Capella State High School ANNUAL REPORT. Inspiring minds. Creating opportunities. Shaping Queensland s future.

Capella State High School ANNUAL REPORT 2016 Queensland State School Reporting Inspiring minds. Creating opportunities. Shaping Queensland s future. Every student succeeding. State Schools Strategy 2016-2020 Department of Education and Training 1

Contact Information Postal address: PO Box 195 Capella 4723 Phone: (07) 4988 7333 Fax: (07) 4988 7300 Email: Webpages: Contact Person: principal@capellashs.eq.edu.au Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Mrs. Jacqueline Sinclair Principal Capella SHS 2

School Overview Capella State High School attracts students from mining, grazing, grain and farming properties within the Central Highlands in Queensland. One hundred and forty students from the towns of Capella and Tieri attend the school from s 8 to 12. The school promotes a curriculum that provides opportunities for all; and every effort is made to provide a course of study which caters to the individual needs of all students. A whole school approach to Responsible Behaviour and Bully Prevention is underpinned by the school's social skilling program 'Skilling for RIGHTS'. The school is a registered training provider to Level 2. Approximately 5% of students in any one year are ascertained as having a disability and less than 10% of students identify as Indigenous. Our vision is to provide the opportunity for a Quality Future where each student has the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society. At Capella State High School we value: Success I achieve my goals- I strive to new heights Teamwork I consider others I show respect Attitude I am enthusastic and ready to learn Respect I show respect for self, others and property. https://schools.myschool.edu.au. https://schools.myschool.edu.au/contactus/usingtheportal. Principal s Foreword Introduction As Principal of Capella SHS I am pleased to present our 2016 Annual Report. This document contains important information about our schools journey in 2016 and can be obtained on the school website and in hard copy from the CSHS administration office. At Capella State High School we believe that a quality future for every student depends on each student having the necessary knowledge, understanding, skills and values for a productive and rewarding life. It is therefore our endeavour to offer a future orientated curriculum which engages and challenges students, and supports continued learning. Our supportive school environment develops and promotes positive relationships between all members of our school community. Please read on to examine a profile of our school as well as share our journey and successes for the 2016 year. School Progress towards its goals in 2016 and audit summary of Strategic Plan 2013-2016 Targets Achieved 92.9% students in 2016 achieved C or above in A-E data EMS years 7-10 Australian Curriculum implemented in line with revision and release All staff formalised Developing Performance Plans All teaching staff participation in classroom observations Literacy Coach model best practice in EI SOS data indicates an increase in students getting a good education at this school 2014 80.9 2015 87.1% 2016 90.6% Teachers using data to inform classroom planning 100% students received Queensland Certificate of Education and Certificate II Workplace Practices Indigenous/ Non Indigenous gap closed in Reading and Writing SOS data of parents indicating this is a good school 3

2014 90% 2015 66.7% 2016 87.5 9 Numeracy 2014 2016 Above SQSS in relative gain 100% Attendance <85% 2015 20.5 % 2016 16.5% In summary, an excellent progress was achieved from the 2013-2016 Strategic Plan Future Outlook Embedding Reading and Writing across the curriculum To focus on U2B in Writing - emphasis on G&P and Spelling Improvement of 14% in the U2B Continue improvement in Relative gains Embed reading and writing demands Marketing Science, Technology, Engineering and Mathematics Provide professional development for STEM Co-Ordinator. Creating partnerships with primary schools Marketing stem with local businesses for future employment opportunities Teaching and Learning A literacy coach to mentor our signature pedagogy (Explicit Instruction) Continue to develop teachers skills Sustain the percentage of students achieving A-C in Math, English and Science >95% Teaching Quality Continue to develop teacher s skills in EI through modelling and coaching to ensure consistency across the curriculum. Senior Assessment and Tertiary Entrance (SATE) Provide ongoing professional development in new senior SATE Community consultation Timelines on implementation Workplace plan to be developed. 4

Our School at a Glance Coeducational or single sex: Independent Public School: School Profile Coeducational levels offered in 2016: 7-12 Student enrolments for this school: No Total Girls Boys Indigenous Enrolment Continuity (Feb Nov) 2014 135 52 83 4 90% 2015* 141 65 76 7 92% 2016 133 62 71 12 88% Student counts are based on the Census (August) enrolment collection. *From 2015, data for all state high schools include 7 students. Prior to 2015, only state high schools offering 7 had these students included in their counts. In 2016, there were no students enrolled in a pre-prep** program. ** pre-prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html). Overview Characteristics of the Student Body Capella State High School is located halfway between Emerald and Clermont just off the Dawson Valley Highway on Gordon Street. The school was first established in 1984 and services the local rural and mining communities. At the start of 2016 there were 133 students enrolled at Capella SHS and this will vary depending on the status of the mining industry. The school is currently staffed with 13 teachers and 10 support staff. About 75% of students travel to and from school each day on a bus. Just over six percent of the student population is indigenous and most of the students parents are employed in the mining industry or mining related industries. Less than one percent of students have English as a second language. The school population is made up of students from the heritage town of Capella and the mining town of Tieri (which serves Oaky Creek Mine); both of which are surrounded by established grazing, grain and farming properties. Approximately 55% of students come from Tieri whilst the other 45% are located in and around Capella. The business community gives a high level of support to work place learning programs, especially work experience and some school based apprenticeships and traineeships. Community service programs have wide local support. There is a working relationship with the partner schools of Capella and Tieri SS, with a move to strengthen the partnership into a strategic alliance to enhance the learning opportunities for all our students in the Peak Downs. Both towns have a lively community culture, with Capella having a regionally recognised Cultural Centre, Covered Arena and Aquatic Centre. In 2015 the high school celebrated its 30th Anniversary which was well supported by the public. Capella SHS is committed to providing a supportive school environment where all members feel safe and are valued; where social and academic learning outcomes are maximised for all through quality relationships, curriculum and school organisation; where school practices are proactive rather than reactive and where appropriate and non-discriminatory languages are defined. 5

Average Class Sizes The following table shows the average class size information for each phase of schooling. AVERAGE CLASS SIZES Phase 2014 2015* 2016 Prep 3 4 7 8 10 18 17 18 11 12 14 14 13 *From 2015, data for all state high schools include 7 students. Prior to 2015, only state high schools offering 7 had these students included in their counts. Curriculum Delivery Our Approach to Curriculum Delivery Capella SHS offers the national and Queensland curriculum for secondary school. Its distinctive subject offers are: Yr. 11/12 Furnishing and Engineering Studies Certificate II Rural Operations Certificate II Workplace practice for all senior students Skilling classes for all students Career education and social literacy Curriculum enhancement classes eg 10 Extension Science Smart moves classes for all students Distant education classes Tutorials Tieri and Capella after school Cattle club Support a reader program IMPACT program to assist the Upper 2 Bands Individual extension programs Extra curricula activities Academic Competitions Students participate in English, Math and Science STEM and ICT competitions Debating Excursions - Yr. 10 Careers Tour - Yr. 7 / 8 Team Building Camp Students have the opportunity to either participate in sport or academic coaching after school in both the Tieri and Capella community 10 work experience program two weeks in the year Interschool sports A netball and rugby league competition in events each term Instrumental Music Lessons offered each Monday Eisteddfod and Special Cultural Performances from outside performing theatre troupes Hospitality functions The Capella Country Cookhouse delivers functions that assist students towards their Certificate I in Hospitality High on Arts A showcase of the Artistic and Dramatic skills of the students Student council functions e.g. dances. Fund raised assist in subsiding Off-Campus activities as well as enhancing the school grounds Cattle-Club students train and gain Certificate II in Rural Operations. They also compete at the Central Highlands show circuit each year Tutorials Wednesday afternoon in Tieri and Capella offered by teachers, straight after school in the library Curriculum enhancement program a number of school activities run during period 1 each Friday e.g. cattle club, literacy and numeracy enhancement Drama club after school practice for public performance Rostrum Queensland Voice of Youth public speaking competition Whitsunday Voices literacy festival delegation How Information and Communication Technologies are used to Assist Learning A wireless network exists throughout the school. This has enhanced the use of Interactive Whiteboards and Laptops throughout the school. Since 2012, all classrooms in the school are equipped with either an interactive whiteboard or projector. In 2014, the laptop computer room (CO1) commenced an upgrade to desktop computers which are more durable and suited to enhance the learning outcomes. All curriculum units offered integrate ICT s into learning e.g. computer drafting software, movie make software, photo shop, digital photography and elements of Microsoft Office and data logging software for Science. All teaching staff have been issued with a Computer for Teachers (C4T) laptop with an expectation that these laptops are used to further integrate ICT c into curriculum delivery. Students in 2015 made significant use of email to send drafts, assignments etc to teachers. Special education students access IPAD for learning support. 6

Social Climate Overview Capella SHS is committed to providing a supportive school environment where all members feel safe and are valued; where social and academic learning outcomes are maximized for all through quality relationships, curriculum and school organization; where school practices are proactive rather than reactive and where appropriate and non-discriminatory language and behaviours are defined, modelled and reinforced. The values and beliefs that drive and influence our decisions are: Success I achieve my goals- I strive to new heights Teamwork I consider others I show respect Attitude I am enthusastic and ready to learn Respect I show respect for self, others and property.the timing of the Quadrennial School Review have changed the values of this school. These values and beliefs will be the foundation of our Responsible Behaviour Plan rewritten and implemented in 2016. Skilling for R.I.G.H.T.S is the pastoral care program that is designed to equip all students to face the challenges of the 21st century head on. The school supports a variety of student leadership and government roles including School and House Captains and a Student Council. These positions are recognized with the presentation of badges at a formal school ceremony. In 2016 with the introduction of Junior Secondary, junior leaders are presented with badges to form part of the leadership journey. At Capella SHS bullying in all forms is not accepted and all members of Capella SHS accept their responsibility to promote positive relationships and to prevent bullying. All students are taught about bullying issues and its prevention through the school s Skilling for R.I.G.H.T.S program. Students who participate in bullying behaviours receive appropriate consequences ranging from mediation and counselling to suspension or exclusion in extreme cases. The school supports students who participate in bullying, to change this behaviour and strategies are outlined in the school s responsible behaviour plan. Capella SHS promotes effective social skills and positive relationships by implementing the Things that work Levels of Action, from the Bullying No Way! Website. The development of student leadership, responsibility and personal growth is strongly supported by the school through various initiatives and support structures. Our Guidance Officer, assist by offering programs and counselling to small groups of students identified by EQAT (Education Quality Assurance Team) weekly meetings. At different stages throughout the year programs are offered to students and families. In the 2016 School Opinion Survey 100% of parents indicated that they have open communication with teachers in regards to their child s progress. Capella SHS believe Parent, Student and Staff Satisfaction Parent opinion survey Performance measure Percentage of parents/caregivers who agree # that: 2014 2015 2016 their child is getting a good education at school (S2016) 100% 78% 89% this is a good school (S2035) 90% 67% 88% their child likes being at this school* (S2001) 70% 67% 89% their child feels safe at this school* (S2002) 90% 89% 89% their child's learning needs are being met at this school* (S2003) their child is making good progress at this school* (S2004) teachers at this school expect their child to do his or her best* (S2005) teachers at this school provide their child with useful feedback about his or her school work* (S2006) teachers at this school motivate their child to learn* (S2007) 100% 67% 78% 80% 78% 89% 100% 89% 100% 90% 89% 100% 90% 67% 78% teachers at this school treat students fairly* (S2008) 90% 78% 78% they can talk to their child's teachers about their concerns* (S2009) this school works with them to support their child's learning* (S2010) 100% 100% 100% 100% 100% 100% this school takes parents' opinions seriously* (S2011) 80% 67% 86% student behaviour is well managed at this school* (S2012) 70% 78% 38% this school looks for ways to improve* (S2013) 80% 89% 86% this school is well maintained* (S2014) 80% 78% 78% 7

Student opinion survey Performance measure Percentage of students who agree # that: 2014 2015 2016 they are getting a good education at school (S2048) 81% 87% 91% they like being at their school* (S2036) 77% 67% 78% they feel safe at their school* (S2037) 84% 90% 89% their teachers motivate them to learn* (S2038) 84% 83% 90% their teachers expect them to do their best* (S2039) 91% 93% 92% their teachers provide them with useful feedback about their school work* (S2040) 86% 85% 87% teachers treat students fairly at their school* (S2041) 65% 66% 56% they can talk to their teachers about their concerns* (S2042) their school takes students' opinions seriously* (S2043) student behaviour is well managed at their school* (S2044) 66% 66% 64% 77% 68% 75% 75% 71% 59% their school looks for ways to improve* (S2045) 84% 85% 79% their school is well maintained* (S2046) 89% 85% 83% their school gives them opportunities to do interesting things* (S2047) Staff opinion survey Performance measure 82% 76% 76% Percentage of school staff who agree # that: 2014 2015 2016 they enjoy working at their school (S2069) 100% 96% 100% they feel that their school is a safe place in which to work (S2070) they receive useful feedback about their work at their school (S2071) they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) students are encouraged to do their best at their school (S2072) 100% 92% 95% 88% 83% 95% 69% 79% 92% 100% 96% 100% students are treated fairly at their school (S2073) 96% 86% 80% student behaviour is well managed at their school (S2074) 92% 68% 60% staff are well supported at their school (S2075) 84% 83% 85% their school takes staff opinions seriously (S2076) 84% 65% 80% their school looks for ways to improve (S2077) 96% 83% 95% their school is well maintained (S2078) 88% 92% 85% their school gives them opportunities to do interesting things (S2079) 80% 70% 90% * Nationally agreed student and parent/caregiver items # Agree represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality. 8

Parent and community engagement Parents are actively involved and encouraged to participate in the education of their children. Reports are provided for parents at the middle and end of each semester. Formal parent / teacher interviews take place mid semester one and at the start of semester two. Interviews for all 10 students and parents take place at the end of Term 3. Individual parent / teacher interviews are available any time on request. Parents are encouraged to contact the Principal, Head of Department or individual teachers by telephone, emails, note or homework diary to address issues which may affect their student s learning and achievement at school. Junior school parents are given their child s major learning goals each term. The teaching staff email or ring individual parents about student performance, attendance and behaviour and actively seek early and positive support for intervention when required. Parents are invited to celebrate student successes and achievements through our end of term Celebration Assemblies. The school works with parents to support students to make learning goals and career plans to make informed and appropriate choices while at school. Parents are encouraged to attend the various information nights to assist them with their child s education. (Some of these include Meet the teachers, Subject Selection Evenings, SETP information night, 7 transition). Parents and community members are encouraged to support the Parents and Citizens Association through active involvement in meetings, fundraising and the school tuckshop. The P&C is used as a sounding board for decision making in the school. There are a number of projects in which our P&C are actively involved. Some of these include: Annual Fundraising events, Meet the teacher evening, Tuckshop, Awards Evening, Working Bees, Sports both inter-house and Interschool. Respectful relationships programs The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school. SCHOOL DISCIPLINARY ABSENCES Type 2014* 2015** 2016 Short Suspensions 1 to 5 days 8 7 35 Long Suspensions 6 to 20 days 0 0 0 Exclusions 0 0 0 Cancellations of Enrolment 0 0 0 * Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process. Environmental Footprint Reducing the school s environmental footprint Data is sourced from the school s annual utilities and is reliant on the accuracy of these returns. CSHS makes an active effort to reduce its water usage through using a water wise approach to its gardens. i.e. no watering after rain periods. The schools administration and teachers promote smart and efficient use of power both at home and in the classes. Air conditioners run at 24 degrees as a recommended by Ergon and are only switched on terms one and four. The school has a solar power system installed that generates its own 7.6 kw power. It is monitored on the solar schools website. The school has established the bore to use for watering school grounds. ENVIRONMENTAL FOOTPRINT INDICATORS s Electricity kwh 2013-2014 135,089 0 2014-2015 144,805 2015-2016 23,220 Water kl The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into One School by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school s environmental footprint. School Funding School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at http://www.myschool.edu.au/. To access our income details, click on the My School link above. You will then be taken to the My School website with the following Find a school text box. 9

Professional Development Expenditure On and Teacher Participation in Professional Development The total funds expended on teacher professional development in 2016 were $ 52,000 The major professional development initiatives are as follows: Reading, Writing, Professional Development will focus on these initiatives. The proportion of the teaching staff involved in professional development activities during 2016 was 98% Staff Attendance and Retention Staff attendance AVERAGE STAFF ATTENDANCE (%) Description 2014 2015 2016 Staff attendance for permanent and temporary staff and school leaders. 98% 98% 98% Proportion of Staff Retained from the Previous School From the end of the previous school year, 87% of staff was retained by the school for the entire 2016. Performance of Our Students Key Student Outcomes N/A Student attendance Student Attendance The table below shows the attendance information for all students at this school: STUDENT ATTENDANCE 2016 Description 2014 2015 2016 The overall attendance rate* for the students at this school (shown as a percentage). 89% 91% 90% The attendance rate for Indigenous students at this school (shown as a percentage). 82% 85% 88% *The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage. The overall student attendance rate in 2016 for all Queensland Secondary schools was 90%. Level Prep 1 AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL 2 3 4 5 2014 90% 91% 86% 88% 91% 2015 90% 93% 91% 92% 90% 90% 2016 94% 90% 93% 89% 89% 87% *Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is 6 7 8 9 10 11 12 11

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL Prep Level 1 2 3 4 5 6 7 8 9 10 11 12 generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage. DW = Data withheld to ensure confidentiality. Student Attendance Distribution The proportions of students by attendance range: Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100% 2014 26 18 29 27 2015 21 16 32 31 2016 17 24 32 27 0% 20% 40% 60% 80% 100% Proportion of Students Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. At Capella SHS formal rolls are taken each morning as part of Assembly/Form classes. The roll is taken by the designated form teacher signed and forwarded to the school office for entry in One School by a designated Teacher Aide. Confirmed absences are recorded by their appropriate One School code and any unconfirmed absences result in a telephone call to a parent/carer requesting a reason for their child s absence. Each classroom teacher is responsible for taking class rolls (performed electronically) and archiving for future reference. Any unexplained absence is immediately referred to administration for follow-up. At the end of each month, absences are scrutinized and letters sent to parents for significant absence throughout the month. Absences longer than 3 days require a medical certificate confirming student s illness. Early departure of late arrivals require students to sign in and sign out through the register located in the school office foyer. Students are only permitted to sign out with written permission from parent/guardian. Extended unexplained absences enact the policy SMS-PR-017 Enforcement of Compulsory Schooling and Compulsory Participation Phase. This process commences with the FTE 1- letter to parents parents failure to attend and can escalate to FTE-6-brief Recommendation to consent to prosecute Failure to enrol. Attendance is regularly reported in the school s newsletter with articles showing the link between academic success and high attendance levels. Students with problem attendance behaviour are followed up by Principal or HODs in consultation with parent and the police. Attendance awards are given to students with exemplary attendance. National Assessment Program Literacy and Numeracy (NAPLAN) results our reading NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the s 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/. To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following Find a school text box. 12

Where it states School name, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school s profile webpage. School NAPLAN information is available by selecting NAPLAN in the menu box in the top left corner of the school s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school s NAPLAN results. 12 Outcomes OUTCOMES FOR OUR YEAR 12 COHORTS Description 2014 2015 2016 Number of students receiving a Senior Statement 19 24 23 Number of students awarded a Queensland Certificate of Individual Achievement. 1 0 1 Number of students receiving an Overall Position (OP) 9 8 8 Percentage of Indigenous students receiving an Overall Position (OP) 0% 0% Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT). Number of students awarded an Australian Qualification Framework Certificate II or above. Number of students awarded a Queensland Certificate of Education (QCE) at the end of 12. Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of 12. 2 3 2 19 24 23 19 24 23 18 24 22 100% 100% Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0 Percentage of OP/IBD eligible students with OP 1-15 or an IBD. 78% 50% 75% Percentage of 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification. Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. As at 3rd February 2017. The above values exclude VISA students. 100% 100% 100% 100% 100% 90% 13

OVERALL POSITION BANDS (OP) Number of students in each band for OP 1-25 s OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25 2014 1 3 3 2 0 2015 0 3 1 4 0 2016 1 3 2 2 0 As at 3rd February 2017. The above values exclude VISA students. VOCATIONAL EDUCATIONAL TRAINING QUALIFICATION (VET) Number of students awarded certificates under the Australian Qualification Framework (AQF) s Certificate I Certificate II Certificate III or above 2014 18 19 0 2015 23 24 0 2016 22 23 0 As at 3rd February 2017. The above values exclude VISA students. Certificate courses offered in 2016 were: Certificate 1 in Furnishing 10 Certificate 1 Information, Digital Media and Technology (s 10-12) Certificate 1 in Hospitality 10 Certificate 1 in Engineering 11 &12 course Certificate II in Rural Operations Certificate II in Workplace Practices Apparent Retention Rate 10 to 12 APPARENT RETENTION RATES* YEAR 10 TO YEAR 12 Description 2014 2015 2016 12 student enrolment as a percentage of the 10 student cohort. 68% 89% 69% 12 Indigenous student enrolment as a percentage of the 10 Indigenous student cohort. * The s 10 to 12 Apparent Retention Rate is defined as the number of full-time students in 12 in any given year expressed as the percentage of those students who were in 10 two years previously (this may be greater than 100%). 0% Student Destinations Post-school destination information The results of the 2016 post-school destinations survey, Next Step Student Destination Report (2016 12 cohort), will be uploaded to the school s website in September. The report will be available at: http://www.capellashs.eq.edu.au/supportandresources/formsanddocuments/pages/documents.aspx Early leaver s information The destinations of young people who left the school in s 10, 11 and prior to completing 12 are described below. Students who leave before the end of the post-compulsory school phase move into full-time employment, apprenticeships or traineeships. These students are monitored to ensure that if their full time employment ceases before the end of their post compulsory phase of education, they can then return to school. Most early leavers at Capella SHS are offered full time apprenticeships or traineeships with local industry. Conclusion 14