2019 Bombala High School Annual Report - Amazon S3 · 2020. 3. 13. · Introduction The Annual Report for 2019 is provided to the community of Bombala High School as an account of

Bombala High School2019 Annual Report

8486

Printed on: 28 February, 2020Page 1 of 17 Bombala High School 8486 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Bombala 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.

School contact details

Bombala High SchoolBright StreetBombala, 2632www.bombala-h.schools.nsw.edu.aubombala-h.school@det.nsw.edu.au6458 3358


School background

School vision statement

Leading excellence, innovation and opportunity for success.

School context

Bombala High School is a small rural comprehensive high school in south–eastern New South Wales. The school servesa community based on the farming and timber industries. Close links with partner primary schools have been firmlyestablished and Bombala High School is well regarded within the community, drawing students from Bombala,Bibbenluke, Ando, Delegate and north–eastern Victoria.

Bombala High School has excellent facilities, is well supported by parents, local organisations and businesses, and thegenerous contributions of our P&C support student access to additional resources, opportunities, and experiences. Wehave strong partnerships with the University of Canberra and University of Wollongong. A dynamic leadership teammentors and supports a skilled teaching staff with a range of experience from early career to experienced teachers. Astrong academic focus ensures we maintain a wide range of subject choices from Year 7 through to Year 12. Studentsalso have access to a broad range of vocational educational programs. Our personalised learning strategy, diversesporting program, responsive wellbeing program and whole school focus on acknowledging and celebrating success,empowers everyone to achieve their best and ensures that all students successfully move into productive post schoolopportunities.


Self-assessment and school achievement

This section of the annual report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

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


Strategic Direction 1

Inclusive Personalised Learning

Purpose

To build educational aspiration through a strong coalition of responsive whole school processes and personalisedsupport that is unique and distinctive for each student so that all students can connect, succeed, learn and thrive.

Improvement Measures

All students have a Student Learning Profile that is used by staff to inform teaching and learning.

A framework of opportunities and experiences to support, challenge and improve learning and engagement isdeveloped and implemented.

A whole school strategy that encourages educational aspiration and empowers stduents to achive success isdeveloped and implemented.

A whole school wellbeing program to support students to connect, succeed, learn and thrive is developed andimplemented.

Progress towards achieving improvement measures

Process 1: Implement evidence based wellbeing and engagement processes.

Evaluation Funds Expended(Resources)

School has completed a new well–being and discipline framework whichreflects current practice in supporting and engaging students. A team of staffactively engaged in designing the framework which has reviewed detention,student monitoring and the building of positive relationships in the classroom.Future focus will now be on aligning awards systems to new framework.

Teacher release time

Funding Sources: • Socio–economic background($1000.00)

Process 2: Build effective learning partnerships with parents, carers and students.


School hosted connected communities meetings for Aboriginal familiesthroughout the year. The school was also successful in establishing aneffective MC class (Supported Study) with the assistance of school servicesand working closely with the families of students integrated into the space.Future directions will include how to create a more engaged Indigenousprogram for students, utilising the skills of our community, and tighteningrelationships with our local schools as part of a learning network.





Innovative Teaching Practices

Purpose

To develop the capabilities of all staff as learners, teachers and leaders so that a shared culture of high expectations forsuccess is strengthened, sustained and supported by effective, innovative, evidence–based best practice.


Increased valued add for Stage 6 students.

Increased percentage of students achieving in the top two HSC bands.

Increased valued add for Stage 4 and Stage 5 students.

Increased percentage of students demonstrating expected growth in literacy and numeracy.

Increased percentage of students achieving in the top two bands in reading and numeracy.


Process 1: Collaboratively develop a coherent whole school teaching, learning and assessment program.


7–12 learning assessments completed further to ongoing tracking ofoutcomes across KLA's. Framework to be reviewed in 2020 in light ofcurriculum changes at BHS.



Process 2: Develop teacher capacity to use student data and work samples to inform teaching and learning:


Implementation of formal data collection was delayed, with a focus onimplementing effective instructional and assessment design and mappingopportunities for cross KLA marking continue. This will be revisited as part ofthe new school plan.

Process 3: Develop a whole school strategy to explicitly teach literacy.


HT Teaching and Literacy (position through rural scholarship) was used toimplement literacy strategy focusing on Quick Write. Plan was successful butredesigned for 2020 due to personnel changes. Sustainable literacy plan tocontinue to be developed commencing with intervention program at thebeginning of 2020 for identified students at risk.

– Literacy Planet program


Process 4: Establish flexible Community of Practice Teams.


Program delayed due to leadership change and focus on other aspects ofschool development. To be revisited in 2020 to take into considerationchanges in school structure.


Funding Sources: • ($2000.00)



Future–focused Learning

Purpose

To transform teaching and learning in stimulating and adaptable learning spaces while leveraging technology to optimiselearning, improve student outcomes and support a culture of high expectations.


The physical school environment is used creatively to optimise learning and encourage community engagement.

Technology and administration systems are used effectively by students, staff and the community to enhance andsupport learning.


Process 1: Creatively use the physical environment to optimise learning.


A number of rooms updated to reflect practice in flexible and future–focusedlearning design, including room 4 and 5. 2020 focus on professional developto support teacher lesson design in dynamic learning spaces.

– New furniture and technology

– Upgraded materials for Hall space

Funding Sources:• Socio–economic background($39000.00)

Process 2: Explore, develop and implement innovative uses of available technology to support teaching andlearning.


School reviewed and committed to the 1:1 laptop program for all studentsand upgraded current laptop supplies for Year 10 to continue qualityprovision of technology.

Funding Sources:• Socio–economic background($22500.00)• Socio–economic background($45000.00)

Process 3: Develop teacher capacity to use technology and collaborative platforms to support inspiring andinnovative teaching and learning practices.


School reviewed appropriate technology platforms and have committed toMicrosoft Teams, which we will move to in 2020

Process 4: Efficiently use technology so that whole school processes and community engagement is maximised tosupport student outcomes.


School commenced process to move school to Sentral Parent Portal to allowquicker access to student information for parents. School made plans to hireExecutive Support SAO role with responsibilities of updating informationplatforms consistently

Funding Sources:• Socio–economic background($9000.00)


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2063 – Connectcommunities

$2992 – PLP's

$1200 – Flag RaisingCeremony

$7000 – Aboriginal Garden

Funding Sources:• Aboriginal background

loading ($13 227.00)

Connected to country and PLP programcompleted for Indigenous students. Workcommenced on garden but delayed due tobushfire and drought related incidents inschool – carried over for 2020

Low level adjustment for disability $85 679 – inclusive of roleof HT Learning Support and$2040 directed towardsprofessional developmentin role.

Funding Sources:• Low level adjustment for

disability ($78 574.00)

The employment of HT Learning Supportensured successful establishment of MCclass and support of students transitioninginto the space. Every student at BHS has anindividual learning plan.

Socio–economic background Funding Sources:• Socio–economic

background ($189 995.00)

– Additional teaching positions supportedschool focus on supporting larger cohorts

– Additional SAO improved communicationwith parents with significant improvement inattendance reporting

– Leadership initiatives continue to besuccessful in the school with feedback fromschool community praising both transition andawards systems


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 52 58 62 71

Girls 60 65 68 73

Student attendance profile

School

Year 2016 2017 2018 2019

7 91.1 90.3 91.6 91.1

8 90.9 87.4 85.6 88.9

9 91.7 86.3 87.3 83.5

10 88.7 84.6 85 87.1

11 84.2 89.7 84 88.5

12 88.2 84 89 84.3

All Years 89.2 87.2 87 87.6

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 8 0 0

Employment 0 0 8

TAFE entry 0 0 0

University Entry 0 0 61

Other 0 4 30

Unknown 4 0 0

All students seeking early entry into university through alternative pathways were successful in their applications,highlighting the success of the transition programs supported at Bombala High School.

Year 12 students undertaking vocational or trade training

30.00% of Year 12 students at Bombala High School undertook vocational education and training in 2019

Year 12 students attaining HSC or equivalent vocational education qualification

92.9% of all Year 12 students at expected to complete Year 12 in 2019 received a Higher School Certificate or equivalentvocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Head Teacher(s) 3

Classroom Teacher(s) 12.3

Learning and Support Teacher(s) 0.5

Teacher Librarian 1

School Administration and Support Staff 6.38

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 240,278

Revenue 3,623,826

Appropriation 3,586,771

Sale of Goods and Services 10,743

Grants and contributions 25,915

Investment income 396

Expenses -3,243,811

Employee related -2,765,964

Operating expenses -477,846

Surplus / deficit for the year 380,015

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 417,067

Equity Total 238,338

Equity - Aboriginal 7,940

Equity - Socio-economic 132,905

Equity - Language 11,814

Equity - Disability 85,679

Base Total 2,560,725

Base - Per Capita 30,456

Base - Location 67,048

Base - Other 2,463,221

Other Total 127,812

Grand Total 3,343,943

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


School performance - HSC

The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.

Subject School 2019 SSSG State School Average2015-2019

English (Standard) 58.9 63.1 67.3 54.3


Parent/caregiver, student, teacher satisfaction

Bombala High School undertook a range of satisfaction surveys throughout 2019, including the Tell Them From Mesurvey, to gain a strong cross–reference of data from both students, teachers and the community. These includedadditional surveys of parents and teachers throughout the year. Key positive findings include:

* Over 60% of students at BHS felt that there were high expectations of success in the school community

* The majority of stage 4 students indicated a high level of advocacy (student voice) within the school, although thisdiminished in the upper year groups

* Staff climate surveys indicated that over 81% of staff were happy with the working environment at BHS. Over 70%indicated a high sense of respect towards each other and the community and support to manage the demands of theprofession.

Areas for further investigation and improvement in 2020 include:

* Improving student sense of belonging through a 'check in assembly' each morning, strengthened SRC andreinvorgation of school spirit days

* Revisiting of advocacy through positive relationships (supported by our well–being framework)\n* Increasing level of support for professional development through review of PDP processes within the school and thereintroduction of KLA focus time.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


Documents

2019 Bombala High School Annual Report - Amazon S3 · 2020. 3. 13. · Introduction The Annual Report for 2019 is provided to the community of Bombala High School as an account of