Woolgoolga High School Annual Report
2016
8548
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Introduction
The Annual Report for 2016 is provided to the community of Woolgoolga 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.
Guy Wright
Principal
School contact details
Woolgoolga High School Centenary Drive Woolgoolga, 2456 www.woolgoolga-h.schools.nsw.edu.au [email protected] 6654 1500
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School background
School vision statement
Creating lifelong learners who will become confident, creative and successful individuals.
School context
Woolgoolga High School is located on the north coast of NSW and caters for 850 students. The school is an active member of the Northern Beaches Community of Schools (NBCoS) and is committed to ongoing and continuous improvement. The school is targeting academic achievement and using technology as a tool to enhance learning and administration. The school caters for a diverse range of students where each student is treated with respect and as an individual. Our outstanding HSC results in 2016 highlight the success of our academic programs with 15% of the cohort achieving at least one band 6 result.
Woolgoolga High School has a student population that includes 10% Aboriginal students, and also draws from a substantial Sikh community where many students speak Punjabi in the home. The school caters for an increasing number of refugee families.
While academic achievement is the foundation stone for the school, students enjoy a dynamic and rich educational environment that fosters the love of learning and enjoyment of the school experience. The Peer Tutor Reading Program is highly successful in improving students' reading skills. SMILE (Support, Mentor, Inspire and Encourage), a peer mentoring program, introduced by students for students is an integral part of our successful school.
Self-assessment and school achievement
Self-assessment using the School Excellence Framework
For schools participating in external validation processes:
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 and participated in an external validation. 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. During the external validation process, an independent panel of peer principals considered our evidence and assessment of the school’s progress, aligned with the standards articulated in the School Excellence Framework.
The results of this self–evaluation process indicated that in the School Excellence Framework domain of: Learning, we are mostly Sustaining and Growing, with an exception of Excelling in the Learning Culture element and Delivering in the Assessment and Reporting element; Teaching, we are mostly Sustaining and Growing, with an exception of Delivering in Data skills and Use element; Leading, we are Sustaining and Growing, with an exception of Delivering in the School Planning, Implementation and Reporting and in the Management Practices and Processes element.
Woolgoolga High School identified three key areas for their next steps in their improvement cycle. They have identified a key focus on academic achievement, continued creativity through the flexible learning design to cater for 21st century learners and offering diverse curriculum opportunities for their students. Pivotal to these goals is communicating well with parents and continuing to collect and analyse feedback from students, parents and the wider school community. Central to the learning design is the continued focus on embedding the 'Innovation at Woolgoolga High' project. Woolgoolga High School prides itself on its strong relationships, excellent learning culture and school–wide wellbeing programs like SMILE, one of our peer support programs. It is clear that these aspects of the school currently receive appropriate attention for training and succession planning. The school has also identified a continued focus on these successful programs.
Our self–assessment and the external validation process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework
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Strategic Direction 1
Students as Lifelong Learners in the 21st Century
Purpose
Lifelong Learners who are literate, numerate and engage with 21st Century learning. Our students are part of small community and it is imperative that they are exposed to the wider world and the demands that will be placed upon them as they become successful individuals. To prepare our students sufficiently must involve giving them the skills to continue to grow and appreciate the necessity for learning and developing the 21st Century skills that include the “6C’s”: Creativity, Communication, Critical thinking, Citizenship, Collaboration and Character.
Overall summary of progress
Through consultation with students 7–12, staff, parents and caregivers, a student led initiative, The Academic Achievement Centre (AAC) was created. Year 12 students were at the forefront of this initiative. The AAC focuses on developing life long learners, who understand the importance of working in teams of learners and as individual learners. The students are aided by engaged staff who provide a supportive, safe and harmonious environment, where learning grows organically. This initiative has been one of the most successful learning initiatives that have been developed at Woolgoolga High School. The outcomes of this program can be clearly evidenced by the outstanding 2016 HSC results and the academic improvement of all regular participants of this program.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Plan and begin the Academic Parents, staff and students were consulted on how $5,000 Achievement Centre (AAC), best to support learning. All agreed that AAC would Stage 6 students participating in enhance opportunities for learning. Learning the AAC. spaces were remodelled. Student attendance gradually increased throughout the year and the current attendance levels are approximately 75–80 students. Volunteer teachers attending regularly number 15.
100% of staff involved in 100% of staff have been trained in the use of $15,000 professional learning in 21st SMART data to inform their teaching strategies. Century learning strategies that The increased knowledge of individual student include 6C’s development. learning has informed all classroom teaching strategies. All faculties have rewritten teaching programs to incorporate Literacy and Numeracy strategies. Staff development and engagement discussions about the 6c's were undertaken. A whole school vision on how to develop the skills necessary to engage students in 21st century learning was co–developed by staff, parents and students. Targeted professional development specifically around using technology to enhance learning was undertaken in Google Apps, Microsoft 365 and other related technologies and an encouragement of the use of flipped classrooms. 100% of staff and students now use technology to enhance learning. This has changed access to learning across the school and has significantly enhanced learning resources that are used at home to supplement their in school learning.
100% of students utilising Employment of a full time TSO and the purchase of $200,000 technology (including BYOD) 150 laptops to support this program for those effectively in their work. families who cannot afford to buy a device. Lockers have been put in place to support this initiative.
Development of effective Northern Beaches Community of Schools, monthly $5,000
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
communication between all meetings coordinate student transition activities and stakeholders educational goals and joint activities between local schools. The meetings help coordinate and strengthen education throughout the northern beaches schools.
There is effective consultation with the P&C on all matters of school planning, and other school programs.
The Woolgoolga Chamber of Commerce and Woolgoolga High School meet regularly and plan workplace transitions and the Careers Day (held in May each year) where over 75 employers converge on the school and talk directly to small groups of students who have clearly indicated which job categories that are of interest to them. The Careers Day is targeting students in Years 10– 12 and builds strong links between the school and business leaders and local businesses. This day often leads directly to opportunities for students to participate in work experience programs and sometimes employment.
Woolgoolga High School has developed strong links with the Woolgoolga Rotary and Lions Clubs Annual eventswhich offer a wide range of opportunities for students including: The Rotary Youth Driver Awareness (RYDA), The Rotary Youth Agriculture (RyAG), The National Youth Science Forum (held in Canberra) , The Honeywell Engineering Summer School (held in Sydney), The University of New England UNE Science Experience, The Model United Nations Assembly (MUNA), Rotary Youth Marine (RyMarine), Vet Camp, and Rotary and Lions Youth of The Year public speaking competitions. The school hosts students through the Rotary Youth Exchange Program (YEP), and Rotary provides our students the opportunity to live in an overseas country via the Rotary student exchange program.
The ongoing collaboration between the school and members of the local Rotary and Lions Clubs are instrumental in the success of the annual Science and Engineering Challenge. This challenge is in partnership with Newcastle University. Over 200 students from local high schools attend this event which is hosted at Woolgoolga High School and it is an important part of our Science, Technology, Engineering and Mathematics strategy to engage students.
Next Steps
Continue to enhance the AAC and encourage more students and staff to attend regularly and to publically showcase the results of this initiative to all stakeholders and to other schools on a wider level. Continue to enhance learning in classrooms and at home with the increased use of engaging technology supported by ongoing professional development of staff.
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Strategic Direction 2
Teachers as World Class Leaders in Learning
Purpose
Teachers need to know their craft, be inspirational and utilise a multitude of methods of delivery, including the most up to date technology. Teachers are to model and demonstrate lifelong learning and work together with students, parents, caregivers and our community to create environments for the “6C’s” to flourish in our school and community.
Teachers need to demonstrate and encourage leadership development that will prepare our youth and our staff for a different future.
Overall summary of progress
Employment of an instructional leader and increasing the number of teachers participating in the Teacher Talk instructional leadership course is enhancing the engagement of students in the classroom.
High level and ongoing training for all staff in Google Apps, Microsoft 365, flipped classrooms and related technologies has enhanced the engagement and quality of lessons across the school. The placement of teaching and learning resources online are making it available for other teachers and students 24/7 has enhanced learning for all students. The extra laptop computers that have been purchased are helping to bridge the equity gap between students.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Professional Development of all Professional development opportunities included $55,000 staff is focussed on the needs of Teacher Talk and Tuesday Tutorials and focussed our 21st century learners and on areas in demand as identified by staff as well as teachers as educational leaders. engagement through ICT, including Google Apps and Microsoft 365. Attendance at state conferences, (eg. English teachers conference), and upskilling staff to present at leading conferences including one regional conference whereby staff presented innovation in their classroom to a wide audience of teachers. This was a highlight of the North Coast Innovative Teachers conference, similarly regular presentations for our whole school staff. One teacher with 3 years experience, who undertook leadership roles in professional learning was rewarded by being appointed as Head Teacher Mathematics at South Grafton High School.
100% of staff to have a 100% of staff have a Professional Learning Plan $80,000 Professional Learning Plan that is aligned to their Performance Development Plan. aligned to their Performance and 100% of staff have undertaken training in the latest Development Plan. teaching strategies that include technology and have classroom access to a laptop computer and data projector or digital display.
An increased number of teachers 100% of staff trained by an external professional in $10,000 accredited at proficient and the accreditation process and six staff completed higher levels by the Board of the accreditation process. They were supported by Studies and teacher education intensive professional learning for beginning (NESA). teachers.
Teachers attending professional The Teacher Talk Instructional Leaders course has $40,000 learning focusing on coaching three levels : Classroom Management and and mentoring. Instruction (15 staff have completed this program); Instructional Strategies for Engagement (3 staff have completed this program) and in 2017, two
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Teachers attending professional teachers will be trained in Teacher Talk Coaching learning focusing on coaching Accreditation Professional Learning Team Rounds. and mentoring.
100% of staff actively 100% of staff are actively participating in Collegiate $5,000 participating in Collegiate Learning Networks. across the Coffs Clarence Learning Networks. Area.
Next Steps
Continue Teacher Talk and move toward developing the skills for two teachers to be capable of delivering the Teacher Talk Coaching Accreditation Professional Learning Rounds Program at Woolgoolga High School.
Continue to ensure all technology works first time every time via the employment of a quality Technology Support Officer. The Technology Support Officer also engages in professional learning of staff and supports students with technology.
A numeracy focus in 2017, with the employment of a trained Mathematics teacher to support students in the growth of numeracy skills in Years 7–10. This program will use data to inform and support strategies enhancing the learning of students and staff.
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Strategic Direction 3
Positive Relationships within and beyond the school gate
Purpose
Positive relationships within and beyond the school gate that enhances resilience and adaptability
Schools, communities and classrooms are built on positive relationships and great learning can only be achieved when our students feel good about themselves. In a complex large high school it is important for students, staff and in fact parents and caregivers to continually build resilience.
In our ever changing world adaptability is an essential ingredient for success.
Overall summary of progress
The entire staff at Woolgoolga High School are firmly focussed on the wellbeing of all students. Many positive wellbeing practices are in place to cater for the wide range of needs of our students and many of our successful practices are being copied by other schools across NSW. Two of our caring programs include our SMILE (student led student wellbeing) program and our Woopi Project (Noel's Room), a program that has allowed Woolgoolga High School to partner with Southern Cross School of Distance Education to deliver quality educational outcomes to disengaged and troubled students.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Evaluation of the SMILE program. Support, Mentor, Inspire, Listen Encourage (SMILE) $5,000 Program
The student led and student created SMILE program continues to assist the school community to reduce the incidence of bullying and harassment.
The SMILE program has had amazing positive outcomes for our students since its inception in 2012. The ability to change the school experience for others has benefitted all students and has set in place a change of school culture. Students feel empowered as SMILE Mentors and younger students feel there is greater support. Parents often request that a mentor be available for their child. As the program has expanded over the past five years, it has provided leadership opportunities and the development of teamwork and mentoring skills for two thirds of our senior student cohort. In 2016, 44 out of 90 Year 12 students (49%) trained and actively participated in SMILE, while 58 out of 127 Year 11 students (46%) joined the program. At the start of 2017, we anticipate 92% of the new year 11 cohort will undertake the SMILE training.
This program is increasing the emotional intelligence of the participants and will be invaluable to these students in their post school lives and is unquestionably contributing to the wellbeing of all Woolgoolga High School students through the promotion of respectful relationships and an improved school experience. As a result, there has been a 50% reduction in suspensions from 2012–2015.
Many organisations help and support the SMILE
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Evaluation of the SMILE program. program, especially during the formal training sessions including: Police; Headspace; Woolgoolga Rotary; The Wesley Youth Accommodation Network; Lifeline; Coffs Harbour QuotaClub; Woolgoolga Lions Club; Junaa Buwal Centre for Youth Wellbeing; Key Employment; Coffs Harbour Youth Mental and Wellbeing Network; Mission Australia
These organisations readily give their time, money and expertise to ensure that the SMILE Program continues to grow our culture of valuing education and relationships.
The school has widely shared this program with other schools including all government and non– government schools in the Coffs /Clarence Area. In December, eight of our SMILE leadership team participated in a video conference with students from Wingham High, to assist in their establishment of a version of the SMILE Program.
During this conference, one of the Woolgoolga High School participants and current SMILE mentor who is a student with an African refugee background, was asked what the SMILE program meant to him. He replied:
“SMILE showed me another way, another way without violence. The way high school was described to me, I felt threatened. I felt I couldn’t let my guard down. I didn’t make any friends at first. I was over protective of myself. I was very defensive. The SMILE training opened up my eyes. It was a slow process. Looking back, I was in a bubble, isolated from everyone else. SMILE removed those bubbles and made me feel connected. Looking back, I’m happy how easy it is to come to school now and feel safe”.
The sharing of this program with other schools has resulted in it being transferable and effective in other school settings. The SMILE Program featured on the agenda of the 2016 Innovative Learning Conference in Coffs Harbour in June where 46 delegates attended the SMILE workshop.
Further evidence of the value of SMILE is documented in the following recent correspondence to the school.
Quote from a Health Outreach worker from the Junaa Buwal Centre for Youth Wellbeing and AOD Outreach program:
Recently I attended Woolgoolga High School for the Youth Homelessness Matters BBQ and spoke to you both about facilitating a table at the Youth Futures Forum and listened to Woolgoolga High School students praise the SMILE program. I said I’d send over some of the notes that were taken on our table with the students comments about the program, it was amazing to hear the praise these
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Evaluation of the SMILE program. students had for their high school, especially the comments about safety & acceptance.
The students from Woolgoolga High School spoke glowingly about the ‘SMILE” (Support, Mentor, Inspire, Listen and Encourage) Program, whereby the senior students were encouraged to provide support for young students within the school community. The Program had grown exponentially over the past couple of years and the students felt empowered as leaders within the school. They commented with considerable pride about how this had encouraged everyone to talk to others and that there was an element of trust within the school community. They also commented that they felt safe at their high school (which was one of the main concerns of the young people at this event) and were actually anxious to leave as they didn’t feel as safe within the community. The success of the Program was determined by the students not only in the acceptance that they felt but also by the ‘no fights’, reduction in racism and bullying and the lack of delineation within the age groups.
The youth saw this Program as a successful template that should be extended to the broader community but were concerned that no one was willing to take the first step. They commented that they wished the Woolgoolga community could be more like the community in Woolgoolga High School– accepting, non–judgemental and safe. The youth talked about how they thought older people were set in their ways and were unwilling to engage with others outside of their select age group, in particular young people such as themselves.
Evaluation of other wellbeing All students have a clear understanding of the $4,500 programs and the increased school’s high expectations and promotion of involvement of interagency and respectful relationships at all times. The school’s community groups in these Wellbeing Policy (re–developed in 2013, with programs. revisions in 2014–15) and Anti Harassment and Anti Bullying Procedures, are explicitly delivered to each year group. Furthermore, each cohort met with Senior Constable Snow, where a diverse range of wellbeing topics was covered including: Bullying, the Young Offenders Act, Safe Cyber Behaviours, Drugs and Alcohol, Healthy Relationships, Truancy, Domestic Violence and Road Safety matters.
The Principal and Head Teacher Wellbeing attended the conference “Exploring Strategies to Prevent and Respond to the Impact of Youth Suicide”.
The Woolgoolga Rotary Club, in conjunction with Coffs CeX club, sponsored the 2016 “Getting Out There Day” for Year 12 for the twentieth time. This has been a long–standing tradition for our graduating students. The conference is designed to support students in their transition from school to work or further study. Workshops included: Further
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Evaluation of other wellbeing Study at Tertiary Institutions, Managing Finance, programs and the increased Rental Accommodation and Living Away from involvement of interagency and Home, Wellbeing and Healthy Relationships. community groups in these programs. The Wellbeing team, consisting of the six Year Advisers, School Counsellor, Head Teacher Wellbeing, the Student Support Officer and the Aboriginal Support Officer, met each fortnight to discuss whole school, group and individual issues. They work in a collaborative way to respond to agenda items, identify, and plan for areas of concern. All staff access these minutes and are published via the weekly Monday morning communication meeting.
Two Year Advisers undertook training and professional development in the Mental Health First Aid course to better equip them in their Year Adviser duties.
The Positive Awards system encourages and recognises everyone’s strengths by rewarding students’ contributions in the following nine areas of school life: Demonstrated Effort/Improvement in studies; Academic Achievement; Attendance and Punctuality; Consistency in Uniform; Positive Contribution to the School Community; Voluntary School Service and Attendance; and Participation at Swimming, Cross Country and Athletics Carnivals. In 2016, 86 out of 140 students in Year 7 achieved Gold (61.4%), 51 out of 182 students in Year 8 achieved Gold (28%), 36 out of 157 students in Year 9 achieved Gold (23%), 124 out of 172 students in Year 10 achieved Gold (72%) (gold being the highest level). Major prizes including laptop computers are used to encourage and reinforce the need for positive behaviour in the school.
Attendance Monitoring occurs on a daily basis through Home Group. Daily SMS alerts are texted to all parents/carers each morning when a student is marked absent. Twice a term, (Week 4 and Week 8) the Home School Liaison Officer (HSLO) and both Deputy Principal’s and Head Teacher Wellbeing meet to review and discuss any students of concern. Cautionary letters are dispatched and in some cases at risk students are placed on HSLO monitoring.
The school wellbeing team worked with the following groups, institutions or agencies through 2016 for talks, seminars, presentations or planning activities: Black Dog Institute; Burnside; Uniting Care; Gulumbila Indigenous Health Service; Interrelate Family Counselling; Life Without Barriers and Wundarrah Out of Home Care Services; In It Together Youth and Family Services; Northcotte Society; Northern Beaches Community of Schools; Mission Australia; Coffs Harbour Legacy; On Track Community Programs; Ronald Macdonald Outreach Program; Stewart House; Royal Far West; STARTS Refugee Support Services; Women’s Health
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Evaluation of other wellbeing Services (‘Love Bites’ Program); Local General programs and the increased Medical Practices; Clinical specialists and involvement of interagency and paediatricians (Both Headspace and Mission community groups in these Australia provide a weekly and fortnightly youth programs. counselling service to Woolgoolga High School students).
Road Safety Education was featured for the Year 11 Wellbeing Program with students participating in both the Rotary Young Driver Awareness (RYDA) Program and Reduce Risk Increase Student Knowledge (RRISK) Program.
Orientation Day for transitioning Year 6 students was in early December. This was the last piece of an extensive transition program developed through terms 2, 3 and 4. A travelling ‘roadshow’ from Woolgoolga High School visited all primary schools in the Northern Beaches Community of Schools and was instrumental in reducing incoming Year 7 students’ anxiety about starting high school.
Evaluation of the Multi The MC (Multi Categorical) Class $4,000 Categorical class, the Distance Education program (Woopi The MC Class has been established for four years. Project) and the Peer Tutoring In that time, two students have successfully program. transitioned from school to work or a vocational pathway through appropriate service provider support. One student has successfully returned to mainstream education. The other students continue to thrive in the supportive environment of this specialist class. There was one new enrolment in the class in 2016 and one anticipated for 2017. The nine current students in the class are showing increased confidence and independence, appropriate social behaviours and greater resilience in mainstream classes, when integrated. The class is currently at full capacity.
Woopi Project (Noel’s room) Distance Education program.
To support some of our most at risk students, our Distance Education room or Noel’s Room has, for the third year, catered for a small number of students unable to cope with the mainstream learning program in regular classes.This room was created as an alternative structure for the effective management of challenging, mental health and anxious students. Many high schools across the state are now implementing similar structures to support students with similar needs.
Positive and respectful relationships are essential for the students to thrive and re–engage in learning. The positive impact this program has had across the school is also evident by the feedback from students within the class and from staff across the school. Students enrolled in this centre have exhibited significant improvements in attitude and behaviour, which is allowing students to readily access greater learning opportunities and enjoy success, for the first time for some students. The
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Evaluation of the Multi calm and supportive environment has assisted Categorical class, the Distance many of the students to comfortably transition back Education program (Woopi into mainstream classes and have skills to be able Project) and the Peer Tutoring to care for themselves more effectively. This program. learning space allows the students to feel connected with the school as well as having a flexible learning environment that caters well for their learning.
The Peer Tutoring Program
The Peer Tutoring Program has long been established at Woolgoolga High School and is an effective daily literacy intervention that contributes to exceptional growth for all participating students. In 2016, 44 Year 10 students undertook the peer reading tutoring training, which was 26% of the Year 10 cohort. 44 Year 7 students were paired with a tutor and 20 Year 8 students voluntarily returned for a second year of tutoring because they recognised the obvious gains to their literacy throughout Year 7.
As indicated in the NAPLAN section of this document, Woolgoolga High School students have shown significant growth in reading from Years 7 to 9 in the 2016 Year 9 cohort.
Disability Data Collection.
The Learning Support Team collated the annual disability data collection for 2016. A total of 75 students were included in the data (9%). Two of these students required extensive learning adjustments, 9 substantial adjustments, 21 supplementary adjustments and 43 adjustments through quality teaching practice.
The Learning Support Team collaborated with the following organisations in ensuring quality and personalised learning provisions were available for our students.
They include: Elevate Education, Aspect and Autism Australia, Key Employment, Cerebral Palsy Alliance, and the North Coast Brain Injury Clinic
Our Learning Support Team, together with the multiple levels of counsellor support, curriculum differentiations and classroom adjustments, as well as access to alternative learning spaces across the school, have all assisted in maintaining a positive, productive environment for students regardless of their circumstances.
Next Steps
Continue to experiment with innovative wellbeing programs and research best practice from across the globe.
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Key Initiatives Impact achieved this year Resources (annual)
Aboriginal background loading Employment of four Aboriginal Education $61,356 Workers to support Aboriginal students throughout the year. The Aboriginal .8 CDEP funding for homework centre operated one afternoon per Aboriginal Education week and also catered for local Aboriginal Worker primary school students. Enhanced student learning outcomes and cultural awareness $21,281 Norta Norta were achieved from this program.
Please refer to the Aboriginal Education initiatives later in this document for a detailed analysis.
English language proficiency Employment of a .8 teacher allowed students $81,315 to be supported through direct instruction focusing on language needs. Teacher liaison and resourcing for students in mainstream classes was also important.
During 2016, 12 senior students were enrolled in ESL Preliminary and HSC courses through the NSW School of languages, Randwick, Sydney. These students were significantly supported at Woolgoolga High School.
Two videoconferencing units were purchased to support the students.
Please refer to the English language proficiency programs later in this document for a more detailed explanation.
Low level adjustment for disability At the start of the 2017 School Year 59 of our $311,345 students had a diagnosed disability (6.74%).
The school drew a staff allocation of 2.2 LaST, enabling the delivery of adjusted curriculum to those students across all KLAs.
Additionally, 39 (4.45%) identified ADHD students were profiled and considered for learning adjustments through quality teaching adjustments.
The Learning and Support Team have created Learning Adjustment Plans for 95 students (10.77%), Personalised Learning Plans for 73 students (8.3%) and Risk Management Plans for 20 students (2.3%).
All staff undertook training and development in the planning and delivery of a differentiated classroom curriculum throughout 2016, following whole school training in Disability Standards for Education in 2015.
In 2016, as part of the Staff Development Day agendas, all teachers were trained in developing appropriate learning adjustments for students with support needs. Using SENTRAL, the Learning and Support Team have modelled to all classroom teachers, appropriate adjustments and provisions that they may consider utilising or adapting in their
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Low level adjustment for disability own classroom and KLA for the 95 $311,345 aforementioned students. The use of Google Apps and Google Classroom was a recurring theme in SDD agendas, especially in facilitating access to achievable learning modules for one of our students with the highest learning support needs.
The Learning and Support Staff continue to offer cross curriculum, and whole in– class support to cater for diverse learning needs through team teaching, small group work and for critically low or high–needs students through the provision of one to one support and supplementary or substantial adjustments.
At the 2016 Annual Presentation Assembly 9% of Year 7 students receiving an academic award were students identified as being in need of learning support.
17% of Year 8 students receiving an academic award were students identified as being in need of learning support.
Socio–economic background Access to technology remains an issue for $139,815 many of our students. Funds were allocated to support students who were unable to participate in the school's BYOD strategy. Laptop computers for students to borrow and the employment of a Technology Support Officer were essential.
The Academic Achievement Centre (AAC) was supported one day per week with an extra staff member for the senior students. Similarly funds were made available to support the AAC on Tuesday mornings and Thursday afternoons.
An instructional leader was employed one day per week to support the Teacher Talk program.
A Student Support Officer was employed to support students.
An intensive Rock and Water program was implemented and evaluated. Employment of an international trainer ensured the success of this program.
Student leadership programs were supported, these included for the first time the Halogen Youth Leadership Conference held in Brisbane.
Support for beginning teachers Beginning teachers have reduced teaching $17,458 loads and are provided with ongoing feedback and support that is embedded in the collaborative practices of the school. Teacher mentors provide specific training in accreditation preparation and instructional leadership. An instructional leader was appointed one day per week to coach and mentor new staff.
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Student information Post-school destinations Proportion of Year Year Year Student enrolment profile students moving 10% 11% 12% into post-school Enrolments education, training or employment Students 2013 2014 2015 2016 Seeking 3 9 Boys 439 438 449 435 Employment Girls 434 402 403 404 Employment 8 15 TAFE entry 5 9 Woolgoolga High School has a student population University Entry 34 which includes 10% Aboriginal students, and also draws from a substantial Sikh community where many Other 6 students speak Punjabi in the home. The school caters Unknown 33 for an increasing number of refugee families, predominantly of Sudanese and Congolese backgrounds. A significant number of students began a University course in 2017, many others plan to take a gap year Student attendance profile and will begin a University course in later years. School Year 2013 2014 2015 2016 Year 12 students undertaking vocational or trade training 7 90.9 90.8 90.9 92 There were twenty two students who successfully 8 89 90 88.4 90.3 completed Certificate 2 Vocational courses as part of 9 85.7 88.3 87 86.5 their Higher School Certificate within school whilst five students gained similar qualifications delivered by 10 86.4 85.6 84.1 87.9 TAFE. 11 83.3 83.9 87.7 86.8
12 88.2 86.9 85.8 84.9 Year 12 students attaining HSC or equivalent All Years 87.3 87.7 87.5 88.4 vocational education qualification State DoE Sixty seven students completed their HSC in 2016 or equivalent vocational qualification. Year 2013 2014 2015 2016 7 93.2 93.3 92.7 92.8 Workforce information 8 90.9 91.1 90.6 90.5 Workforce composition 9 89.4 89.7 89.3 89.1 10 87.7 88.1 87.7 87.6 Position FTE* 11 88.3 88.8 88.2 88.2 Principal 1 12 90.1 90.3 89.9 90.1 Deputy Principal(s) 2 All Years 89.9 90.2 89.7 89.7 Head Teacher(s) 9 Classroom Teacher(s) 42 Learning and Support Teacher(s) 2.2 Management of non-attendance Teacher Librarian 1 Student attendance has improved in the past four Teacher of ESL 0.6 years, particularly in Years 7 and 8. The increasing focus across the school of high achievement and School Counsellor 1 academic success as well as catering for the individual learning needs of all children is improving attendance School Administration & Support 12.08 levels. In 2017 a focus on enhancing attendance levels Staff will be a priority. Other Positions 1.4
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*Full Time Equivalent School.
Financial information (for schools In 2016, Woolgoolga High School employed five aboriginal staff members. using OASIS for the whole year)
Financial information Teacher qualifications This summary financial information covers funds for All teaching staff meet the professional requirements operating costs to 30th November 2016 and does not for teaching in NSW public schools. involve expenditure areas such as permanent salaries, building and major maintenance.
Teacher qualifications Income $ Qualifications % of staff Balance brought forward 767 221.35 Undergraduate degree or diploma 90 Global funds 767 221.35 Postgraduate degree 10 Tied funds 740 732.95 School & community sources 188 913.05 Professional learning and teacher accreditation Interest 16 924.75 100% of teachers participated in professional learning Trust receipts 54 882.02 in the major priorities and in a range of other activities. The professional learning activities included workshops, Canteen 0.00 seminars, and whole school meetings as well as online Total income 2 535 895.47 forums and conferences locally and at state and national levels. The three school development days Expenditure covered a range of mandatory training including Child Protection, Anaphylaxis and Work Health and Safety. Teaching & learning The Term 3 day allowed staff to further develop Key learning areas 112 751.42 curriculum in Collegiate Network Groups (schools from Nambucca to Maclean). Professional learning funding Excursions 45 824.63 was $64,188, with extra funds provided for beginning teachers. Extracurricular dissections 66 709.87 Library 10 452.38 The Teacher Talk (instructional leadership) program was highly successful and staff feedback strongly Training & development 2 430.94 supported the continuation of the program in 2017. Six staff were invited to attend and present "Innovation at Tied funds 844 113.70 Woolgoolga High School" at the Tamworth District Short term relief 395 710.42 Innovative Learning Conference held at Coffs Harbour in June. This conference allowed staff and students at Administration & office 161 514.39 Woolgoolga High to interact and help other schools implement some of our programs that include SMILE School-operated canteen 0.00 (student Wellbeing) and the Woopi Project (Distance Utilities 94 871.73 Education within a school setting). Many staff from a wide range of schools visited Woolgoolga High school Maintenance 34 185.80 during 2016 to learn first hand about these key wellbeing programs. Many schools have implemented a Trust accounts 51 686.68 SMILE program (examples include South Grafton High Capital programs 6 903.73 School and Wingham High School) and the Woopi Project (examples include Orara High School and Total expenditure 1 827 155.69 Toormina High School during 2016). Balance carried forward 708 739.78 Nine beginning teachers worked toward proficiency and two teachers achieved proficiency in 2016. An instructional leader was appointed one day a week to A full copy of the school’s financial statement is tabled coach and mentor staff through the Teacher Talk at the annual general meetings of the parent and/or program. Eight staff were trained in 2016 at community groups. Further details concerning the instructional level and two were trained at leadership statement can be obtained by contacting the school. level. One of the teachers is a beginning teacher. As a future goal, the two leaders will lead the dissemination of the Teacher Talk instructional leadership program School performance over the coming five years to staff at Woolgoolga High NAPLAN
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staff, are able to achieve. Their influence has been a In the National Assessment Program, the results across great legacy to our school as more students aspire to the Years 3, 5, 7 and 9 literacy and follow in their footsteps. numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale The 2016 school captain was recognised as the Coffs represents increasing levels of skills Harbour Young Citizen of the Year and the Dux of 2016 and understandings demonstrated in these was similarly recognised as the Young Sportsperson of assessments. the year at the 2016 Australia Day Awards Ceremony.
The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School (http://www.myschool.edu.au) and insert the school name in the Find a school and select GO to access the
Woolgoolga High School's (WHS) 2016 NAPLAN results clearly indicate a significant improvement in average scaled growth for our students when compared to all other schools in the Department of Education and indeed the entire state. Below is a table highlighting our achievements.
......
AVERAGE SCORED SCALED GROWTH, NAPLAN 2016 Year 7 (2014) same students growth Year 9 (2016)
Reading All schools: 33.2; State schools: 32.1; WHS: 46.3
Spelling All schools: 33.8; State schools: 32.4; WHS: 38.6
Grammar All schools: 22.1; State schools: 22.1; WHS: 27.8
Numeracy All schools: 40.7; State schools: 40.1; WHS: 43.6
......
Higher School Certificate (HSC)
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
Our HSC results for 2016 were outstanding with many records from the previous nine years broken. With a small cohort of 67 students, 14% of students gained a band 6 result, 6% of students achieved an ATAR ranking above 90 and 13% of students achieved an ATAR ranking above 85. There were ten students on the Distinguished Achievers list including one student who was named as an All Rounder in the state for gaining five Band 6 results and an ATAR of 98.05. This group demonstrated what hard work, and commitment and working in learning teams by attending the AAC, and working after hours with many of our dedicated
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local language has now become embedded in our Parent/caregiver, student, teacher school’s conversation and culture. Through the recognition of this successful program our school once satisfaction again hosted linguistic students and teaching staff from Sydney University who enjoyed interactions with a Year The effective strategies put in place have increased the 7 class, including learning language, lively discussion quality of communication between parents and the and consultation with the Aboriginal Education learning school. This is evidenced by a 76% approval rating team. provided in the Tell Them From Me Survey. Parents continue to be actively involved in their child's Teacher Training schoolwork. It is rewarding to have such positive feedback on the welcoming atmosphere projected from Aboriginal Education Officer, Joanne Hine, has Woolgoolga High School along with the clear been significantly supported and encouraged to understanding of the expectations placed on their child complete her teacher training through Sydney both academically and behaviorally. This is further University. After working at Woolgoolga High School for supported by knowing that their child feels valued, the past fourteen years she will graduate and begin her supported and safe in this environment. A further teaching career in 2017. survey of Parents and Caregivers, returned the following data: 94% (6% unsure) believed the school Norta Norta tries to bring out the best in each child, 96% (4% unsure) believe that their child likes going to school 2016 saw a record number of 12 Indigenous students each day and 94% (6%unsure) would recommend the graduating and completing their HSC. We had some school to others. Other parent comments included: "We exceptional results which were a direct consequence of have always been supported in the curriculum and the Senior Norta Norta tutoring program. Tarun personal issues! Thank You!"; My Year 7 student has Mills–Izard achieved an ATAR of 94.95 and has settled in well and is loving school. subsequently taken up an offer to study medicine at the University of NSW. Some of the students were the first in their family to complete their High School Policy requirements education. Fiona Cooper, a student from the small community of Daley River in the Northern Territory, Aboriginal education came to Woolgoolga High School at the start of her senior schooling. She struggled with being away from Employing Aboriginal educators has significantly her close family and community, but with the support of impacted on the academic, sporting, cultural and artistic Norta Norta tutoring and the the Aboriginal Education achievements of our Indigenous students. Team she successfully completed her HSC. Fiona’s story achieved such positive outcomes that the Miriam Gumbaynggirr Language Rose Foundation, who sponsored her stay, visited our school to film a short documentary. The purpose of Our first Year 11 student completed the preliminary which was to show perspective investors of the course in 2016 and will finalise their HSC in this course foundation just how life changing this program can be in in 2017. This has been supported by the local reality. Gumbaynggirr community who frequently attend our school and classes. Local Elders Uncle Bing Lawrie, NAIDOC Aunty Angela Brown and Uncle Michael Jarret have had a positive impact on the teaching and learning of This is a very special event on Woolgoolga High our local language by sharing their deep knowledge School’s calendar. 2016’s celebrations were attended and wealth of cultural experience with our whole by local Garby Elders, community and family members school. This was demonstrated by the creation of the and guest speaker Kristine Garrett, CEO of Galambila Gumbaynggirr Language App by the NSW Education Aboriginal Health Service, who addressed the audience Standards Authority (NESA) in consultation with local on the importance of Songlines in maintaining elders, local AECG and the Muurrbay Language and Aboriginal tradition. This event is a wonderful Cultural Cooperative. The fact that NESA (BOSTES) opportunity for the school to build on the unique chose Woolgoolga High School to facilitate the relationships that have been established with the recording of language for the app is an affirmation of Aboriginal community and organisations. These the dedication of staff, students and community relationships enrich our whole school. members and the high standard of language being achieved. This was a highly successful and inclusive AIME endeavour effectively producing a wonderful ICT tool that will be utilised in the education of the All students that attended the AIME program in 2016 Gumbaynggirr language for students and community described their experience as one of the best of their members. Gumbaynggirr language for all Year 7 schooling year. Senior students rose to the challenges students is a component of the mandatory LOTE of writing and performing speeches for their peers. One curriculum and is delivered with support and student commented on this by saying “it made me step consultation with Woolgoolga High and the community. up and take on leadership roles that I never thought I could do before”. AIME is a program that clearly As a result of the continued teaching and learning, the empowers, motivates and inspires our students to have local Gumbaynggirr language in its for all students our self–belief and instils aspirations for a positive
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successful future. AIME also strengthens the students Two of our senior students were selected to represent sense of identity and links to country which enables Woolgoolga High School at the Halogen Youth them to tackle many of life’s opportunities with a Leadership Conference in Brisbane. This foundation positive cultural mindset. Working collaboratively, AIME “seeks to provide the right conditions for producing a provides a forum for students to develop skills in public generation of leaders who will burn bright on behalf of speaking, communication, literacy, social engagement those they lead”. Both students came back with a and empathy, building a strong platform to continue renewed sense of belief in their own abilities and the their educational journey with confidence and impact that young people can have on changing their commitment. world. As a result, both these young people have taken on leadership roles within our school as school captain, Aboriginal Learning Centre SRC members and SMILE mentors.
Our Aboriginal learning and homework centre continued to operate this year providing individualised tutoring to students for an hour and a half one afternoon per week. The main focus of the centre is to provide assistance with set homework, guidance in Multicultural and anti-racism education completing assessment tasks and building numeracy Woolgoolga High School has a population of 10% and literacy skills. Other activities such as LBOTE students. These students identify as speaking Gumbaynggirr language, fitness and cultural arts and 19 different languages in their homes and 39 of these crafts ensure that the students have the opportunity to students have been assessed as EALD students and participate in a wide range of fun activities. Community are being supported directly and indirectly through the members and parents are also encouraged to attend EALD program of support throughout 2016. The EALD the centre and regularly do, thereby strengthening student population includes 11 students from refugee relationships between themselves and the school. backgrounds who have had limited and/or disrupted Student numbers have continued to climb since the schooling in their home country. inception of the homework centre due to the support of staff offering their time and the financial support that The RAM allocation in 2016 allowed the support of provides food and transport. The result of this program students towards English Language Proficiency by has improved educational outcomes and student moving them consistently along the EALD Language retention rates and a high standard of cultural Progression from Beginning to Developing and knowledge which can be the bridge that connects Consolidating. These students were supported through disengaged students with their education. Local primary the direct instruction model where students came school students also participate in the Aboriginal together as a class to support their intensive language Learning Centre. needs as well as teacher liaison and resourcing for students in mainstream classes. During 2016, 12 senior Cultural Initiatives students were enrolled in ESL Preliminary and HSC courses through the NSW School of Languages, Students participated in the Bangarra Dance Randwick, Sydney. These students were offered workshops that were held at Woolgoolga High School. intensive support through the EALD program at Over one hundred students from schools across the Woolgoolga High School with great success. mid north coast participated on the day, including twenty four Woolgoolga High students. Given the high Supporting the academic language demands of senior standard of skills displayed by the whole group our students in both Preliminary and HSC levels is critical students experienced great success. In addition, two to their success in reaching proficiency in the use of exceptionally talented students from Woolgoolga High standard Australian English across the curriculum. were selected to perform with the internationally Support was given to develop skills in listening, renowned Bangarra Aboriginal Dance Company speaking, reading and writing. This has been critical in performing in the NSW Schools Spectacular. Through guaranteeing success in subjects across their program the learning of Gumbaynggirr language many students of academic study and this developmental support is have taken the initiative to learn an Acknowledgement ongoing. to Country in language which is delivered with much pride at a variety of school and community events. Last As a result of RAM funding two video conferencing year a number of our students were asked to attend units were purchased to allow access to ESL Muurrbay Aboriginal Language & Cultural Preliminary and HSC courses delivered through NSW Co–Operative at Nambucca Heads and were filmed School of Languages in Randwick, Sydney. This and recorded for the purpose of teaching the language technology has allowed the efficient delivery of the to other schools and community members. Luke course to a growing number of senior EALD students Gustafson and Zoe Cowan performed the and has been a crucial part of the students’ success. Acknowledgement to Country at the North Coast Principal's Conference impressing the principals The EALD program and the ongoing support of English present with their passion for their culture and their language proficiency at Woolgoolga High School has eloquent public speaking skills. Luke went on to be allowed students to take part in the whole life of the elected as our school captain for 2017. school. A number of EALD students have participated in State sporting programs such as athletics and cross Leadership country as well as competitions and activities that have allowed them to grow as members of the school
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leadership program. This has enabled them to participate in activities in the wider community. As a result of EALD support in the school, EALD students travelled to Brisbane to take part in the Halogen Youth Leadership Conference where they developed the motivation and confidence to take part in greater leadership roles within their own school and community. This is evidenced by their involvement in whole school activities such as Harmony Day and Refugee Week assemblies, weekly whole school assemblies, SRC, SMILE (student wellbeing) program, school musicals and public speaking competitions. Another positive outcome from the ongoing EALD program is the growing confidence and involvement of students from refugee backgrounds in the life of the school. Students have taken part in public speaking competitions such as the Zonta Women in Public Affairs Awards. EALD students were also community youth representatives at consultative discussions with members of Multicultural NSW including the CEO, Mr Hakan Harman. There were three EALD students completing their HSC in 2016. One has enrolled in a Bachelor of Agriculture course while the others are pursuing TAFE qualifications.
The Anti–Racism Contact Officer had occasion to deal with three issues throughout 2016. The matters were addressed, parents were involved and positive outcomes resulted. Woolgoolga High School prides itself on being pro active in this area.
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