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NSW Department of Education & Training
8157
2008 Annual School Report NARRANDERA HIGH SCHOOL
NSW Public Schools – Leading the way
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Messages
Principal's message
Narrandera High School is a successful rural comprehensive secondary school in the Riverina. The town has a population of 5000 people and is well situated on the Murrumbidgee River and major water supply canal for the Murrumbidgee Irrigation Area. It is also at the cross roads of two major highways providing a constant stream of travellers and tourists. The school draws its students from families within the town and the villages of Grong Grong, Matong and Ganmain.
We provide a broad range of opportunities for students through:
• The provision of a safe, supportive learning environment where students are encouraged to achieve their personal best;
• A focus on quality teaching via the provision of an extensive and challenging curriculum incorporating a comprehensive vocational education program;
• Modern, well equipped classrooms including advanced technology, information communication technology, video conferencing facilities and two connected classrooms;
• First rate sporting facilities and
• A dedicated and highly professional staff with the best interests of the students as the basis of their work.
I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school's achievements and areas for development.
Janice Dolstra
P&C message This year has seen a number of fund raising activities undertaken with the support of our members. During the winter we held two wood raffles to dispose of dead trees we had removed from the school grounds. My thanks to all the helpers we had on both occasions and for the support we received from the community with ticket sales. Once again we assisted with traffic control at the Morundah Opera and received a great boost for our resources. Thanks to the Morundah community for inviting us to help. Thanks also to
those parents who gave up their time to assist us in less than pleasant conditions. Our major source of funding for the P&C comes from the school canteen which is most ably managed by Michelle Sibraa and her enthusiastic band of assistants. I would like to thank Michelle for the great job she is doing in this area. I would also like to urge any parent or friend or grandparent who has a couple of spare hours to contact Michelle if they would like to assist her. If you feel that this is not possible, could I suggest you support us by allowing your child to use the canteen on a regular basis and this will help us to provide additional resources for the school. Our congratulations go to all the students at Narrandera High School who have put in a great deal of effort this year and my thanks to the members of the P&C and my fellow executive for their support.
Warwick Anderson
President
Anzac Day March 2008
Student representative's message A strong feature of the school historically has been that there is ‘something for everyone’. All students at Narrandera High School are regarded as leaders within the school community. A number of students are elected by their peers to represent the school as leaders of the Student Representative Council (SRC) and the prefect body. Having the opportunity to be a student leader at Narrandera High School has been a great way to contribute to the school community and enhance personal learning.
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The range of opportunities within the school community involved representation and participation at the ‘Closing the Gap’ Conference at the New South Wales Parliament; Rotary Leadership meetings; local Anzac ceremonies; coordinating and assisting at social events; regular SRC meetings to enable students to express the opinions of their peers; SRC members represented on the Griffith SRC Committee and the successful nomination and training of a State SRC Aboriginal Representative for 2009; and managing fund raising activities to support Shave-for-a-Cure and Jeans for Genes Day. We consistently ensure that all students have the opportunity to experience success and a strong sense of belonging within the school and wider community.
School context
Student information
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile
The 2008 enrolment was 301 students of which 56% were female and 44% were male. Approximately 25% of students are of Aboriginal background.
Examination of student enrolment data indicates significant student mobility of a small section of the student population, thereby interrupting the continuity of learning and social development. It continues to be a high priority for us to provide support for these students in meeting the requirements of the School Certificate.
Student attendance profile
Attendance rates, particularly in the junior school remain a concern and are a high priority in our school strategy. Programs involving the Student Welfare Team, Home School Liaison Officer and Aboriginal Education Officer have had increasing success.
Our school has in place Attendance and Retention, Literacy and Numeracy programs targeting Aboriginal students. The outcomes of these programs are to improve students’ learning outcomes and the level of engagement and degree of connectedness to the school community. These programs play a significant role
in increasing the attendance of Aboriginal students in school activities.
Years 7 to 10 Attendance
2005 2006 2007 2008
School 85.8 88.5 88.2 87.6
Region 89.5 89.7 90.2 89.7
State 90.1 89.9 90.1 90.1
Structure of classes
Years 7 and 8 each have three classes: two mixed ability and one streamed class. Students are able to select their electives for the School Certificate during Year 8 to commence studies in Year 9 and continuing in Year 10. Extension classes for the academically able students have been created in Years 9 and 10. Senior students are able to select from a wide range of courses, including vocational education and training (VET) courses which are studied at Narrandera and/or Leeton Campuses of Riverina College of TAFE. Classes are generally small in all years, allowing for more flexibility in teaching strategies.
Retention to Year 12 One way to express retention rates is to calculate the percentage of students who present for the HSC after completing the School Certificate at the same school. Our school has a historically low rate compared to the State. Usually about 80% of the Year 10 students return to Year 11 studies and only 43% of the 2006 SC students completed their HSC at this school in 2008, down from about 50% in 2007. Nearly 85% of the 2008 Year 10 students indicated that they wish to continue their studies in 2009.
Proportion Staying On (SC to HSC)
0
10
20
30
40
50
60
70
SC02 -
HSC04
SC03-
HSC05
SC04 -
HSC06
SC05 -
HSC07
SC06 -
HSC08
School SEG State
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Post-school destinations About 50% of the 2008 Year 12 cohort continued on to full time tertiary study at university or TAFE while 30% found employment, mainly in the local area. The rest of the Year 12 students are seeking work at this stage. Even those students who find employment invariably continue in some kind of further education. Of the students who left at the end of Year 10 in 2008 almost 50% enrolled in Year 11 at other schools in larger centres, about 20% enrolled at TAFE and the rest obtained jobs locally or were seeking work locally. In comparison to previous years very few apprenticeships and traineeships were available in the local area.
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Staff establishment
Our staffing establishment is allocated as indicated in the table below. The school is supported by a variety of non teaching personnel including: School Administration Manager, Aboriginal Education Officer, School Learning Support Officers, General Assistant, Farm Assistant, Laboratory Assistant, School Administrative Officers and Library Assistant.
* indicates a position shared with other schools
Position Number
Principal 1 Deputy Principal(s) 1 Head Teachers 5 Classroom Teachers 19.5 Support Teacher Learning Assistance 1 Teacher Librarian 1 Itinerant Support Teacher Behaviour*
1
Counsellor* 1 Aboriginal Education Resource Teacher *
1
Total 31.5
Staff retention
Staff retention at Narrandera High School is stable. The principal of eight years retired at the end of 2007 and a new principal was appointed. One additional Head Teacher position was allocated to the school in 2008, bringing the total number of head teachers to five. It is anticipated that there will a higher turnover of staff over the coming years with the retirement of longstanding members of staff.
Staff attendance
Staff have access to leave entitlements such as sick leave and long service leave. In 2008 the average daily attendance rate for staff, as determined by the Department, was 97%.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
All teaching staff have a Diploma (or equivalent) and /or a Degree with 10% having completed an additional Postgraduate qualification.
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of f inancial summary: 30/11/2008
Income $
Balance brought forward 273 164.85
Global funds 250 308.52
Tied funds 145 701.61
School & community sources 114 134.84
Interest 23 992.95
Trust receipts 13 307.50
Canteen 0.00
Total income 820 610.27
Expenditure
Teaching & learning
Key learning areas 43 892.97
Excursions 36 835.45
Extracurricular dissections 38 544.88
Library 15 731.54
Training & development 2 054.16
Tied funds 171 242.93
Casual relief teachers 36 579.10
Administration & office 49 965.26
School-operated canteen 0.00
Utilities 71 887.69
Maintenance 24 371.01
Trust accounts 13 689.91
Capital programs 0.00
Total expenditure 504 794.90
Balance carried forward 315 815.37
The balance carried forward included tied funds, trust funds and allowances for unpaid orders and temporary staff salaries.
A full copy of the school's 2008 financial statement is tabled at the annual general meetings of the School Council and/or the parent
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body. Further details concerning the statement can be obtained by contacting the school.
School performance 2008
One of the school’s strengths is the breadth of extra curricular activities with which students can become involved. They include debating and public speaking, music, Tournament of Minds and a large number of sports.
Achievements
Arts
• Nicole Murphy was successful in her audition for the NSW Public Schools’ State Dance Ensemble. Nicole performed at the State Dance Festival and the 25
th
Anniversary School Spectacular at the Sydney Entertainment Centre in November.
• The Year 8 Cultural Day enabled students to participate in Indigenous Arts and Dance Workshops. 2008 also saw the Narrandera High School students join in the celebration of Indigenous culture by our visitors from South Korea.
Sport
Girls’ Basketball
• The Open Girls’ Basketball finished 8th in
the State, having completed in the finals on the Central Coast. The Under 15 Girls’ Basketball finished 6
th in NSW.
• Narrandera High School was 2008 Zone Swimming Champion.
• Nathaniel Romeo (Swimming), Benjamin Romeo (Swimming) and Victoria Stanmore (Athletics) all received medals at Combined High Schools carnivals.
• Nathaniel Romeo received a Riverina Commendation for Swimming.
Other
Korean students and their NHS hosts
• Captains, Elizabeth Hair and Damien Walsh met the Governor of NSW, Her Excellency Dr Marie Bashir.
• Adam Buchanan was selected to participate in an engineering program at NASA in the United States.
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• The Chess Team (Bradley McKinnon, Joshua Grey, Jason McKinnon and Melissa McKinnon) was successful in reaching the State finals of the schools’ chess competition
• The school hosted a cultural visit for 14 students from South Korea for three weeks in August.
Year 12 Captains, Vice Captains & Prefects
• A Breakfast Club was established during Term 2 and was well supported during the winter months. SRC students assisted with the serving of the breakfasts.
Breakfast Club
Academic
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.
Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for Year 9)
In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).
Literacy – NAPLAN Year 7
56 students sat the NAPLAN Writing, Spelling and Grammar and Punctuation tests and 57 students sat the Reading test. Student average performance was below the State average. The percentage of students placed in Band 8 for Reading and Writing was above the average for the Like Schools Group and students placed in Band 9 for Spelling was also above the percentage in the Like Schools Group.
Percentage of students in bands:
Year 7 spelling
0
5
10
15
20
25
30
35
4 5 6 7 8 9
Band
Perc
enta
ge o
f stu
dents
Percentage in band 2008
LSG average 2008
State average 2008
7
Numeracy – NAPLAN Year 7
56 students sat the NAPLAN Numeracy test. Student average performance was above the Like Schools Group, though below the State average. The percentage of students placed in Band 9 for Numeracy was above the average for the Like Schools Group.
Percentage of students in bands:
Year 7 numeracy
0
5
10
15
20
25
30
35
40
4 5 6 7 8 9
Band
Perc
enta
ge o
f stu
dents
Percentage in band 2008
School average 2005 - 2007
LSG average 2008
State average 2008
Literacy – NAPLAN Year 9
56 students sat the NAPLAN Writing, Spelling and Grammar and Punctuation tests and 57 students sat the Reading test. Student average performance was above the Like Schools Group, though below the State average. The percentage of students placed in Band 10 for Reading and Writing was above the average for the Like Schools Group and students placed in Band 10 for Grammar and Punctuation was above both the State average and the Like Schools Group.
Percentage of students in bands:
Year 9 grammar and punctuation
0
5
10
15
20
25
30
35
5 6 7 8 9 10
Band
Perc
enta
ge o
f stu
dents
Percentage in band
2008LSG average 2008
Numeracy – NAPLAN Year 9
55 students sat the NAPLAN Numeracy test. Student average performance was above the Like Schools Group, though below the State average. The percentage of students placed in Band 9 for Numeracy was above the State average and those placed in Band 10 was significantly above the average for the Like Schools group.
Percentage of students in bands:
Year 9 numeracy
0
5
10
15
20
25
30
35
40
5 6 7 8 9 10
Band
Perc
enta
ge o
f stu
dents
Percentage in band 2008
LSG average 2008
State average 2008
School Certificate
48 students sat the School Certificate English, Science, Australian History and Geography tests and 50 students sat the Mathematics test. Average student performance was above State average in English and Science and below in Mathematics and Australian History and Geography.
Percentage of students in
performance bands:
School Certificate English-literacy
0
10
20
30
40
50
1 2 3 4 5 6
Performance band
Perc
enta
ge o
f stu
dents
Percentage in band 2008
School Average 2004 - 2008
LSG average 2008
State average 2008
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Percentage of students in
performance bands:
School Certificate Science
0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5 6
Performance band
Perc
en
tag
e o
f stu
den
ts
Percentage in band 2008
School Average 2004 - 2008
LSG average 2008
State average 2008
School Certificate relative performance comparison to Year 5 (value-adding)
Average School Certificate performance relative to Year 5 demonstrated significant growth in the English, Science and Computer Skills, above both the Like Schools Group and State growth.
School Certificate: Relative growth from
Year 5 (value-added)
-3.0
-2.0
-1.0
0.0
1.0
2.0
3.0
4.0
Englis
h
Math
em
atic
s
Scie
nce
Austr
alia
n H
isto
ry, C
ivic
s
and C
itizenship
Austr
alia
n G
eogra
phy,
Civ
ics a
nd C
itizenship
Com
pute
r S
kills
Rela
tive g
row
th
School 2008
School Average 2004 - 2008*
LSG Average 2008
Higher School Certificate
24 students sat for Higher School Certificate examinations in 2008. Due to small subject cohorts average student performance cannot be determined for all subject areas. Average student performance for those subjects with larger cohorts was below State average.
30
40
50
60
70
80
90
100
Bio
logy
Englis
h (Sta
ndard
)
Genera
l Math
em
atic
s
Legal S
tudie
s
Pers
onal D
evelo
pm
ent, H
ealth
and
Physic
al E
ducatio
n
School 2008 School 2004 - 2008
LSG 2008 State 2008
Higher School Certificate relative performance comparison to School Certificate (value-adding)
Average Higher School Certificate performance relative to the School Certificate demonstrated significant growth in the Middle performance band, above both the Like Schools Group and State growth.
Average HSC Relative Performance
from Year 10 (value-added)
-10.0
-8.0
-6.0
-4.0
-2.0
0.0
2.0
Low Middle High
School, 2008
School average 2004-2008
LSG average 2008
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Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 7 students in our school achieving at or above the minimum standard in 2008
The percentage of Year 7 students achieving at or above the standard in Numeracy was 98.2% and 86% in Reading.
Percentage of Year 7 students achieving at and above minimum standard
Reading 86.0
Writing 80.4
Spelling 85.7
Punctuation and grammar 83.9
Numeracy 98.2
Percentage of Year 9 students in our school achieving at or above the minimum standard in 2008
The percentage of Year 9 students achieving at or above the standard in Numeracy was 92.7% and 93% in Reading.
Percentage of Year 9 students achieving at and above minimum standard
Reading 93.0
Writing 83.9
Spelling 87.5
Punctuation and grammar 83.9
Numeracy 92.7
Significant programs and initiatives
Aboriginal education
The focus of Aboriginal education at our school remains the strengthening of links between the school and the families of our Aboriginal students. This connection is vital if there is to be successful development of academic, social and employment – related skills.
Many parents maintain close contact with various aspects of the school through the work of the Aboriginal Education Officer (AEO) and the Aboriginal Education Resource Teacher (AERT) with the support of the Aboriginal Education Consultative Group (AECG). Other parents offer their support through voluntary assistance at carnivals and cultural days.
Some 25% of our students are drawn from Aboriginal families. Literacy and numeracy are significant issues identified as contributing to poor engagement. Poor attendance also contributes to lack of engagement and inhibits the formation of a positive connection with the school.
In addition to the support services embedded into the school curriculum, Aboriginal students are supported by specific programs and personnel, including:
• Engagement, retention and attendance programs such as the Boys’ Engagement Program and Links to Learning;
• Targeted leadership program to encourage Aboriginal students to participate in school leadership;
• Programs such as Healing Time and LYNKS;
• School Learning Support Officers who are members of the local community and are seen as positive role models for the students;
• Close cooperation between the Aboriginal Education Officer and those of our partner schools;
• An enthusiastic and supportive group of parents.
Multicultural education
Our school enrolment data indicate that the majority of our students derive from Anglo –Celtic and Aboriginal backgrounds.
Our school successfully exposes students to the richness of other cultures inherent in a diverse Australia by incorporating a multicultural perspective across the curriculum.
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Emphasis is given to the outstanding contribution made to Australian society by people from different cultural backgrounds, for example the early settlers and later, the European migrant groups who came to Australia as part of the establishment of the MIA and to the richness of the culture of the Wiradjuri people.
Respect and responsibility
Narrandera High School has a tradition of service and many students are encouraged to participate in many community activities such as Red Cross, ANZAC Day, Remembrance Day, Student Exchange and student leadership.
This involvement takes place across the curriculum and across all years. Year 12 students, in particular, model this commitment to service though their fundraising program where they select one or two charities and involve the rest of the school in a range of enjoyable activities whilst at the same time, raising money which is forwarded to the charities concerned.
Other programs
Literacy and Learning Assistance
The Learning Support Team continues to provide support and direction in addressing student literacy needs.
Students experiencing difficulties in literacy are identified via:
• Results forwarded from partner schools
• Results from NAPLAN;
• Assessment by the Support Teacher, Learning Assistance;
• Teacher and parent referral;
• Self referral.
All new students are tested to determine their level literacy. Those identified as having difficulties are given support by the STLA and School Learning Support Officers. The development of an individual plan assists all staff in monitoring progress and tailoring programs to meet the specific needs of students.
The Itinerant Support Teacher, Behaviour enables students to access special programs to assist with their transition to high school and to support and encourage positive interactions with peers.
Students in Years 7 and 11 are given explicit instruction in the effective use of the library and other facilities. This is done in consultation with academic staff.
The explicit teaching of literacy is the responsibility of all teachers and all faculties participate in catering to the specific literacy demands of particular courses.
The Peer Tutoring program has Year 10 students trained by TAFE to tutor junior students in the specific reading demands of academic subjects. This program has proven results at School Certificate level for the tutors as well as the students tutored making gains in reaching stage outcomes.
Student Welfare
Boys’ Engagement Program
This program was introduced in 2008 to assist boys’ particularly Aboriginal boys, to engage with the curriculum. The boys participated in a variety of activities, including replanting a garden, basic car maintenance and fishing. All these activities were underpinned by literacy and numeracy. A graduation celebration was held to which parents and special guests were invited. A commemorative booklet was also published as a record of the boys’ achievements.
Drug Education The issues concerning the use of both illegal and legal drugs, in Australian society are well documented. Our school recognises that education is a very important step to helping young people make informed decisions. Comprehensive drug education programs operate in this school. In the senior school, the program encompasses the successful Crossroads initiative. Crossroads is
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a mandated program that involves all year 11 students. Outcomes include:
• the ability to act in a responsible manner when they are in situations where drug use is an issue;
and
• the empowerment of students to successfully use harm minimisation techniques and to carry out emergency procedures.
In the junior school the emphasis is on the students being able to:
• recognise various types of drugs, the danger that each drug poses and the physical, social and economic consequences of their misuse;
and
• develop skills in assertive communication, self preservation and other skills that will empower them in their decision making.
The healing time program continues for all year 7 students. This school initiative involves members of the Koori Foundation, community leaders and guests sharing their experiences, problems and solutions. Resources for the implantation of these programs have been drawn from the National Drug Offensive campaign, the NSW Police Service and the Greater Southern Health Service.
Student Welfare
Major initiatives and outcomes of our School Welfare and Discipline Policy include the:
• continuation of the Gold Card Merit Award scheme and Wall of Fame which acknowledge student achievement.
• Becoming an Asthma Friendly school. Training of staff regarding the care of students with Asthma and Diabetes.
• Recommendations from the committee to the vocational education team for at-risk students to participate in the school to work strategy and Youth Pathways program.
• Recognition of student needs and concerns in Literacy/Numeracy and subsequent referral to the Learning Assistance Program.
• Student Representative Council providing a strengthening consultative structure for the student body.
• Strengthening of the Healing Time program for Year 7 students.
• Ongoing success of welfare programs for identified students. Girls – Gorgeous Girls. Boys – Great Guys.
• Continuation of a Peer Mentoring Program for Year 7 students to adjust to high school in a smooth transition.
• Successful mentoring programs of Higher School Certificate students by nominated staff members.
• Formal assemblies held once a term, co-ordinated by faculties and run by students and prefects to showcase individual and group achievements.
• Improvement in school tone as all students wear full school uniform including school shoes.
Progress on 2008 targets
Target 1
To improve numeracy and literacy outcomes for all students by 5%.
The introduction of the National Assessment Program Literacy and Numeracy means that we are not able to draw on as much value added data as was previously available under ELLA and SNAP. However, we can draw some conclusions about our achievements which include:
92% of Year 9 students achieved at or above the minimum standard in Reading and in Numeracy.
Student performance in Year 9 Numeracy was above the Like Schools Group.
The percentage of students placed in Band 10 for Reading and Writing was above the Like Schools Group and students placed in Band 10 for Grammar and Punctuation was above both the Like Schools Group and the State.
This indicates that the school is making significant progress in Literacy and Numeracy for students in Year 9.
Numeracy results in Year 7 demonstrate the effectiveness of transition programs with a numeracy focus.
Target 2
To improve the School Certificate results by 5% across all subjects and bands
Our achievements include:
Average student performance in the School Certificate was above state average in English and Science.
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There was significant growth from Year 5 to the School Certificate in English, Science and Computer Skills.
Results in Personal Development, Health and PE and in Legal Studies were on par with the state in the Higher School Certificate.
Target 3
Reduce the disparity in performance of Aboriginal students and respond positively to their needs, potentials and aspirations.
Our achievements include:
There has been an increase in the retention of Aboriginal students in Stage 5.
Results for Aboriginal students are only marginally below those for non Aboriginal students in the School Certificate.
There has been increased engagement in learning as a result of the Boys’ Engagement Program introduced in 2008.
Key evaluations
It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2008 our school carried out evaluations of School Culture: Community Perceptions and Numeracy.
Educational and management practice
School Culture: Community Perceptions
Background
Narrandera High School is dedicated to providing the best possible educational experience for all students. During 2008 a Communications Team was established to ensure that the wider school community was fully aware of the school’s commitment to quality teaching, opportunities for the enhancement of learning and the development of the whole person and to ensure that students felt happy and safe in their learning environment.
A review of current school publications was conducted and the Communications Team underwent two days of training.
A confidential survey was developed by the team which was comprised of representatives from the staff and P&C. The survey was conducted during Term 3, 2008. Of the 250 surveys distributed, only 25 were returned, representing a return rate of 10%.
Findings and conclusions
Over 85% of respondents believed that
• our staff are highly qualified and skilled practitioners
• there is a broad curriculum from which students can select their academic programs
• our students are positive ambassadors of the school whenever they are in the community
• our school is a safe, caring and welcoming place to learn
• our grounds are well maintained and provide a relaxing space for recreation
• our students are well presented and wear their uniform with pride.
Strengths of our school include:
• experienced and approachable teaching staff
• welcoming office and support staff
• strong leadership team
• school spirit and family environment
The survey did indicate some areas for attention including:
• Greater access to technology for learning
• Additional opportunities for parental involvement, especially Aboriginal parents
• Improvements need to be made to outdoor seating
• More information is required in newsletters
Future directions
In 2009 we will:
• increase opportunities for parental involvement
• Re - format the school publications, including the newsletter, prospectus and student information handbooks
• Provide additional outdoor seating
• Introduce a “representative uniform” to be worn by Captains and Prefects as well as SRC on official occasions.
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Curriculum
Numeracy
Background
Narrandera High School provides numeracy support imbedded into the curriculum. Our school offers a number of related and stand alone programmes. Theses include: teacher aide support in the classroom, withdrawal times for targeted students, NAPLAN analysis, evaluation and follow up. During 2007, a much smaller ‘top’ Year 8 class was established to enhance the performance of those students. NAPLAN data is now available to assess their performance.
Findings and conclusions
• NAPLAN results for Year 9 were: Band 10: State 13%, NHS 13%. Band 9: State 15%, NHS 16%. Band 8: State 25%, NHS 11%. Band 7: State 24%, NHS 36%. This would seem to indicate that the smaller group of year eights established in 2007 may have had a positive effect on the top students in year nine. School Certificate data will be available at the end of 2009. Additionally, there is a need to move students from band 7 into band 8, our middle students.
• Although still below the state average, the gap has closed significantly. Year 7 – 25 points below the state average, Year 9 – 10 points below the state average.
• Of concern is the fact that indigenous students in Year 9 dropped below the state average. This group was above the state average when they were in Year 7 (SNAP data).
• Indigenous students in Year 7 are above the state average. We need to ensure these students do not drop below the state average when in Year 9. NAPLAN 2010 will enable us to assess the success of this target.
• Efforts to reduce the disparity between Aboriginal and Non-Aboriginal students must be continued.
• Students in the extension and accelerated group have been expanded. School Certificate results for the two accelerated students were disappointing. Higher
School Certificate data on these students will be available at the end of 2010.
• Ongoing professional development of the mathematics staff remains a commitment, with staff attending conferences and professional development courses.
• The integration of technology into the mathematics faculty has continued with a smartboard and video conferencing facilities established in one of the mathematics rooms.
Future directions
The explicit teaching of numeracy, especially in faculties other than mathematics must remain a priority in our school.
The commitment to the extension of talented and accelerated students in Mathematics remains and has been expanded upon.
The introduction of laptop computers for year 9 students in 2009 will have implications for the teaching of numeracy. The possibility for greater student engagement and understanding will require staff to embrace and be trained in the new technology.
Maintain and improve the above state average status of our Year 7 Aboriginal students. This can be assessed when they again sit NAPLAN in 2010.
Maintain and improve Higher School Certificate and School Certificate results in 2009.
Parent, student, and teacher satisfaction
Areas of strength as perceived by staff included: meeting the individual learning needs of students; recognising and celebrating achievement; and encouraging students to meet their personal best. Teachers value and support the contributions of their colleagues and early career teachers in particular appreciated the formal and informal mentoring programs and the sharing of professional knowledge and skills. Challenges for staff include: engaging students in the junior years in deep learning; addressing literacy and numeracy demands of students in the lower achievement bands.
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Students expressed a real satisfaction with the school environment and facilities provided for them. Students also appreciated the opportunities available to them especially in leadership, sport and the arts. Public feedback indicated that the local community appreciates the culture of service which is evident at school among the student body, led by the students in Year 12.
Parents appreciated the willingness of staff to be available to parents when they have concerns about their child’s social, emotional or academic progress. Parents are also enthusiastic about the opportunities available to their children via extra curricular activities.
Professional learning
At Narrandera High School, the Professional Learning Framework underpins the professional learning activities of the whole school. Each staff member elects to join one Target Team, which are aligned with the targets in the school plan. In addition, all staff develop their own professional learning plan which guides their professional learning and development during the year. All staff are involved in professional learning activities on day one of each of Terms 1, 2 and 3. Priorities for 2008 included Quality Teaching, development of Personalised Learning Plans for all Aboriginal students, in conjunction with the Aboriginal Education Resource Teacher and the Aboriginal Education Officer.
School development 2009 – 2011
Targets for 2009
The entire school community was involved in the development of the school plan for 2009 – 2011. This involved workshops and working parties to formulate a plan which has the aim of improving learning outcomes for all students.
Target 1
5% improvement in School Certificate and Higher School Certificate results across the board
Strategies to achieve this target include:
Continuation of extension programs in Mathematics
Introduction of extension programs in English, HSIE and Science
Professional learning regarding explicit instruction and assessment for learning
Our success will be measured by:
Data from School Certificate and Higher School Certificate
Improved value – added for all subjects in all courses
Target 2
Decrease in the number of Year 7 students in Band 5 and Year 9 in Band 7 by 5% in NAPLAN in both Literacy and Numeracy
Strategies to achieve this target include:
Expansion of the Peer Tutoring program
Continued focus on Quality Teaching
Continuation of extension programs in Mathematics and expansion of these programs to other core subjects
Our success will be measured by:
NAPLAN results for Years 7 and 9 for both Literacy and Numeracy
Anecdotal and testing evidence indicating the value of extension programs in Stages 3 and 4
Target 3
5% improvement in the learning outcomes for Aboriginal students in School Certificate and Higher School Certificate, attendance and retention, engagement and participation
Strategies to achieve this target include:
Expansion of engagement programs such as the Boys’ Engagement Program, Links to learning and The Nest
Professional learning around the Wiradjuri language and culture
Introduction of Wiradjuri language and culture into Stage 4 and 5
15
Our success will be measured by:
5% improvement in attendance and retention
5% improvement in results in School Certificate and Higher School Certificate
Improvement in completion of Higher School Certificate by Aboriginal students
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Warwick Anderson P&C President
Yvan Chambers Head Teacher
Helen Langley Head Teacher
Paul Champion Head Teacher
Janice Dolstra Principal
School contact information
Narrandera High School
Elizabeth Street, Narrandera 2700
Ph: 6959 1744
Fax: 6959 3297
Email: [email protected]
School Code: 8157
Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:
http://www.schools.nsw.edu.au/asr
