2019 Seven Hills High School Annual Report

Seven Hills High School2019 Annual Report

8231

Printed on: 1 June, 2020Page 1 of 29 Seven Hills High School 8231 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Seven Hills 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.

School contact details

Seven Hills High SchoolJohnson AveSeven Hills, 2147www.sevenhills-h.schools.nsw.edu.ausevenhills-h.school@det.nsw.edu.au9624 3329

Message from the principal

In 2019, Seven Hills High School continued to focus on creating a positive learning environment where all students wereencouraged to achieve their personal best. Students were afforded opportunities to strive for excellence in theclassroom, academic and community competitions, in various arenas of sport and at Creative and Performing Artsevents. Students participated in a range of co and extra–curricular activities, including camps and faculty excursionswhich enriched and enhanced their classroom learning experiences.

Student leadership skills were improved through participation in such programs as the Premier's Sporting Challenge andThe Helmsman Project. Our Student Representative Council contributed in collegiate activities and organisedschool–based fundraising events. Our partnerships with organisations such as the Australian Business and CommunityNetwork (ABCN), Total Construction and Endeavour Energy developed job readiness skills for a number of our students.

Staff professional learning focused on creating collaborative partnerships which deepened their knowledge andunderstanding of practices which empower students to be successful 21st century learners.

Events such as our Year 7 'Meet the Teacher BBQ', Mother's Day Breakfast, Father's Day Dinner, Parent/TeacherEvenings and meetings of the school's P&C association, provided staff with opportunities to develop positive relationswith parents and caregivers. 2019 marked the school's 60th Anniversary. Students visited displays in the school libraryduring the week and past staff and students participated in a tour of the school. A celebratory dinner was attended byalumni, past and present staff and local dignitaries.

The P&C continued its support of the school by conducting a number of fundraising activities and I would like to thank thecommittee for their efforts throughout the year.

Greg Johnstone

Principal


School background

School vision statement

To provide a quality learning environment where the school community supports all students becoming successful,engaged learners and responsible citizens through:

• The delivery of a relevant and challenging curriculum. • The provision of extra–curricular activities which promote talent, collaboration and a sense of community. • Quality teaching and learning based on current research and practices that respond to the goals for student

learning. • Students having the knowledge, skills and understanding to benefit themselves, each other and the environment. • Students being creative and critical thinkers with the skills to maximise their learning. • Parents and community members being informed and involved, responsive and supportive.

School context

Seven Hills High School is a member of the Nirimba Collegiate. Seven Hills High School provides quality education forstudents in Years 7 to 10. As part of the Nirimba Collegiate Group, students who successfully complete Year 10 gainautomatic entry into Wyndham College.

The school draws students from a diverse range of socio–economic backgrounds. The school population of 312 studentsincludes 7% Aboriginal and Torres Strait Islander students and 22% of students from a language background other thanEnglish. Students with mild intellectual disabilities are catered for within the school's Support classes.

The school places emphasis on literacy, numeracy and the practical application of technology throughout a broadcurriculum. A range of programs cater for the full spectrum of student academic abilities. In Years 7 and 8, the schooloffers a 'Self–Select' Class for highly focused and dedicated learners. Year 9 and 10 elective courses cater for a range ofacademic and vocational interests.

As a Positive Behaviour for Learning (PBL) school, students are supported in their education with a behaviouraleducation and reinforcement program designed to realise improvements in student learning outcomes. Studentendeavour, social responsibility and mutual respect are actively encouraged through our merit scheme and events suchas Multicultural Days, NAIDOC celebrations, Recognition Breakfasts and Reward Excursions, as well as participation incommunity initiatives and the partnering of educational programs with local primary schools.

Students are able to enhance their leadership skills through participation in the Peer Support Program, the StudentRepresentative and Sports Councils, through the 'Fast Forward' program in partnership with WSU, as well asparticipation in community initiatives and the partnering of educational programs with local primary schools.

Students are provided with extended opportunities to display their talents through participation in extra–curricularactivities such as Streamwatch, Combined High Schools teams, regional and zone sporting competitions, debating andschool Creative and Performing Arts events.


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 Sustaining and Growing

LEARNING: Curriculum Excelling

LEARNING: Assessment Excelling

LEARNING: Reporting Excelling

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Excelling

LEADING: Management practices and processes Sustaining and Growing

Learning

Annual reflection of the school's progress in this domain indicated Seven Hills High School as "Sustaining andGrowing".

Seven Hills High School gathered data on student academic performance from different sources to provide an overviewof student capabilities within a cohort. Statistical information was drawn from: NAPLAN results, NEALE data, VALID andformal and summative assessments. The data was collated and communicated through student Individual EducationPlans (IEPs) to create class profiles that identified student learning needs and set improvement targets.

School self–evaluation processes indicated that all faculties utilised student IEPs and Personal Learning Pathways(PLPs), developed in consultation with members of the school community. In addition, a range of academic andobservational data was used to create social and academic student profiles. Specific and tailored support was providedto ensure individual progress. Staff implemented a range of teaching strategies in response to this material and providedfeedback at parent/teacher meetings.

The school consistently implemented its Positive Behaviour for Learning procedures and practices. Student achievementand participation across all areas of school life was reinforced through a range of events, ceremonies and targeted


programs. The school celebrated its diverse community through a number of cultural activities including MulticulturalLunch and Harmony Day.

Transition for students was facilitated by the development and communication of plans, based on data from primaryschools and initial literacy and numeracy assessments on arrival. Extensive discussion and review of plans by staff, ledto ongoing adjustments which were communicated to relevant stakeholders. Students moving into Stage 6 or other postStage 5 destinations were supported by the provision of data to their new school or training provider.

The school engaged in systematic and thorough tracking of student attendance data coordinated by Year Advisers andthe Head Teacher Wellbeing, who actively liaised with caregivers and outside agencies to re–engage students in order toimprove attendance and, consequently, learning outcomes.

Seven Hills High School provided a multi–tiered approach to managing the diverse wellbeing needs of students. Schoolbased data from Sentral records and staff observations across the school were utilised to tailor programs that wereresponsive to the needs of both individual students and, where necessary, their cohort.

Students identified as exhibiting particularly challenging behaviours were assigned an individually selected mentorthrough the Check In Check Out Program and Check and Connect. Mentors managed targeted behaviours andfacilitated a learning engagement program that enabled students to experience success within a refined framework ofexpectations.

The school engaged the services of alternative education providers to meet the needs of at–risk students (eg. WESTEC,Maths in Trade Program, Total Construction and the Endeavour Energy Program). This enabled them to achieveoutcomes that led to future societal and workplace integration.

Seven Hills High School evaluated its practices and processes regarding programs, assessment and registrations.Structures were refined to reflect and integrate 8 Ways Pedagogy and Future Focused Learning into teaching andlearning programs. Collaborative faculty reflection led to cycles of improvement in task design, marking criteria andteaching practice. Student achievement was monitored through faculty analysis of mark books and outcomes trackingthat led directly to reporting. Meta–analysis of student performance across KLAs was undertaken to identify students whorequired additional support, intervention or extension.

Structures were established for class profiles and differentiation strategies to be integrated into lesson delivery andprograms. Curriculum differentiation was well established in faculty programs and assessments, and extended beyondthe classroom into co–curricular opportunities. Professional learning meetings were streamlined to create scheduledmeeting times for all KLAs to collaborate on the school focus areas of numeracy, literacy, differentiation, class profiles, 8ways, Future Focused Learning and assessments.

Data driven practice, supported by highly effective professional learning, resulted in improvements in student attainment.Assessment structures reflected best practices and catered to preferred learning styles. Faculties employed a range ofreflection tools such as formative and summative assessment to enable students to self–evaluate their learning and alsoto provide relevant data to teachers regarding curriculum delivery.

Students reflected upon their performance each semester and were supported by staff in developing a self–directedapproach to their learning. Parent engagement in their child's learning was again promoted through semester reports,merit tracking and reporting to parents, Parent–Teacher interviews, access to an online parent portal, P&C Meetings andpublications such as student handbooks. Our community participated in the 'Tell Them From Me' survey. The dataconveyed a positive response to the improvements in the school's learning environment and the productive relationshipsbetween the staff and students.

Teaching


Professional development fostered the sharing of faculty resources and teaching strategies identified as focuses withinthe school management plan. Staff initially identified the priorities for a targeted year group, developed meaningfulactivities to address their needs, implemented specific strategies and evaluated the effectiveness of the delivery and thetask. Quality teaching practices that evolved from the process were then shared with all colleagues through showcaseswhich initiated an ongoing cycle of reflection and refinement.

Staff professional learning focusing on data analysis included training in the use of SCOUT reports to identify studentskills and understandings in literacy and numeracy which supported the creation of individual class profiles and theimplementation of explicit teaching strategies in these priority areas.

Staff utilised a variety of data sources, including formative and summative assessment, to identify skills and capabilitieswhich required support and explicit teaching to achieve student learning growth. Collaborative reviews of student


performances in faculty assessment tasks enabled faculties to implement evidenced based teaching strategies tailored tospecific classes. Targeted interventions were used to provide additional support to individual students.

Teacher Professional Development Plans (PDPs) were implemented within a framework of supportive classroomobservations, individual mentoring and participation in school, learning community and self–identified professionallearning to foster skills and competencies which could be mapped against the Australian Professional Standards forTeachers and the Australian Professional Standard for Principals and the Leadership Profiles.

Professional learning provided for staff was systematically reviewed after each activity in terms of the quality of thesession and its relevance to the classroom. Feedback was utilised to guide the nature and focus of future professionallearning events.

As a Positive Behaviour for Learning (PBL) school, a consistent school–wide approach to behaviour management wasemployed.

Events such as Parent–Teacher Evenings, IEP and PLP meetings as well as three way conferences providedopportunities for staff to collaborate with students and community members to identify, plan and monitor programsdesigned to improve social and academic achievement and progress. Students were encouraged to participateproactively in their own learning through the school's merit system, a semesterised goal setting program, student reportsand Celebration Assemblies held twice a year.

Leading


The school employed a range of strategies to increase its leadership density. In addition to staff undertaking roles andresponsibilities to improve student learning outcomes, aspiring school leaders joined the school executive at the annualconference, which focused on Stage 6 compliance, monitoring school and student performance, and personal reflectionson leadership. Various staff led professional learning areas within the school, which focused on improving studentlearning outcomes and achievement. The collaboratively developed Professional Development Plans (PDP), for bothteaching and non–teaching staff, assisted improvement in performance in areas related to the school plan throughsupportive professional learning. P&C meetings, student, staff and parent surveys, provided opportunities for the schoolto solicit and respond to community voice.

Staff participated in the development, monitoring and evaluation of the school plan. Progress and achievement of schoolplan milestones was regularly reviewed by executive and team leaders. This was discussed with staff at schooldevelopment days and staff meetings. Team leaders regularly reported to staff on the progress of their focus areas withinthe school management plan.

The skills of teaching staff were utilised to expand the curriculum offered to students, in order to meet the identifiedneeds of Stage 5 students. The skills of non–teaching staff supported teachers in the areas of Support and Learning andSupport, to create safe, positive and productive learning environments for students.

A range of school facilities were utilised throughout the year which benefitted the Blacktown Learning Community,Vardy's Road, Seven Hills West and Seven Hills Public Schools and The William Rose School, in addition to a variety ofcommunity organisations such as Citywest Church and vacation care.

Financial management practices ensured that the school was able to prioritise its resources to maximise their impact onteaching and learning in line with the school strategic directions. Technology supported curriculum implementation,effective teaching practices and administrative systems throughout the school.

The school constantly reviewed its administrative practices to ensure their effectiveness in terms of educational andadministrative management. Parents were provided with many opportunities to engage with the school. Communityconsultation occurred through the 'Tell Them From Me' Survey, feedback boxes and events such as P&C Meetings,'Meet the Teacher' BBQs and Parent–Teacher interviews. This feedback was utilised to improve school practices andprocedures.


Strategic Direction 1

Inspiring Student Success

Purpose

To foster student engagement and attainment through positive relationships, effective community partnerships anddata–driven pedagogy and programs.

Improvement Measures

Improvement in average literacy and numeracy growth at or above expected growth for all Year 9 students, with thepercentage of students achieving in Bands 9 & 10 equating with those of the similar school group.

‘Tell Them from Me’, academic and wellbeing data indicates increased levels of student engagement with learning andimproved academic attainment.

Progress towards achieving improvement measures

Process 1: Students are explicitly taught literacy and numeracy skills and future learning capabilities.

Evaluation Funds Expended(Resources)

Numeracy and Literacy facilitators provided professional learningopportunities to staff and assisted with the creation and implementation ofteaching resources and strategies focusing on the Super 6 and ALARMactivities for Literacy and Graphing for Numeracy. Professional learning wasprovided on collaborative and inquiry–based learning with a focus of usingthe 4C room as a flexible working environment for future focused learning. Allfaculties had literacy, numeracy and future focused learning activitiesembedded into teaching and learning programs with each Key Learning Areareporting on a numeracy and literacy outcome each semester. Collaborativelearning activities were differentiated to meet the needs of individual studentsand were showcased for evaluation and adjustment by all staff.

Professional Learning on Literacy,Numeracy and Future Learning coursecosts ($1047).

Relief costs for Literacy, Numeracyand Future Learning ($4500).

Time spent on whole schoolprofessional learning, as timetabled oncalendar.

Process 2: The school implements programs that promote and support effective school, parent and studentpartnerships in the areas of literacy and numeracy.


Regular communication was provided to parents on Numeracy and Literacyinitiatives and strategies in the form of presentations at Parent and Citizensmeetings and related articles published in the monthly newsletter. Thisongoing communication created opportunities for parents to provide feedbackto further develop and enhance the future development of Literacy andNumeracy programs. The targeted intervention programs of Quicksmart andMultilit were implemented to cater to the learning needs of individualstudents.

Quicksmart and MulitiLit ($1000).

Hub Resources: Books ($499),Literacy Games ($56.90), Printing($669.90), Prizes ($46.46) andTechnology Resources ($358.23).

Employment of SLSO for delivery($89,184).

Newsletter printing costs ($4000).

Parent and Citizen meeting costs (Nil).

Process 3: Students participate in programs such as community mentoring, pathways for improvement activitiesand academic and extra–curricular competitions.


The school consistently promoted excellence through the facilitation andprovision of a range of extra–curricular and enrichment programs such asThe Helsman Project, Wood Turners Club and the Walanga Muru University

The Helmsman Project ($7,785).

Wood Turners Club (Nil).



Mentoring Program. Involvement in these programs fostered and developedongoing leadership skills and provided opportunities for student reflection andpersonal growth.

Walanga Muru (Nil).

Process 4: The school community participates in events which promotes and celebrates student engagement andattainment.


Seven Hills High School recognised student achievement and personalgrowth through the Merit Scheme, regular Reward Assembly draws andbiannual Celebration Assemblies and Rewards Days. Participation in theseevents helped to foster a culture of positive values and high expectations.

PBL and ROAD Rewards/Prizes($2538).

Presentation Day ($3798).

Celebration Assemblies (Nil).

Growth Mindset Seminar ($3000).



Enhancing Quality Teaching

Purpose

To strengthen the culture of highly skilled, informed and dedicated professionals, collaborating with others to improvetheir practice and to achieve excellence in education.


‘Tell Them from Me’ staff survey reflects a mean above state norms in all 8 drivers of student learning.

All Key Learning Programs explicitly identify teaching, learning and assessment strategies in 8Ways, literacy,numeracy and futures learning capabilities.


Process 1: Professional learning, documented in MyPL, ensures collaborative, innovative and targeted teachingand learning strategies are embedded into all KLA programs and assessments


Professional Learning was dedicated to school strategic directionsincorporating Literacy and Numeracy Learning Progressions, Collaborativeand Inquiry–Based Learning and 8 Ways Aboriginal Pedagogy. TeamLeaders regularly led workshops, staff collaboratively designed activities toreflect their students' needs, practices were implemented in classrooms andembedded in Teaching and Learning programs. KLA reflections were sharedby the whole staff.

Twilight session costs ($158.05).

Time allocation for staff professionallearning activities timetabled on thecalendar.

Process 2: Staff participate in supportive programs focusing on literacy, numeracy, 8Ways, formative assessment,differentiated learning and futures learning strategies


Seven Hills High School staff engaged in professional learning experiences,developed and led by school staff, which consolidated skills andunderstandings in the areas of Literacy (ALARM, Writing Progressions andSuper 6), Numeracy (graphs and utilising data to inform practice), 8 WaysPedagogy and Inquiry–Based Learning. Faculties and subject areasdelivered focused activities that catered for the different learning needs andabilities of students.

Numeracy planning days forNumeracy Coordinator. Relief costs($1000).

Process 3: The school initiates alternate mechanisms for parents and students to provide feedback to staff and theschool on curriculum implementation practices


Seven Hills High School utilised the many opportunities available to gainfeedback from the school community on curriculum implementation practices.

Head Teachers and Team Leaders delivered an overview of faculty andwhole school initiatives at all P&C meetings. Regular professional learningwas provided to staff to gain different levels of student feedback measuringunderstanding of learning outcomes across all KLAs. Examples of alternatemechanisms for parent feedback included: Parent Teacher Nights, Meet theTeacher BBQ and Subject Selection Evenings. These opportunities enabledparents to gain an understanding of the school's curriculum practices andestablished a process of ongoing consultation and feedback.

Open night BBQ ($623.39)

Parent Teacher Nights (Nil).

Meet the teacher BBQ – Year 7($485.50)

Subject Selection Costs (Nil).



Engendering Sustained Development

Purpose

To effect an environment, focused on continuous improvement, grounded on a platform for high expectations, innovationand collaboration.


Staff utilise student data in the creation of class profiles which are systematically updated and utilised to improvestudent learning and achieve school performance targets.

An increased percentage of students achieve the higher ‘Participation’ and ‘Achievement’ levels in the school’s meritsystem

Data from Student Representative Council led focus groups indicate high levels of student satisfaction with innovationsin curriculum offerings, the physical environment and learning technologies


Process 1: Refining processes for the identification, collation and utilisation of school and external data to informcurrent and future classroom practices by staff and teams


During Term 1 all staff completed the SCOUT essential training course toenable them to access NAPLAN Data. Staff utilised this internal Literacyassessment, IEPs and PLPs as well as class data, to create class profiles,which were progressively developed to inform teaching practice. TheLearning and Support Team provided classroom teachers with regularupdates on student progress in the areas of Literacy and Numeracy, and thisallowed for class profiles to be updated.

Timetabled whole school staffsessions combined with facultymeetings.

Process 2: Providing shared release time for staff to share data in order to monitor student achievement, determinefocuses for intervention as well as analyse the effectiveness of teaching and learning strategies


Each Semester, two staff meetings were allocated to the creation andupdating of class profiles. Faculty meetings were dedicated to reviewingstudent performance in assessment tasks for Years 7 to 10. As a result ofthis analysis, faculty discussion centered around the implementation ofresponsive teaching and learning strategies.

Time allocated for the meetings.

Process 3: Consistently and explicitly linking the staff PDP process to the achievement of school goals andproviding focused professional learning to achieve school targets


All staff developed Professional Development Plans (PDPs) with professionalgoals linked to the School Plan. Staff achievement of learning goals wassupported by the provision of school–based professional learning in additionto that provided externally.

Staff meetings for professionallearning at a whole school level aswell as during faculty time.

Process 4: Embedding the generation of school goals and the monitoring and celebrating of milestones into staffmeetings and School Development Days to ensure their implementation and achievement are seen as ateam effort




School Development Days focused on professional learning and were drivenby the school's strategic directions. Each term, time was dedicated for all staffto collectively review the School Plan and the school's goals.

Staff Development Days costs($416.30).

Reviewed and planned for at theExecutive Conference ($8004).

Process 5: Refining the process of program monitoring and evaluation used to determine the effectiveness of wholeschool initiatives in achieving school goals


In 2019 the program monitoring and evaluation process focused on theeffectiveness of whole school Literacy and Numeracy initiatives, asevidenced through student achievement in their assessment tasks withineach subject area, and over Years 7–10. Each semester, Key Learning AreaHead Teachers presented student performance data in these areas andwhole school patterns of strengths and development areas were identified toinform future practice.

Showcase event costs (Nil).

Reviewed and planned for at theExecutive Conference ($8004).

Process 6: The Student Representative Council leading student seminars on high expectations and providingstudents with structured opportunities to provide effective input into and feedback on whole schoolinitiatives


Members of our Student Representative Council (SRC) presented seminarsto Year Groups during Harmony Week and Nirimba Acts of RandomKindness Week (NARK).

Harmony week (Nil).

NARK Week (Nil).

Process 7: Communicating school systems which enable parents to monitor their child's progress and merit awardachievements and facilitate a formal review of the data with school personnel as required


All parents were provided with access to the Sentral portal to enable them toreview attendance data, Semester Reports and Merit Award achievements.This data was utilised by members of the Wellbeing Team when conductingsupportive interventions, including three–way conferences.

Sentral Licence Costs ($3539).


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Wages ($25 310).

Aboriginal EducationLeadership Workshop andrelief costs ($775).

Engaging with AboriginalCommunities Workshop($90).

In 2019 Seven Hills High School continued itscommitment to promoting Aboriginal andTorres Strait Islander initiatives throughoutthe school.

Aboriginal background funding was againutilised for the Aboriginal and Torres StraitIslander Program Coordinator, Ms Jordan. Inaddition, funding was also directed towardsthe payment of staff professional learningcourse fees and the supplementation ofstudent programs.

The Aboriginal Programs Coordinatorstrengthened the partnership and promotedgenuine collaboration between the school andAboriginal and Torres Strait families byengaging the students and their caregivers inthe development of PLPs as well asAboriginal and Torres Strait Islanderrecognition days and initiatives.

All PLPs were communicated to staff at awhole school staff meeting. Individual planswere explained and relevant strategiesshared.

The Aboriginal Programs Coordinator alsoensured whole school participation inrecognition and celebration days byincorporating student and staff contributionsat whole school assemblies.

Aboriginal and Torres Strait Islander SLSOssupported students in their access to thecurriculum and promoted cultural pride.

English language proficiency SLSO wages ($8 117) The EAL/D teacher worked through the'MultiLit' and 'Reading Group' programs withstudents who required significant support toaccess the language used in the curriculum.

Low level adjustment for disability SLSO wages, softwarelicences and resources($80 967)

Students were assessed on their needs withthose identified as requiring support, receivingindividual and structured assistance in theclassroom. Withdrawal lessons took placewith students working with Learning andSupport Teachers (LaSTs) and SchoolLearning Support Officers (SLSOs) throughthe 'MultiLit', Quicksmart and Reading Groupprograms. Data from specific assessmentprograms was utilised to identify key areas offocus to address learning needs.

Socio–economic background Wages, student resources,student assistance, studentwellbeing programs,classroom resources,excursions, schoolcommunication andeducational software ($326,539).

School oval upgrade ($350,000).

Students gained an increased level of accessto curricula, social and leadershipenhancement activities. The school continuedto acquire classroom resources includingdigital technologies and improve studentlearning environments to enhance studentengagement and improve educationaloutcomes.


Support for beginning teachers Release time for beginningteachers and costs of theirprofessional learning ($42,136.05)

Beginning teachers were supported through amentoring program supervised by their HeadTeacher. Funding enabled the provision ofrelease time for beginning teachers to workwith their mentors, to engage in lessonobservations and attend professional learningcourses, which were career stage andcurriculum specific. Assistance in thecompletion of the accreditation process wasincluded in the program.

Futures Learning Classroom resources,student projects andcompetition fees ($14 152)

A whole school approach was taken to FutureFocused Learning. Professional learning wasprovided on collaborative and group workapproaches using the 4C room and virtualreality learning activities using GoogleExpeditions, to build staff capacity by theFuture Focused Learning Coordinator.Faculties worked together to developcollaborative and group work based activitiesthat could be used in the 4C room andsupport was regularly provided by the FutureFocused Learning Coordinator. The activitiesdeveloped were implemented in the 4C roomand evaluated to determine success andareas of improvement. Each facultyshowcased their activities to the whole staff,allowing resources to be shared.

Literacy Classroom posters, readingbooks and studentassessment programs ($5041)

The Literacy approach employed across theschool encompassed a ReadingComprehension focus (Super 6 ReadingStrategies) and progressed into theimplementation of a specific writing focus, ALearning And Responding Matrix (ALARM).Faculties designed and implemented teachingand learning strategies, centred on readingand writing, and created a shared digitalresource bank of Literacy activities.Professional learning promoted staffparticipation in Literacy Progressions,developed teacher skills in usingcomprehension strategies and teachingextended and academic writing, and providedsupport for ongoing enhancement of delivery,instructions and tasks in the classroom.Teachers evidenced professional learningthrough a showcase of teaching strategies,approaches and activities. NAPLAN data wasutilised to identify areas of focus for teachingwriting strategies. Information was presentedto staff in readiness to inform practice,specifically in writing. Literacy information andreporting established strong links andnetworks school–wide and into the learningcommunity.

Numeracy Mathletics and studentassessment programs ($5041)

A comprehensive approach to Numeracy wasdelivered with a focus on Graphs at the wholeschool level and how to authentically andregularly incorporate numeracy at a facultylevel. Additional support for targeted student'swas offered with the QuickSmart program.The Numeracy Coordinator offeredprofessional development to all teachers withtraining delivered each term to faculties andindividual teachers, both formally and onrequest. Staff built capacity in utilising student


Numeracy Mathletics and studentassessment programs ($5041)

data to inform teaching (SCOUT); learninghow to drill down and analyse student resultsenabling all staff to develop learningopportunities focusing on specific numeracyskills and activities to consolidate studentunderstanding. Staff commitment to continualimprovement was evident with all teacherscompleting an additional 3 hours of trainingon the Numeracy Learning Progressions.Staff also participated in Best Start training.Progressive Achievement Tests (PAT) onlinewas utilised to provide real time data onstudents. Teachers collaborated in faculties todevelop numeracy tasks for each year group.Numeracy pre and post testing was evident infaculties. Teachers collaborated, collectedand shared student samples and resourceswhich were accessible to all in a school digitalNumeracy folder.

Differentiation Nil. In 2019 a move was made to focus on 8Ways from programs through to classroomactivities as part of our differentiation.

8 Ways Professional Learningsessions timetabled oncalendar. $0 cost.

Whole school professional learning waspresented to staff at the beginning of the 2019school year. The sessions revisited each ofthe 8 learning areas and provided examplesof how they could be implemented into theclassroom.

Year 8 was identified as the year group towhich the 8 Ways of Learning Pedagogywould be implemented. Staff were providedfaculty time to create lessons and activities ontwo learning areas each term. Staff were alsorequired to evaluate the effectiveness of theactivities on teaching and learning andinclude the activities in their programs. An 8Ways Faculty Showcase was organised inTerm 2, which gave staff an opportunity topresent two of the four learning areas theyimplemented in Semester 1. This was asuccessful way for staff to come togetheracross faculties to share their experiences.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 188 184 172 168

Girls 156 138 143 139

Student attendance profile

School

Year 2016 2017 2018 2019

7 88 90.5 90.2 90.2

8 86.9 83.1 87.1 88.2

9 84.5 78.2 77.3 76

10 80.9 81.3 76.4 76.5

All Years 84.6 83.2 82.6 82.3

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

All Years 90 89.9 88.7 88.2

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 N/A N/A

Employment 5 N/A N/A

TAFE entry 1 N/A N/A

University Entry 0 N/A N/A

Other 0 N/A N/A

Unknown 0 N/A N/A

Seven Hills High School promotes various post Stage 5options for students such as continuing their studies at Wyndham College oranother high school, enrolling in TAFE or commencing an apprenticeship. Staffat the school encourage all Year 10 to actively seek the best pathway for theirfuture.

There were 85 students who completed Year 10 in 2019. Of these:

92% (78) continued to Year 11 at Wyndham College to study for the Higher School Certificate.

2% (2) continued to Year 11 at another high school to study for the Higher School Certificate.

1% (1) commenced a course at TAFE.

5% (4) are in an apprenticeship or entered the world of work.

Year 12 students undertaking vocational or trade training

0% of Year 12 students at Seven Hills High School undertook vocational education and training in 2019.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 6

Classroom Teacher(s) 15.91

Learning and Support Teacher(s) 1.9

Teacher Librarian 1

School Counsellor 1

School Administration and Support Staff 7.58

Other Positions 1

*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.

Professional learning in Semester 1 focused strongly on the school's priorities in Literacy, Numeracy, 8 Ways Pedagogy,Differentiation and Futures Focused Learning. The Term 1 School Development Day concentrated on tailoring teachingprograms, resources and lesson delivery according to specific student and class data . Staff also reviewed the 8 Ways


Pedagogy and collaboratively developed material to be implemented into teaching programs.

The Term 2 School Development Day enabled all staff to reflect on the impact of the 2019 School Plan upon staff,students and the community and the direction of the 2020 school plan. The continuation of Future Focused Learningactivities as a school priority enabled staff to further create engaging resources, utilising the school's physical andtechnological resources.

The Term 3 School Development Day saw Seven Hills High School staff participate in a joint School Development Daywith the Nirimba Collegiate schools, Quakers Hill High School, Riverstone High School and Wyndham College. Duringthe day, Margot Braithwaite (NESA) presented on Developing Quality Assessment and Making Appropriate Adjustments.The remainder of the day was spent developing resources in faculty teams with schools across the collegiate.

On two occasions during Semester 2, staff attended professional learning via twilight sessions, in lieu of the final SchoolDevelopment Day at the conclusion of Term 4. The first session focused on the Literacy and Numeracy progressions andthe second being Anaphylaxis and CPR training and qualification of all staff.

Semester 2 concluded with a School Development Days exploring Educational Rounds and the policies and proceduressurrounding its implementation. An examination of the 2020 Focus Areas was conducted with the remaining timededicated to faculties with the focus of enhancing teaching and learning programs.

Professional learning continued to support staff in achieving goals identified in both the school management plan andindividual professional development plans. These professional learning experiences not only involved the schooldevelopment days but a number of whole school and faculty meetings strategically placed throughout the calendar.

Staff also attended numerous external professional learning days such as seminars, workshops and conferences with afocus on, but not limited to, Literacy and Numeracy, Quality Teaching, Syllabus Change and Implementation, ICT andAccreditation and Career Development. Professional Learning expenditure for 2019 totalled $36,418.13.


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 701,115

Revenue 5,425,218

Appropriation 5,255,902

Sale of Goods and Services 13,616

Grants and contributions 151,283

Investment income 4,316

Other revenue 100

Expenses -5,495,482

Employee related -4,491,965

Operating expenses -1,003,517

Surplus / deficit for the year -70,264

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 456,485

Equity Total 681,303

Equity - Aboriginal 22,886

Equity - Socio-economic 366,572

Equity - Language 8,117

Equity - Disability 283,728

Base Total 3,239,256

Base - Per Capita 80,570

Base - Location 0

Base - Other 3,158,686

Other Total 650,411

Grand Total 5,027,455

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 12.5 25.0 26.6 20.3 9.4 6.3

School avg 2017-2019 18.5 22 22.4 24.4 10.2 2.4


Band 4 5 6 7 8 9


School avg 2017-2019 11.5 18.7 31.1 27.3 8.1 3.3

Band 4 5 6 7 8 9


School avg 2017-2019 12.2 13.2 24.9 32.2 14.1 3.4


Band 4 5 6 7 8 9


School avg 2017-2019 15.5 28 30.9 19.3 4.8 1.4

Band 5 6 7 8 9 10


School avg 2017-2019 21 25.5 29 17.5 6 1


Band 5 6 7 8 9 10


School avg 2017-2019 16.3 29.6 29.6 18.4 5.6 0.5

Band 5 6 7 8 9 10


School avg 2017-2019 13.5 20.5 36 20.5 8.5 1


Band 5 6 7 8 9 10


School avg 2017-2019 33.7 31.7 18.6 12.1 3 1

Band 4 5 6 7 8 9


School avg 2017-2019 6.3 25.1 33.3 21.3 12.1 1.9


Band 5 6 7 8 9 10


School avg 2017-2019 3.6 38.7 37.6 16.5 2.1 1.5

Year 7 NAPLAN – Literacy. Trend data over four years indicates a reduction in the percentage of students achieving inthe Bottom 2 Bands in Reading, Writing, Spelling and Grammar and Punctuation. There was a continuing increase in thepercentage of students who achieved in the Top 2 Bands in Spelling and Grammar and Punctuation. Although thepercentage of students who achieved in the Top 2 Bands in Reading and Writing declined from the previous year, thisresult was an improvement on those achieved in the previous two years.

Year 9 NAPLAN – Literacy. The Average Scaled Growth for the Year 9 students was higher than the average forstudents in the Statistically Similar School Group (SSSG), and for the State, in the areas of Reading, Writing andSpelling. In Reading, the students' average growth was 39.5 compared to 35.4 for SSSG and 35.7 for the State. InWriting, the result was 40.8 compared to 30.2 for the SSSG and 30.6 for the State. For Spelling, the result was 35.6compared to the SSSG result of 29.2 and State average of 29.9. In the area of Grammar and Punctuation the AverageScaled Growth for Year 9 students (21) was below the results for both the SSSG (30) and the State (29.6).

Year 7 NAPLAN – Numeracy. The results for the Year 7 students were an improvement on those of previous cohortswith a continuing trend of a reduction in the percentage of students achieving in the Bottom 2 Bands and an increasingpercentage of students achieving in the Top 2 Bands.

Year 9 NAPLAN – Numeracy. The results indicated that the Average Scaled Growth for Year 9 students was 45, whichcompared favourably to the average for students in the SSSG of 38 and for the State of 36.5.


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Seven HillsHigh School utilised a variety of strategies to identify the levels of success of its initiatives in addition to satisfaction in anumber of areas of school climate and teaching and learning.

Parent opinion of the school was provided through their completion of the 'The Partners in Learning' Parent Survey. Ahigh degree of satisfaction was expressed with the manner in which they were welcomed to the school, the focus ontransition and their opportunity to discuss with staff issues relating to their child. Parents also indicated that staffsupported positive behaviour in the school by clearly articulating school expectations and devoting their time toextra–curricular activities.

The expanded use of the Parent Portal, through Sentral, provided the school with additional feedback on parent usage ofthe site. Responders stated it was easy to use and that they utilised it to track attendance, assessment task submission,calendar events, merit points and academic reports.

Staff participated in the 'Tell Them From Me' teacher survey 'Focus on Learning'. High levels of satisfaction wereexpressed with the manner in which they were able work with school leaders to create a safe and orderly schoolenvironment with the ability to collaborate with staff using data to inform practice, addressing student learning needs andengagement strategies to improve student learning outcomes.

Staff were surveyed on the quality and relevance of professional learning sessions and school development daysconducted throughout the year. Evaluations indicated that the sessions and related activities were highly supported interms of the quality of the presentations and their applicability to the staff's classroom practice, with the majority desiringto learn more about each session.

Students completed the 'Tell them From Me' survey on Student Outcomes and School Climate. The results of the surveywere extremely positive overall, with responses above state norms in the areas of participation in extra–curricularactivities, student engagement in their learning, the quality of classroom instruction, the provision of a positive learningclimate and the positive nature of their relationships with staff.


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.

2019 began with all Aboriginal and Torres Strait Islander students working with staff to develop goals for their PLPs.Parents were contacted, informed of their child's aspirations and copies of PLPs sent home. These pathways werecommunicated to staff and were reviewed regularly by each student.

Throughout the year Aboriginal and Torres Strait Islander students attended a weekly roll call in the library. This enabledthem to connect with other Aboriginal and Torres Strait Islander students in the school and build a sense of team andcohesiveness between students. It also ensured the regular communication of events to the group as a whole.

Reconciliation Week was acknowledged by our school with an assembly and whole school activities in the library. OurIndigenous Australian students cooked and served the students and staff with some crocodile, emu and kangaroosausages. The school celebrated NAIDOC with activities throughout the week. Students played outdoor IndigenousAustralian games, Wana and Koolchee, at lunchtime using plastic spears and boomerangs. The special assemblies,organised and conducted by our students, included presentations on the theme "Voice, Treaty, Truth" and personalstories about what is means to them. Four hundred cupcakes were baked and iced by our students for everyone to shareafter the assembly.

Brenton Fahey continued to provide Aboriginal and Torres Strait Islander students with support in the classroom. Heworked with students on minimising the educational barriers that affected student performance and participation.

The school continued its partnerships with the Macquarie University and the Walanga Muru program as well as theWarriwi Yana Nura leadership program at Brewongle Education Centre . These initiatives aim to inspire Aboriginal andTorres Strait Islander students in Years 7–10 to reach their goals and develop their cultural understanding andknowledge. Key concepts such as, leadership skills and cultural learning, were integrated into lessons which aimed toencourage inspirational goals and tertiary education.

Our Aboriginal and Torres Strait Islander students were involved with the planning and painting of Aboriginal murals forSeven Hills Public School. Students formed positive relationships with the students they worked with during this process.

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.

To support the Anti–Racism Policy, student led, cohort appropriate presentations were conducted during our MulticulturalWeek. The presentations focused on expanding students' understanding of Racism and the benefits gained frominclusivity.

In 2019, two staff members completed training as Anti–Racism Officers, to support not just staff and students, but thewider school community.

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 and


practices 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.

In 2019, the school once again aligned the National Harmony Week Celebrations with the National Day Against Bullyingand School Violence. During Year Meetings, the student body was presented with a seminar on Australia's multiculturalhistory and the value of our level of acceptance in the community as well as information on the Government'santi–bullying initiative, 'Bullying: No Way'. Staff further addressed these issues throughout the week, using relevantsubject material.

The annual Multicultural Lunch was well received. Faculties worked with many student, staff and parent volunteers toproduce menus that reflected the diverse cuisines within our community. Traditional costume and a variety of artefactswere on display at the stalls.


Documents

2019 Seven Hills High School Annual Report