The Rivers Secondary College Richmond River High Campus Annual Report

The Rivers Secondary College Richmond River High Campus Annual Report 215 8214

Introduction The Annual Report for 215 is provided to the community of The Rivers Secondary College, Richmond River High Campus as an account of the school s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. School contact details: The Rivers Secondary College, Richmond River High Campus Lake Street, Lismore, 248 www.richmondri h.schools.nsw.edu.au richmondri h.school@det.nsw.edu.au 2 6621 3456 Message from the Principal In 215, The Rivers Secondary College was gazetted as a college of three campuses, Kadina High Campus, Lismore High Campus and Richmond River High Campus. Each campus has its own identity and caters for students from Year Seven to Year Twelve. In all, the three Campuses work together to provide quality education for every one of our students and in doing so we are the Heart of Secondary Education in Lismore. I am proud of the achievements of our school this year, particularly with the innovative approaches we have undertaken to improve student engagement as we aim to inspire learning for lifelong success for every student. The success of our students is underpinned by a highly skilled and dedicated staff who are supported by the parent body and surrounding community. Our school strategic directions for 215 have been shaped by extensive community consultation in 214. I am pleased to inform that the consultation work has allowed us to move ahead with initiatives that will have a positive impact on the learning of every one of our students. The initiatives and the progress towards them have been outlined in this report. I certify that the information provided in this report is the result of a rigorous school self assessment and review process undertaken with staff, parent and student leaders and provides a balanced and genuine account of the school s achievements and areas for development. Dave Harvey Principal

School background School vision statement Inspiring Learning for Lifelong Success School context Richmond River High School, located in the Lismore township, has an enrolment of 851 students, including 58 Aboriginal or Torres Strait Islander students and is focused on working with a diverse community to build student engagement through the implementation of quality programs, teaching and wellbeing initiatives. The school's vision of "lifelong learning for success" is fundamental to the school's values of high expectations, collaboration, inclusivity and respectfulness and is the basis for continuing to build the capacity of staff in their endeavour to provide quality teaching and learning practices. Richmond River High School, Kadina High School and Lismore High School are operating as a college structure from the commencement of the 215 school year. The school has a small group of dedicated parents who form the school s P&C Association. The P&C manages the school canteen and funds raised from the canteen are used by the P&C to supplement faculty and school programs. The school has an active Student Representative Council who are actively involved in improving school amenities and fundraising. The SRC also plays an active role along with the school LEO s club in fundraising for worthwhile community causes.

Self assessment and school achievements Self assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. In 215 our school has had a significant emphasis on the leadership domain. In doing so we have made significant progress in developing a whole school focus on our key strategic directions. Leadership roles have been clearly articulated and staff teams are supported by Executive to drive progress towards our key strategic directions. Senior Executive have been supporting and leading Head Teachers to develop their capacity as whole school leaders. The majority of our teaching staff are engaged in leading elements of the school plan. The capacity of our Executive and staff continues to develop supported by a highly structured professional learning calendar. Opportunities to undertake professional learning that aligns to the school plan are embraced. A culture of professional development is evidenced by staff sharing their expertise by leading learning workshops at staff meetings. Professional learning is now aligned to school priorities and we are beginning to observe evidence of changes in practice in the classroom, particularly with 21 st century teaching pedagogies, support for students with additional needs and online roll marking. We have initiated increased parental involvement in offering parent workshops in cyber safety, as well as enhancing our community forums by running an Aboriginal parent forum as a part of our evaluation processes. A team of staff has led our school in aligning our school systems through the migration to a new administrative system, Sentral. This has allowed for improved attendance tracking, as well as improved efficacy in whole school communication. Staff report a high degree of satisfaction with the new system. We have made a significant effort to ensure efficiency and transparency of school resources. Our budget aligns with our School Plan via a cash flow. The cash flow is regularly shared with executive who in turn share with their staff. We have also focussed on the Learning domain, with a significant emphasis on developing student engagement. We have made progress on our journey towards developing a culture of learning excellence. Staff have undertaken ongoing professional learning around 21 st Century Learning and learning support. Student, staff and parent feedback has provided evidence that there has been a subsequent change in classroom practice and student engagement. Teams of staff have led evaluation of our learning extension and assessment practices with a view to implement recommendations 216 17. This year we have continued on our journey to implement a whole school approach to wellbeing. Mindmatters has been introduced as a component with the aim of progressing towards a positive, resilient school community. Staff have undertaken introductory Mindmatters modules with a view to continue training for all staff in 216. The roles of the Welfare team and Learning and Support team have been clarified. The WHS team have met regularly, developed improved communication systems. Within the teaching domain the leadership structures that we have put in place have led to development of collaborative practice and professional standards strengthening our professional community. This year teachers have led professional learning for their colleagues in the areas of assessment practices, learning support, alternative pathways, leadership skills, learning extension and 21 st century learning pedagogies. The introduction of the Professional Development Framework has provided an excellent structure to support development of teaching and leadership practice. This year many of our staff, particularly our Executive and aspiring Executive have engaged with the North Coast Initiative for School Improvement. For the staff involved the generative dialogue process of developing a guiding question and regularly reporting on progress

has proven to be an excellent driver for capacity building, as well as a device to guide the executive in purposeful progress towards school goals. Towards the end of the year staff identified the need for a focus on improved teaching methods in literacy for 216. Our self assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1 Building Success and Opportunities Purpose To deliver our vision and values by implementing a range of school experiences that motivate and support engagement to maximise learning potential. Overall summary of progress Our most significant progress has made in improving teaching practice through 21 st Century learning pedagogies with a particular focus on the use of collaboration. There is evidence of substantial engagement with collaborative online learning tools in the classroom across the KLAs. Staff have shared learning at staff meetings and students report increased satisfaction and engagement with tasks. An unexpected area of progress towards engagement has been the exploration and trial of individualised learning pathways. The College committed resources for a team to explore best practice in individualised learning. The OnTrack program was developed and trialed at our school in term 4 by our Head Teacher Mathematics, Mrs Belinda Marr and a team of class teachers. The trial involved clustering a group of disengaged Year 9 students with the aim of getting them OnTrack and reengage with school, transition to TAFE or chosen employment. The positive outcomes for the students involved, their improved engagement, alongside the positive feedback from students, parents, staff and members of the community indicate that the program was highly successful. Entries for negative behaviors for the students involved reduced by 6 9%. We progress with our journey to ensure that every student is supported with their learning. A series of professional learning and professional sharing sessions have assisted to build the capacity of staff to support students with additional learning and in learning support. Communication of individual student plans has been improved through the use of Sentral. In the areas of Learning Extension and whole school Assessment practices we have made initial progress with teams undertaking evaluations and making recommendations. There is significant professional learning to be undertaken in both areas. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) An analysis of teaching programs indicates that teachers are making appropriate adjustments to teaching programs and assessment tasks Progress achieved this year $1 Staff have undertaken professional learning on the disability data collection process and in targeting teaching strategies for staff to make adjustments. The communication of individual student plans has been refined through using the Sentral Platform. $2

for students identified through the Disability Data Collection process. An analysis of HSC results indicates a correlation between HSC results and inclusion in the school s High Achievers classes in the junior years. Survey data indicates improved satisfaction from parents and students about the clarity of assessment tasks and in relation to the assessment schedule provided to them. Survey data indicates that teachers are embedding 21 Century teaching strategies into their teaching and learning programs. Analysis of student RISC data highlights fewer entries of students misusing their electronic devices in class. The Learning Extension team have evaluated some of the processes involved with the High Achievers program. The team has delivered a professional learning building the capacity of staff to engage with learning extension. A whole school common assessment task and examination proforma has been developed that takes into account the needs for most KLAs as well as provides commonality for The College. Examination print room processes have been revised. Staff have received professional learning in the new processes for preparing exams. The team has identified that assessment of, for and as learning needs to be a focus for 216. There has been focus on collaboration and online tools for collaboration. A series of professional learning and sharing workshops have been delivered by staff throughout the year. Feedback from students, parents and staff indicates a change in practice in most classrooms with 21 st Century collaboration pedagogy now evident. Initial and anecdotal feedback from students and staff indicates improved engagement for some students. $2 $2 $2 A trial program addressing personalised pathways has been successfully implemented with year 9 students. The engagement levels of students who were involved improved significantly with most achieving a 6 9% reduction in negative behaviour entries. Feedback from staff, students and parents indicates a high degree of satisfaction. Next steps The next steps are informed by data analysis and community consultation. - To improve consistency of assessment practice in line with BOSTES and RRHC policy and guidelines. To investigate and develop TPL for staff about best practice regarding the

purpose, role, development, delivery and administration of quality and appropriate assessment. - To improve the writing skills of students at RRHC. To establish a whole school approach to teaching literacy by integrating the literacy continuum in KLA assessment tasks. - For staff to align teaching and assessment to best practice with 21st Century learning in order to engage students. - To develop a series of units of work based on student and teacher interest that are outside the normal range of activities. These units of work can be implemented across a grade, outside of school hours or during designated periods of the term such as at the end of the school term. - To provide an interest and project based curriculum for identified students who are needing a personalised pathway - To provide a personalised approach and project based curriculum for identified students using a team teaching and collaborative model for disengaged students - The use of 21Century learning teaching to provide an interest and project based curriculum for identified students who are needing a personalised pathway - To identify a class and work collaboratively with the teachers in the planning, delivery and assessment of curriculum adjustments to reflect and support the learning needs of all students. - To build the capacity of the Executive to lead change in practice in curriculum delivery. Strategic Direction 2 Connected People with Effective Systems Purpose To deliver our vision and values by collaboratively developing and refining highly effective systems that promote connectedness within our learning community. Overall summary of progress Progress has been made with the continued implementation of Sentral administration systems across our Campus. The capacity of staff has been built through professional learning in the use of the program. As a result parents, staff and students report that there has been improved communication. We have made significant improvements to our timetabling processes. We have invested extensive professional learning to build the capacity of the team and for our Executive to create an improved timetable model which better meets the needs of our students. Alternative patterns of study have been developed by our highly effective Transition Team. The team has placed an emphasis on ensuring Stage 6 students have the most appropriate pattern of study while Stage 5 students have access to innovative alternatives. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over Progress achieved this year $1

3 years) Survey data indicates that staff are supportive of the newly developed framework for developing the school s timetable Year 11 course selections highlight that 9% of students received either their first or second course choices An increased number of students are successfully enrolled in alternate patterns of study through the school s school to work transition program Analysis of RISC data highlights a reduction in partial truancies from 214 to 215 Survey data and parent, student feedback indicates evidence of sustainable Aboriginal Education programs are developing across the school Analysis from student, parent and staff focus group feedback identifies strong support for the newly established RAP program A timetable review and the development of a comprehensive timetable construction process. The introduction of a timetabling team Professional learning for all Executive around the timetable. Executive have key input into priorities of the timetable. Significant time was allocated to sharing the processes of the timetable development with the staff. Feedback indicates a high degree of satisfaction with the transparency of the timetabling process As a result 8% of Y11 students received either their first or second choice. A Transition team was formalised including the Careers Advisor, Transition Advisor, Deputy Principal and Student Support Officer. Key pathways, programs and structures were developed to support students engage with alternate patterns of study including the Stage 4/5 Green Team, Year 1 OnTrack Class, school beautification team, work experience pathways. Further, a Sage 5 TAFE pathway in Aviation was developed. The continued development of sustainable systems using Sentral to track student attendance. This includes the preparation for online roll marking. Professional learning for all staff in use of Sentral and attendance. Refer to key initiatives The research and design of the Reward and Recognition system for students in stage 4 and 5. Implementation and trial of the program in readiness to launch in 216. $5 $1 $1 $2

Next steps The next steps are informed by data analysis and community consultation. - To implement PLPs for all Aboriginal students and that teaching programs reflect individual priorities. Establish a strategic approach to Ab Ed across the school incorporating introduction to 8 Ways for all staff. Focus on development of PLPs for Year 9&1 in 216. - To conduct orientation for all new teachers and implement beginning teachers induction program. Provide ongoing support for teachers seeking accreditation. Schedule and manage courses as requested by staff interest. Develop and embed beginning teacher support program within the campus and across the College. - To develop a suite of options for implementation by Senior Executive to ensure individual students and their circumstances are addressed appropriately and fairly. - For the RAP and Transition programs to move into maintenance phase. Blank

Strategic Direction 3 Wellbeing Purpose A positive school culture and environment actively supports staff and students to achieve their best by proactively promoting health, belonging, resilience, leadership, student voice and engagement. Overall summary of progress Change in the leadership of Wellbeing with the appointment of a new Head Teacher Welfare and Learning and Support Teacher provided the platform for the development of clear role statements for key support roles. The team of Year Advisors defined a role statement in relation to transition, attendance, and wellbeing. The Learning Support Team was strengthened with more formalised practices and procedures including the communication of student learning and support plans through Sentral. The roles of the SLSOs were clarified and aligned to the Learning Support Team. Staff undertook a program of professional learning to undertake the first two modules of Mindmatters training. We also began the journey of aligning and strengthening our transition program into stage 4 across the College with a cross College Team working to consult partner primary schools in the P 12 learning Community. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Analysis of RISC data indicates a reduction of off task behaviours, as well as significant reduction of short and long suspensions between 215 and 217. Overall improvement from 215 217 in the number of students receiving a grade of Satisfactory and above in the Social Component of student reports. Survey and focus group data indicates increased student engagement and satisfaction. Supported Progress achieved this year $6 Professional Learning for all staff with the first two modules of Mindmatters The continued introduction of mindfulness in small teams and by individual staff around the school Improved synergy for the support of student wellbeing through the clarification of the roles of Year Advisor, Head Teacher Welfare and SLSOs. Increased engagement was noted as a result of a change in classroom practice to embed more 21 st Century learning. The introduction of the boxfit program for Aboriginal students. The success of which is $6

by decline in whole day and partial absences between 215 and 217. indicated by a reduction of recorded negative incidents for participants by 66%. Next steps - Revise our holistic approach to Wellbeing across the school. - To develop a student leadership program to increase opportunities for student voice in the across the campus, the College and into the community. - To use the Mind Matters modules and resources to develop and support mental health awareness, resilience and self reliance at RRHC for staff and students - To reboot the PBL across the whole school and to align with Rivers College. To revise and prepare teaching materials. - A comprehensive approach to building the capacity of all staff to support every student s wellbeing through engagement with Wellbeing Framework. - Investigation of a shared wellbeing approach with partner primary schools Next Steps

Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding The formation of an Aboriginal Education Leadership Team Research and planning of systems and resources for the effective delivery of PLPs Growth of cultural competencies with key school leaders across the Executive Team in undertaking the Connecting to Country Program The development of a comprehensive plan for the strengthening of Aboriginal education across the Campus for 216. $12. Socio-economic funding The development of a BoxFit program for Aboriginal boys The purchase of Curriculum text books to support the delivery of the new Curriculum for Maths and Science. Every student now has access to their own textbook. $2. Low level adjustment for disability funding Support for beginning teachers The continued professional development of the Learning and Support Team Additional SLSOs employed to provide additional support for teaching and learning Additional employment of a.4 Learning and Support Teacher. Development of a comprehensive induction and accreditation support programs, including face to face and online delivery. The Campus Accreditation and induction programs are now ready to share across the College. $615. $957. Beginning Teachers supported with tailored Professional Learning and additional release time with their Head Teacher. Other school focus areas Impact achieved this year Resources (annual) School amenity improvement (based upon community consultation) Development of an under cover learning area, established by students as part of an individualised learning program $1. Next Steps Installation of student seating and picnic tables

Mandatory and optional reporting requirements Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile Gender 29 21 211 212 213 214 215 Male 364 383 451 464 452 463 448 Female 365 39 45 478 422 397 384 1 Enrolments Post school destinations (mandatory) Proportion of students moving into post school education, training or employment seeking employment Year 1 % 137 (cohort).7 %(1 student over 17) employment 3.6% (5 students) Year 11 % 125 (cohort) 8% (1 students over 17) 8% (1 students) Year 12 % 112 (cohort) 16.96% (19 students) 19.64% (22 students) Students Student attendance profile State DoE School Retention Year 1 to Year 12 1. 5. 5. 29 21 211 212 213 214 215 Year Male Female Year 29 21 211 212 213 214 215 7 91.7 91.1 91.8 92.3 91. 91.8 92.3 8 87.8 9. 88.4 88.4 9. 88. 89.9 9 87.1 88.2 87.5 86. 86.3 9.8 86. 1 87.1 85.5 84.8 82.7 84.7 83.4 85.9 11 85.4 89.7 86.9 86.5 84. 85.5 86.5 12 91. 85.2 86.1 88.6 89.5 89.2 88.3 Total 88.4 88.6 87.8 87.3 87.3 87.9 88. 7 92.3 92.6 92.5 92.4 93.2 93.3 92.7 8 9. 9.5 9.1 9.1 9.9 91.1 9.6 9 88.8 89.1 88.8 88.7 89.4 89.7 89.3 1 88.7 88.3 87.1 87. 87.7 88.1 87.7 11 89.4 89.1 87.6 87.6 88.3 88.8 88.2 12 89.4 89.8 89.2 89.3 9.1 9.3 89.9 Total 89.7 89.9 89.2 89.1 89.9 9.2 89.7 Retention to Year 12 (SC to HSC / Year 9 NAPLAN to HSC) SC7 HSC9 SC9 HSC11 SC11 HSC13 NAPLAN 12 HSC15 SC7 HSC9 SC8 HSC1 School SC9 HSC11 SC1 HSC12 State SC11 HSC13 NAPLAN NAPLAN 11 HSC14 12 HSC15 School 55.9 53.1 58.8 66.7 57.8 65.4 62.9 State 61. 62.7 64.7 63.4 64.5 69.1 68.9 TAFE entry 4.4% (6 students) 9.6% (12 students) 3.57% (4 students) university entry % % 26.78% (3 students) other 1.2% (14 students change of scholl) 5.6% (7 students) 4.46% (5 students) unknown % % 28.57% (13 students indicated unknown 19 did not participate in survey) Workforce information Workforce composition Position Number Principal 1 Deputy Principal(s) 2 Assistant Principal(s) Head Teacher(s) 9 Classroom Teacher(s) 5 Teacher of Reading Recovery Learning and Support Teacher(s) 1.5 Teacher Librarian 1 Teacher of Hearing Disabilities 1 Teacher of Emotionally Disabilities 1 School Counsellor 1 School Administrative & Support Staff 14 Other positions (Student Support Officer) 1 Total 82.5 The Australian Education Regulation, 214 requires schools to report on Aboriginal composition of their workforce. Our Campus has 3 staff who identify as Aboriginal. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications Undergraduate degree or diploma 1 Postgraduate degree % of staff Professional learning and teacher accreditation Development of a comprehensive induction and accreditation support programs, including face to face and online delivery. The Campus Accreditation and induction programs are now ready to share across the College. Beginning Teachers supported with tailored Professional Learning and additional release time with their Head Teacher.

Financial information Financial summary (mandatory) This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school s 215 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school. Date of financial summary 3/11/215 Income $ Balance brought forward 523446.73 Global funds 561919.37 Tied funds 8589.73 School & community sources 1134365. Interest 1824.14 Trust receipts 63347.53 Canteen. Total income 315229.5 Expenditure Teaching & learning Key learning areas 198416.12 Excursions 139.5 Extracurricular dissections 58753.68 Library 12763.4 Training & development 2367.34 Tied funds 696375.62 Casual relief teachers 154252.6 Administration & office 157243.66 School operated canteen. Utilities 11456.7 Maintenance 49984.9 Trust accounts 113321.16 Capital programs 5377.41 Total expenditure 1698312.19 Balance carried forward 1453897.31 Year 7 NAPLAN Reading Average score, 215 Skill Band Distribution Band Number in Band Percentage of students 4 35 3 25 2 15 1 5 Year 7 NAPLAN Spelling School SSG State DoE 514. 53.9 538.9 4 5 6 7 8 9 7 28 43 31 13 4 5.6 22.2 34.1 24.6 1.3 3.2 4.9 17. 26.9 24.9 17.8 8.5 2.8 17.2 32.3 26.9 15.7 5.1 3.7 17.5 28.3 23.4 16.7 1.4 Percentage in bands: Year 7 Reading 4 5 6 7 8 9 Bands School SSG State DoE Average score, 215 57. 545.4 547.3 Skill Band Distribution Band Number in Band 4 5 6 7 8 9 2 2 39 22 22 3 15.9 15.9 31. 17.5 17.5 2.4 1. 13.1 27.8 27. 17.4 4.7 7. 9.4 2.2 29.2 27.5 6.7 8.7 9.8 19.5 25.6 25. 11.4 School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 1. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. NAPLAN Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

35 Percentage in bands: Year 7 Spelling NAPLAN - Numeracy School Average score, 215 59.1 SSG State DoE 527.5 54.4 Percentage of students 3 25 2 15 1 5 4 5 6 7 8 9 Bands Year 7 NAPLAN Grammar and Punctuation School SSG State DoE Average score, 215 59.6 529. 535. Skill Band Distribution Band Number in Band Percentage of students 35 3 25 2 15 1 5 4 5 6 7 8 9 16 25 4 25 13 7 12.7 19.8 31.7 19.8 1.3 5.6 8.8 17.8 26.7 22.4 16.3 8.1 9. 13.6 27.9 24.4 16. 9.1 1.3 13.3 28.8 2.6 15.6 14.4 Percentage in bands: Year 7 Grammar & Punctuation Skill Band Distribution Band Number in Band Percentage of students 4 35 3 25 2 15 1 5 Year 7 NAPLAN Writing 4 5 6 7 8 9 2 38 45 27 13 1 1.6 3.2 35.7 21.4 1.3.8 2.8 21.2 3.3 25.6 13.1 7. 2.5 2.1 32.7 26.5 12.6 5.8 2.8 2.5 28.4 22.8 12.7 12.8 Percentage in bands: Year 7 Numeracy 4 5 6 7 8 9 Bands School SSG State DoE Average score, 215 455.8 497.1 497.3 Skill Band Distribution Band Number in Band School Average 211 215 4 5 6 7 8 9 36 38 37 7 8 28.6 3.2 29.4 5.6 6.3. 18.8 33.1 26. 13.6 7.6 1. 12.1 26.6 29.8 19.4 9.8 2.3 14.6 24.7 26.8 18.4 11.6 3.8 4 5 6 7 8 9 Bands

Percentage of students 35 3 25 2 15 1 5 Year 9 NAPLAN Writing Skill Band Distribution Band Average score, 215 Number in Band School Average 211 215 Percentage of students 5 4 3 2 1 Percentage in bands: Year 7 Writing 4 5 6 7 8 9 Bands School Average 211 215 School SSG State DoE 478.9 523.2 526.3 5 6 7 8 9 1 63 32 2 22 5 44.4 22.5 14.1 15.5 3.5. 33.9 24.2 19.1 16.6 3.5 2.6 26.9 23.5 22. 19. 6.2 2.4 27.3 21.6 2.1 19.4 7.1 4.5 Percentage in bands: Year 9 Writing Average score, 215 Skill Band Distribution Band Number in Band Percentage of students 35 3 25 2 15 1 5 School SSG State DoE 558.7 575.9 583.6 5 6 7 8 9 1 16 31 41 31 16 7 11.3 21.8 28.9 21.8 11.3 4.9 11.6 17.4 3. 25.6 11.6 3.8 1.9 13.2 24.6 3.8 16. 4.5 1.8 12.5 23. 28.1 16.7 9. Percentage in bands: Year 9 Spelling 5 6 7 8 9 1 Bands Year 9 NAPLAN Grammar and Punctuation Average score, 215 Skill Band Distribution Band Number in Band School 545. SSG 551.7 State DoE 561.5 5 6 7 8 9 1 21 48 29 31 8 5 14.8 33.8 2.4 21.8 5.6 3.5 11.9 24.4 26.9 23.4 9.1 4.3 13.9 26.2 24.3 23.7 9. 2.9 13.7 24.1 21.5 23.2 11.5 6.1 5 6 7 8 9 1 Bands School Average 211 215 Year 9 NAPLAN Spelling

School SSG State DoE Average score, 215 559.2 576. 59.6 Skill Band Distribution Band Number in Band 5 6 7 8 9 1 7 32 49 32 11 1 5.3 24.2 37.1 24.2 8.3.8 6.1 23.1 34. 22.3 1.3 4.2 2.8 2.1 35.1 24.3 12. 5.7 3.2 19.8 29.9 22.2 12.2 12.7 Year 9 NAPLAN Reading Average score, 215 School 558.2 SSG 561.2 State DoE 573.1 Skill Band Distribution Band Number in Band 5 6 7 8 9 1 13 46 22 33 12 6 9.8 34.8 16.7 25. 9.1 4.5 6.9 21.4 23.4 27.2 14.9 6.1 8.8 25.5 29.3 23.2 1.2 3.1 8.9 23.1 24.5 21.9 14.2 7.5 Percentage of students 4 35 3 25 2 15 1 5 Percentage in bands: Year 9 Reading 5 6 7 8 9 1 Bands Higher School Certificate (HSC) In the Higher School Certificate, the performance of students is reported in bands ranging from Band 1 (lowest) to Band 6 (highest). Course Summary Table Course School Average State DoE School 215 SSG 215 211 215 215 Aboriginal Studies 64. 64. 66.3 Ancient History 65.2 69.2 66.4 68.8 Biology 69.1 68.8 66.5 69.5 Community and Family Studies 76.8 77.2 71.7 7.9 Earth and Environmental Science 58.5 69.3 73.4 English (Standard) 6.9 63.9 65.7 65.7 English (Advanced) 72.7 76. 77.8 8.1 Food Technology 68.6 69. 67.5 68.4 Legal Studies 67.9 7.4 7.7 72.3 Mathematics General 2 62.9 66.4 65.6 65.4 Mathematics 68.5 62.6 74.4 77.1 Personal Development, Health and Physical Education 69.8 71.6 71.2 71.3 Senior Science 64.9 67.1 69.1 69.2 Society and Culture 77.9 76.8 75.3 76.8 Software Design and Development 71. 67.9 72.1 Hospitality Examination (Food and Beverage) 72.4 72.4 73. Year 9 NAPLAN Numeracy

School 215 School Average 211 215 School 215 School Average 211 215 1 9 8 7 6 5 4 3 2 1 1 9 8 7 6 5 4 3 2 1 Aboriginal Studies Ancient History Biology Community and Family Studies Earth and Environmental Science English (Standard) 1 9 8 7 6 5 4 3 2 1 English (Advanced) Senior Science Society and Culture Software Design and Development Hospitality Examination (Food and Beverage) School 215 School Average 211 215 Food Technology Legal Studies Mathematics General 2 Mathematics Personal Development, Health and Physical Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. The following summary is based upon community consultation that took place in September 215. Key Positives Summary Staff very approachable showing a big interest in students, good leadership from principal and deputies. Principal and assistance principals very nice, positive in attitude toward schools and students. Ladies in front office are very approachable and helpful Praise for school Welfare/educational support put in place for students, the team that work in the L&ST, HTW, counsellor. High Achievers class and the options given for these students to extend. Areas for Improvement Summary Not enough creative curriculum and engagement program for difficult to engage students. Study periods for year 11 and 12 not working

Selection of electives for a two year period with no option of changing, things change over time, class dynamics, teacher quality, `and these impacts on student s interest in topic. Grouping of elective do not always allow students best options for selection Canteen needs better food, more healthy stuff and other food options, should be better utilised by students to cater for functions, area could be used to cater for school and out of school functions. Contacting parents with problems sometimes take too long Need more help for students in the middle of the range, lots of support for high achievers and students with low educational ability but he majority who are quiet do not get as much assistance Teachers need to be more ware of specific needs of students with extra needs. Split/Shared classes Front of school need a new look, first impression last (RAM beautification) More teacher supervision at front of school in the afternoon. Policy requirements Aboriginal education In 215 the Campus formed an Aboriginal leadership team who have begun to develop a comprehensive plan to improve Aboriginal Education including the development of cultural competencies. The team have undertaken community consultation with our Aboriginal families and community organisations. The consultation has helped to shae the future directions for 216. The school is an actively involved and committed to the local AECG. Multicultural Education and Anti racism Multicultural education and anti racism is taught across the KLAs. The school has two anti racisim officers.