunities". Our school aims to develop students to achieve their personal goals while becoming resilient, compassionate, informed