2018 Katoomba High School Annual Report...Introduction The Annual Report for 2018 is provided to the community of Katoomba High School as an account of the school'soperations and achievements

Katoomba High SchoolAnnual Report

2018

8150

Printed on: 23 May, 2019Page 1 of 23 Katoomba High School 8150 (2018)

Introduction

The Annual Report for 2018 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


School background

School vision statement

Katoomba High School is a comprehensive secondary school that passionately serves the diverse community of theUpper Blue Mountains. The school exists to inspire students to reach their full potential and is committed to developing aculture of high expectations based upon the strong values that nourish the development of creative, confident,accomplished young men and women.

The school motto, Quality and Creativity, highlights the holistic emphasis of the school including the breadth ofcurriculum, leadership and welfare programs that prepare students for the opportunities and challenges of the 21stcentury.

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 internal and externalmeasures. In their creative endeavours and on the sporting field students achieve outstanding performances. Everystudent has opportunity to excel and to lead as a member of the Katoomba community.

School context

Katoomba High School is a comprehensive secondary school serving the Upper Blue Mountains. Students arecommunity minded, confident and capable individuals prepared for the opportunities and challenges of the 21st century.The school has explicit high expectations of all students, which underpin the teaching and the learning that takesplace. Student classroom experiences are enhanced by mentoring, work placement, gifted and talented programs,independent learning, innovative ICT and STEM initiatives and study skills programs. The school has a sophisticatedcomputer network, commercial grade hospitality facilities, a well resourced library, a sacred Aboriginal site that is centralto many student learning experiences and strong connections with local businesses and community agencies.

In meeting the needs of all students the school has a Support Faculty that caters for students with a diverse range ofdisabilities. One of the school's strengths lies in the unique talents of the student population. Both through specificprograms and curriculum student academic, sporting and cultural interests are catered for and developed. The schoolhas a strong tradition of cultural performances, environmental programs and competitive recreational sports. Throughvocational education courses available on site the school enables senior students to gain advanced standing in allvocational training institutions.

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

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

2018 Self–assessment of school achievement using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

1. LEARNING

1.1 LEARNING CULTURE – SUSTAINING AND GROWING

The school community is committed to ensuring all students make progress with their learning which is underpinned bystrong partnerships with parents.

Katoomba High School has developed extensive programs around key transition points. Every 2019 Year 7 student wasinterviewed by a staff member from the Learning Support Team with the purpose of ascertaining individual learningneeds and goals. This process provided students the opportunity to ask questions and to alleviate any transitionalconcerns. This initiative began the process of relationship building to connecting the student with the school.

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 analysed and interventions


developed to address issues with individual students.

Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring goodconditions for student learning.

1.2 WELLBEING – SUSTAINING AND GROWING

Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhancewellbeing and lead to improved student outcomes. Students are taught to accept responsibility for their own behavioursas appropriate to their age and level of understanding. The school is recognised by the community as a place thatgenuinely cares for each student; students speak openly of being able to seek assistance and support when needed.

The school collects, analyses and uses data in its whole school approach to student wellbeing.

1.3 CURRICULUM – SUSTAINING AND GROWING

Curriculum provision meets an expanding and more comprehensive student population. Community needs andexpectations are addressed providing equitable academic opportunities to align with the changing profile of students. Theschool provides a range of extra–curricular offerings to enhance student development and teachers differentiatecurriculum delivery to meet the needs of individual students.

Teaching and learning programs describe expected student progress in knowledge, skill and concept development.Associated assessment tasks adequately measure these.

1.4 ASSESSMENT – SUSTAINING AND GROWING

School–wide assessment (both formative and summative) is used as a tool to support learning and to inform teachingpractice. Teachers share criteria for assessment with students and parents and provide effective feedback whichsupports student understanding of the steps needed for future improvement. Head Teachers lead staff in the processesof reflection and review of assessment and feedback practices.

Faculties analyse assessment data to identify learning progress or challenges across cohorts and address theseappropriately.

1.5 REPORTING – SUSTAINING AND GROWING

The school employs explicit processes to collect, analyse and report on internal and externally gathered data.

Student reports are clear, containing personalised information about student learning, progress and achievement, andoutline the journey for improved student performance. Parents receive interim advice on student progress throughout theyear using contemporary means. The school, through focus groups, has received feedback on its reporting processes.

1.6 STUDENT PERFORMANCE MEASURES – DELIVERING

The school has shown growth in its value added results, particularly from Year 7 to Year 9 based on NAPLANperformance. Over the 3 years (2015–2017) there has been growth in average NAPLAN scores by a minimum of 20points in reading, writing and numeracy. During this time the school has instituted a rigorous system of benchmarkingevery incoming Year 7 student and developing specific measures to meet the literacy and numeracy needs of everystudent. Additionally, there has been a 9% and 7% increase in students in the top 2 bands in numeracy and readingrespectively.2. TEACHING2.1 EFFECTIVE CLASSROOM PRACTICE – SUSTAINING AND GROWINGThe school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence–basedpractice. Teachers regularly collaboratively evaluate and revise teaching and learning programs and routinely reviewprevious content and preview the learning planned for students in class. Classrooms are well managed, with wellplanned teaching taking place, so that students can engage in learning productively, with minimal disruption.

Teachers use student performance data and other student feedback to evaluate the effectiveness of their own teachingpractices.

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 PROFESSIONAL STANDARDS – DELIVERING

Teachers understand and implement professional standards and curriculum requirements demonstrating currency ofcontent knowledge and teaching practice in all their teaching areas. Teachers are skilled in the explicit teaching ofliteracy and numeracy to meet the needs of students. Staff attainment of professional learning goals and teachingrequirements are part of the school's performance and development processes. The school has a culture of supportingteachers to pursue higher–level accreditation.

2.4 LEARNING AND DEVELOPMENT – SUSTAINING AND GROWING

The school is highly collaborative; collaboration is the basis of professional learning whether in teams, faculty groupingsor smaller workshops. Teachers participate in professional learning targeted to school priorities and individualprofessional needs. Teacher induction, teaching quality, leadership preparation and leadership development are alladdressed through the school's professional learning plan. The school has processes in place for teachers' performanceand development to be validated. Beginning and early–career teachers are provided with targeted support in areas ofidentified need.

There is a particular focus on improving teaching methods in literacy and numeracy, with team–based professionallearning activities focused on building teachers' understandings of effective teaching strategies in these areas. Teachersare actively engaged in planning their own professional development to improve their performance.

3. LEADING

3.1 EDUCATIONAL 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 leadership team understands that change is a constant that must lead to improvement. It seeks feedback and isresponsive to the data it collects.

The three–year school plan aligns to local and system priorities and is reflective of emerging needs. The development ofthe school plan is a collaborative collegial process. Faculties too follow the same collaborative process in developingplans and milestones. Monitoring, evaluation and review processes are embedded and undertaken routinely utilisingtimelines and milestones that direct school activity towards effective implementation of the school plan.

School performance is reviewed annually using evidence drawn from the collection and analysis of learning anddevelopment data. Planning and implementation processes involve aligning resource allocation, professional learning,performance monitoring and reporting against targets and improvement measures. Throughout this process the schoolacknowledges and celebrates a wide diversity of student, staff and community achievements.

3.3 SCHOOL RESOURCES – SUSTAINING AND GROWING

Both human and physical resources are used to maximise advantage to the school and to enhance student learning.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. Administrative tasks are delegated appropriately.Technology is accessible and used to benefit the user and to improve student learning outcomes.

The school's physical resources and facilities are well maintained and used flexibly and creatively to meet a broad range


of student learning interests and needs. School facilities are often used by outside groups bringing benefits to KHSstudents.

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

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.

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

PLACING LEARNING AT THE HEART OF OUR CULTURE

Purpose

The learning process and each individual’s role in it is understood, owned and acted on by all partners of theKatoomba High School community.

We wish to build on the school’s achievements embedding relational pedagogy and Hattie’s Mindframes into ourteacher’s work. This has led us to place student growth and success at the centre of our endeavours. Over the next 3years we will examine more closely the learning process to build understanding of the shared roles within this cycle andto develop a culture that accepts both ownership and partnership to support student excellence in learning.

Overall summary of progress

Progress will be measured each year against the achievement of negotiated products and practices:

PRODUCT 1.1: 100% increase each year in the submission of assessment tasks

Research was undertaken into both current Katoomba High School assessment practices and assessment policies andpractices from other schools both interstate and intrastate. The harvesting of 2017 and 2018 assessment taskinformation from the parent portal was completed. School executive undertook professional learning on assessmentpractices. All assessment tasks are now uploaded onto the parent portal prior to distribution to students. Student focusgroups were run to gain feedback on assessment practices from the student's perspective.

PRODUCT 1.2: Student wellbeing plan developed and implemented

A review of all current school documents and practices relating to student wellbeing was undertaken leading to thedecision to align student welfare processes with all other school plans. Research was conducted into information andresources from DEC and other organisations including other schools.. The Katoomba High School Community LiaisonOfficer surveyed parent and community groups and the school surveyed students on views in relation to current studentwellbeing practices. A draft student wellbeing plan has been developed for separate cohorts, sectioned throughout theschool year with the emphasis on knowing (succeed), valuing (thrive), caring (connect).

PRODUCT 1.3: A learning support initiative is collaboratively planned, developed, documented, implementedand reviewed.

Research has been undertaken into DEC and other organisation's information and resources. Katoomba High SchoolNCCD data has been collected along with agreed adjustments and information around impacts of interventions.

PRODUCT 1.4: Personalised Learning Pathways (PLP) for all students are developed, enacted, regularlymonitored and reviewed

Analysis of current Katoomba High School PLP processes was completed leading to improved division of labour betweenSupport Unit personnel and Independent Learning Centre staff and use of resources to support various student needs.Research into DEC and other organisation's information and resources was undertaken, including best practice in otherschools. An evaluation of the effectiveness of the PLP to assist students to meet learning goals was undertaken and thefollowing recommendations resulted: current pro–forma needs to be changed and made dynamic; there needs to be agreater level of collaboration with care providers; more tailoring of PLP to specific student needs; the frequency of PLPreviews needs to be increased.

PRACTICE 1: Written and verbal feedback to students in each class is regular and based on making progressallowing for the tracking of student learning growth

In 2018 HSIE focused on best practice in feedback strategies leading community, faculty and whole school professionallearning. In English one on one conferencing occurs for all written assessments for students in Years 7–10; this has beenoffered to students in the senior years. Prior to and at these meetings feedback is given verbally and in the form ofannotation on drafts; marks are not provided as a part of this feedback process. The improvements seen in bothsubmission data and assessment results reflect the success of the conferencing initiative.

PRACTICE 3: Internal and external data is used extensively at a whole school, faculty and individual teacherlevel to improve student learning


At a faculty level PDHPE has analysed student data around physical performance and consistent teacher judgement toraise expectations and improve student results.

PRACTICE 4: Student self–assessment of their learning is an integral part of the assessment processThe plan for review of current assessment policy and practices has been developed for 2019.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

60% of students show growth inreading, writing and numeracy onexternal and internal measures

$60,000 More than 50% of students achieved NationalMinimum Standards in both numeracy and reading.Internal, diagnostic measures are used widelythroughout the school with students providedvaluable feedback by teachers at many timesthroughout the year to enhance performance onsummative assessment tasks.

An annual reduction insuspensions from the 2017baseline

$50,000 From the 2017 baseline data there was a 6.4%reduction in the number of days students were onsuspension in 2018.

Next Steps

In 2019 the key actions for projects in STRATEGIC DIRECTION 1 include:

Project 1: Assessment • Implement structured professional learning program for all staff • Embed student feedback into assessment processes through action research study culminating in training in

self–assessment practices • Co–ordinate the writing of the Katoomba High School Assessment Policy (incorporating practices and procedures)

to be fully implemented by end 2019

Project 2: Data Use and Skills • All staff trained in and use SCOUT and NESA data to inform their ongoing and summative assessment practices

and follow–up teaching activities • Data experts use higher order data analysis skills incorporating qualitative and quantitative data to inform staff of

progress made at points throughout the year and to develop questions to raise expectations

Project 3: Birriban • Refining teacher understanding of Aboriginal Education component of syllabuses they teach (through specifically

designed faculty based professional learning activities) and how to incorporate Birriban into implementation. • Student created film on the significance of Birriban in their Katoomba High School educational experience

Project 4 Learning Support • Implementation of Katoomba High School Student Wellbeing Plan • Implementation and evaluation of the Katoomba High School PLP template and processes • Develop, trial and train staff in the Katoomba High School Learning Support Initiative tailored to meet the specific

needs of the Katoomba High community



TRANSFORMING TEACHING INTO AN INTELLECTUAL DYNAMIC ACTIVITY BASED ON EVIDENCE

Purpose

Explicit teaching based on high expectations that excites and makes demands on thinking is fundamental toeach student’s academic, social and emotional development.

The success experienced by both teachers and students from the processes adopted to improve student literacy hasprovided the foundation to raise the bar and to challenge all students to make progress in their learning which isaspirational. Through a whole school approach to explicit teaching that employs effective evidence–based methodslearning progress for all students will be optimised. This will be supported by a positive approach to studentwellbeing,which is based on respectful relationships, sound knowledge of each student, their background and theirneeds, and practices that will engage the heart, hands and minds of every learner.



PRODUCT 2.1: All teaching programs are NESA compliant, supported by a scope and sequence, fully alignedwith documented assessment processes and incorporate the mandatory Aboriginal education component.

All HSC courses are programmed to reflect changes in assessment requirements and where relevant, new syllabuses.Teachers have been supported to attend HSC course specific professional learning. Teaching resources to supportsyllabus changes have been purchased, developed or adjusted to meet new requirements.

In PDHPE all scope and sequences for Years 7–10 have been completed, including practical units. The process ofcreating new programs in line with new junior syllabuses was begun in line with NESA requirements and continues. InHSIE teachers worked to create learning activities that ensure student knowledge and skill development buildingconfidence and intrinsic motivation. The success of this initiative is seen in the outstanding Ancient History results whichshow the impact of setting high expectations, using explicit instruction and extensive and frequent feedback. In ScienceStage 4 and 5 scope and sequences have been completed and associated programs developed in line with syllabuschanges. Year 9 assessment tasks have been developed for implementation in 2019. Additionally, the English facultyhas developed Stage 4 and 5 scope and sequences and associated assessment tasks and have developed and refinedteaching programs to meet syllabus objectives. In TAS Stage 4 mandatory technology has been programmed inaccordance with the new syllabus which includes a coding element. In Mathematics new programs have been introducedalongside new styles of assessment which has led to improvements in student results but long term data is not yetavailable to test any ongoing growth patterns.

PRODUCT 2.2: Student attendance is 85% of available time

Data provided in the Student Information section of this report indicates the average student attendance is 86.9%. Whilethis is below State average overall, the significantly poor attendance of Year 12 was critical. To support student successwith their learning an action plan was developed to implement National Minimum Standards (NMS) and practice testswere undertaken when available. First stage Best Start training was implemented.

PRODUCT 2.3: 80% of students report on the Tell Them From Me survey that they are engaged in their learning

The Tell Them From Me Survey, is a voluntary annual whole school data collection enterprise run under the auspices ofthe NSW Department of Education. The survey asks students for their opinion on a range of issues that impact on theirlearning and their capacity to succeed. The data provides evidence that informs school planning and direction both in theshort and long term. While for many measures the school is below State average we look for trends and patterns toinform future planning and direction. The following is a summary of relevant areas of the student responses to thesurvey:

• value students place on school outcomes – increased by 9%

• student interest and motivation – increased by 2%

• effort applied to learning – increased by 11%

• completion of homework tasks – increased by 10%


PRACTICE 5: Independent writing tasks are a feature of most lessons in every course

Staff training was conducted in 'Writing for the HSC'. Key staff were trained in literacy progressions. Literacy mentorstrained using worked examples phased into professional learning programs at faculty level and implemented inclassrooms.

During 2018 PDHPE analysed NAPLAN data and internal assessment data to create 2019 classes to better meet theliteracy needs of all students. The faculty worked to create a glossary of relevant verbs incorporated into studentassessment tasks; explicitly programmed a literacy focus into lessons; utilised NSWDEC literacy continuum in theprogression of assessments for students in Years 7–10. In HSIE a bank of relevant graphic organisers and scaffolds wasdeveloped and implemented to build student writing skills. The Science faculty began the development of appropriatewriting frameworks to improve students' performance on inferential tasks. Close analysis of VALID performance forScience students in Year 8 has informed teaching practices specifically to improve extended response writing. In Englishscaffolds (graphic organisers, essay planners, PEEL paragraph planners) are provided for essay assessment tasks andmodified to support individual classes.

PRACTICE 6: Differentiated teaching is a feature of classroom practices

HSIE has focused on the principles of differentiation and incorporation of Bloom's Taxonomy into assignment tasks forYears 7–10 in the core subjects of History and Geography. In Science higher order verbs have been strategicallyincorporated into assessment tasks to raise expectations. In CAPA the differentiation of student learning tasks has beenincorporated into teaching programs and student feedback on teaching practices has been valuable in continuingimprovement. CAPA programs have an emphasis on developing critical thinking to improve student engagement in theirlearning.

PRACTICE 7: Technology is used as an effective pedagogical tool to enhance learning.

Stage 1 Chromebooks were purchased. and teachers were provided with professional learning in the use ofChromebooks to enhance student literacy. TAS faculty utilises the school MOODLE facility to provide students withexamples of exemplary major works and associated portfolios along with examiners' graded work samples. CAPA hascontinued to use technology to maximise student learning specifically the use of programs such as Sibalius in music andphotoshop and lightroom in photography and art. In LOTE teaching programs have been redesigned to incorporate moreICT and future focused skills and planning was undertaken to incorporate one dedicated technology session perfortnightly cycle.

PRACTICE 8: Staff work collaboratively and collegially in their application of STEAM principles to enhancestudent learning

Cross faculty teaching between Science and TAS around STEAM in Year 8.





Each student shows positivegrowth in value added data on allexternal measures

$17,500 Based on the Year 9 NAPLAN data 41% ofstudents were deemed to be performing at or aboveexpected growth. The school's value–added trenddata continues to move in a positive direction.

70% of all students achieveminimum Band 4 for all coursesat HSC

$25,000 Baseline data gathered indicates that over the threeyears 2015–2017 an average of 50% of studentsachieved Band 4 or higher in at least one course inthe HSC. In the 2018 HSC 23% of students gaineda Band 4 or better in every course. 32% of studentsgained a Band 4 or better in all bar one of their HSCcourses.

5% annual growth in studentretention rates incorporatingannual increase in thepercentage of Aboriginal studentsachieving the HSC

$12,000 2 Aboriginal students gained their HSC in Year 122018 which was one of the smallest cohorts in anumber of years. While general enrolment numbershave been increasing over the past 5 years, Year11 numbers in 2018 were the strongest in the last 8years with a very small drop–off rate from theprevious year.


Next Steps


Project 2.1: Literacy • Deeper analysis of data (NAPLAN and internal writing samples) with teaching and learning support staff and

literacy mentors with deeper understanding of the literacy progressions to further build the capacity of all staff touse all available data to improve teaching practice.

• Whole community information campaign on the National Minimum Standards (NMS) instrument for studenteducational accreditation

• Teachers are experts in the use of Chromebooks and GoogleDocs as vehicles for student growth in literacy

Project 2.2: Enrichment • Through a close examination of student value–added data plans are developed and enacted to support student

growth in the three key bands of high, middle and low. • All staff understand the purpose and value of differentiation in every class and have the skills and expertise to

implement the teaching practices for a differentiation classroom in lesson design

Project 2.3: New HSC • Programs, assessment tasks (both formative and summative) and resources evaluated in the light of HSC

examinations and consequent results • HSC programs, assessment tasks and practices and resources reviewed and updated to ensure expected value

added growth for each student is met or bettered

Project 2.4: STEAM • In those faculty areas or subjects where cross–faculty curriculum interconnections are normalised an evaluation of

practices which enhance STEAM learning will be prepared for the broader school community



LEADING WHICH IS SHARED, DARING, SUPPORTED AND BASED ON TRUST

Purpose

Structured, creative, informed, reciprocal leadership focused on school values supports and underpins teacherand student growth and school improvement.

The leadership team is respected amongst the school community, both internal and external, and has developed greattrust in both its direction and ways of working. Through distributed instructional leadership the school has grown a cultureof ongoing improvement that has benefited the learning of students. The leadership team is central to the dynamicprofessional learning community that it has created and continues to broaden and deepen. It is now time to expand theleadership within the school to incorporate more teachers at all levels of experience and more students.



PRODUCT 3.2: 30% of students involved in volunteering

14% of the student population was involved in volunteering through school organised activities. Thirty students gainedCertificate I in Volunteering, a pilot program run on school site funded by DEC. Of the 120 students involved involunteering their activities ranged from involvement in 1 activity up to 6 activities over the course of 2018.

PRODUCT 3.4: 80% of parents or carers access the school's parent portal

In PDHPE course outlines and semester 2 assessments uploaded onto parent portal; messages sent via parent portal atthe start, middle and end of each term informing parents / carers of class progress and activities. The HSIE faculty havemade a concerted effort to increase materials uploaded onto parent portal and are moving towards consistency in theprovision of additional information with assessment tasks to allow for parent support of their child. Maths teachers uploadassessment task notifications onto the portal at the same time as issued to students.

PRODUCT 3.6: Increased connection between Katoomba High School students and diverse opportunities in thebusiness community through partnership with SCENIC WORLD

Through Community Liaison Officer a mentor / mentee program was initiated involving 12 students from KHS andemployees of Scenic World. Mentors and students worked together on a personal interest project via six meetings heldover a 6 month period at KHS. CAPA students created a site specific sculpture for Scenic World. LOTE gainedsponsorship from Scenic World to support ongoing student learning in Japanese.

PRACTICE 9: Integration of authentic community based learning experiences into all courses where appropriate

Community links were strengthened as students worked with and for local community members and organisations toenhance their skills and knowledge in CAPA. Our musicians performed at Live and Local and Winter Magic; concertswere presented tom local primary schools involving by dance and music; Blue Mountains City Council art curator andexhibition coordinator worked with art elective classes; local music tutors were integrated into the overall music programon offer for students; three local artists worked with talented art students and Locust Jones conducted an art workshop atschool. The school's reputation in creative arts is very positive and continues to grow resulting in many invitations forstudents to perform or join community arts events. Through Careers Education local guest speakers from the businesscommunity were invited to speak with students about exit planning and work readiness and employer feedback indicatedKatoomba High School students who participated in work experience were rated highly in enterprise skills.

PRACTICE 10: Teachers use technology to maintain regular communication with parents

Following survey of parents indicating the strengths and weaknesses of the parent portal as a focal communication pointchanges were enacted in school / faculty based processes. PDHPE began telephoning parents unable to attend parent /teacher evenings and more significantly initiated a program of positive phone calls to parents. CAPA staff have initiated aprogram of calling parents and carers when student attendance is noted as a matter of concern.






• Evidence–baseddecision–making underpins allschool practices and operation

$45,000 The school analysed external data from TTFM,NAPLAN, HSC, VALID, BEST START. In additionthe school gathered internal data from student andparent focus groups, student and parent surveys aswell as data on student attendance and wellbeing.From the analysis key decisions were made in thefollowing areas: all teaching staff undertookprofessional learning in academic writing and theanalysis of RAP data; executive teachers trained inthe use of SCOUT to improve student performance;purchase of Chromebooks and various softwareprograms alongside associated professional,learning for staff. Additionally, the school continuedto upgrade student and staff facilities.

• Community engagement isdeepened and embeddedthroughout the entire school

$49,000 The school partnership with Scenic World providedmany opportunities for students and the schoolmore generally. Wherever possible the schoolshared its expertise in support of the business. Theschool's Community Liaison Officer continued thework to embed community engagement into thenormal operations of the school. Further communitypartnerships continue to be forged throughcurriculum areas, primarily in CAPA.

• The school is rated as'excelling' in more than 50% ofthe School ExcellenceFramework domains

$40,000 With the exception of one of the School ExcellenceFramework (SEF) domains the school is rated as'sustaining and growing'. In 2018 the schoolre–evaluated its benchmarks for rankings andraised its expectations for improvement.


Next Steps


Project 3.1: Strategic partnerships • Develop annual plan to broaden and deepen regular parent communication • Develop annual parent survey alongside initiatives to increase response rate • Gather information from each KHS faculty re areas of potential community involvement which will enhance

curriculum delivery • Evaluate community involvement calendar of activities for 2019

Project 3.2: Student volunteering • Establish processes for: Increased parent support of volunteering, formal recognition of student volunteers,

communication / marketing of volunteering amongst students and the community, sharing of information aboutvolunteering with staff

• Embedding volunteering as a whole school initiative (including resourcing). • Gather and analyse data on effectiveness of current volunteering processes and practices • Establish guidelines for ongoing volunteering practices at Katoomba High School

Project 3.3: Teacher and school improvement • Provision of high order professional learning on teacher collective efficacy and quality teaching rounds • Staff meetings will focus on setting and driving high expectations • Teachers will have deeper understanding of the explicit impact they have in the classroom and will have mastery of

tools to measure their own evidence of impact • Cross faculty teams will work collaboratively to examine the key elements of school improvement to drive both

faculty and school change in key areas of attendance and literacy

Project 3.4: Student leadership • Gather baseline data on number of students involved in Katoomba High School formal student leadership

activities. Analyse data for trends and patterns including gender split of students applying for formal leadershippositions.

• Investigate leadership opportunities available for students • Survey students to ascertain general interest in leadership positions and activities within the school • Evaluate the procedural organisation of student leadership at Katoomba High School including the spread of

organisers throughout the school. • Prepare recommendations based on data


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $49,867 1. Employment of Aboriginal CommunityLiaison Officer who has: • supported transition of new families into thecommunity • provided in–class support to students asrequired • worked with families throughout the year toimprove student attendance, literacy andstudent behaviour2. Programs run to support the learning ofAboriginal students and theunderstanding of the whole communityabout Katoomba Aboriginal heritage haveresulted in: • bringing Aboriginal girls together to connectthem to their culture through Sister Speak • continued expansion of the Birriban BushRegeneration and Landcare Project andfurther integration of Birriban into thecurriculum • extension of outdoor education classroomfor Birriban • partnership with Aboriginal IndigenousMentoring Education (AIME)3. Support of Cultural groups and Elders tojoin key school events such as ReconciliationWeek and the annual Aboriginal SmokingCeremony.

4. continued support of ongoing activitieswhich promote a strong connection andengagement between the school and theAboriginal community.

English language proficiency $5,422 Teacher engaged to undertake: • accurate data collection to assess needs ofstudents • completion of EALD survey andassessments • support for faculties in the preparation andmodification of tasks to better meet the needsof EALD students • support of students' literacy needsFunds were also allocated to cover costsof: • relief time for teachers to developprogrammes • professional learning in literacy anddifferentiation

Low level adjustment for disability $207,169 1. Funded 1.3 teaching positions to staffthe Independent Learning Centre (ILC)accessed by almost 40% of studentsacross Years 7–12 that: • supports students undertaking extensionlearning • supports students requiring assistance withtheir classroom learning • supports students requiring disabilityaccommodations for examinations • offers and supervises alternative learningspaces for students with a disability who needa quiet place to learn or to withdraw2. Purchase of resources for students withadditional needs such as sensory toolkit and


Low level adjustment for disability $207,169 other learning aides

3. Support for students undertakingNAPLAN

4. Professional learning for all staff ondifferentiation

5. Extra–curricular activities to enhancestudent engagement

6. Employment of additional teachers whenspecific assistance for individual students hasbeen required

Socio–economic background $100,232 This funding was used in a number of ways tosupport student learning for the broadestpossible range of students.

Money was allocated to: • employ additional teaching staff to cater forindividual student learning needs • employ additional SLSO staff to work withmainstream students on their literacy andnumeracy performance • purchase resources for faculties to aiddelivery of teaching • fund enrichment programs • assist families in need to provide studentswith uniforms, essential equipment andaccess to excursions • gain baseline data in literacy and numeracyusing the ACER online testing resources • support whole school events for thetransition to high school initiative • relief for Year 6 co–ordinator • support HSC students in particular withtutoring, special provisions resourcing duringHSC examinations, external speakers,agencies and resources which aid studentswith their application and learning during theirHSC year. • EdROLO subscription for Stage 6 studentsand teachers • continue outside tutoring for performancegroups in vocal, ensemble and recorder

Support for beginning teachers $63,472 Relief from teaching duties was provided toallow for: • orientation and induction • professional learning • program development • managing accreditation process


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 310 329 357 424

Girls 301 328 356 378

Student attendance profile

School

Year 2015 2016 2017 2018

7 90.3 89.6 91.6 90.3

8 85.9 89.1 87.1 89.5

9 83.7 86.9 86.6 86.3

10 84.6 84.7 84.7 84.3

11 83.2 83.8 81.7 84.5

12 87.7 87.8 87.8 82.8

All Years 86 87.3 87 86.9

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

Non– attendance is managed by the school in thefollowing ways: • The school employs for one day per week a

retired HT Administration as Attendance Assistantto ensure DEC School Attendance Policy is fullyimplemented.

• The school uses an SMS system to communicatewith parents / carers. By 9.45 a message is sentto parents whose student is absent on that day.Parents respond by reply or are able to sendemail to explain absence.

• Phone calls are made directly to parents to clarifyif an absence is not explained with a reason or ifparent indicates to their knowledge the child is atschool

• Letters are sent home to parents / carers to followup unexplained absences from the previous week

• Truancy from class is followed up by HT

Administration • Notices are given to staff at daily muster meetings

in relation to attendance and truancy of specificstudent

In addition: • The Head Teacher Administration and Year

Advisers monitor student attendance fromSENTRAL

• The Head Teacher Administration sits on theWellbeing Team, strengthening communicationand understanding of students with additionalwelfare concerns and how they may impactattendance

• The Wellbeing team discusses studentattendance at meetings and establishes plans forstudents at risk. These might include partialattendance plans, exemptions, students workingin the Independent Learning Centre (ILC) or HUBto access additional support with learning andcompletion of work. This also allows for closemonitoring of attendance.

• Through consultation with parent/s the HeadTeacher Administration works closely with theLearning and Support Team to ensure that theschool addresses the learning and support needsof each student whose attendance is of concern.

• Year Advisers monitor students with large orongoing or concerning patterns of absenteeismand act on the information to both support thestudent and attempt to rectify the issues.

• Year Advisers contact parents by phone todiscuss attendance issues.

• Fortnightly meetings with Head TeacherAdministration, Attendance Assistant and HSLO /ASLO to discuss patterns of non–attendance andstudents at risk. Referral to HSLO / ASLO byHead Teacher Administration when alerted via the'less than 85% report' for students under 15 yearsof age. Other students are managed at schoollevel.

• The HSLO developed 'Attendance ImprovementPlan' may be implemented with student andfamily. At the end of one month the plan isevaluated and further action is determined.

• In 2018 the school introduced an AttendanceWorking Party to analyse current best practiceand develop a long term plan to improve overallattendance

• For cohorts of concern, special programs areemployed to focus on student attendance.

• Establishment of a transition team to better meetthe needs of those students seeking success inareas outside of school

Outcomes of program designed to improveattendance: • Student attendance has improved over time up to

the end of Term 3. There was a fall off in term 4which is being addressed.

• There has been improved community awarenessof attendance requirements leading to greateraccountability for unjustified absences.

• Greater communication between school, parentsand relevant agencies providing partnerships ofsupport and awareness with the ultimate goal of


establishing and maintaining consistentattendance habits.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 2

Employment 8 52 40

TAFE entry 7 42 8

University Entry 0 0 42

Other 3 0 5

Unknown 0 6 3

Year 12 students undertaking vocational or tradetraining

39% of the 2018 Year 12 cohort undertook studies in avocational framework (course) or trade training. TwoVET course frameworks were taught on site in 2018,Hospitality and Construction. Five students opted to sitfor the HSC examination in Construction gaining resultsabove State average; fourteen students sat for theHospitality examination – Food and Beverage.

Year 12 students attaining HSC or equivalentvocational education qualification

100% of Year 12 students attained a HSC.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 9

Classroom Teacher(s) 46.7

Learning and Support Teacher(s) 1.3

Teacher Librarian 1

School Counsellor 1

School Administration and SupportStaff

16.48

Other Positions 1

*Full Time Equivalent

The Aboriginal composition of of the teaching andnon–teaching staff at Katoomba High School is 5%.

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 50

Professional learning and teacher accreditation

Preparation for the new HSC syllabuses remained akey priority in the 2018 Professional Learning Plan.Resources were allocated to providing planning time forfaculty teams to produce teaching and learningmaterials collaboratively. Teachers also participated inDoE training, collaboration meetings and professionallearning events hosted by teacher associations.

In furthering the next stage of teacher effectiveness indeveloping literacy skills for our students, staff leaderstook the whole staff through 9 hours of NESAregistered training focusing on writing for the HSC. Thisscaffolded developing students' writing throughconceptualisation and workshopped several teachingand learning strategies to improve the depth,coherence and structure of student responses.

In alignment with the school's commitment to providinga quality learning environment through focusing on bothrelational pedagogy and instructional pedagogy, afurther 12 staff were able to attend the NESARegistered Choice Theory Training. This focused onenhancing teacher effectiveness developing a qualityclassroom.

Beginning teachers were mentored throughout the yearto support their transition into full time teaching. Inaddition to developing skills using Choice Theory andGrowth Mindset time was set aside to meet individualneeds and to promote professional discussionsstructure around lesson observations and observablestudent learning.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 651,744

Revenue 10,635,686

Appropriation 9,967,081

Sale of Goods and Services 242,658

Grants and Contributions 419,098

Gain and Loss 0

Other Revenue 200

Investment Income 6,649

Expenses -10,738,046

Recurrent Expenses -10,738,046

Employee Related -9,490,186

Operating Expenses -1,247,860

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-102,360

Balance Carried Forward 549,384

School financial planning and governance is led by theprincipal in collaboration with the Deputy Principal andSAM. Regular consultation with the P&C and the schoolexecutive informs all decisions.

Financial summary equity funding

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

2018 Actual ($)

Base Total 7,264,426

Base Per Capita 143,321

Base Location 0

Other Base 7,121,104

Equity Total 362,690

Equity Aboriginal 49,867

Equity Socio economic 100,232

Equity Language 5,422

Equity Disability 207,169

Targeted Total 1,458,746

Other Total 112,845

Grand Total 9,198,707

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

The Year 7 literacy results provide information for theschool about strengths and weaknesses at point ofentry into high school. In spelling 55.4% of studentswere placed in either band 7, 8 or 9; in reading 54.2%of students were placed in either band 7, 8 or 9; inwriting 23.1% of students were placed in either band 7,8, 9 or 10; in punctuation and grammar 55.4% ofstudents were placed in either band 7, 8 or 9.

The Year 9 literacy results have become much moresignificant for students as they form the basis foraccreditation at 'national minimum standards' nowrequired for students to receive their Higher SchoolCertificate award. In spelling 54.3% of studentsachieved band 8 or higher while in grammar andpunctuation 55.9% gained band 8 or higher. In reading53.8% of students achieved national minimumstandards (band 8 or higher); in writing 29.6% ofstudents achieved national minimum standards (band 8or higher). Students who did not reach nationalminimum standards in the reading or writing componentof the 2018 NAPLAN tests are provided opportunities toreach this standard prior to their HSC in 2021.

Percentage in Bands:Year 7 - Grammar & Punctuation

Band 4 5 6 7 8 9

Percentage of students 6.6 12.0 25.9 27.7 16.9 10.8

School avg 2016-2018 9.3 13.8 22.9 26.4 16.9 10.7

Percentage in Bands:Year 7 - Reading

Band 4 5 6 7 8 9


School avg 2016-2018 4.5 13.4 25.1 27.1 18.8 11.2

Percentage in Bands:Year 7 - Spelling

Band 4 5 6 7 8 9


School avg 2016-2018 7.6 9.6 26 26.9 23.3 6.7

Percentage in Bands:Year 7 - Writing

Band 4 5 6 7 8 9


School avg 2016-2018 13.6 28.5 27.2 19.2 8.9 2.7

Percentage in Bands:Year 9 - Grammar & Punctuation

Band 5 6 7 8 9 10


School avg 2016-2018 9.1 18.3 20.3 27.1 18 7.1

Percentage in Bands:Year 9 - Reading

Band 5 6 7 8 9 10


School avg 2016-2018 4.7 17.2 23 29.7 16.6 8.7

Percentage in Bands:Year 9 - Spelling

Band 5 6 7 8 9 10


School avg 2016-2018 12.3 12.3 24.6 25.4 20.3 5.1

Percentage in Bands:Year 9 - Writing

Band 5 6 7 8 9 10


School avg 2016-2018 25.4 18.2 19.6 23.9 7.8 5.2

The Year 7 numeracy results saw 55.5% of studentsplaced in either band 7, 8 or 9.

The Year 9 numeracy results (required for nationalminimum standards accreditation) saw 48.4% ofstudents placed in band 8 or higher.


Percentage in Bands:Year 7 - Numeracy

Band 4 5 6 7 8 9


School avg 2016-2018 3.8 18.3 29.5 28.9 15.4 4

Percentage in Bands:Year 9 - Numeracy

Band 5 6 7 8 9 10


School avg 2016-2018 2.4 22.1 31.6 26.3 12.1 5.6

When we compare the NAPLAN data for Year 9, 2018against the same group's Year 7 data in 2016 we notethere is slightly more than a 10% increase of studentsgaining a result in the top three bands in numeracy.There is a 3.6% increase in punctuation and grammarand 4.3% growth in spelling. Reading showed a 1.8%drop while writing most disappointingly had a 12%decrease.

The numeracy results for all Aboriginal students in thiscohort were above DOE state average. Most studentsmet national minimum standards in reading and halfwere above DOE state average in writing.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). In 2018 45% of results by course fell into thetop three bands (Bands 4, 5 or 6). Band 1 resultscontinue to reduce each year, but too many results fallinto Bands 2 and 3.

The results from Personal Development, Health andPhysical Education matched State average while thosefrom Biology, Advanced English, Standard English,Senior Science and Visual Arts fell just short of Stateaverage.

Subject School2018 SSSG State

SchoolAverage

2014-2018

Ancient History 65.3 72.4 69.5 68.0

Biology 70.4 71.2 70.7 72.2

English(Advanced)

75.6 78.8 77.5 76.1

English(Standard)

63.7 67.7 65.0 65.1

HospitalityExamination(Food andBeverage)

68.0 71.7 71.0 68.3

Legal Studies 66.9 72.4 71.2 64.6

MathematicsGeneral 2

58.7 67.6 65.1 61.4

Modern History 65.8 70.5 69.5 64.6

PersonalDevelopment,Health andPhysicalEducation

76.7 70.3 69.5 76.7

Senior Science 66.9 70.4 68.2 66.9

Society andCulture

70.9 77.2 76.1 70.9

Visual Arts 76.2 78.6 78.0 75.7


Parent/caregiver, student, teachersatisfaction

Parent / caregivers were surveyed throughout the yearwith a significant response rate. The areas for feedbackincluded communication with an emphasis on theparent portal; changes to parent–teacher interviewprocesses; and confidence in contacting schoolpersonnel. Respondents expressed a high degree ofsatisfaction with the school in each area butcommented on the lack of consistency among teachersin uploading homework, assignments, assessmenttasks on the parent portal. Many parents andcaregivers took the opportunity to comment on thoseareas where they felt the school was 'doing well'. Therewas strong support for the school's approach to studentwellbeing – "caring for student needs", "mental healthof students"; high praise for the teaching and frontoffice staff who are seen as supportive, encouraging,approachable, enthusiastic – "learning environmentexceptional"; and appreciation for the level ofcommunication between school and home, accessibilityof teachers when needed, the work of the CommunityLiaison officer and the sense of community both withinthe school and in its local connections. Parents /caregivers took the opportunity to provide individualitems for improvement which the school has examinedand addressed where possible.

On the Tell Them From Me (TTFM) survey studentsscored positive teacher–student relations at 6.2 on a10 point scale. The NSW Government school norm is5.7. On the advocacy at school item ('Students feelthey have someone at school who consistently providesencouragement and can be turned to for advice')students gave a rating of 6.0 which equals the NSWGovernment norm.

Each year students participate in focus groups andinternal surveys as a way to provide honest feedback tothe school on specific or more general issues. In 2018the focus groups sought responses from students inrelation to assessment. The open and thoughtfulcomments and discussion have productively informedthe team of teachers undertaking the evaluation of theKatoomba High School assessment policies, practicesand procedures. Students provided commentary andadvice on: • the types and purposes of effective assessment • the timing and number of assessment tasks

issued each year • the information and support provided in relation to

assessment tasks • the degree of consistency around the application

of school assessment procedures and guidelines • tasks that engage students

In the open ended written survey student comments fellinto 4 categories: curriculum; welfare; building, facilities,grounds and resources; school operations andstructures. Some of the feedback included: • the majority of respondents were very positive

about teachers and classes • school sport was an area that many students

indicated needed some level of improvement

• students generally felt they were well looked afterat school and enjoyed the degree of engagementteachers had with them

• there was an expressed need for fine–tuning ofpractices and procedures around bullying

• many students noted the canteen to be an assetfor the school

• there was great diversity in comments aboutschool facilities and possible areas forimprovement

• there was divergent opinions around theintroduction of music to signal break times andchange of classes.

The school is very open in its approach to addressingthe views of students and has already prioritised areasfor action.


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, aboutIndigenous 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. Theconstructed outdoor learning space is used regularly toenhance the experience for students.

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, create

connections with others and cultivate mutual respect.

Additionally, the school continued to run the exchangeprogram with the Beverley Hills Intensive EnglishCentre (IEC) which allowed Katoomba High students tospend a day at the IEC before welcoming a group ofIEC students to Katoomba.


Documents

2018 Katoomba High School Annual Report...Introduction The Annual Report for 2018 is provided to the community of Katoomba High School as an account of the school'soperations and achievements