Boardof&Studies,Teachingand EducationalStandardsNSW& Annual&Report ... - Avondale School · 2017-04-13 · ANNUAL REPORT 2015 Avondale School Reporting on the 2014 Calendar Year Seventh-day

Board of Studies, Teaching and Educational Standards NSW

Annual Report 2015

Reporting on the 2014 Calendar Year

Avondale School

Owned and Operated by

Seventh-‐day Adventist Schools (North New South Wales) Ltd

ANNUAL REPORT 2015 Avondale School Reporting on the 2014 Calendar Year Seventh-day Adventist Schools (NNSW) Ltd

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ANNUAL REPORT 2015

1 A message from key school bodies – (School Council and Student representative Council)

1.1 Statement from the School Council

Avondale School Council takes the responsibility seriously to oversee the operations of all aspects of the School and encouraging delivery of a quality experience that has a focus on the School’s mission – to value, to learn and to serve. The K-‐12 program at Avondale School provides a wide variety of opportunities for students’ growth and learning. The School’s exceptional resources and facilities provide outstanding opportunities for academic challenge. The results of the NAPLAN numeracy and literacy test, ROSA and Higher School Certificate benchmark achievements, attest to this. The results are shown in summary in this report. The School is on a campus wide School Improvement journey. The School Improvement Plan (SIP) details specific plans that chart the journey to improve learning and engagement, to maximise the use of IT and learning resources and enhance the learning experience and outcomes for all students. Avondale School is a Christian campus where the foundation of the School community is built on attitudes of respect for, and acceptance of, others as well as the development of healthy individual self esteem. The family values emphasised across campus enhance the important work of parents in the home. This process includes the cultivation of self worth, the ability to create and maintain healthy relationships with others, and the encouragement of good citizenship and social responsibility. Students are encouraged to combine academic challenge and ability with expanding technology and enduring values that support right choices. Parents are encouraged to be involved with the education of their child through participation in reading groups, school events and parent teacher interviews. Avondale School provides considerable opportunity for development of co-‐curricular abilities in music, drama and sport. The School has an extensive list of achievement in each of these genres especially in achievement at the HRIS level. The School is also extensively involved in extracurricular opportunities for service. Hospitality students serve the older members of the community. The annual STORMCo trips to remote towns, the concert band and choir performances to community groups, and the annual charity contributions to valued causes, provide meaningful opportunities for student service in the community. Education is about knowing; knowing who you are, knowing how to communicate with and relate to others, and knowing your place beyond the classroom and the School as you learn, value and serve. We trust you will enjoy finding out more about Avondale School in this Annual Report for 2014.


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1.2 Statement from Student Representative Council (SRC) Avondale School is a partnership between teachers, parents, students and the community. The democratic process of nomination and voting provides a dynamic group of students who represent their peers and discuss proactively the views of students and the issues that concern them. In addition school administration can table items for discussion to get feedback on the effectiveness of programs, additional equipment or effectiveness of visiting school assembly speakers e.g. cyber safety, bullying, drugs and alcohol. The Minutes of SRC are shared with school administration and items for maintenance are dealt with directly. If a recommendation from the SRC is accepted by the school administration, and in most cases this usually happens, action supporting the recommendation proceeds. The contribution of the SRC as a student forum is greatly appreciated. 1.3 Parents and Friends The President of the Parents and Friends is a voting member of School Council. The P and F are also involved in organising workshops for parents and in fundraising to provide quality additional equipment for the School with an aim to strengthen relationship between parents and friends. The Parents and Friends Committee that meets regularly each month represent the parent community. This group works industriously to provide an outstanding level of encouragement and support for parents and students. Parents have opportunity to raise their concerns or make recommendations for school improvement.

2 Contextual information about the school (including information about National Partnerships and /or Improving Teacher Quality if applicable)

Avondale School was established in 1897 to pursue the goals of quality Christian education and build a tradition of excellence. The School is operated by the Seventh-‐day Adventist Schools (NNSW) Ltd and is part of the worldwide network of Adventist Schools. Avondale School is non-‐exclusive and practises values and a belief system based on the foundational teachings of the Bible. The Christian values espoused and promoted actively across the campus are seen as important for personal growth and development and as being integral to a healthy society. The value system and Christian beliefs practised at Avondale School are strongly supported by school families and by the wider community. The School has an excellent reputation in the community for its sound record of academic achievement, musical performance and sporting success. A high percentage of students from Avondale School proceed to university to pursue professional careers and employment. The wider community and business sector are enthusiastic supporters of Avondale School. The School provides an outstanding Early Learning Centre (Pre-‐school). The Learning Support and Gifted and Talented programs further enhance learning opportunities for students. Classroom learning is supplemented by an outstanding array of excursions beyond the classroom.

In 2014 the school VET program was expanded to provide a non academic ‘Work Ready’ pathway to the HSC for students interested in pursuing careers in Hospitality Catering, Automotive and Building construction. The completion of a funded Trade Training Centre was an outstanding addition to the campus.


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3 Student performance in National and State-‐wide tests and examinations

3.1 Student outcomes in standardised national literacy and numeracy testing

Literacy

Language Conventions includes Reading, Writing, Spelling, Grammar and Punctuation.

Reading

Year % below national minimum standard

% at national minimum standard

% above national minimum standard

Year 3 3 3 94

Year 5 1 10 89

Year 7 0 13 87

Year 9 3 10 87

Writing




Year 3 2 3 95

Year 5 0 4 96

Year 7 4 26 70

Year 9 13 14 73

Spelling




Year 3 0 10 90

Year 5 1 0 99

Year 7 0 16 84

Year 9 3 18 79


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Grammar and Punctuation




Year 3 2 4 94

Year 5 1 3 96

Year 7 4 17 79

Year 9 1 21 78

Interpretative Comments

Student performance in all areas of literacy remains generally strong. Percentages above National Minimum Standards for Years 3 and 5 are reflective of strong literacy teaching in Stage 1 and 2.

Of concern are the percentages of students below or at the National Minimum Standard for Years 7 & 9, particularly in Writing. Current literacy strategies, along with a more focused Stage 3 to Stage 4 transition, will address these deficiencies in future years.

Numeracy

Numeracy incorporates Number and Data, Patterns and Algebra, Measurement Space and Geometry.




Year 3 0 2 98

Year 5 0 7 93

Year 7 0 12 88

Year 9 1 3 96

Interpretative Comments

Student achievement in Numeracy continues to be an area of strength for Avondale School. Intentional differentiation strategies, thorough programming and Professional Learning for teachers are all contributors to highly effective teaching and learning in Numeracy. Year 7 shows the highest percentage of students at the National Minimum standard. An improved Stage 3 to Stage 4 transition may help to strengthen Year 7 results.


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3.2 Record of School Achievement

Item Students

Number of Students studying in Year 10 88

Number of Record of School Achievement (ROSA) Credentials issued by the Board of Studies, Teaching and Educational Standards NSW (BOSTES) in 2014

88* *No RoSAs were actually issued as all students have gone on to Year 11 (at Avondale or another school)

3.3 Results of the Higher School Certificate Examination

Subject No of students

Performance band achievement by number and/or %

Bands 6 -‐ 3 Bands 2 -‐ 1

Ancient History 9 School 100 State 82.99

School 0 State 16.16

Biblical Studies 5 School N/A State N/A

School N/A State N/A

Biology 16 School 93.75 State 85.58

School 6.25 State 13.72

Business Studies 13 School 92.31 State 87.6


Chemistry 7 School 85.72 State 91.53


Community & Family Studies 11


School 0 State 8.36

Design & Technology 7 School 100 State 95

School 0 State 4.75

Drama 5 School 100 State 98.42

School 0 State 1.42

English (Standard) 21 School 90.48 State 85.2


English (Advanced) 31 School 100 State 99.09

School 0 State 0.83


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English Extension 1 5 School 100 State 93.02

School 0 State 6.78

English Extension 2 3 School 33.33 State 77.46


English Studies 5 School N/A State N/A

School N/A State N/A

Food Technology 7 School 100 State 78.24


Geography 5 School 100 State 84.37

School 0 State 14.8

Information Processes & Technology (Distance Subject)

1 School 100 State 87.73


Legal Studies 10 School 70 State 83.58


General Mathematics 33 School 90.91 State 74.99


Mathematics 12 School 100 State 91.34

School 0 State 8.43

Mathematics Extension 1 3



Modern History 16 School 93.75 State 89.35


Music 9 School 100 State 96.98

School 0 State 2.37

PDHPE 15 School 73.34 State 88.31


Physics 5 School 100 State 90.63

School 0 State 8.77


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Studies of Religion 1 51 School 96.08 State 93.86


Visual Arts 11 School 100 State 97.1

School 0 State 2.53

VET Automotive 4 School 25 State 60.44


VET Construction 5 School 100 State 68.76

School 0 State 3.77

VET Hospitality 12 School 90.91 State 82.98

School 0 State 3.63

VET Information Technology

7 School 100 State 82.48

School 0 State 8.31

Interpretative comments for Higher School Certificate results

19 Band 6s were achieved by the 2014 cohort of the HSC, and once again, Avondale School can be seen to help students achieve comparable results (if not above state average results) in the majority of subjects offered at the HSC level. A large number of the subjects offered (15/29) saw 100% of its candidature in Bands 3 to 6 in HSC performance, so it appears that the subjects on offer give students opportunity to achieve their potential.

Distance Education subjects continue to hold a handful of our students here. This kind of study allows students to seek a pathway that best suits their needs, timetable and abilities. Avondale School will aim to regularly outsource subjects for students who enjoy our campus and offerings, but wish to augment their program with subjects of their choice. Only one student took this opportunity in 2014.

It will be observed that the School results in some subjects including VET, do not total 100%. Some students did not receive Band awards due to participation circumstances (e.g. illness and misadventure) and others chose not to sit the HSC examination (VET). The School results clearly identify this pattern of response.

4 Senior secondary outcomes

Percentage of students in Year 12 undertaking vocational or trade training studies in 2014: 45%

Percentage of students in Year 12 attaining a Year 12 certificate or equivalent VET qualifications in 2014: 100%


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5 Professional learning and teacher standards

5.1 Professional Learning

Areas of professional learning Teachers (number or group)

Catch up LIEN and LIN (Numeracy) 15

Counselling Supervision (Counsellor) 1

Proven Strategies for Success (HSIE) 1

CAFS New 2014 Course (CAFS) 1

Reading Tudor Program (Learning Support) 2

Classroom Observations and Feedback (Classroom) 11

Liveability – (HSIE) 1

A Schools Odyssey (Admin) 1

Focus on the Focus Studies (Maths) 2

Engaged Learning Environment (Maths) 1

Easy to Use Apps for PDHPE (PDHPE) 1

Delivery of Science & Technology (Primary) 8

Numeracy across the Curriculum 9

Maths PD presentations – Curriculum Services (Maths) 8

RDA Training & Resourcing Curriculum (Library Services) 4

Exploring Stage 6 CAFS 1

Effective Languages – K-‐10 (LOTE) 1

Creative Meaningful Speaking & Writing Tasks with iPad (LOTE) 1

Student to Teacher Feedback Strategies 1

Improving Literacy: Writing Across the KLAs 15

Eight Plus Ten (Maths) 3

Effective Classroom Management 2


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Areas of professional learning Teachers (number or group)

Word Attack Skills Extension Program 3

Access-‐IT Roadshow Training (Library Services) 2

Sue Larkey Learning Media (Learning Support) 3

Mantle Conference 2014 (Maths) 1

SOR Inservices (Studies of Religion) 2

Challenges for Middle Leaders (Co-‐ordinators) 3

HSC Seminar (Stage 6) 2

Climbing Day (PDHPE) 1

MTA Workshop (TVET Automotive) 1

Total Staff PD experiences: 31

Average cost per teacher for professional learning: $816.000


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5.2 Teacher standards

Categories of Teacher Standards Qualifications Numbers of teachers

(i) teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-‐NOOSR) guidelines, or

Education qualification Doctorate Masters degree Graduate Diploma Bachelors degree Diploma

2 Doctorates 13 Masters 65 Bachelors 2 Diploma

(ii) teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-‐NOOSR guidelines but lack formal teacher education qualifications, or

Doctorate Masters degree Graduate Diploma Bachelors degree Diploma

0

(iii) teachers who do not have qualifications as described in (i) and (ii) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context. Such teachers must have been employed

-‐ to 'teach' in NSW before 1 October 2004 (either on a permanent, casual or temporary basis) and

-‐ as a 'teacher' during the last five (5) years in a permanent, casual or temporary capacity

These teachers work under the direction of another teacher and are registered as transition scheme teachers with the NSW Institute of Teachers unless he/she is a LOTE teacher

2

Total number of teachers in school 84

6 Workforce composition (comment on Indigenous staff) Of the 84 teaching staff, all are qualified from higher education institutions. A breakdown of staff is as follows: ELC 3 Primary 37 Secondary 44 ELC Females 3 ELC Males 0 Primary Females 29 Primary Males 8 Secondary Females 25 Secondary Males 19 Included in these numbers are 14 part-‐time teachers and 4 learning support teacher aides. All of the current teaching staff have Australian Citizenship with none from Aboriginal background. The School is also supported by 39 ancillary staff (26 females and 13 males).


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7 Student attendance rate and non-‐attendance – (Focus Area for 2014)

7.1 Average Year Level Attendance

Year Level Average Attendance (%)

Kindergarten 93.4

Year 1 95.5

Year 2 95.0

Year 3 95.3

Year 4 94.6

Year 5 94.4

Year 6 95.9

Year 7 93.1

Year 8 93.7

Year 9 91.3

Year 10 95.5

Year 11 94.3

Year 12 94.5

Total school attendance average 94.3%

7.2 Management of non-‐attendance (priority for 2014 report)

In the Primary Campus: Absence notes from parents are sent to the class teacher. Each Friday, the teacher sends the absence notes for the week to the office for processing by the office staff. Office staff enter the reason for absence on the child’s attendance record and indicate that a note has been received. All notes are then filed at the office. This includes the partial absences. The reasons for absences are:

a. Absence owing to sickness = “Sick”.

b. Absence with leave – reason approved by Principal = 'Leave approved by Principal'.

c. Absence unexplained after 7 days or unjustified = unexplained (7 days) or unjustified.

Each day the teachers mark the class rolls at the beginning of the day and these results are collated in the school Office and an absence sheet is published via email to all teachers. This is kept as a record of attendance and is archived.


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If a child returns to school after an absence without a note, teachers have a proforma absence note to be sent home for completion. This note should then be returned to the class teacher.

Any unexplained absences, after seven days have elapsed, are noted as such on the child’s attendance record by the office staff.

If students are absent from school because they are attending a school excursion or sporting event etc the following procedures will apply:

a. The accompanying teacher will mark a paper roll and hand to the office before leaving on the excursion.

b. The office staff will enter details of the excursion with a bulk entry on the computer for all students who are attending.

c. The teacher will take a paper roll with them on the excursion and ensure that any students who leaves from the excursion with a parent is signed out and the time of departure recorded.

d. This paper roll will be given to office staff to update the attendance record on return to school.

If a teacher is concerned about a student’s attendance they are to report this to the Head of Primary who will contact the parents.

In the Secondary Campus: Each day Rolls are marked by the class teacher and a combined roll is collated from this database. A summary schedule of all students absent on the day is then collatted and becomes part of the permanent record. This is published to teachers each day. A list is compiled from the School database by the Secondary Admin Secretary of those students who have been away 2 days or more consecutively.

The Secondary Receptionist calls the parents / guardians of the students to ask why their child has been off school. If communication between the parent and school has been given in advance of their absence, there is no need to make the call, and the reason for absence is noted.

Once a week the Secondary Admin Secretary will email staff an Absence Report which will notify them of those students who have been away for 2 days or more consecutively during the past week, along with the reasons why.

If there is continued absences with no valid explanation, the Principal will initiate on the basis of documentation, reports to the Home Liaison Officer, DoCs or the Police Liaison Officer or a combination of these support contacts.

Reasons for these absences are noted and filed.

At the conclusion of each year, the Administration archive all records digitally, and a second back up is stored remotely.

7.3 Retention from Year 10 to Year 12 (where relevant)

Percentage retention rate: 65.5%


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8 Post School Destinations (secondary schools only) – (Focus Area for 2014)

(report on the destination of all students aged 17 and over who left school during 2014)

A significant number of students go on to Tertiary level. This is either to University (Avondale College inclusive) or TAFE Colleges. An increasing number of students are beginning to take a gap year for a variety of reasons, including opportunity for service. Some students go straight into employment based on their level of skill. Avondale has a good reputation in the community for employment. The addition of AQFT Certificate courses in Hospitality, Construction, Automotive and Information Technology provide direct access to employment for Avondale School students.

In recent years, the Avondale AQFT students with Certificate II qualifications have been in demand by employers for placements. The majority gain apprenticeships within 3 months of leaving school.

9 Enrolment Policies and characteristics of the student body

Enrolment Policy (full text)(include text which complies with Disability Discrimination Act and requirement for continued enrolment – Focus Area for 2014)

Avondale School is a Christian school and a member of the Seventh-‐day Adventist Schools (NNSW) Ltd. Enrolment at Avondale is open to students without regard to their faith, sex or national origin. While no religious test is applied, all students are expected to live in harmony with the School’s standards and regulations, show respect for the Word of God and to attend the regular religious classes and activities of the School. Every effort is made to provide opportunity for both girls and boys to participate in all school activities and as far as possible, the School attempts to accommodate special needs students. As a Seventh-‐day Adventist institution, it is intended that the School should function to supplement the work of the Christian home. Thus all students are expected to join in all spiritual, academic and recreational activities of the School and pledge in writing that they will co-‐operate in all the activities of the School and help to maintain its standards as a Christian institution by their behaviour at all times. New Applicants

Application forms are obtainable from the School or website. These are to be completed and returned, together with copies of the latest school reports and National Numeracy and Literacy Tests (NAPLAN) from the last school attended where applicable. When it is possible an appointment will be arranged for an interview with the Principal and for students to be assessed academically. Students with a disability are subject to the same process, criteria and priority placements as outlined above for other students. No student with a disability will be declined enrolment on the basis of the disability. Our application form requests information from parents about the student’s medical conditions and/or disabilities. This provides the School with the opportunity to seek advice from our Support Department about the needs of particular conditions and/or disabilities. We also involve the Support Department in all assessments and interviews that may be conducted with parents as part of the enrolment process; and where appropriate provide professional development for teachers of prospective students with disabilities. Avondale School uses the AIS NSW “Guidelines for dealing with applications for enrolment on behalf of students with disabilities.” These guidelines serve as a part of ‘The Enrolment Process and the


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Enrolment Contract’ Policy for the School. Avondale School is currently updating its Enrolment Policy to reflect and align with these guidelines. At a later date, the application will be presented to Avondale School Enrolment Committee where recommendations are made to the Avondale School Council who vote on the application and advise the parent/guardian(s) of its decision.

Composition/characteristics of the student population

Multicultural Education Policy

We believe that an essential facet of Christian education deals with relationships with others. Given the multicultural society in which we live, Avondale School fosters empathy between individuals and groups, recognising the common humanity of all. Students from all cultural backgrounds are welcome. Review and Availability

The Enrolment policy was reviewed by staff and parents in 2012 and confirmed by action of the School Council. Edits and updates were included in the review document. There has been fine tuning of the recording to database and a trial run of SMS reporting of absences. The full text of the Policy is available in the Avondale School Policy and is also available on the School website and in enrolment documents on request. Composition/characteristics of the student population

The School population was a record opening enrolment of 1004 students in 2014. The gender division is approximately equal between males and females. The School is semi-‐rural so the benchmark of students varies due to the wide range of backgrounds and socio-‐economic pool. There are a number of students with learning needs that are supported by our Learning Support Team.

10 School Policies

Student Welfare Policy (Manual 5.6.2)

Summary of policies for Student Welfare Avondale School values each student as an individual. It recognises the importance of helping students to develop a full understanding of themselves, their relationship to God and their role in society, thus enhancing their concept of self-‐worth. The pastoral care program of the School is a program of total care for each child. It is designed to provide spiritual, social and vocational guidance and to establish a network of relationships that will support each child during their school career. The School’s welfare program endeavours to meet the needs of every student and encourage them to live, work and behave in an acceptable manner. The School encourages each student to develop and adopt a set of values in harmony with the Christian ethic and the accepted standards of society. It is recognised, however, that students will not always respond appropriately to all the situations they will encounter at school, nor will they always exhibit an appropriate level of self-‐discipline. In such situations the discipline procedures will apply.


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Location of the full text of the Student welfare policy (including how to get a copy)

The full text of the Policy is available in the Avondale School Student Welfare Policy and is also available on request from school administration.

Changes made to the policy during 2014 – (Focus Area for 2014)

The Student Welfare Policy was reviewed by the Pastoral Care Team and the updated version approved by school administration and Council in Term 3, 2014. Edits and updates were included in the new document.

Discipline Policy (Manual 5.7.1; 5.7.2)

Summary of policies for Student Discipline The Student Behaviour Plan is designed to foster the Christian growth and maturity of Avondale School’s primary and secondary students in harmony with the School’s mission and values. The following Code of Christian Conduct outlines rights that are central to the Student Behaviour Plan. Code of Christian Conduct We all have the right to be able to work and learn without being disrupted by others. We all have the right to be treated with courtesy and respect. We all have the right to work and play in a clean and safe environment. We all have the right to feel proud of this school. “Treat others the way you would like to be treated.” Matthew 7.12 In each campus a clear outline of expectation is set out regarding acceptable behaviour and consequences. The process is different between primary and secondary. Each campus has its own behaviour booklet. The Avondale School Student Behaviour Plan has been endorsed by the staff and accepted by the Avondale School Council. Our aim is to ensure that all children at Avondale School have access to quality learning within a safe and caring environment. The involvement of both parent/s/guardians and staff is critical for implementing this program. Students begin each year with a clean slate. As a result of their actions they may be placed on a Level. The Level recognises appropriate behaviour by rewarding the students with incentives such as teacher affirmation, extra play, a certificate or letter each term, and in secondary, Merit Awards. In doing so, we aim to encourage favourable and positive attitudes. Teachers will discuss appropriate behaviour with their class at the commencement of the School year. We ask that parent/s/guardians also discuss this information with their child/ren to ensure that all understand what represents responsible behaviour at Avondale School. Students can seek clarification on expectations from any teacher but more especially from rostered duty teachers in direct contact with students at break times.


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The Plan complies with the NSW Education Reform Act (1995) forbidding the use of corporal punishment in schools by school administration or those related to school with delegated authority (policy update 2014).

We do not explicitly or implicitly sanction administering corporal punishment by school administrators, school staff, or by non-‐school persons including parents, to enforce discipline at school. Further, the School has processes and procedures for suspension, expulsion and exclusion of students processed through natural justice set out clearly in the Student Handbooks and School Policy.

Please direct any inquires regarding the Student Behaviour Plan to the Head of Primary/Secondary at Avondale School. A copy of the plan is available on request and full details are available in the Avondale School Policy Book 2014.

Location of the full text of the Discipline policy (including how to get a copy)

The full text of the Policy is available in the Avondale School Policy Book 2014 and is also available on the School website and at the School offices on request.

Changes made to the policy during 2014 – (Focus Area for 2014)

The Behaviour Management Plan and the Behaviour Levels were reviewed and fine-‐tuned by School Administration. The record keeping and procedures for the School merit system were discussed and approved in July 2014.

Complaints and Grievances Policy

Summary of policies for reporting complaints and resolving grievances If a student or parent has a question with regard to a disciplinary action, that matter should be raised immediately with the teacher involved by appointment. If the student or parent feels justice still has not occurred, then the matter should be referred to the appropriate person or to the Head of School. Should the matter not be resolved, then the matter should be passed to the Head of School. The final adjudicator in such matters is the School Principal. Any grievance or misunderstanding should be clarified immediately after the event. It is expected that Christian principles of fairness, justice and mercy will apply to all matters of discipline. Fair representation and natural justice should apply in all of these situations. It is important to recognise that most disruption that comes from conflict is not a function of issues that separate use; it is rather a function of the way we behave in conflict situations. It is important to maintain open communication at times of conflict and to contribute sincere efforts toward reducing the conflict.

Location of the full text of the Complaints and Grievances welfare policy (including how to get a copy)

The full text of the Policy is available in the Avondale School Policy and is also available on the School website and at the School offices on request. There is also a “Managing Complaints” handout available on request from the School Admin Office receptionist.

Changes made to the policy during 2014 – (Focus Area for 2014) The Complaints and Grievances Policy was reviewed by staff and administration early in 2014. The recommendations were confirmed by action of the School Council. Edits and updates were included in the final document.


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11 School determined improvement targets

Priority Areas planned for Improvement in 2015 (Schools in National Partnerships should include items from their school plan)

Teaching and Learning

The Avondale School team were united in the approach to school improvement. School Leading Learning Team was established and met regularly to address the following goals:

-‐ Continue to improve the focus and number of assessments and enhance Assessment for Learning and feedback to students. The review in this area relating to outcomes and process has made the learning focus more transparent

-‐ Actively pursue components in the School Improvement Plan especially literacy and numeracy

-‐ Improve data collection and analysis at all levels and use feedback to enhance learning

-‐ Establish a tradition of Annual Improvement Plans and accountability across the school in 2014 called School Improvement Plan – SIP.

-‐ Investigate opportunities to re-‐label VET as ‘Ready to Work’ and enhance marketing of the RTW option

-‐ Encourage and support senior students through the Year 12 mentor and ‘STEP UP’ program

Pastoral Care

-‐ Enhance Counselling services with appointment of a ‘clinical’ qualified counsellor

-‐ Establish as part of the chapel program creative ways to promote and practise Avondale family values

-‐ Support and encourage community service at Yr 10-‐12 including support for Schoolies Week to Cambodia

Buildings and Grounds

-‐ Establish regular and compliant WHS procedures including audit completion

-‐ Build the role of Finance Committee in supporting the Financial trading of the school

-‐ Continue doggedly to attempt to reduce the outstanding fee collection balance

-‐ Continue to represent the school case on school boundaries and the secure access to school dam

Information and Communication Technologies

-‐ Upgrade iPad access across Primary Campus

-‐ Continue to investigate the impact of new technologies and maintenance of cutting edge learning technologies as an integral element of the School Improvement Plan

-‐ Establish and document the technology masterplan across the whole campus and preschool

-‐ Continue to pursue proactively areas of student attitudes and practice in areas of Cybersafety through newsletters and workshops


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Achievement of Priority Areas listed for improvement in the 2014 report (Schools in National Partnerships should include achievements of items from their school plan) – (Focus Area for 2014)

Avondale School has worked proactively on the quality improvement targets set throughout the year. The particular achievements are noted as follows:

Teaching and Learning

-‐ Senior staff have engaged in PD on data collection and analysis and reflection to enhance practice

-‐ The School Improvement and Department Improvement Plans have been embedded into the annual activity and are audited by Administration and LL Team each year

-‐ The new Yr 6/7 transition program is working well to improve marketing of transition

-‐ Increased numbers enrolling for VET especially Automotive and Construction are a result of enhanced marketing practices both within the School and externally

-‐ The assessment and marks record keeping across K-‐6 was upgraded and electronic mark books created. The parent feedback discussion is completed as a collaborative group in the iCentre

-‐ Continuing with initiative with boys english classes to improve literacy engagement

Pastoral Care

-‐ Completed appointment of qualified counsellor

-‐ Outstanding strong support and engagement of students with STORMCo service and Cambodia Yr 12 Schoolies.

-‐ Implemented regular civics chapel programs where admin and values issues are raised and promoted

Building and Grounds

-‐ Commenced financial benchmarking and long term financial plans using professional advice

-‐ Completed WHS logbook and quarterly audits satisfactorily

-‐ Completed construction and fitout of Year 6 classroom block

Information and Communication Technologies

-‐ Upgraded of school IT and helpdesk services including Helpdesk logging and reporting

-‐ Completed Cybersafety inservice and workshop using ACMA

-‐ Completed campus wide airport network upgrade for better speed and access


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12 Initiatives promoting respect and responsibility

The Avondale School Mission and Vision drives the whole school approach to fostering a culture of respect and responsibility amongst students and throughout the whole teaching and learning process. Some specific program initiatives include: 1. Christian Values Program: We have a value focus for two weeks. The value is introduced at

assembly, discussed in our class and tutor groups; promoted in School newsletters, Chapel talks and weekly recognition awards program. All of our values are based in respect and taking responsibility.

2. School Uniform: We expect and positively enforce respect and responsibility in wearing school

uniform and in students conducting themselves with pride and respect as Avondale School students.

3. Behaviour Management Plan: Our behavioural management plan is built on staff modelling

respect and responsible behaviour to our students, and students modelling respect and responsible behaviour to teachers and students. The foundational basis for this is natural justice and the focus of the School on the Schools vision: We Learn. We Value. We Serve.

4. Environmental Responsibility: We model and expect our students to have respect for their

environment. We keep the School grounds tidy and clean. Students are taught that it is also their responsibility to continue to encourage sustainability by recycling paper and cardboard.

5. Community Program: Students take part in community outreach programs such as singing and

performing at Aged-‐Care facilities, Anzac Day services, STORMCo trips, fundraising for charities such as Food Drive for Community for low-‐income families, etc. All of these programs help to build respect for the community in which we live.

6. National Symbols: The National Anthem and the Australian flag are both sung and flown on

campus every week -‐ building respect for our country. The Year 6 annual trip to Canberra has as its focus to learn more about our National symbols.

7. Leadership Program: Our Leadership Program involving the Year 6 students teaches taking

responsibility. Excursions also provide opportunities to promote respect and responsibility, with students taught to look out for one another and their belongings. Our School Captains have a major role each week in assemblies, chapel, visitor tours etc. The Years 4, 5 and 6 all have a Buddy System role where they care for younger students in the playground, reading with them in the classroom, and generally watching out for the younger students of the School.


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13 Parent, student and teacher satisfaction

Avondale School participated in an in-‐depth research program on community respondents responses – school perception survey. The survey results compare the School responses with the national response as overall profiles, then drilled down to areas of school satisfaction as follows. Results for 2014:

-‐ Leadership and Administration

-‐ Affordability

-‐ Facilities and Resources

-‐ Communication and Community Spirit

-‐ Student Achievement and Care

-‐ Staff Development and Care

As a sample of response data note the following indicators as a percentage of positive responses on overall school Satisfaction to Avondale School.

Parents Students

Overall Satisfaction 96% 69%

Compared to Other Schools 87% 84%

Satisfaction with Overall Experience 89% 84%

Communication and Community 84% 81%

Student Development and Care 81% 79%

The high parent/school relationship categories, the staff ranking on overall satisfaction, plant and facilities and recommendations of the School were in the higher range 85% to 92% ranking, indicating the staff were very supportive of the School and its outcomes.

The full copy of the Vividus Survey is available from the School office. The Vividus Survey included an extensive section on the major domains of the School Improvement Plan. This useful data is used for further reflection and planning.


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14 Summary financial information

(The schools’ company will complete this section for all SDA schools.)

Income

Income Sources Percentage of Total Income

Fees and private income 40.04

State recurrent grants 12.49

Commonwealth recurrent grants 42.65

Other Government grants 0.56

Government capital grants 3.70

Other capital income 0.56

Expenditure

Expenditure Costs Percentage of Total Expenditure

Salaries, allowance and related expenses 57.67

Non-‐salary expenses 27.25

Classroom expenditure 4.34

Capital expenditure 10.74

15 Public disclosure of educational and financial performance

The 2014 Annual report will be published on the School’s website and available on request from the Admin Centre office.

Avondale School will disclose the Annual Report information in the following ways:

• a bound copy produced will be available from the School Offices upon request

• a copy supplied to all School Council and Parent and Friends Executive members

• a copy available in PDF form on the Avondale School website

An announcement that this information is available will be placed in the Avondale School newsletter.


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SECTION 2

CHECKLIST

Commonwealth legislation (Australian Education Act 2013 and accompanying Australian Education Regulation 2013) includes the following requirements not listed as part of the BOSTES requirements for registration and accreditation.

Please tick that your school complies with the following. (please delete the least applicable box)

þ Participates annually in National Student Assessments, NAPLAN, and other sample assessments as invited.

þ Provides Student Background information for all students participating in the assessment listed above.

þ Provides national reports on the outcomes of schooling

þ Provides individual school information on performance

þ Passes on the NAPLAN reporting to parents showing student results against key national information

þ Annually reports on school performance information and makes the report publicly available

þ Implements the National Curriculum as it becomes available

þ Has an annual certificate of financial accountability from a qualified accountant

þ Annually reports on each program of financial assistance provided under this Act

þ Participates in program evaluations

Documents

Boardof&Studies,Teachingand EducationalStandardsNSW& Annual&Report ... - Avondale School · 2017-04-13 · ANNUAL REPORT 2015 Avondale School Reporting on the 2014 Calendar Year Seventh-day