National Partnership on Low SES School Communities · XXXX School, Low SES NP Revised School Situational Analysis, Updated July 2010 Page 9 of 28 Findings • The overall student

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Situational analysis reportSituational analysis reportSituational analysis reportSituational analysis report

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2009/10 start date2009/10 start date2009/10 start date2009/10 start date

22 November 2010

Bourke High School 8355

Western Region

NSW Department of Education and Training

The following is a report prepared as a result of a Situational Analysis at Bourke High School from

February 2009 to November 2010.

• School situational analysis team members and position

Olga Collis, President, Aboriginal Education Consultative Group

Bruce Buxton, Principal, Bourke High School

Jacob Randall, School Captain, Student Representative Council

Steve Bunyan, School Captain, Student Representative Council

Natasha Barker, Vice School Captain, Student Representative Council

Lynn Hawkins, President, Parents and Citizens Association

Geoff Michel, Deputy Principal, Bourke High School

Bruce Turnbull, Aboriginal Education Officer

Kathleen Davis, Deputy Principal- Programs

Contributions of supporting data from;

Jenny White, School Administrative Assistant

Nathan Williams, Head teacher Administration

Michael Conrad, Head Teacher Literacy

Bourke High School Literacy and Numeracy Team

Bourke High school Welfare and Learning Support Team

Berril Ley, Numeracy Mentor, Bourke Cluster

Leo Tyndall, School Development Officer

• Report authors, name and position

Kathleen Davis – Deputy Principal Programs (employed under National Partnerships)

As Principal I endorse the contents of this report.

Bruce Buxton

Principal

Bourke High School

XXXX School, Low SES NP Revised School Situational Analysis, Updated July 2010 Page 3 of 28

A copy of this report has been lodged with the School Education Director with responsibility for this

school.

Table of contents

1.0 School context.................................................................................................4

2.0 Methodology...................................................................................................4

3.0 Findings..........................................................................................................6

4.0 Updated conclusions and recommendations..................................................8

5.0 Progress /achievements 2010 targets……………………………………….….9

6.0 Progress on 2010 strategies funded by national partnerships………………10


1.0 SCHOOL CONTEXT

Bourke High School serves a small isolated community in the far north west of NSW. The school's

student population is approximately150, about 60% of who identify as being Aboriginal. The school

features a strong vocational education and training focus in all years. There is also a strong welfare

focus with programs in place to address students' social, as well as, educational needs. New school

rules have been developed to reflect this: Respect - Safety - Learning. The stated aim of the school is

that all students can achieve success and the goal is for all students leaving school to enter

employment or further education and training.

2.0 METHODOLOGY

In conducting this revised school situational analysis, the following phases were followed to draw

conclusions, make recommendations and refine strategies linked to the six Reforms of the Low SES

School Communities National Partnership.

1. planning the process

2. collecting data

3. analysing data

4. communicating findings, recommendations and strategies.

Timeline for the situational analysis

Date/

s

Phase Task/s Required

resource

Staff

responsible

Planning the pr

ocess

Establish a situational analysis team

including representatives from key

stakeholder groups:

• Under take staff student and

community surveys. To analyse the

quality of school life the quality of

teaching and community perception of

the school.

• Use NAPLAN, MCEETYA Pilot and DEAR

data to analyse any change in Literacy

or Numeracy outcome for students.

• Use attendance, suspension retention

data to ascertain any positive trends

and the strategy that may have

affected this trend.

Principal

Principal

and situational

analysis team

Maths Mentor/

/ HT Literacy/

Literacy team

Careers

Deputy

Principal

Undertake a SMART training workshop

(where appropriate). Schools may wish to

revisit the SMART training workshop or

include new or additional members of the

executive team in training

Release

time

Literacy team

and other

interested staff.


Date/

s

Phase Task/s Required

resource

Staff

responsible

Oct - Collecting data Collect revised data on:

• student enrolment

• student attendance

• student retention

• student literacy/numeracy

performance

• staff profile

• student engagement

• parents/community (comprehensive

community involvement including

Aboriginal community and AECG)

ERN

Oasis

Dear

Testing

NAPLAN

MCEETYA

Training

and

stability

QT-Survey

School

Partneship

s

QSL-Survey

3Q Survey

Communit

y Forum

Data entry

personnel

DP –Programs

AttendanceSAO

HT

Welfare/TAM

HT Literacy

Literacy Team

Numeracy

Mentor

LST referrals

Principal

Nov Analysing data Scanning the data

Determine what has changed/progressed

from the previous Situational Analysis

Drawing conclusions

Validating the conclusions

Explaining significance of conclusions

EMSAD

School Based

Teams

Focus Group

Wk 2

Nov

Communicating

findings,

recommendations

and strategies

Communicate the findings, explaining

conclusions, making recommendations and

developing strategies linked to Reforms

Describing achievements and progress

Situational

analysis

report

template

Principal

and situational

analysis team


STUDENT ENROLMENT

Past Situation 2008

Data:

1. 2005 to 2008 total enrolment fluctuates between 140 & 155 students (152; 144; 155; 140)

2. Y11/12 2005 -50; 2006 – 35; 2007 – 30; 2008- 28

S

Current Situation 2010

Data:

2009 to 2010 total enrolments fluctuated between 140 and 160 students. The current enrolment is

145 in November 2010. Comprising students in Y ear 7, 24; Year 8, 26; Year 9, 34; Year 10, 24; Year

11, 12; Year 12, 10. Anticipated enrolments into Year 7 in 2011 is 42 students

Students who identify as Indigenous comprise 56% of the student population. The composition

fluctuates across year groups Year 7, 64%; Year 8, 61%; Year 9, 55%; Year 10, 46%; Year 11, 67%;

year 12, 20%.

Strategies:

1. Increase school promotion via newspaper / radio ./ internet .

- Employ ‘’person’’ to continually up-grade BHS Website

- 2WEB Y7 & 8 Gifted and talented program broadcasting Newsletter over radio

-webpage contributions from each faculty and training given to HT to support

use

2. Expand the Yr6 – 7 transition program inclusion of all feeder schools and a

ongoing process over Term 4 with enrolling year 6 experiencing all KLA’s

3. Train SASS on ERN procedures completed end of Term 3

4. Develop positive partnerships with the feeder schools especially Bourke Primary

School.

Evidence appended

Enrolment Figures by year with number of Indigenous students

Findings

• Though the overall trend in the last five years is for a decreasing enrolment due to the

overall decline rural populations, the enrolment of students remained stable for this period

2009 (146 student) to 2010 (145 students).

• In 2010 enrolments fluctuated between 166 and 145 students. There were 107 changes to

enrolment indicating a high turnover in student population.


• Leavers were less than new enrolments in 2010 with the exception of students in year 10

and 11.

• There will be an increase in enrolments into year 7 in 2011 due to the closing of the Pacific

Christian School.

Focus Group Recommendations

• The school needs to know where students are leaving to especially in year 10 and 11. A

simple strategy of a question on the leavers form may give this data.

• The leavers in year 10 and 11 tend to be indigenous students and the school should

investigate means of supporting the families and helping students with their choices.

Personal Education and transition plans may show changes with this however there has

been a difficulty engaging parents and careers in these meetings.


STUDENT ATTENDANCE

Past Situation 2009:

Data

• 2005 to 2008 7/10 attendance rates dropped from 79.6% to 72.2%

• 11/12 attendance initially declined from 82.7% in 05 to 76.1% in 07 before improving to 83.2

in 08.


Data:

Regional data indicates the 2009 attendance rate was 74.39%. For each term in 2009 the rate was,

Term 1 74.08%, Term 2 74.08, Term3 74.52%, Term 4 74.39%. In 2010 term one attendance

increased to 81.94% the fell over winter to 76.41% in Term 2. The students who contributed most to

low attendance are students in the support unit who had an attendance rate of 48.8%. Overall girls

in years 10 and 9 have the lowest attendance rates 64.8% and 70.6% respectively followed by boys

in year 10 at 71.5%.

School based tracking data for term 3 indicates that phoning home had a positive impact on student

attendance whereas penalising students by coming late using an afternoon detention had a

detrimental effect on attendance rates.

Strategies

1. Support the monitoring of attendance through

a. Employment of an attendance monitor to contact parents when student do not

attend began at the end of Term 3, 2010

b. Term awards for good attendance

c. Penalty for lateness to school using a detention system

d. Senior executive monitoring punctuality to classes

2. Class teachers and Year Advisors encouraged to phone home for non attending

students.

5. Approximately 25 Home School Liaison Officer referrals made in 2010.

6. Partnership with Centreline where payment details are monitored against student

weekly attendance and other government agency support services provided as

required.

7. Home visits by the AEO and Executive Staff for students at risk

8. In addition to the roll marking audit in term one and two Bourke High School was

targeted for and Intensive Attendance Program delivered in conjunction with the

Bourke SEA attendance team in Term 4, 2010. Evidence appended

Evidence Appended

Bourke High Attendance rates

Term 3 -4 tracking data to strategies


Findings

• The overall student attendance is 16% below the state average of 89.19%. Equivalent of one

day per week per student.

• Attendance rates in 2009 increased from 71.81% in 2008 to 74.39% in 2009. Overall this is an

increase in attendance of 2.58% in 2009.

• Attendance rates seemed to stabilise in 2009 and the large term fluctuations had ceased.

This result is consistent with the school based tracking data.

• There is a lack of attendance shown by year 9 and 10 female students and year 10 males.

• Many of the attendance strategies such as a TAM and Intensive monitoring were

implemented in late 2010 and are yet to have effect on the data. School based tracking data

indicates that there are significant increases in attendance.


• Educate the students, staff, parents and community about the required attendance levels

and the required attendance needed to be successful at school.

• Have a regular method of advertising the attendance rates to the whole school community

with a target.

• Regularly reward high attendance excursions and merit system should be linked to

attendance e.g. 85% before welfare levels are achieved.

• Current attendance strategies are punitive and effect is not substantiated by data e.g. daily

detention for students coming late but no daily/weekly positive reinforcement for good

attendance.

• Examine the effectiveness of the detention for students who arrive late.

• Discussion about the school structure being too complex for students coming from primary

schools and that stage 4 may benefit from less movement and a middle school approach

• Examine the possibility of somehow setting up an alarm system for students who have

difficulty arriving at school on time.


STUDENT RETENTION

Past Situation 2009

Data

• 2005 to 2008

• 30.4; 36.8; 40.0; 37.5 School

• 37.1; 39.7; 37.5; 37.5 SEG

• 61.0; 61.1; 60.8; 60.3 State


Data: In 2009 retention rates were generally increasing though there was a fall in retention from

years 10 to 11.

Yr 7-10 Yr 7-12 Yr 9-10 Yr 10-11 Yr 11-12 Yr 10-12

State 96% 68% 96% 82% 86% 70%

State ATSI 81% 34% 84% 61% 69% 42%

SEG All 78% 29% 81% 55% 67% 37%

SEG ATSI 84% 21% 78% 43% 58% 25%

BHS All 83% 60% 68% 74% 99% 73%

BHS ATSI 84% 21% 78% 43% 58% 25%

During 2010 there were 65 new enrolments including year 7 and 42 leavers. The leavers tend to be

in years 10 and 11 and there were no leavers in Year 12.

Strategies:

- Parent information night for subject selection to year 11 and year 9.

- Staff participated in Mandatory training in Vet courses with two

teachers undertaking training (Hospitality, Construction)Links with

Bourke TAFE for vet framework courses also re-established Curricula

made

Evidence appended

Leavers and new enrolments for 2010

Bourke High School retention rates


Findings

• Retention rates in 2009 have increased significantly in years 7, 8 and 11 and a fell in years 9,

10 and 12.

• Retention rates in year 7 are above the state for Aboriginal students.

• Bourke High school retention rates for Year 11 and 12 are above the state.

• Bourke high School directly reflects the SEG retention rates.

• The impact of the increased school leaving age to 17 years may be reflected in the year 11

retention rates increase then a significant number of leavers in this year as they turn 17.

• There is no indication of the composition of leavers male, female or where the reason that

they leave school.

• There were a significant number of indigenous students leaving school in Year 11 in 2009.


• Year 9 and 10 need focused intervention about other options such as work and TAFE

• Increasing the school leaving age is seen as not catering to Indigenous students needs

without some creative interventions such as curriculum change in both content and medium

of delivery.

• Need for more cultural awareness and Aboriginal Studies programs

• A need for student centred learning in all KLA’s especially year 9, 10 and 11.


STUDENT PERFORMANCE

Past Situation 2009

Data NAPLAN school performance analysis

o The school is underperforming relative to the state in terms of all strands (Years

7 and 9).

o School has students in the top band in both Year 7 and Year 9.

o Year 7 and Year 9 students were below state averages for all aspects of

numeracy.

o Year 9 (Matched) are 55 scale scores below the state average growth in the test

aspect of Spelling

o Year 9 (Girls) have shown a decrease of 46 scale scores from the 2009 data in

the test aspect of Reading

o Year 7 (Girls) are 57 scale scores above the state average growth in the test

aspect of Grammar & Punctuation

o Year 7 (Boys) are 140 scale scores below the state average in the test aspect of

Grammar & Punctuation

o The Numeracy growth data for Year 9 ( 50.1 ) was above that of the state

growth rates ( 38.1 ).

o The growth in Numeracy for girls (52.1 ) is higher than boys (43.9) for Year 7.

o The growth in Numeracy for girls ( 2.6) is well below that of boys ( 107.2 ) for

Year 9.

o For Year 9 Indigenous boys the growth was ( 221.8 ) compared to the state ( 41)

o For Indigenous students, the growth in numeracy for Year 7 ( 50.9 ) was slightly

below state ( 59.2 ), while for Year 9 ( 53.3 ) was significantly above the state

(38.1 ).

o There are a number of teaching strategies from the NAPLAN assessment that

may be beneficial to students should they be incorporated into teaching

programs.

o A preliminary item analysis indicated deficiencies and a more thorough analysis

needs to be undertaken.

o 56.3% of the Year 7 cohort and 54.9% of the cohort achieved above minimum

growth

o All data based on small cohort data.

NAPLAN school performance analysis of Literacy

o The school is underperforming relative to the state in terms of all strands (Years

7 and 9) in Overall Literacy.

o In Year 7, overall growth in Literacy was slightly below the state , while

Indigenous students performed above the state cohort.

o School has students in the top and bottom bands in all Year 7 and up to Band 9 in

Year 9.

o The Overall Literacy growth data for Year 9 was significantly below the state

growth, with girls showing negative growth. Indigenous Year 9 students

performed in a similar manner.

o 37.5% of Year 7 students and 23.1% of Year 9 students showed growth above

the minimum for Literacy.

o Evaluation of the schools examination practices found they did not support a

number of students to engage with the assessment.



Data:

NAPLAN school performance analysis

• The school is underperforming relative to the state in terms of all strands

(Years 7 and 9).

• School has students in the top band in both Year 7 and Year 9.

Year 9

• Year 9 showed average growth in all aspects, except spelling

• Growth in year 9 was below the state and SEG

• Year 9 girls showed least growth to boys and aboriginal students.

• Year 9 (Aboriginal) have improved by 99 scale scores from the 2009 data in

the test aspect of Writing

• Year 9 (Matched) are 55 scale scores below the state average growth in the

test aspect of Spelling

• Year 9 (Girls) have shown a decrease of 46 scale scores from the 2009 data

in the test aspect of Reading

Year 7

• All Year 7 students showed above state average growth in all aspects, except

spelling

• Growth in year 7 was 90.1 well above both the state and SEG

• Year 7 (Girls) are 57 scale scores above the state average growth in the test

aspect of Grammar & Punctuation

• Year 7 (Boys) are 140 scale scores below the state average in the test aspect

of Grammar & Punctuation

DEAR

These results are based on the pre and post test results of students when using the SRA Reading Kits.

The majority of students showed gains particularly students with weak literacy skills. Older more

able students showed less gain.

MCEETYA

Though the students are performing below state these results indicated growth across all year 7 and

particularly year 8 students.

School Certificate 2009

The school certificate results were significantly below the state average for 2009.


One student scored a band 5 in Science. Two students scored Band 4 in Science and Computing Skills

respectively. All other students scored below Band 3 in all subjects.

Higher School Certificate 2009

All students in all subjects scored significantly below the state mean with the exception of Industrial

Technology which was seven points above the state mean with a positive Z score of 0.64.

The subject with the greatest negative mean difference was English followed by PEPDH.

Strategies:

Numeracy & Literacy

• Increased practice of NAPLAN style questions an past papers

• MCEETYA maths pilot program

• Employment of two maths trained staff and have these supported through the

Virtual Maths Faculty

• Employment of a Maths tutor to raise the level of underperforming students

• Research other ‘ ’Maths improvement’’ programs which may assist maths

development.

• Continued employment of HT Literacy via PAS program funds with more focus

on ‘’ improved literacy for all ‘ ’

• At least 3 more staff to be involved in ‘ ’Reading to Learn’’ program

• DEAR reading program introduced for ALL junior students using SRA Reading

Laboratory materials

• More practice of NAPLAN past papers and NAPLAN style questions.

• Staff to be involved in NAPLAN data analysis

• Establishment of a Literacy Numeracy Team to undertake an Item analysis of

NAPLAN and to set targets for 2010-11

• More connection with feeder schools / middle school connections / swapping of

staff and programmes

• Help assist ( monies ) the employment of an addit ional Reading Recovery

teacher in the Primary school

• Introduce the ‘ ’Premiers Reading Challenge’’ in the Junior Curriculum. 1 period

per week with l ibrarian

• Employ with the BGoS a HT English to oversee the English / l iteracy curriculum

at our schools

Evidence appended

Bourke High School – BOS Results Analysis Package SC and HSC

NAPLAN 2010 Growth data

DEAR Pre and Post Test Results

MCEETYA results


Findings

NAPLAN

• Year 7 performed significantly better than Year 9 in all aspects

• Year 9 students showed a positive growth in all aspects except spelling but were below the state

and SEG growth. Growth in Year 9 Numeracy was on the par with the state but below the SEG

• The school achieved a growth rate of 2.9% for Year 9 in 2009 to Year 9, 2010

• Year 7 students showed positive growth in all aspects being above both the SEG and State

• The majority of students Year 9 and Year 7 were at or below minimum standard in all aspects

• In Year 9, 29.9% of students achieved greater than or equal to expected minimum growth

• In Year 7, 65.2% of students achieved greater than or equal to expected minimum growth

SC and HSC

• SC results are below band 3 with the exception of two students. The subject showing the best

performance was Science and the least English and then PEPDH, reflecting the low literacy

standards of the students.

• Teachers remark that most students finish these tests early and do not use the full time to

complete the tasks.

DEAR

• Collection of data needs more rigor and standardisation to be able to demonstrate

improvements across the whole cohort.

• DEAR, using SRA kits is having a strong impact on students with weak literacy skills; however

more advanced students may need other challenges.

• Teacher practice during DEAR also needs to be enhanced with the older year groups.

MCEETYA

This project will cease in 2011. Though there has been growth the students in year 7 and 8 still need

systematic and explicit instruction in the basic operations, shape and measurement. This explicit

instruction needs to reinforce the language of mathematics.


• Advertise to the students their performance bands plus the need for a sustained attempt to

complete the tasks the student survey indicates that the students perceive themselves as

successful and undertaking adequate learning.

• Teach students how to undertake tests.

• Educate teachers about the importance of DEAR and what quality teacher behaviour is

during DEAR.

• Continue participation in the Virtual Maths faculty


• Programming in Maths and possibly English to drill basic skills in the first six weeks of year 7

• Continue Literacy Numeracy Team targeted strategies across KLA’s with strategy instruction

for the whole staff.


STUDENT ENGAGEMENT

Past Situation 2005-2009

1. New School rules have been implemented. Respect – Safety – Learning

2. Good talk program to stop verbal abuse / swearing.

3. Posit ive reward scheme to reward posit ive behaviours

Suspensions

• Short (83,83,104,144) – Continued disobedience – female students

higher; aggressive behaviour – male students higher, but females have

‘closed the gap’. Both types are trending up

• Long (51, 24, 9, 12)

• Total (134, 107, 113, 156)

• Expulsions (6, 0, 0, 0)

Each year ATSI students much higher in suspension data (on pro rata basis)


Data:

Suspension Rates

• 2009 145 Short suspensions, 2010 Term 1-3 Short suspensions 74

Mainly for aggressive behaviour

• 2009 21 Long suspensions , 2010 Term 1-3 Long Suspensions 13

Mainly for violence

• 2009 Total suspensions 166 2010 Term 1-3 Total suspensions 87

• No Expulsions in 2009 No Expulsions in 2010

Student Quality of School Life Survey

• The Quality of school life survey indicated that most students enjoy school and feel they

can achieve and be successful

Student Voice Survey on the school motto and School Quality Questions.

• Student Motto survey indicated that students would like the school motto to be written

in English

• 37% of students did not respond to what the school did well and 28% believed that

wearing school uniform was done well and 25% indicate that the school was good at

sporting achievements.

• When asked what the school could do better 25% of students responded uniform , 24%

did not respond and 23% commented on improving the education outcomes and staff


• 72% of students did not respond when asked if there was any other things that we could

do

Strategies

Intellectual Quality

Development of more ‘engaging lessons’’ by staff.

• All staff trained to use Interactive whiteboard basic course and all classrooms have Smart

board / Laptops for Learning priory one target for 2011.

• Generic programming and planning template developed to reflect BOS and DET

requirements and a timeline established to allow the development of programs

for 2011 during 2010. Committee to support these developed and release and

training provided as requested to all staff.

• Students with disabilities and special learning needs enrolled in Life Skills Courses

Quality Learning Environment

• Develop and Environment for Learning

o All faculties given access to purchasing new text and teaching resources

o BER Science Lab

o Application is approved for a Trade Training Centre at Bourke HS for

Hospitality and Construction

o All rooms have smart boards

o Landscaping

o Rooms/painting /carpet/ screens

• More staff / student training in the Welfare / discipline policy

o The Welfare and Discipline policy was reviewed in Term 1

o In-service on policy Term 2

o In-service in roll marking procedures Term 2

• Implement the suspension policy to ensure parental involvement

Significance

• University excursion undertaken in Term 3 so that students and parents are

orientated with the local University.

• Transition to Work Individual Interviews for all year 9 to 12 students.

• Part - time Transition Advisor has undertaken training and will be employed in 2011 to

support the school to work programs.

Evidence appended


Student Quality of School Life Survey

Student and staff Motto and PMI survey

Bourke High School Suspension data

Findings

• Suspensions have dropped significantly to 0.56 a drop of 23%. Both male and female are

represented equally across all suspensions.

• Need to now diversify instruction for staff on electronic mediums used for teaching as all

have basic training

• Lenovo training was delayed and is a priority for 2011.

• School motto can change from Latin words

• The fact that the majority of students could not state what they thought the school did

poorly or well indicates a lack of engagement with school and the concept of “student voice”

within the school community.

• There is confusion if uniform is done well or poorly.

• There was considerable criticism about the teaching staff both as qualified, quality teachers

and as role models.


• The Individual Education / Transition planning encompass all students.

• Class teachers trained to make accommodations and learning adjustments that support

cultural awareness in the classrooms, specifically for learning styles and behaviour

management.

• The importance of education affirmed to students and that learning become student

centred.

• Review school uniform code and initiatives for wearing uniform.

• Students need to take ownership of uniform

• The teaching staff to be requested to dress more professionally, especially for weekly

assemblies.

• Investigate possibility of corporate uniform for all staff.

• Embed quality classroom practice using interactive programs by supporting teachers in the

classroom using iteach21 trainers.

• Lenovo laptop training a priority in 2011

• Need for consistent behaviour and teaching practice across all classrooms. Bourke High

School will become a Positive Behaviour for Learning school in 2011.

• Teachers need to be called by their title as a sign of respect, not their first names or only

their last name.


STAFF PROFILE

Past Situation 2009

Staffing 2009

Principal 1

Deputy 1

Head Teachers 6

Classroom Teachers 18

IM teacher 1

STLA .5

Counsellor .2

Total 27.7

• 5 staff on LWOP for 2009

• 7 temporary teaching positions in 2009

• 2 unfil led positions for 2009

• There is a high turnover of staff.

• The executive consists of 5 Head Teachers, 1 Head teacher is allocated through PAS

funding. All of the Head Teachers have only had executive experience at this school.


Data Principal 1 National Partnership

Deputy 1 Deputy 1

Head Teachers 6 TAM 1

Classroom Teachers 18

STIM 1 SAS Staff

STLA 0.5 SAM 1

SLSC 0.4 AEO 1

Careers 1 (Transit ion Advisor 0.4) ACEO 1

Librarian 1 SAO 3

Counsellor 0.2 SLSO 4

TSO 1

• Totall ing 30 teaching staff and 12 support staff

• Staff who identify as Indigenous 4 Teaching Staff (13%) and 5 support staff

(41%)


• 5 (19%) of teaching staff have Masters Degrees another 3 are enrolled

postgraduate study. Totally 29% undertaking or completed Masters study.

• 8 teaching staff are qualif ied Vocational and Education Teachers. 29% have

undertaken addit ional study to deliver Australian Framework Courses at

industry standard.

Quality Teaching Staff Survey

The survey indicated that though teachers feel that they are trying to engage students using quality

teaching 90% always provide students with questioning opportunities and 52% always provide deep

knowledge only 38% of students link central concepts and ideas and only 19% of students

understand that knowledge should be questioned and analysed.

The major finding was that student self regulation specifically disruption to lessons punctuality and

student ability to stay on task and readiness for a class was of major concern. Alternatively student

direction in lessons and tasks was also lacking with poor outcomes for student setting learning goals

and undertaking homework

Strategies

• Employment of HT English / Secondary Studies

• Fill all possible positions with permanent staff.

• The executive consists of 5 Head Teachers, 1 Head teacher is allocated through PAS funding. All

of the Head Teachers have only had executive experience at this school.

• Introduce Mid Term Break / long week-end incentive day’s package.

• Employment of a Full Time HT mentor

• Staff raining in smart boards, laptops and laptops for learning

• Contact Iteach21 for professional learning for staff

• Positive Behaviour for Learning, a whole school approach to teaching behaviour to

be implemented in 2011. Committee and timelines established Term 4

• Playground supervision increased

• Development of a Staff Supervision Policy that also informs teacher professional

learning priorities for 2011.

Evidence appended

Quality Teaching Staff Survey

Staffing Allocation 2011

Findings

• Unable to gage the amount of funding spent on professional learning and the

accountability structure needs to be enhanced. It can be done in individual dissections

but not across the whole school budget


• There has been an increase in the Aide staff employed particularly the number of

indigenous staff employed

• The school plan targets for professional learning were met for training all staff in the use

of interactive whiteboards whereas the Lenovo laptop training is yet to be delivered. It is

planned for professional learning beginning term 1 2011.

• The quality teaching survey indicated that though teachers believed that had taught the

students that they also believed that the students had not engaged with the learning

tasks. There is an anomaly with the concept of teaching and learning among the staff.

• Partnerships were developed with Curriculum Directorate and other schools as the need

for more expert support was sought to provide guidance to staff and situations within

the school. These partnerships have been invaluable in developing the capability of Head

teachers to manage their role.


• The possibly of remodelling the teacher Professional Learning application form to

include the category of training and the dissection from with to withdraw funds would

be beneficial.

• Teacher professional learning on the concept quality teaching equals quality learning

demonstrated by quality outcomes.

• Manage disruption to learning in classrooms

• Develop a Homework Policy to be implemented by each KLA with an organisation

structure for students

• Teach students behaviour management self regulation strategies

• Publicise teacher qualifications and skills. A school where a majority of staff have

postgraduate or additional training.

• Continue to develop professional partnerships with other schools to support executive

staff and teachers who have a subject teaching load that is not supported within the

SEG.


PARENTS/COMMUNITY

Past Situation 2009

Data Community l inks to Bourke High

• Principal attendance at Shire Council monthly meetings

• Parent and Cit izens monthly meetings

• AECG meetings each term local principal meetings


Data: Community survey 600 surveys sent out via post boxes 20 returned.

Strategies:

• Continue all links, with greater efforts with AECG

• Home visits by key executive staff for attendance Learning Support Referrals to support services

and NAPLAN results.

• Individual transition to work planning parents/Careers invited

• Parent Evening meetings Literacy and subject selection attended by three to four parents.

• Nibble and Natter well attended before Mothers Day

• Father and Son’s sport afternoon also well attended

• School Fete well supported

Evidence appended

Community Survey on School Motto and Quality of School

Findings

• Parents are not engaging with the school. Parent teacher nights usually have 3 to 5 parents

attend.

• Many of the community surveys were highly critical of the school and the teaching staff.


• Nibble and Natter and Father and Son’s afternoon to take place on the same day.

• The school needs to promote itself and the staff in a positive manner

• Home visits are recommended to break down the barriers within the community

• Students to participate in school decision making as members of the school community

• School Captains to be included in the AECG

Bourke High School, Low SES NP Revised School Situational Analysis, July 2010 version Page 24 of 28

4.0 UPDATED CONCLUSIONS AND RECOMMENDATIONS

Update conclusions and recommendations from previous Situational Analysis Report based on analysis and synthesis of current data.

Conclusion: (Conclusions will inform Achievements/Progress on targets and key strategies)

Recommendation: (Recommendations will inform the targets and key strategies for 2011)

NAPLAN and school based testing results indicate that there is a significant

difficulty with students literacy and numeracy skills. Though students

perceive themselves to be successful their results do not indicate quality

outcomes. Teachers report that the level of basic skills restricts teaching and

learning in most classrooms.

Teacher Professional learning in improving Intellectual Quality of lessons to

ensure explicit teaching of literacy demands of texts including

metalanguage, text structure and language features. Combined with

focused whole class and individual support programs in basic skills. DEAR

to be reviewed to cater for higher functioning older students.

Though there has been a significant improvement in attendance the

attendance ate is still below the state average. We need to continue to aim

at higher attendance levels

Educate the students, parents and community about the needed for better

attendance and publicise attendance rates. Review attendance rewards

and negative consequences especially for lateness.

Though there is little support at parent teacher evenings continue to engage

the community through employment, individual meetings and whole school

activities. Whole school activities such as the fete, are supported and may

be method of encouraging community participation

Employment of local people in key roles where possible and continue to

invite parents and community into the school.

Student enrolment levels stays stable however there is a significant change

in the student population as students enrol and leave. There are also

retention issues for indigenous students once they near the required leaving

age.

Use a data source on the school leavers form to find out why and where

students are leaving, especially Year 11 students.


Conclusion: (Conclusions will inform Achievements/Progress on targets and key strategies)

Recommendation: (Recommendations will inform the targets and key strategies for 2011)

The professional partnerships with other schools and agencies trialled in

2010 were highly beneficial to developing middle management capability.

Develop partnership with other schools to support Head Teachers to

develop management skills.

To actively engage students in schooling by increasing student participation

in school decision making.

Student leaders to be members of a junior AECG and developing a uniform

code.

Difficulty in analysing the data for Teacher Professional Learning due to

differing recording structures. Needs a centralised system.

Remodelling of the school based TPL form to support better accountability

for the type of training, funding source and school targets to be achieved

plus addition on costs such as accommodation and travel.


5.0 PROGRESS/ACHIEVEMENT 2010 TARGETS

In this section schools should report on progress towards and achievement of the school’s 2010 targets and insert the 2011 target.

Target 2010 Achievement and comments Use the drop down box below to indicate achievement of targets. Schools should comment on issues affecting the non achievement of any targets.

Target 2011

Increase Yr9 students performing at National

Minimum Standard in Literacy by 3% from 2008

Year 7 to 2010 Year 9.

Sound - Target has been achieved Comments: The target has been just achieved in Year 9 with a growth of 2.9% of students achieving minimum standards in literacy. Year 7 students exceeded this growth as well as exceeded state and SEG growth by over 40%

Example 1: Increase the number of students (in years 7 and 9) achieving at or above minimum standard from 93% in 2009 to 95% in 2011 in NAPLAN Literacy.

Increase Yr9 students performing at National

Minimum Standard in Numeracy by 3% from

2008 Year 7 to 2010 Year 9.

Sound - Target has been achieved Comments: Though there has been some growth students demonstrate below average growth in numeracy against the State Region and SEG. MCEETYA results indicate good growth with students performing below the rest of the state.

Developing local indigenous Cultural awareness

within the whole school community.

Basic - Progress has been made towards achievements of the target (near miss) Comments: School staff have been trained in cultural awareness an aboriginal education pedagogue however this is yet to be embedded across the school curriculum and with all stakeholders

a. Increase student attendance rates from 72% to

75% (7 to 10) and 83% to 85% (11 & 12) 2009 ratio

of students to suspension ( 113 suspension / 155 students =

.72 )

b. Increased percentage of students completing

Year 12 or vocational training.

High - Target has been exceeded Comments: Suspension data indicates a 20% reduction is student suspensions. Retention data indicates a slight growth in retention of students in year 12 however more detailed data needs to be developed to demonstrated this outcome


6.0 PROGRESS ON 2010 STRATEGIES FUNDED BY NATIONAL PARTNERSHIPS

In this section schools should report on progress on implementation of the school’s key 2010 strategies and indicate key strategies for 2011.

Key strategy 2010 Achievements/Progress Informed by the S.A data analysis

Comments – Schools should comment on issues and constraints affecting progress. (where appropriate)

Strategy 2011 – Schools should choose from the drop down box, then provide any new or revised strategies for 2011

Example: Teacher professional learning in explicit and systematic teaching of literacy

Example: Lesson observations and teacher surveys indicate explicit literacy strategies in majority of programs in English, PDHPE and HSIE and evident in lessons.

Example: Further Teacher Professional Learning in explicit literacy strategies and demonstrations/ team teaching needed for Science, HSIE, TAS and Creative Arts faculties.

Maintain Comments:

Join with other schools to create a

Deputy PL position to facilitate

professional learning focussed on quality

teaching and learning for Aboriginal

students centred on the 8 Ways of

Knowing.

No contact Comments:


Connected Learning AP/HT to facilitate

professional learning focussed on the

effective integration of interactive

technology in the classroom.

( R 1)

Not employed no contact Comments:

Join with other schools to create

Connected Schools position at DP level

to provide support to teachers

developing appropriate networks of

teachers and the provision of

appropriate professional learning.

Bourke SEG position refocused under NP

Comments:

Initiate Low SES program using Low SES


Start up funds

( R 3 )

Comments:


Partnership Mentor PH2 to support

leadership development programs,

provide training in analysis data, support

induction of early career teachers and

co-ordinate professional learning

networks.

( R 1,2,4,5)

Comments:

Employment of a BHS DP. To oversee

and manage the School targets and

Equity programs. CAP, PSP , PAS and

Low SES.

( R 1, 2, 3, 4)

Students engaged in DEAR reading

scheme 4 times per week. Pre and post test show good results

for most students. Review program

to extend better performing

students

Maintain

Documents

National Partnership on Low SES School Communities · XXXX School, Low SES NP Revised School Situational Analysis, Updated July 2010 Page 9 of 28 Findings • The overall student