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Katoomba High SchoolAnnual Report

2016

8150

Printed on: 5 May, 2017Page 1 of 26 Katoomba High School 8150 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Katoomba High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Jennifer Boyall

Principal

School contact details

Katoomba High SchoolMartin StKatoomba, 2780www.katoomba-h.schools.nsw.edu.aukatoomba-h.School@det.nsw.edu.au4782 2622

Message from the Principal

The spirit of the Katoomba High School community is captured in the words of the Greek philosopher Aristotle who said,“Educating the mind without educating the heart is no education at all”. It is through holistic educational practices thatKatoomba High School endeavours to ignite passion, purpose and commitment in the lives of our young people.

At Katoomba High School we provide a nurturing and supportive environment that encourages student growth inconfidence and a strong sense of belonging allowing students to aspire to giving their best to their education. It is anenvironment that impacts positively on student learning. This is clearly evident in the 2016 Year 9 NAPLAN results thatwere above state average in writing, reading,grammar and punctuation.

The school regularly celebrates a broad variety of enrichment opportunities leading to student achievements and awards.Through Waikakirri, Artfest, instrumental, vocal, dance and drama activities along with debating students are offered arange of occasions to showcase their skills and talents proudly representing the school. Our students excel also on thesporting field, such as the Under 15 Girls Basketball Team that became Sydney West Champions. Individual studentstoo have gained recognition for their accomplishments – Daniel Kelly (Year 8) competed in the National Cross Country;Kurtis Rule (Year 8) was invited by the Minister of Aboriginal Affairs to attend the Future Leaders Forum in recognition ofhis leadership and commitment to the Aboriginal Community. Jaspar Tobin was recognised as the 2016 outstandingyoung male person and Ben Scott–Smith (Year 9) was acknowledged for his outstanding contribution to Blue MountainsRadio. The breadth of areas in which students excel is extensive and reflects the comprehensive strengths of KatoombaHigh School which is seen in many areas such those outlined below.

The PDHPE Faculty provided students the opportunity to learn new water skills. During surf camp students from acrossall years worked collaboratively to camp, surf and engage in a bush adventure. Senior students worked towards gainingtheir Open Water Scuba Diving License and, through a new aquatics program, were further enabled to gain their BronzeMedallion Award. One student who received a Bronze Medallion put the skills into practice within a month of earning theaward.

2016 saw a record number of Katoomba High School participants in the Duke of Edinburgh Award. This led to approvalto introduce Outdoor Education into the curriculum in 2017 allowing students interested in outdoor pursuits theopportunity to do so in a safe, supervised environment.

As our student population grows so too does our curriculum and staff expertise. In 2013 520 students were enrolled atKatoomba High School; this will grow to 710 in 2017. These numbers reflect the ongoing positive changes around schoolculture; changes made possible because of the strong foundation laid by previous school leaders and long standing staffmembers who believe strongly in the values of public education.

Each of the key areas of the school has celebrated significant achievements resulting from targeted goal setting. The


LOTE Faculty saw its first HSC year of study for Japanese at Continuers, Beginners and Extension level marking anupsurge in interest in learning a language providing role modelling and profiling of Japanese studies for junior classes.

The English Faculty refined their teaching programs and curriculum overview in line with an innovative ‘TextualConcepts’ model creating new units of work and resources that saw students more engaged and productive in lessons.At the same time the English teachers introduced a sequenced developmental approach to integrating higher orderthinking skills into their teaching. The key faculty goal for 2016 was to target student writing in all units of work acrossthe junior years, but particularly creative writing in term 1 of Year 9. Teachers explicitly taught paragraph writing andstructure along with key grammatical features. NAPLAN data indicated students were better equipped and motivated tocomplete longer writing tasks.

The HSIE Faculty continued to attract a large number of students into the courses offered in the senior school – AncientHistory, Modern History, Legal Studies and Society and Culture. This is indicative of the importance of quality teachingwith a focus on engagement with teachers developing vibrant and dynamic lessons to meet the needs of the wide rangeof abilities represented in each class. Assessment practices were revised targeting student interest, challenge andwriting skills which included a focus on scaffolded support and teacher feedback on draft student writing to better preparestudents for extended writing tasks. A key faculty focus was the extensive incorporation of fieldwork, excursions andextra curricular activities into improving student learning. Katoomba High School is located in a uniquely spectacularenvironment and steps have been taken to ensure that more use is made of the areas within the school and surroundingthe school to enhance course curriculum. This included visits to local businesses such as Scenic World (BusinessStudies), regular field studies at Echo Point and the Prince Henry Cliff Walk, major excursions to Sydney to see lawcourts in action and student participation in the State wide Mock Trial competition (Legal Studies), urban growth anddevelopment at Pyrmont and Barrangaroo and Penrith Lakes (Geography). The frequent and extensive use of thespecial area of Birraban to integrate Indigenous perspectives into learning has become standard practice across allHSIE courses. It is significant that the increased engagement and stimulation provided by using facilities external to theclassroom along with the incorporation of Birraban has undoubtedly assisted the writing process for many students.

The Support Faculty fostered a support unit partnership program with Blaxland High School and Glenmore Park HighSchool for students to participate in joint community access excursions. These activities provided vital opportunities forstudents to practice and further develop social and behavioural skills in real–world environments that allowed students toincrease their confidence and overcome anxiety in social situations through talking, meeting new people and playingwithin a neutral, non–threatening environment.

The TAS Faculty focused attention on introducing emerging technologies into the curriculum through laser cutter anddigital media usage to enhance the range of experiences available for students in the learning environment. ThroughVocational and Educational Training (VET) courses students continue to gain real world learning experiences mostnotably in Hospitality which provides the catering for all significant school functions.

In 2016 the Mathematics Faculty placed fresh emphasis on computing introducing both a Coding elective and CodingClub which has led to an increase in the number of students undertaking computing courses, including PreliminarySoftware Development and Design, the most challenging computing course offered at the HSC.

At Katoomba High School we work tirelessly to improve our partnerships with the local community; to this end we employtwo community liaison officers. To improve our communication with those who support and care for our students we haveintroduced a school–wide text messaging system and a parent portal on our website which offers parents access toassessment tasks for many subjects thereby further increasing their connection to the school.

Message from the school community

Over recent years Katoomba High School has grown in popularity with the mountains community. This is demonstratednot only by the yearly growth in enrolments but also in the increasing interest from the broader community seeking topartner with the school. In July 2016 Katoomba High School employed a member of the school parent and carercommunity in the role of Community Liaison Officer (CLO). The school recognised the need for a dedicated position toenhance communication between school families and community enabling the creation of opportunities for parents andcarers to share the school environment.

In order to connect with the parents and carers the school has implemented a number of strategies. These include: • morning tea at the Birriban Outdoor Learning Space. This consisted of a campfire, billy tea and the chance to

experience using the space as a classroom for learning; • a Land Care Bush Regeneration working bee; • an ongoing agenda item at P&C meetings for the CLO to report on events, opportunities, surveys or activities

relevant to parents and carers; • in response to requests Katoomba High School implemented the Parent Portal tool for parents and carers to

access information about student assessments and homework.


Partnerships with the broader community included: • women’s self defence classes facilitated by the Blue Mountains Women’s Health and Resource centre; • young male school leaders attended and spoke at the White Ribbon Mayors Breakfast; • TAFE Outreach First Aid Training; • staff, students and families volunteering to support the Blue Mountains Music Festival; • Fantastic Aussie Tours Bus Company donated a bus and driver to the school as a fundraising opportunity when

the P&C organised a wine and cheese tour of the Mudgee area.


School background

School vision statement

Katoomba High School is a comprehensive secondary school that passionately serves the diverse community of theUpper Blue Mountains. We exist to inspire students to reach their full potential and are committed to developing a cultureof high expectations and strong values that nourish the development of creative, confident, accomplished young menand women.

Our school motto, Quality and Creativity, highlights the holistic emphasis of the school and the breadth of our curriculum,leadership and welfare programs prepare students for the opportunities and challenges of the 21st century.

The school is committed to enhancing outcomes for all students through a relentless focus on quality teaching andlearning practices that increase student engagement, personalise learning experiences and encourage the pursuit ofpersonal and academic excellence. Students achieve strong academic results as evidenced by our HSC results.Students also achieve outstanding performances in the creative arts and on the sporting field.

School context

Katoomba High School is a comprehensive secondary school serving the Upper Blue Mountains. We educate communityminded, confident and capable individuals who are ready for the opportunities and challenges of the 21st century. Theschool has explicit high expectations of all students, which form the basis of learning. Student classroom experiences areenhanced by mentoring, work placement, gifted and talented programs, independent learning, innovative ICT and studyskills programs. The school has a sophisticated computer network and features a Support Faculty that caters for theneeds of students with disabilities.

One of the school's strengths lies in the diverse talents of the student population. Both through specific programs andcurriculum student academic, sporting and cultural interests are catered for and developed. The school has a strongtradition of cultural performances, environmental programs and competitive recreational sports.

Strong community support and close liaison with local primary schools and TAFE ensures supportive continuity ofprograms and the smooth transitioning of students entering and exiting the school.

Through vocational education courses available on site the school enables senior students to gain advanced standing inall vocational training institutions.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process allow schools to be assessed in each of the three domains as either developing, sustainingand growing or excelling. The validated assessment and explanatory notes are outlined below for your interest.

1. LEARNING

1.1. LEARNING CULTURE – DELIVERING

All teaching staff understand that student engagement and learning are related, with the school communicating prioritiesfor strengthening both. Expectations of behaviour are explicitly taught to students and relate to the variety of schoolsettings such as classroom, playground, hallways, canteen and assemblies.

School programs address the needs of identified student groups: Aboriginal students; gifted students; students withdisability; students for whom English is a second language. Attendance rates are regularly monitored and action is takenpromptly to address issues with individual students.

There is demonstrated commitment within the school community to strengthen and deliver on school learningpriorities.Positive,respectful relationships are evident among students and staff, promoting student wellbeing andensuring good conditions for student learning.

1.2 WELLBEING – DELIVERING

Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhancewellbeing and lead to improved student outcomes. The school has identified aspects of, and factors contributing to,wellbeing in the delivery of teaching and learning. Students are taught to accept responsibility for their own behaviours asappropriate to their age and level of understanding, as expressed in the Behaviour Code. The school encouragesstudents to recognise and respect cultural identity and diversity. School staff maintain currency of knowledge aboutrequirements to meet their obligations under Keeping Them Safe.

1.3 CURRICULUM AND LEARNING – SUSTAINING AND GROWING

Curriculum provision meets community needs and expectations and provides equitable academic opportunities. Theschool provides a range of extra–curricular offerings for student development and teachers differentiate curriculumdelivery to meet the needs of individual students.

It is further enhanced by learning alliances with other schools and organisations.

The school has an effective plan in place for student transitions. The school actively collects and uses information tosupport students’ successful transitions. Teachers involve students and parents in planning to support students as theyprogress through the stages of education. There are systematic policies, programs and processes to identify andaddress student learning needs.

School plans elaborate on what all students are expected to know, understand and do. Curriculum delivery integratestechnology, library and information services.

1.4 ASSESSMENT AND REPORTING – DELIVERING

The school has developed explicit processes to collect, analyse and report internal and external student and schoolperformance data which it uses to to monitor, track and report on student and school performance. The schoolconsistently analyses school performance data and a range of other contextual information and is aware of trends instudent achievement levels.

Parents are updated on the progress of their children. Individual student reports include descriptions of student strengthsand areas of growth. Teachers set transparent criteria for student assessment and have in place principles of consistent


assessment and moderation.

1.5 STUDENT PERFORMANCE MEASURES – DELIVERING

The school achieves good value–added results; 20% of students achieve at high levels of performance on externalperformance measures. Students are at or above national minimum standards on external performance measures andare showing expected growth on internal school performance measures.

2. TEACHING

2.1 EFFECTIVE CLASSROOM PRACTICE – SUSTAINING AND GROWING

The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence–basedpractice. Teachers regularly evaluate and revise teaching and learning programs and routinely review previous contentand preview the learning planned for students in class. All classrooms are well managed, with well planned teachingtaking place, so that students can engage in learning productively, with minimal disruption.

Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their ownteaching practices.

2.2 DATA SKILLS AND USE – SUSTAINING AND GROWING

The school leadership team bases decisions on well–informed data and regularly engages the school community inreflecting on student performance data.

Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps forimprovement. Teachers analyse and use student assessment data to understand the learning needs of students.

Professional learning is employed to build teacher skills in the analysis, interpretation and use of student performancedata. The school leadership team builds the collective capacity of the staff and school community to use data to informstrategic school improvement efforts. Data analysis informs the school’s learning goals and monitors progress towardsthem. School analysis of student performance data is provided to the community on a regular basis.

2.3 COLLABORATIVE PRACTICE – SUSTAINING AND GROWING

Executive, whole staff, faculty, stage, team and other meetings are used to review the curriculum and to revise teachingand learning programs. Teachers regularly work together to evaluate teaching and learning programs including theassessment of student outcomes.

Teachers collaborate to improve teaching and learning across the 7–12 year groups, the key learning stages (4, 5 and6), within faculties, for particular student groups and for individual students. Teachers provide and receive plannedconstructive feedback from peers, school leaders and students to improve teaching practice.

Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practices.

2.4 LEARNING AND DEVELOPMENT – SUSTAINING AND GROWING

Teachers participate in professional learning targeted to school priorities and individual professional needs. The schoolhas effective professional learning for induction, teaching quality, leadership preparation and leadershipdevelopment. The school has processes in place for teachers’ performance and development to be validated. Beginningand early–career teachers are provided with targeted support in areas of identified need. Analysis of the teaching teamidentifies strengths and gaps, with succession planning in place to build staff capabilities and recruit staff with particularexpertise to deliver school improvement targets.

There is a particular focus on improving teaching methods in literacy and numeracy, with professional learning activitiesfocused on building teachers’ understandings of effective teaching strategies in these areas. Teachers are activelyengaged in planning their own professional development to improve their performance.

2.5 PROFESSIONAL STANDARDS – DELIVERING

Teachers understand and implement professional standards and curriculum requirements demonstrating currency ofcontent knowledge and teaching practice in all their teaching areas. Staff attainment of professional learning goals andteaching requirements are part of the school’s performance and development processes. The school has a culture ofsupporting teachers to pursue higher–level accreditation.


Teachers work beyond their classrooms to contribute to broader school programs and are committed to their ongoingdevelopment as members of the teaching profession.

3. LEADING

3.1 LEADERSHIP – SUSTAINING AND GROWING

Leadership development is central to school capacity building. The school’s leadership strategy promotes successionplanning, distributed leadership and organisational best practice. The school is committed to the development ofleadership skills in staff and students. Staff have purposeful leadership roles based on professional expertise.

The school solicits and addresses feedback on school performance.

Links exist with communities of schools, other educational providers and other organisations such as universities,business, industry and community organisations to support the school’s programs and to improve educationalopportunities for students.

Parents and community members have the opportunity to engage in a wide range of school–related activities. The schoolcommunity is positive about educational provision.

3.2 SCHOOL PLANNING IMPLEMENTATION AND REPORTING – SUSTAINING AND GROWING

The three–year school plan aligns to local and system priorities and ensures responsiveness to emerging needs. Whenpossible, staff, students, parents and the broader school community are welcomed and engaged in the development ofthe vision, values and purpose for the school. In its plan the school articulates a commitment to equity and highexpectations for learning for each student and is responsive to changing needs. The school uses collaborative feedbackand reflection to promote and generate learning and innovation. The plan has annual iterations focused on achievingidentified improvements.

Planning and implementation processes involve aligning resource allocation, professional learning, performancemonitoring and reporting against targets and improvement measures. Throughout this process the school acknowledgesand celebrates a wide diversity of student, staff and community achievements.

Monitoring, evaluation and review processes are embedded and undertaken routinely utilising timelines and milestonesthat direct school activity towards effective implementation of the school plan. School performance is reviewed annuallyusing evidence drawn from the collection and analysis of learning and development data.

3.3 SCHOOL RESOURCES – SUSTAINING AND GROWING

School staffing ensures that full curriculum implementation and delivery requirements are met. Workforce planningsupports curriculum provision and the recruitment of high quality staff. Succession planning, leadership development andworkforce planning are designed to drive whole–school improvement. Systematic annual staff performance anddevelopment reviews are conducted.

The school’s physical resources and facilities are well maintained, within the constraints of the school budget, andprovide a safe environment to support learning. Physical learning spaces are used flexibly and technology is accessibleto staff and students. School and other facilities are used creatively to meet a broad range of student learning interestsand needs.

Strategic financial management is used to gain efficiencies and to maximise resources available to implement the schoolplan.

3.4 MANAGEMENT PRACTICES AND PROCESSES – SUSTAINING AND GROWING

The school leadership team communicates clearly about school priorities and practices creating an organisationalstructure that enables management systems, structures and processes to work effectively and in line with legislativerequirements and obligations. All school staff are supported to develop skills for the successful operation ofadministrative systems.

Administrative practices effectively support school operations and the teaching and learning activities of the school.Accountability practices are tied to school development and include open reporting to the community.


Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement.

There are opportunities for students and the community to provide constructive feedback on school practices andprocedures; the school is responsive to school community feedback.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

ENGAGED, ACTIVE, EMPOWERED, COMPASSIONATE LEARNERS

Purpose

The school’s fundamental purpose is to provide students with a safe, productive learning environment that recognisesthem as individuals with specific needs and dreams.

Katoomba High School will equip students with the skills, knowledge and mindset to succeed in different domains of theirlife, to be resilient and engaged members of their community.

Students thrive in a high challenge, high support curriculum that fosters a growth mindset to ensure they develop thenecessary skills to take responsibility for their learning.

Overall summary of progress

Through the efforts of the school in the areas of relational pedagogy and quality teaching and the strategies put in placeto support students with literacy and numeracy more students are engaged in their learning as evidenced by classattendance rolls, Tell Them From Me survey data and the general productive tone of classes as reported by teachersand parents.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

1. Increase in the number ofstudents who gain an ‘a’ foroverall achievement and effort onschool reports

This is an ongoing initiative with benchmarking databeginning to be gathered in 2016 for latercomparative analysis. Further work aroundconsistency of professional judgement will improvethe efficacy of this data.

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2. Increase in the number ofstudents who always: • show self–motivation; • complete homework; • complete tasks in class; • submit completed tasks forfeedback

This is an ongoing initiative with benchmarking databeginning to be gathered in 2016 for latercomparative analysis.

$0

3. Decrease in studentabsenteeism

In 2016 the school employed a retired HeadTeacher Administration with experience inanalysing, documenting, monitoring and improvingstudent attendance. Systems have been developedand initiated and DET attendance data found in theannual school report (in student information)indicates an overall improvement in studentattendance but significant improvement in thecritical Years 8 and 9.

$19,200

4. Survey data indicates 90% ofstudents are intellectuallyengaged, motivated andinterested.

There has been an emphasis in professionallearning on literacy (particularly writing) andnumeracy as well as ways to improve theeffectiveness of our teaching.

Tell Them From Me survey data indicates: • an 8% reduction in truancy or deliberatelateness. • an 11% increase in student completion ofhomework • a 2% increase in students claiming to beintellectually engaged, finding learning interesting,enjoyable and relevant

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Next Steps

1. There will be high expectations regarding student learning outcomes leading to an increase in students choosingan ATAR pattern of study

2. Students will be explicitly taught skills underpinned by 'growth mindset' principles. This will lead to an increase instudents taking responsibility for their own learning and will enhance student well–being and engagement

3. Parent workshops will be held as a means to increase community engagement in their child's learning initially inthe areas of assessment and reporting

4. Extra–curricular learning opportunities (enrichment) will be strongly aligned to our vision, values and priorities5. Students will 'own' their own data



COLLABORATIVE, ENGAGED, CREATIVE, SKILLED STAFF

Purpose

Staff work together to continually develop and refine teaching and learning programs that address the needs of theirstudents and foster a strong sense of self efficacy in both staff and students.

Through collaboration staff will continue to refine and improve their teaching practice and maintain their enthusiasm andcreativity in their teaching, informed by the shared expertise of colleagues and best practice research.


An additional ASLO has been employed to specifically work with students challenged by completing assigned work.AIME tutoring circles focused on assisting students in class and with assigned work.

School Excellence Framework data indicates significant improvement in student retention, but the school acknowledgesthere is a long way to go. The professional learning into quality teaching, relational pedagogy and syllabusimplementation works towards improving student engagement and belonging to the school which will bring results over alonger period of time.

The model for r the development of a coherent, multi–pronged professional learning plan was implemented in 2016seeking to meet the individual needs of teachers and which, in the long run, will significantly benefit student learning notonly as it relates to NAPLAN.




1. Increased percentage ofsubmitted tasks

This data gathering process was benchmarked in2016 and should be available for introductorycomparative analysis in 2017.

$0

2. More tasks completed byAboriginal students eachsemester

While data gathering on task submission byAboriginal students has not been achieved, TellThem From Me survey data indicates Aboriginalstudents are three times more likely to believe theywill not succeed academically. The school focuscontinues to be on working with studentsrelationally as a basis to moving them from a fixedto a growth mindset. The school continues to runprograms targeting specific Aboriginal students.The Aboriginal School Liaison Officer employedindependently by the school plays a pivotal role insupporting Aboriginal students at risk of not meetingcourse requirements or not attending school.

$117,000

3. Greater retention rates tosenior school

Using the School Excellence Framework studentretention data 2016 saw a significant improvement.The school however remains 10% below Stateaverage.

$5,000

4. Improvement in Year 9 growthrates on NAPLAN

The whole school literacy team continued tofunction, with representatives from each faculty.Faculties placed a focus on improving studentwriting appropriate to the courses being taught.2016 NAPLAN growth rates were very strong inliteracy. Results placed Katoomba High School11% above State average for grammar andpunctuation and at State average for reading andspelling.

$10,000





4. Improvement in Year 9 growthrates on NAPLAN In numeracy, students placed in the lower bands

showed significant growth rates however thisindicates there is more targeted work needing to bedone.

Next Steps

1. Professional learning will deepen teachers' understanding of the Mind Frames (John Hattie) leading to a greaterunderstanding of their role in students' learning

2. The senior executive team will continue to demonstrate instructional leadership by facilitating meaningfulprofessional learning that is evidenced–based

3. The data team will expand to include representatives from each faculty. Extension of this group will include anUpper Mountains data team to share student information and promote further collaboration around identified areasof concern and / or best practice.

4. Time will be given for teachers to meet regularly with students to review individual progress and to providemeaningful feedback. In this process students will continue to 'own' their own learning (including their 'learningdata').



SCHOOL AND COMMUNITY SUPPORT AND ENHANCE ONE ANOTHER

Purpose

Katoomba High School strives to be an integral part of the wider community, building links between disparate and similargroups, creating cohesion and a powerful, proud identity for the upper mountains.

Students will be proud representatives of our school community. With the school and community supporting each other,working and growing together we will ensure we become greater than the sum of our parts.


Increased involvement in the community is being lead by the ASLO team and the CLO with highlights being the openingof Birriban, the Birriban working bees and expanding opportunities for students to involve themselves in the communitysuch as their involvement in local primary schools.




1. Student leadership is anintegral part of the life of theschool

The school has an active Student RepresentativeCouncil. Extending student leadership throughvolunteering and other avenues for increasedstudent responsibility will be progressed in thefollowing year.

$5,000

2. Increased connectionsbetween students, teachers,parents and the community in: • Supporting the work of theschool • Supporting student learning • Preparing students to beemployment ready • Preparing students to be activemembers of the community

• The school independently employed aCommunity Liaison Officer who has run variousactivities to connect the school to the communityand to the parents. • The school set up a parent portal which providesinformation about curriculum (what students will bestudying) and homework and assessment tasks . • The school has increased the interaction with thebusiness community through the curriculumincreasing student awareness of the world ofemployment and the skills that will make themcompetitive in the job market • Through the visual and performing arts inparticular students continue to be active membersof the community

$16,000

3. Measures of communitysatisfaction grow as indicated by” • Increased enrolments • Increased number of studentsinvolved in non–curricular schoolactivities • Responses to school datacollection instruments

• Enrolments continued to increase in 2016 • Significant numbers of students involvethemselves in school run non–curricular activities • Evaluations of transition to high school activitiesindicate high levels of community satisfaction

$10,000

Next Steps

1. The senior executive team will continue to build the executive team by increasing the capacity of others(distributive leadership)

2. Time will be prioritised for professional learning around lead management practices that enhance relational andinstructional pedagogy

3. Collaborative feedback and reflection will be sought to enhance learning and innovation4. Succession planning will be prioritised and time will be given to grow identified leaders.


5. Enhanced opportunities for student volunteering and leadership and formal practices for recognition


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Employment of Aboriginal Community LiaisonOfficers who: • support the transition of new families intothe community • provide in–class support as required • work with families throughout the year toimprove student attendance, literacy andstudent behaviourPrograms were run to support the learning ofAboriginal students and the understanding ofthe whole community about the KatoombaAboriginal heritage. They included: • Sister Speak – to bring Aboriginal girlstogether and to connect them to their culture • Birraban Bush Regeneration and LandcareProject – continued to expand the integrationof Birriban in the curriculum • Partnership with Aboriginal IndigenousMentoring Education (AIME) • Purchase of resources to support theongoing Aboriginal education initiatives inEnglish • Teacher release for programming andlesson development around BirribanStudent assistance for Aboriginal families orstudents requiring specific assistancethroughout the year.

$32,893

English language proficiency • Accurate data collection to assess needs ofstudents • Completion of EALD survey andassessments. • Faculty support to modify tasks to meet theneeds of EALD students • Support of Year 12 students' literacy needs

$0

Low level adjustment for disability Funded LaST for .3 to enable full time teacherin the Independent Learning Centre (ILC).The ILC is accessed by almost 40% of thestudents across Years 7–12 for: • short–term individual and small groupbookings for students undertaking extensionand additional support activities • students requiring disabilityaccommodations for examinations • students whose disability called for a quietplace to learn or to withdraw

$49,506

Socio–economic background This funding was used in a number of ways tosupport the broadest possible range ofstudents: • continued the establishment of performancegroups in vocal, ensemble and recorder • employment of additional teaching staff tocater for student learning needs • employment of additional SLSO support towork with mainstream students on literacyand numeracy performance • purchased resources for HSIE, science,visual arts • funded enrichment programs in science andmaths • provided assistance to support families withthe provision of uniform, equipment andexcursions for students in need

$47,518


Socio–economic background • gained baseline data in literacy andnumeracy using the ACER online testingresources • whole school transition to high schoolprogramSupport for HSC students: • tutoring • support during examinations • external speakers, agencies and resourcesto support students with learning during theirHSC yearTransition program from Year 6 to Year 7including: • sneak peak program • bridge building competition • dramathetics • relief for Year 6 co–ordinator

$47,518

Support for beginning teachers • Teachers newly appointed to KatoombaHigh School undertook an extensiveorientation program which supported themduring their settling in period. • Temporary and casual teachers in theirearly years of teaching were supported with aprogram focussing on quality teaching, duty ofcare, classroom management and code ofconduct

$0


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 290 307 310 329

Girls 259 297 302 328

Not only has there been a steady increase inenrolments over the past 4 years (16.4%) the girl / boybalance has been returned. Community satisfactionindicates this trend will continue with numbers predictedto rise well above 700 which will bring with it asubstantive second deputy principal and other staffingbenefits.

Student attendance profile

School

Year 2013 2014 2015 2016

7 92.2 89.5 90.3 89.6

8 89.7 88 85.9 89.1

9 83.1 85.3 83.7 86.9

10 81.5 80.8 84.6 84.7

11 84.2 82.4 83.2 83.8

12 87.4 82.7 87.7 87.8

All Years 86.2 85.2 86 87.3

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

While slightly below the average of governmentschools, the trends in attendance are improving overtime. Years 8 and 9, traditionally the most difficult yearsfor engaging students in schooling, both show animprovement of 3.2% . Year 9 in fact have anattendance rate above the State average, which is mostpleasing.

In 2016 the school independently employed a retired

Head Teacher Administration to both monitor anddevelop early intervention initiatives to improve studentattendance. Clearly the school has benefited from thisinitiative. Additionally, the school introduced andimplemented an SMS student absence alert systemwhich informs parents on the day when their child is notat school. The school is well supported by the regionalHome School Liaison Officer (HSLO) who works withthe families and students who have complexattendance issues.

It is recognised that during adolescence many youngpeople are inclined towards disengagement fromschool. In addressing this the school works with outsideagencies (Mountain Youth Services – MYST) thatprovide on–site youth workers to support studentsindividually and in groups. Additionally the school runsa specifically targeted careers program for disengagedstudents and is working towards increasing thechallenges offered in classes as well as buildingstudent confidence to succeed.

Careers lessons are taught to all Year 10 students twoperiods per cycle. In preparation for the world of furtherstudy and work all Year 10 students are given theopportunity to explore pathways and the implication, ifany, that has on subject selection for the senioryears. All Year 10 students completed a WorkExperience Program. Students were placed fromLithgow through to the Sydney CBD. Many studentswho worked in local businesses were offered casualemployment. The Work Experience Program alsocatered for some students in Year 9 who required extrasupport in their education.

All students in Years 7 to 12 attended Blue MountainsTAFE Open Day which exposed many students toTAFE offerings for the first time.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 1.5 3 37

TAFE entry 3 1 15

University Entry 0 0 34

Other 1.5 1 12

Unknown 3 3 2

Year 12 students undertaking vocational or tradetraining

25% of all Year 12 students studied a VocationalEducation and Training (VET) course either on site orthrough an external agency.


Year 12 students attaining HSC or equivalentvocational education qualification

88% of students enrolled in Year 12 in 2016 gained anHSC or equivalent vocational education qualification.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1.6

Head Teacher(s) 8

Classroom Teacher(s) 36.2

Learning and Support Teacher(s) 1.4

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

14.28

Other Positions 5

*Full Time Equivalent

In 2016 Katoomba High School had 55.2 teachingpositions (including principal, deputy principal and headteachers) and 14.2 non–teaching positions. TheAboriginal composition of the teaching andnon–teaching staff at Katoomba High School is 5%.

Workforce retention

95% of the teaching staff continued working atKatoomba High School in 2016. Of those who movedon, two accepted a departmental transfer and oneretired.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 10

Professional learning and teacher accreditation

The 2016 key focus areas in the school were – literacy,quality teaching and relational pedagogy. Throughoutthe year executive, faculty and interest groups met forprofessional learning to support curriculum changesand the need for an expanding skill set.

In 2016 Katoomba High School initiated the Upper Blue


Mountains Learning Community conference which drewtogether teaching and non–teaching staff from 6schools. The large numbers of staff attending allowedfor 22 workshops to be run including those addressingsupporting students with additional needs, AboriginalEducation, technology in the classroom, literacy andnumeracy and cross school collaboration. Theconference was evaluated very strongly and will becontinued in future years.

All teachers eligible for accreditation were successfuland those involved in the maintenance of accreditationprocess are ensuring this is completed in a timelyfashion.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30 November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 575 121.22

Global funds 666 515.08

Tied funds 462 020.09

School & community sources 541 004.66

Interest 13 324.46

Trust receipts 26 895.90

Canteen 0.00

Total income 2 284 881.41

Expenditure

Teaching & learning

Key learning areas 93 960.32

Excursions 223 161.78

Extracurricular dissections 143 798.71

Library 8 845.80

Training & development 4 427.39

Tied funds 480 190.36

Short term relief 324 716.60

Administration & office 107 229.64

School-operated canteen 132 052.80

Utilities 119 646.99

Maintenance 65 203.05

Trust accounts 36 057.63

Capital programs 31 038.39

Total expenditure 1 770 329.46

Balance carried forward 514 551.95

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Not applicable


Not applicable

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Not applicable

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

Not applicable

Not applicable

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In 2016 incoming Year 7 students were benchmarkedon their literacy skills and capabilities. The wholeschool literacy team continued to function, withrepresentatives from each faculty. Faculties placed afocus on improving student writing appropriate to thecourses being taught. 2016 NAPLAN results were verystrong in literacy. In writing and reading results wereabove State average for bands 10, 9 and 8. In grammarand punctuation results were above State average forbands 10 and 9 and at State average for band 8.



The school recognises numeracy as a priority which isbeing addressed in various ways each year. The schoolcontinues to offer after–school mathematics tuition. In2016 every Year 7 student upon entry to KatoombaHigh School was benchmarked on their numeracyusing a one on one individualised assessment whichtook into account students' difficulties withunderstanding questions.. The school now worksclosely with local primary schools to analyse NAPLANdata looking for patterns and areas for development inStage 3 which when addressed will better preparestudents for secondary mathematics education at Stage4 level.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert KATOOMBA HIGH SCHOOL in the FIND ASCHOOL section and select GO to access the schooldata.

In reading results were above State average for bands10, 9 and 8. In numeracy results were below Stateaverage in Bands 10 and 9 and above State average inBands 8 and 7 which is indicative of the school's workin building student skills over time.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). The graph below reports on only a smallnumber of courses offered at the HSC, those with acandidature greater than 10. In addition the schooloffers many other courses including both French andJapanese, Extension English and History, Dance,Drama, Music, Software Design and Development aswell as the opportunity for students to sit HSCexaminations in VET courses in Hospitality andConstruction.


Parent/caregiver, student, teachersatisfaction

In the 2016 Tell Them From Me survey: • parents indicated they feel welcomed and well

informed at Katoomba High School. Most aresatisfied that their child is able to study thesubjects of their choosing.

• teachers indicated they work in a collaborativeenvironment to which they contribute. Theyrecognise that the school leaders are leading forimprovement and change and understand theschool's strategic vision and values for the school.

Policy requirements

Aboriginal education

At Katoomba High School Aboriginal Education is notan add–on nor is it tokenistic, it is embedded intoeverything that is done at the school

In addition to the activities undertaken using Aboriginalfunding Katoomba High School addresses theAboriginal Education Policy through extra–curricularevents and classroom curriculum. Relationships,engagement and ongoing learning are embedded intoschool practices through the school’s key initiative, theBirriban project, which created an outdoor classroomconnecting cultural links and land care while leading toincreased opportunities for engagement in teaching andlearning.

Birriban is an Aboriginal space utilised daily wherestudents learn how to care for country, about

Indigenous practices and how to walk gently on theearth. With the support of local elders classroomlessons are presented in culturally appropriate ways. Insubjects such as Art, English, HSIE and Sciencestudent learning is immersive and kinaesthetic. In 2016in their woodworking classes students made andinstalled five bee boxes onto trees in Birriban to assistwith increasing the numbers of native bees in the areaand to aid pollination.

The school NAIDOC Week celebrations typifythe approach to Aboriginal Education which in 2016saw Kurtis Rule honoured with the award of LocalAboriginal Student of the Year for his leadership andcommitment to community which enabled him to attendthe Future Leaders Forum hosted by the Minister forAboriginal Affairs. At the forum Kurtis examined topicswith a direct bearing on the future directions of youngAboriginal people. Two further awards were presentedat the celebrations: Mr Ian Frape (maths teacher) wasgiven a lifetime achievement award for his work withAboriginal students and Jasper Tobin was recognisedas the 2016 young male person of the year.

All of these experiences and activities continue tobroaden the cultural competencies in Aboriginalcultures for all staff and students.

Multicultural and anti-racism education

The school addresses multicultural education, incontext, through the curriculum. In lessons whereverrelevant and appropriate, students develop multiculturalunderstandings as they learn to value the cultures,languages and beliefs, of the many people who makeup the Katoomba school community and modern dayand past Australia. Through various activities organisedthroughout the year students were involved in learningabout and engaging with different cultures in ways thatrecognise commonalities and differences, createconnections with others and cultivate mutual respect.

In 2016 Katoomba High School staff and studentshosted approximately 100 students, teachers andparents from Cabramatta West Public School as part ofa cultural exchange. Additionally, the school continuedto run the exchange program with the Beverley HillsIntensive English Centre (IEC) which allowedKatoomba High students to spend a day at the IECbefore welcoming a group of IEC students toKatoomba.

Other school programs

School Sport Program

2016 was a successful year for Katoomba High Schoolin sport. Participation by students in the Wednesdaysport program continued to remain strong. Studentswere offered a wide range of sporting experiences fromwhich to choose – either from the inter–school gradecompetition or the recreational sport program. In 2016Birraban was introduced to our sports program – anAboriginal land care program regenerating land


adjacent to the school ground as well as educatingstudents in local Aboriginal culture.

Katoomba High School participated in the NepeanZone grade sport program throughout all school termswith limited success in finals in 2016. As usual, ourstudents demonstrated sportsmanship and teamworkand enjoyed each game. For the first time, parents/carers were able to pay for their child’s sport fees online through the Katoomba High School website. Thiswas widely used by many parents / carers and willcontinue to be encouraged in 2017.

The following students competed successfully atNepean Zone, Sydney West, Combined High Schoolsand Australian Championship carnivals. • Mia Fegent represented Nepean Zone in

breaststroke at the Sydney West SwimmingCarnival at Homebush

• The cross country team consisting of Daniel Kelly,Mitchell Kelly, Olias Heslop–Morgan and JackRoth all achieved top 10 places at the SydneyWest Carnival, earning Katoomba High Schoolthe Age Champions for 13 year boys. MatthewFarmer, Milo Morrison Jones and KalangMorrison Jones also competed as individuals atSydney West Cross Country Carnival.

• The 15 years girls relay team of TayMeehan–Antrill, Kristy Thompson, Zoe Darraghand Charlotte Ebbings competed at the SydneyWest Athletics Carnival. At the same carnivalCassandra Lowe competed in shot put, TayMeehan–Antril in the 100m and long jump,Charlotte Ebbings in javelin, Ayla Sheilds in100m, Taylah Monks in 400m, Chelsey Asovale inshot put, Daniel Kelly in high jump, Jasper Tobinin javelin, and Zachary Rothwell in 200m, 400m,high jump and long jump.

• Zachary Rothwell gained 2nd place in the 200mat the Combined High Schools Championships.

Our students also had the opportunity to compete in avast array of zone, knock–out and individual sportingevents. These opportunities would not arise if it was notfor the dedication of staff who give up their time tocoach and transport students to events. Studentsparticipated in basketball, futsal, touch, rugby leagueand soccer. Special mention should go to JosephDyball–Cameron and Jed Weaver who tried out for theNepean Zone Tennis.

2016 also provided students with the opportunity tocombine their passion for sport with internationaladventures. Mr Chris Mendham took a group ofKatoomba High students to Italy and Greece. Not onlydid they get to experience the culture, food and sitesfrom these countries, but they also competed againstsoccer teams from around the world.

2016 Sports Champions

Female sportsperson – Shona Daly

Male sportsperson – Zachary Rothwell


Documents

2016 Katoomba High School Annual Report - Amazon · PDF fileOur students excel also on the ... During surf camp students from across ... 2016 Katoomba High School Annual Report