Warriappendi School

2020 annual report to the communityWarriappendi School Number: 1364

Partnership: Le Fevre Peninsula

School principal: Mr David Basher

Governing council chair: Lindell Broadbent

Date of endorsement: 11 March 2021

Signature

Context and highlightsWarriappendi School is an Aboriginal high school. It is situated in Marleston, 5kms south of the Adelaide CBD, and is part of the Flinders Park 2 Partnership. Enrolment is 45 students. Enrolments decreased in 2020 (impact of COVID 19); recent projections for 2021 however remain strong, with approximately 50 enrolments at August census.The school is classified as Category 1 on the department’s Index of Educational Disadvantage. Warriappendi exists to allow Aboriginal students a second chance to achieve success in secondary schooling. All students have had previous difficulties negotiating secondary school, with non-attendance, behavioural, social and emotional challenges. All students have English as an additional language or dialect, with an Aboriginal language/dialect as their home language; the majority are urban students. Many have missed significant schooling and, therefore, have multiple challenges not only in literacy and numeracy; but also employability skills. While the school is available to students from all areas of Adelaide, the majority come from the west between Marleston and Port Adelaide. Almost 100% percent of the students are eligible for School Card assistance. Many students have a Department for Child Protection social worker and/or live in extended families in need of support. Some students are referred through DfE’s Student Support Services referral process. To enrol, students and their carers are invited to an initial meeting with the daily business coordinator and ACETO to discuss enrolment conditions, share information, and take a tour of the site. Students may be declined a position in the school based on a range of factors relating to the appropriateness of the placement and ceiling numbers. The principal and leadership team use discretion to assess the school’s ability to offer programs to individual students. The school uses a range of strategies to re-engage young people, including personalised programs on a full and part-time basis. The school has developed an environment that gives students involvement in decisions and individual support to improve learning outcomes. Staff are highly skilled in curriculum development and behaviour management, and are committed to a holistic approach to supporting students. We offer comprehensive mental and physical health supports through Southern Youth and other organisations.

In 2020 the Governing Council (GC) at Warriappendi School consisted of the Principal, ACETO, three current parents, two grandparents, one former student, and one community representative. The governing council were thrilled at the improvements made in student literacy and numeracy levels because of the programs put into place as reflected in the new Site Improvement Plan (SIP). The alignment of 2 of the coordinator positions to the SIP, and being involved in the Developmental Language Delay (DLD) program, have directly impacted our results. The GC has appreciated the initiative of a teacher presenting examples of learning that is taking place at each meeting.We understand the impact of COVID 19 has been substantial on not only attendance but learning, not to mention our meetings! We appreciate the efforts of all school staff to support not only our students, but also our broader community during this difficult time.Despite the struggles with COVID19, Governing Council achieved a victory on behalf of the students of Warriappendi. Several letters were sent to various members of parliament regarding transport services for our students. On the 9th of July 2020 the government granted our school funding for bus tickets so that our students are able to get to and from school to help ensure our students receive as much education as possible.We are concerned about the ramifications of the Torrens to Darlington corridor upgrade, and look forward to working alongside the Stakeholder Engagement Group, and DFE in 2021 to ensure the best outcomes for Warriappendi School.We have been appreciative of being kept up to date on the new school policies that the principal and staff have developed over 2020. We appreciate the support of the Principal Dave Basher, and his commitment to not only students, staff also to families whom he welcomes into the school whether for a cuppa or chat.

Despite needing to employ a second Teaching and Learning Coordinator in two years, we made steady progress on our SIP goals, especially during semester 2 2020, assisted by the Strategic Leader, Flinders Park 2 Portfolio. We added a third SIP goal ‘All students will improve in the Pat R strands of retrieving directly stated information; interpreting explicit information; interpreting implied information; reflecting on the text; and decoding and concepts of print. Expected scale score growth dependent upon test level’. We broadened our testing regime for 2021 to allow for effective and comprehensive collection. In 2021 we will utilise:Writing- LEAP levelling;Reading- Compass reading and PAT R, and the Castles and Coltheart test 2 (CC2);Numeracy- Compass maths and PAT M, and Scaffolding Numeracy in the Middle Years;Oral language- Clinical Evaluation of Language Fundamentals A&NZ (CELF-5) Screening Test (to be re-introduced). As a Developmental Language Disorder project school in 2019, we started using Clinical Evaluation of Language Fundamentals A&NZ (CELF-5) Screening Test to measure students’ level of oral language ability in Standard Australian English. Unfortunately teachers trained in the administration of the test have left the school; we need to train new teachers and SSOs during semester 1 2021.We now need to explore options for collecting, storing and most importantly analysing data using a to be selected database to keep track of Intervention efficacy, Common Assessments, EAL/d and other collected data.

Quality improvement planning

Governing council report

2020 Annual Report to the Community1 | Warriappendi School

Our cohort are 100% Aboriginal. We found the Aboriginal Learner Action Template and Achievement Matrix a valuable tool in scaffolding planning, data, and learning. Across the 6 key elements, and hand in hand with the Site Improvement Plan, we have put into place actions to address the 14 guiding questions. The foci for semester one 2021 are addressed in in the improvement planning section above.

Improvement: Aboriginal learners

2020 Annual Report to the Community2 | Warriappendi School

Performance SummaryNAPLAN ProficiencyThe Department for Education Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. For NAPLAN, this is students achieving in proficiency bands 1 or more above the national minimum standard for reading and numeracy. The graph below identifies the percentage of non-exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands at or above the SEA for reading and numeracy.

Reading

*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

2020 Annual Report to the Community3 | Warriappendi School

*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Numeracy

NAPLAN progressThe data below represents the growth of students from 2017 to 2020 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Numeracy

NAPLAN progression Year 7-9 State (average)Upper progress group * 25%

Middle progress group * 50%

Lower progress group * 25%

NAPLAN progression Year 7-9 State (average)Upper progress group * 25%

Middle progress group * 50%

Lower progress group * 25%

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.

2020 Annual Report to the Community4 | Warriappendi School

No. of students who sat the test^

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading NumeracyYear 9 2019 9 9 0 0 0% 0%

Year 9 2017-2019 Average 9.7 9.7 0.0 0.0 0% 0%

This measure shows the number of non-exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

*NOTE: No NAPLAN testing was conducted in 2020.

Data Source: Department for Education special extract from NAPLAN SA TAA data holdings, August 2020.^includes absent and withdrawn students.*Reporting of data not provided when less than six students in the respective cohort.**Percentages have been rounded off to the nearest whole number.

NAPLAN upper two bands achievement

2020 Annual Report to the Community5 | Warriappendi School

South Australian Certificate of Education - SACESACE Stage 2 Grades – Percentage of grades that are C- or above for attempted SACE subjects (SEA)

2017 2018 2020 2020100% 100% 100% 100%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort Data excludes non-A to E and Withdrawn Not Graded subject results.

SACE Stage 2 grade distributionGrade 2017 2018 2020

A+ 0% 0% 0%A 0% 0% 0%A- 0% 0% 0%B+ 0% 0% 0%B 0% 17% 0%B- 0% 0% 0%C+ 0% 0% 0%C 100% 83% 100%C- 0% 0% 0%D+ 0% 0% 0%D 0% 0% 0%D- 0% 0% 0%E+ 0% 0% 0%E 0% 0% 0%E- 0% 0% 0%N 0% 0% 0%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

SACE Completion - Percentage of completers out of those students who had the potential to complete their SACE in October that year

2017 2018 2020 2020100% 100% 100% 80%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort.

2017 2018 2019 2020Percentage of year 12 students attaining a year 12 certificate or equivalent VET qualification

100% 100% #Error 67%

Percentage of year 12 students undertaking vocational training or trade training

100% 100% #Error 100%

2020 Annual Report to the Community6 | Warriappendi School

Due to absence of NAPLAN data for 2020, I refer to our SIP goals, specifically in terms of writing, as we still ran common assessment tasks and allocated LEAP levels. Unsurprisingly, those students who attended regularly, and engaged with their learning, managed to improve by the expected 1 LEAP level for the year; we have increased our goal to 2 LEAP levels per year for 2021.Data indicates that 53% of students use at least one Aboriginal language, 80% use Aboriginal English, and 100% also use Australian English; usage depends on context (ie at home, at school, in the community). Additionally, the CELF 5 screening test indicates that 79% of students did not meet age criterion on language screening. LEAP levels vary from a low of 5 to a high of 10. These factors correlate to a range consistent with children in years 1 to 6 in mainstream schools. Accordingly, we run 2 Macqlit reading programs, and fund in class SSO support extensively. Students access the National Curriculum at appropriate age/year level, but are assessed and graded at a level which allows for success. Task modification/differentiation occurs, with multiple entry and access points, and formative assessment is used to develop knowledge and capacity.

Grade distributions (combined term 2 and 4 reports; expressed as percentages):Maths: A B C D E 19 12 63 6 0

English: A B C D E 9 0 82 9 0

School performance comment

This year we implemented a Behaviour Management Action Plan, and a Responsible Behaviour Policy; both of which were developed by staff in consultation with the DfE’s Behaviour Support Coach. Suspensions rose slightly in 2020 (17.1%); this figure is higher because we used one day suspensions, as per new DfE policy, for the first time. The extended absences of some students due to COVID 19 had the unexpected consequence of higher levels of inappropriate and unacceptable behavior, including for violence, when students returned to school. This pattern of behaviour did reduce as the year wore on. Whilst contributing factors are many, the importance of Warriappendi School as a safe and protective place cannot be over emphasised. We look forward to seeing improvements in behaviour, and decreases in suspensions and other sanctions, in 2021.

Behaviour support comment

Year level 2017 2018 2019 2020

Year 7 N/A N/A 8.5% N/A

Year 8 54.8% 73.4% 29.8% 50.9%

Year 9 54.2% 59.1% 63.9% 40.5%

Year 10 38.8% 57.0% 54.1% 52.0%

Year 11 46.3% 54.8% 48.5% 59.4%

Year 12 71.0% 67.4% 57.8% 61.6%

Secondary Other 64.5% 57.1% 37.5% N/A

Total 50.8% 60.0% 52.3% 53.4%

Attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.NOTE: A blank cell indicates there were no students enrolled.

Attendance commentOur documented and enacted policy 'Whatever it takes for every kid every day' remains the cornerstone of our commitment to student engagement. Unfortunately our overall attendance for 2020 sat at 57.1%. Continued inability to contact some caregivers resulted in 16% of absences showing as unexplained/unsatisfactory. COVID 19 also had a massive impact on attendance during terms 2 and 3, which has impacted results downwards. Some caregivers and students identified fear of catching COVID either at school or on public transport as a barrier to engagement. Male students continue to attend school more regularly than female students, 62.1% compared to 51.3%, with females having significantly higher rates of unexplained/unsatisfactory absences 23.9% compared to 16%.

2020 Annual Report to the Community7 | Warriappendi School

Relevant history screeningAll requirements relating to DfE History Screening (Working with Children Check) are adhered to with a staff data base being maintained by the site Finance Officer. All visitors are required to sign in and provide proof of identity before entering. All staff provide the Principal with a copy of their clearance. Principal submits students for clearance, at school's cost, so that they are able to access childcare, and aged care, work experience.

Intended destination

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2020.

Leave Reason Number %Employment 0 NAInterstate/Overseas 5 17.9%Other 1 3.6%Seeking Employment 6 21.4%Tertiary/TAFE/Training 0 NATransfer to Non-Govt School 2 7.1%Transfer to SA Govt School 9 32.1%Unknown 5 17.9%Unknown (TG - Not Found) 0 NA

Client opinion summaryDue to the fact that our parents and caregivers did not engage in the department’s National Schools Opinion Survey for a number of reasons, we developed a new parent survey for 2019, and have actively promoted it during 2020. As much of our parent cohort does not have internet, our surveys are done on paper, parents and carers guided by our ASETO. For this year I changed the survey to be more consistent with the online DfE survey, as well as adding questions specifically regarding Aboriginal cultural competence, and to what extent the school promotes a culture of safety and acceptance. There were 17 questions/statements. There were 6 options for each question- strongly disagree; disagree; neutral; agree; strongly agree; and don’t know. The questions were:Students are expected to do their best; Students are provided with useful feedback about their learning;Students are treated fairly;Students are supported with physical and mental support- ie with health checks, doctors’ appointments etc;School is well maintained and looks good;School looks/is culturally welcoming for Aboriginal people;Students can talk to teachers regarding any concerns or worries;Student behaviour is well managed;Students like the school;School looks for ways to improve;Students feel safe;School is shows its uniqueness as an Aboriginal school by promoting Aboriginal curriculum and culture;Teachers motivate students to learn;My son/daughter is making good progress;Students’ learning needs are met;Parents and caregivers can talk to teachers regarding any concerns or worries;Staff are friendly and approachable.There were zero responses for strongly disagree, disagree and don't know; 0.4% neutral, 20.5% agree, and 79% strongly agree.I am greatly satisfied with the results of the survey. They validate not only the teaching and learning programs offered at Warriappendi, but also the holistic nature of student supports, and the active promotion of Aboriginal culture and curriculum.The staff Perspective survey showed 85% for engagement, and 63% for school culture; both favorable outcomes when compared to other high schools in our partnership.

2020 Annual Report to the Community8 | Warriappendi School

All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 15Post Graduate Qualifications 4

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 1.0 7.4 1.3 2.7Persons 1 9 2 4

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Qualifications held by the teaching workforce and workforce composition

Funding Source AmountGrants: State $25,050Grants: Commonwealth $4,400Parent Contributions $13,318Fund Raising $0Other $4,400

Financial statement

Data Source: Education Department School Administration System (EDSAS).

2020 Annual Report to the Community9 | Warriappendi School

2020 School Annual Report: Tier 2 Funding Report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved wellbeing and engagement Significant provision of SSO hours (levels 1& 2) for in class support; provision of transport, food.

Greater attendance and engagement.

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Release time (with TRT coverage) for EALD (LEAP) training for teachers, and coordinator teaching and learning.Contribution towards Leader band B1 salary (coordinator, teaching and learning).SSO support.

Increase in LEAP levels for consistent attenders.

Inclusive Education Support ProgramFunding for Art Therapy Program; 0.2 teacher salary; 6 hrs SSO 1 salary, to run offsite learning program; SSO 1 hours to support IESP students.0.6 teacher salary for small class for students with greatest needs.

Students who choose to attend and engage in programs, are progressing well.

Targeted funding for groups of students

Improved outcomes for - rural & isolated students- Aboriginal students- numeracy and literacy including earlyyears support

First language maintenance & developmentStudents taking alternative pathwaysIESP support

Provision of funding to pay for VET courses (including hospitality on site, and others off site), and short courses such as Learner’s Permit and White Card.Funding allocated to purchase clothes for short courses and interviews.Contribution towards Leader band B1 salary (coordinator, VET).

Students who choose to attend and engage in programs, received credits in VET and SACE.

Program funding for all students

Australian Curriculum Contribution towards Leader band B1 salary (coordinator, teaching and learning).Release time (with TRT coverage) for teachers, support staff and leaders to attend training.

This work will continue into 2021.

Aboriginal languages programs Initiatives

N/A N/A

Better schools funding Provision of release time for OCOPs; IESP; NCCD; Safety and Support Plans. Significant headway made in development of these plans and applications.

Other discretionary funding

Specialist school reporting (as required)

N/A N/A

Improved outcomes for gifted students N/A N/A

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.