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2019 Batemans Bay High School Annual Report

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2019 Batemans Bay High School Annual Report Batemans Bay High School 2019 Annual Report 8581 Page 1 of 21 Batemans Bay High School 8581 (2019) Printed on: 1 June, 2020 Introduction The Annual Report for 2019 is provided to the community of Batemans Bay High School 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 Batemans Bay High School Beach Rd Batehaven, 2536 www.batemansba-h.schools.nsw.edu.au [email protected] 4478 3600 Page 2 of 21 Batemans Bay High School 8581 (2019) Printed on: 1 June, 2020 School background School vision statement Batemans Bay High School aims to provide a quality education to the secondary students in the Batemans Bay community. The school motto is "Bridge to the Future", reflecting the school's focus on the total development of its students, ensuring they can successfully transition to the next stage of life, usually through attainment of the Higher School Certificate (HSC). The school promotes quality teaching and learning in a safe, inclusive and caring environment where responsibility, participation and success are shared by all. Excellence is achieved through partnerships between staff, students, parents/carers and the wider community. School context Batemans Bay High School is a comprehensive, regional high school established in 1988. It has enrolment of over 750 students and a teaching staff in excess of 80. It is an integral part of the Eurobodalla Learning Community and the Batemans Bay Community of Schools, providing continuity in education from preschool to Year 12. The staff consists of a mix of experienced and early career teachers with a low turnover from year to year. Teacher quality and expertise allows the delivery of a broad range of academic programs. Excellence is nurtured in many areas including student leadership, the creative and performing arts, languages, sport and HSC results. All students have access to diverse and unique extracurricular activities. A significant proportion of students identify as Aboriginal and strong links with the Aboriginal community are encouraged and celebrated. There is a strong commitment to closing the gap between the performance of Aboriginal and non–Aboriginal students. The school has developed a reputation for inclusive educational and wellbeing practices. The school community believes that all students are entitled to a safe and harmonious environment where they are treated with respect and where they in turn respect the rights of others. The school is built on three core values – "Be Responsible, Be Safe, Be Respectful". It provides a platform for students to achieve their best. Page 3 of 21 Batemans Bay High School 8581 (2019) Printed on: 1 June, 2020 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 a statement of what is valued as excellence for NSW public schools, both now and into the future. 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. 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 the delivery 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 Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Delivering LEARNING: Wellbeing Delivering LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Delivering LEARNING: Reporting Sustaining and Growing LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Delivering TEACHING: Data skills and use Delivering TEACHING: Professional standards Sustaining and Growing TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Delivering LEADING: School planning, implementation and Delivering reporting LEADING: School resources Delivering LEADING: Management practices and processes Delivering Page 4 of 21 Batemans Bay High School 8581 (2019) Printed on: 1 June, 2020 Strategic Direction 1 Engaged, committed and successful students Purpose Our purpose is to increase the level of achievement of all students across the school. We will accomplish this by upholding high expectations, teaching positive behaviour and recognising student success. We will develop student leadership and mentoring opportunities and we will partner with community and service providers to improve student engagement in the school. Our aim is that all students maximise their potential through effective self–regulation and by maintaining high aspirations. Improvement Measures High Expectations Improved exit outcomes including increased HSC attainment or increased entry into fulltime employment/AQF Certificate II study Assessment Achieve or exceed growth for Year 9 NAPLAN and growth for theHSC Student Wellbeing Improved student engagement measured through qualitative surveys such as Tell Them From Me Progress towards achieving improvement measures Process 1: High Expectations The development of a consistent approach to meeting high expectations promoting academic achievement and encouraging attainment of personalised educational goals for all students, including Aboriginal students. Evaluation Funds Expended (Resources) How has the process of referring a student changed? Refining of the LAS The employment of Learning and Team meetings has allowed for increased numbers of student needs to be Support teachers and the designation addressed and the correct support to be identified and directed to that of their responsibilities have been student. This case management approach has resulted in more appropriate redefined to support both teachers and resolution of issues and support being provided. students in the delivery of differentiated lessons and the support Describe how this process is impacting on student learning? It allows for that can be provided, School Learning more current and up to date IEP's with increased teacher contribution and Support Officers also make up this use of this document to inform teaching. There are now clear actions and team of wrap around support to responsibilities leading to targeted support being offered where it is required. develop students love of learning and visualisation of success. Process 2: Assessment Teachers consistently use evidence of learning, including a range of formative assessments and qualitative feedback to inform their teaching, adapt their practice to ensure high expectations are met and meet the learning needs of students. Evaluation Funds Expended (Resources) Do teachers have the skills to create formative assessments? This will This was student driven through continue to be developed as we move into 2020 with the support of school student forum. services. It is a logical progression that supports our work as part of the feedback pilot that commenced in 2019. Professional learning time required to Page 5 of 21 Batemans Bay High School 8581 (2019) Printed on: 1 June, 2020 Progress towards achieving improvement measures modify assessments, so that teachers Are stage 6 assessment tasks in this format? Stage 6 assessment tasks are have the skills to design and break moving towards this practice however it will be an ongoing transition. down to deliver formative assessment tasks. Have we seen an increase in students submitting assessment tasks? Through the use of ideas developed in the feedback pilot we have seen an increase in the completion of assessment tasks submitted on time towards the end of 2019. Process 3: Student Wellbeing / Attendance Deliver explicit targeted and whole–school programs to support positive behaviour and the wellbeing of students. Evaluation Funds Expended (Resources) Has there been an improvement in attendance? By linking the responsibility Funding to incorporate attendance into for attendance with the Well–being role it has created ownership of an area the Well–being position and funding to that previously didn't have clear systems and processes to guide it's have this supported by the improvement. This combined with the inclusion of the Student Advisers as administration position. So that a plan part of the support mechanisms to address attendance in those students at is developed and articulated to the risk, we saw a steady increase in the second half of 2019. school and those people responsible for its delivery in all levels of the school. Funding Sources: • Socio–economic background ($30000.00) Page 6 of 21 Batemans Bay High School 8581 (2019) Printed on: 1 June, 2020 Strategic Direction 2 High quality teachers and teaching practices Purpose Our purpose is to ensure all teachers are skilled and equipped to support
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