Belmont High School 8203

School vision statement School context School planning process

Belmont High School is a comprehensive In 2014 the school sought the opinions of students, staff high school located in the southern suburbs and community as well as reviewed data collection from Building Harmony of Newcastle. The school was established previous years. The planning process has continued into and Success: as the first comprehensive school outside of 2015 and is ongoing in terms of evaluation and Newcastle in 1953. adjustments as necessary in response to shifting contexts.

There have been some improvements to Staff feedback in 2014 expressed that the current vision Be the best you can, buildings since the school was established statement of Building Harmony and Success was but many of the facilities are still in their appropriate and that the value statements that underpin it Give respect, get original state. were an accurate representation of the desired school culture, however, development is needed in communicating respect, The Family Occupation and Education Index these values to students and community. Responsible in all (FOEI) for Belmont High School is 102 which places the school above the state Staff consistently identified student engagement, we do, average of 100 for disadvantage. Fifty four literacy/numeracy levels and ICT in the classroom as areas

Planning template – V2.0 [Type text] [Type text] [Type text]

percent of other government schools have for development. Whole school communication and Learning is power, higher levels of disadvantage. Fourteen structures were also identified as areas in need of review percent of students are in the highest and improvement, as was overall community support. The Accept people are quartile of the FOEI with 61 percent in the 2012 Organisational Review identified break times, elective different, lowest two quartiles. Enrolment levels have structures and class compositions as areas still yet to be shown a decline from 1120 students in 2010 effectively evaluated. There were mixed views from staff on Work together. to1005 in 2015. Parent Teacher Night organisation and structures however the majority of parental responses were in favour of current The school has three support classes (two systems and processes. IO and one IM) with total enrolments of 36 students. Student attendance in 2013 was Student feedback from the 2013 Tell Them from Us survey, 93.9 percent which was above state levels 2014 VET survey and the 2014 Year 12 exit survey (90.2). Retention rate from year 9 NAPLAN highlighted the following: 2011 to the HSC in 2014 was 51.9% which was below the state level of 53.2%. In 2015 The percentage of students who expressed they valued the staffing entitlement is 70.3 teachers school outcomes was 10% below the TTFM norm, with a including the executive staff (principal, 2 significant drop in year 11. The number of students who deputy principals, and 12 head teachers). identified as intellectually engaged and interested and motivated was 9% below norm with the lowest indicator The school receives a learning and support consistently in year 9. Levels of anxiety were 5% higher allocation of 2.0 teachers. Ten new than TTFU norm while levels of depression were 4% higher executive staff have been appointed to the with increased rates for both spiking in year 8 and school since 2010. Thirty six teaching staff decreasing into year 9. 24% of students identified as have been at the school from before 2010. victims of bullying (stage 4 most highly represented) The school provides an enrichment stream against the TTFU norm of 22%. 55% of students indicated in years 7-10 with students selected to they planned to finish high school against the TTFU norm participate in these classes after sitting an of 82%. external test. A “middle school initiative” class currently is also offered for students in Feedback from the 2014 year 12 cohort exit survey showed years 7 and 8 which provides modified 87% agreed or strongly agreed that the teacher student curriculum and reduced numbers of relationship from 7-12 was one of mutual respect. When teachers to assist students to adjust to high asked if building harmony and success was evident at BHS school. 48 of 52 students responded in the affirmative. The 2014 VET Student Survey of yr12 showed 20 students The creative and performing arts are the completed VET certification with 85% of cohort expressing criteria for non-local placements at BHS and they were more work ready on completion. this is reflected in the size of the ensemble groups at the school. The creative and Community collaboration has included: 2014 - Parent performing arts areas are also regularly Teacher Night Survey, Parent Phone Survey, Dare to Lead some of the highest performing subjects in Snapshot, AECG consultation and PLP Morning Tea.

Planning template – V2.0 the Higher School Certificate. In the 2014 Parents/community have also been invited to contribute HSC only three subjects (business studies, ideas and suggestions in Quantum 2015. Parent phone community and family studies and PDHPE), surveys resulted in predominately positive feedback in the were above state average. areas of communication, student management and teaching and learning. There was support for the The school also has a strong tradition in implementation of a homework centre and although parents competitive diving and trampolining. In 2013 approved of absence/truancy notifications via text some and 2014 the school participated in the responses suggested there was potential for improvement National Partnership Literacy and Numeracy in this area. Program with the training of staff in the Focus On Reading Program. Staff have Consequently Belmont High School has framed its future recognised the need for a similar program development around the strategic areas of : Quality (Focus on Writing) to be implemented for Teaching and Learning, Quality Systems and Quality HSC students in 2015. Relationships. Essential products and practices in need of development were identified by staff as: Quality Teaching NAPLAN results in 2014 showed Year 7 and Learning - improvements in NAPLAN and HSC candidature below state averages in student performance approaching or exceeding state averages; growth in all areas with particular deficits in increased student and engagement through alternative spelling, writing and reading. Year 9 programs; BYOD and ICT support and TPL in the candidature were 18 points higher than classroom. Quality Systems - strategic student state averages in writing and showed equal management system review and implementation; to or comparable results in average growth attendance truancy monitoring and response system in numeracy and reading, while spelling was review and development and development and publication below state average by 11 points. of a Welfare Team policies/manual. Quality Relationships - development of anti-harassment/building resilience and The P&C operates the school canteen cyber ethics program(s); PLP development and contributing significant funds to support implementation and creation of a BHS Homework Centre. educational programs at the school. Attendance at P&C meetings is on average Teaching and learning initiatives will focus on improved 8 parents. student literacy, numeracy and HSC retention and performance, sourcing appropriate teaching and learning experiences for disengaged students and developed confidence of all stakeholders in ICT implementation. Systematic reform will begin with revised student management systems at the commencement of 2015; strategic attendance and truancy monitoring and response review and support systems to manage student ICT devices and school loan devices. The direction of Quality Relationships will address spikes in student anxiety levels through targeted resilience/anti-harassment program

development, PLP implementation development and the establishment of a BHS Homework Centre to support student learning and welfare outcomes.

Ongoing collaboration and evaluation is integral to this plan with participation in the 2015 Tell Them from Us survey already underway, embedded data evaluation milestones and further planned events for community collaboration including AECG and P&C calendared collaboration events.

Planning template – V2.0 Purpose: Purpose: Purpose:

To improve delivery of innovative and creative The focus on BHS Quality Systems To develop productive teaching and learning experiences for students to recognises that processes are the means relationships within the school reach their academic, vocational, technological, by which the school organisation and wider community in order to social, cultural and personal potential in a global harnesses and realises the talents of its enhance the educational society. people to produce quality teaching and opportunities for the students of learning and relationships that are critical Belmont High School. for student success.

Strategic Direction 1: Quality Teaching and Learning

Purpose People Processes Products and Practices

Why do we need this particular How do we develop the capabilities of How do we do it and how will we What is achieved and how do we strategic direction and why is it our people to bring about know? measure? important? transformation?  Planning and program  Upward trending value added student To improve delivery of innovative development based on rigorous achievement in both NAPLAN and and creative teaching and learning Students: Improved levels of RAP/Smart analysis for HSC and HSC. engagement in academic, vocational, experiences for students to reach NAPLAN data. 100% of staff involved in the technological, social, cultural and  their academic, vocational, sporting endeavours through  Technology implementation – Performance & Development technological, social, cultural and differentiation of teaching and learning BYOD infrastructure embedded in Framework by Dec 2015. personal potential in a global practices to engage more students. faculty/whole school systems; TPL  Increase in the number of VET course society. for ICT innovation and innovation. opportunities in senior subject Staff: Specified TPL to develop staff  Provision of accessible and selection. capacity to attain, maintain and innovate accurate subject selection advice,  Annual TPL plan be implemented and the Australian Teaching Standards and including information evenings, available to staff. Improvement Measures the delivery of the Australian Curriculum. student interviews, parent Ongoing exploration and implementation consultation and Careers Advisor Product: of Quality Teaching frameworks and consultation.  NAPLAN and HSC results upward pedagogical development.  Upward trending value added  Further development of alternative trending in student growth/value student achievement in both pathways for students including all added. NAPLAN and HSC. Parents/Carers: Engage parents through collaborative activities working Middle School Initiative, GATS and  Teaching and Learning programs and 100% of staff involved in the  with staff to improve the quality of the extension programs, VET, RISE assessment complying with BOSTES Performance & Development learning experiences of all students. and targeted IEPs and transition syllabus for the Australian curriculum. Framework by Dec 2015. programs for appropriate students.  8 Ways of Learning, Super 6 and  Increase in the number of VET Community Partners: Engage  Ongoing and extensive Focus on Writing embedded in faculty course opportunities in senior community partners, agencies and consultation with parents/carers, programs. subject selection. experts to support the implementation of staff and community nights. rich learning opportunities for all  Improved communication with parents  Annual TPL plan to be implemented  AECG and ATSI Education and available to all staff. students. through information evenings and Committee consultation. parent meetings. Leaders: Provide opportunities for  Development of a Curriculum  Increased staff leadership capacity – aspiration, succession and professional Committee to oversee timetable succession planning. development. Ensure meaningful learning construction, assessment practices st experiences to all students in a 21 and effective delivery of BOSTES What are our newly embedded century contect. curriculums in NSW. practices and how are they integrated  The implementation of a whole and in sync with our purpose? school TPL program based on

Planning template – V2.0 school plan.. Practice:  Stakeholder feedback through TTFM Evaluation Plan surveys, Year 12 exit surveys and parent surveys embedded in milestone Whole school data analysis of NAPLAN evaluation. and HSC results with targeted evaluation of Focus on Writing  Structured support in the PDP and effectiveness; TTFM survey results; AITSL accreditation process. staff collaboration and feedback; SRC  Use of innovative ICT for staff and student survey; milestone monitoring students in the classroom – faculty and and ASR date collection. committee plans explicitly linked to school plan.  Increased attendance and student engagement through alternative pathways to meet student needs.

Strategic Direction 2: Quality Systems

Products and Purpose People Processes Practices

Why do we need this How do we develop How do we do it and What is achieved and particular strategic the capabilities of our how will we know? how do we measure? direction and why is it people to bring about important? transformation?  Scheduled Year  Increased Meetings – attendance and Students: Provide information delivery engagement by all The focus on BHS explicit knowledge on to be time-lined students. Quality Systems relevant school and and adhered to. Establish 2015 recognises that associated policies:  processes are the Illness and  Targeted truancy baseline means by which the misadventure, Behaviour data. school organisation monitoring card system, Monitoring  Establish 2015 harnesses and N- explanation – uniform compliance realises the talents of Warnings/determination whole school. baseline data. its people to produce s, NORTA tutoring  Policy publication  Increased quality teaching and opportunities; on Millennium. percentage of Year learning and welfare/support access, 11 starters to gain  Information relationships that are uniform policies and HSC attainment, or Evenings such as critical for student procedures, attendance workplace BYOD support. success. and truancy monitoring, transition, from BYOD policy and  HT Admin/DP 63% 2014. responsibilities, to HSLO liaison.  BYOD support and increase awareness  TPL exercises facilitation evident and confidence with directly linked to in all classrooms communication school plan (Policy including systems. and procedure technology driven development, PLP formal assessment Develop SRC implementation, N- in all KLAs. leadership opportunities Determination best and input into school practice etc) Product: systems and frameworks; continue  PDP TPL  Strategic student PLP development and opportunities – management facilitation of ATSI DP/HT relieving system. student representation rosters.  Attendance and on SRC; develop junior  TPL Register. truancy monitoring AECG program. and response  Welfare system. Staff: Deliver explicit Team/CATT

Planning template – V2.0 knowledge of relevant Development Day.  School and school and associated  All TPL explicitly Sport/PE uniform policies in Staff linked to School monitoring and Meetings/TPL Plan. support program. exercises. Establish more explicit baseline  Liaison between  Faculty Systems data such as LAST School Planning monitoring adjustments and Committee and process. documentation fundamental  Whole School incorporating effective bodies such as Technology and evaluation and TPL Committee, BYOD facilitation. identifiable milestones. Technology Support staff in National Committee, HT  Digital Media Standards accreditation Admin Team, Delivery System and maintenance and Welfare Team, review: PDP development. ATSI Education Clickview/TV4Ed. Welfare team Committee and  Executive Role development – policies AECG. statement booklet. and procedures  Welfare Team booklet. Allow Evaluation Plan Manual – policies appropriate resources and for Faculty Welfare team procedures/role Development Days/data attendance data statements. analysis exercises; analysis; HT Admin whole school roles for truancy report and data;  Transparent, whole all faculty HTs and Trial NAPLAN and school budget develop Faculty Plans NAPLAN student management in alignment with school growth data; HSC data systems. analysis; N-Award plan; CAT Team  Revised VOR Warning data analysis; transition programs; accountability. TPL on PLPs and IEPs TTFM survey results in the classroom. (2015); PT Night  Junior elective Feedback; PDP subject processes Parents/Carers: completion and and fee Provide access to achievement; Faculty accountability explicit knowledge of monitoring feedback evaluation. school and associated sessions; policies (Quantum, Info achievement/revision of What are our newly Evenings, P&C, school plan milestones. embedded practices Skoolbag, Millennium), – term by term and and how are they

promote parental/carer annual. integrated and in sync participation in with our purpose? homework centre and nurture a culture of Practice: proactive  Facilitation of communication with student parents/carers. management working party, Community Partners: system Closer AECG implementation, consultation, invitations review and and inclusion of evaluation by community partners into Welfare team. Welfare Team meetings. Liaise with  Welfare local businesses and Team/CATT agencies to provide Development appropriate support for Days. students and families.  Targeted LST/UPL meetings. Leaders: Delivery of

critical information via  Staff Meeting, Contact, Curriculum/timetabl Muster; Provide e Committee feedback via Faculty development. Monitoring, PDPS for all  Information staff, equitable access presentation in to TPL and ICT Year Meetings. funding ,  Facilitation of expand/develop uniform working Millennium and Edval party, review and as tools. implementation by Welfare Team. Improvement Measures  Annual faculty

Planning template – V2.0 monitoring and evaluation by  Increased senior exec as per attendance and published checklist. engagement by all  Collaborative students. evaluation of TPL/  Establish 2015 ICT systems. truancy baseline  Regularly data. scheduled Finance  Establish 2015 Committee uniform compliance Meetings. baseline data.  Ongoing review of  Increased communication and percentage of Year administration 11 starters to gain systems: HSC attainment, or Assemblies, Year workplace Meetings, transition, from Committees, 63% 2014. Working Parties.  BYOD support and facilitation evident in all classrooms including technology driven formal assessment in all KLAs.

Strategic Direction 3: Quality Relationships

Products and Purpose People Processes Practices

Why do we need this How do we develop How do we do it and What is achieved and particular strategic the capabilities of our how will we know? how do we measure? direction and why is it people to bring about important? transformation?  Implementation  100% of students proactive welfare with identified To develop productive Students: Improve programs/IEP disabilities on relationships in our access to resilience processes to adjusted IEP. school and wider programs and training promote anti – Publication of BHS community in order to in cyber safety.  harassment, build Adjustments and enhance the Development of resilience and educational IEP/PLP programs to Special Provisions promote student Policy. opportunities for the cater for individual learning - students of Belmont needs. Develop student  Homework Centre formulated and established – High School. collaboration in evaluated in school improving teaching, tuition available to welfare plan as all students. learning and developed by LST. assessment strategies.  ATSI NAPLAN at Provide access to  Staff trained in or above state homework centre to mediation and averages. mentoring support student  Establish student learning and greater programs to be implemented at harassment utilisation of senior baseline data. Norta Norta support. school level – Enable students to mandated  100% ATSI PLPs become independent, workshops in TPL implemented, self directed learners. exercises. reviewed and developed.  External agencies Staff: Ongoing (e.g. Headspace)  Staff to develop development of AEW invited to give PLP/IEP mentoring and Junior Norta roles. presentations and capacity through TPL in interpersonal information PDP process. support such as anti- sessions to harassment, mediation students, staff and Product: and mentoring parents, targeting  Whole school programs. Development stage 5 IEP/PLP register of staff PDPs to support engagement and reviewed regularly appropriate TPL and stage 4 resilience. in Welfare development. Increase Meetings. staff confidence and  AECG/AEW to

Planning template – V2.0 familiarity with IEP and mentor Aboriginal  Annual whole adjustment process – students- junior school TPL plan broader opportunities AECG to be formed for parent/teacher developed collaboratively. dialogue. Promote staff  Homework Centre  Belmont High participation in the BHS to be developed Homework Centre. School Welfare and implemented Team Information Parents/Carers: Manual – to contain all relevant Engage parents and Evaluation Plan carers through policies, procedures, information and training Welfare Team, programs such as anti- processes and Millennium data, TTFM support structures harassment and safe survey to show a use of social media. – including the reduction in reports of relationship Work collaboratively harassment and with families to develop between reduction in depression suspension, risk IEPs. More proactive and anxiety for invitation to school assessment and students. resolution. presentations including Improved attendance choir, band, drama, from students with  Homework Centre dance group anxiety and school one afternoon per performances and VET avoiders. week. displays. Homework Centre  Developed Positive established with Community Partners: Lifestyle/Reward scheduled end of year Day Model. Continue effective evaluation. community partnerships with AECG, Belmont What are our newly Chamber of Commerce embedded practices and local businesses, and how are they University of Newcastle, integrated and in sync Eastlake Youth Centre, with our purpose? Allambee Youth Support. Source Practice: broader resources and  Welfare Team TPL expand community – facilitation of relationships to support regular team students sporting, development days. cultural, academic and

vocational outcomes  Increased student and aspirations. management TPL Encourage community opportunities. partners to attend and address school  Promote regular assemblies. staff/community participation in Leaders: Act as homework centre conduit between all as part of school parties to foster positive culture. and productive  Literacy/numeracy relationships for the data analysis as a benefit of the whole part of IEP/PLP school community conference. based on transparent communication. Ensure  Celebration of the school plan is ATSI PLP supported by achievement in all appropriate school award faculty/Welfare/CAT ceremonies. team plans.  SRC consultation in student support and teaching and learning programs Improvement and processes. Measures

Planning template – V2.0  Showcase the  100% of students excellence and with identified integrity of BHS disabilities on students and staff adjusted IEP. to broader  Publication of BHS community Adjustments and including positive Special Provisions media promotion. Policy.  Homework Centre established – tuition available to all students.  ATSI NAPLAN at or above state averages.  Establish student harassment baseline data.  100% ATSI PLPs implemented, reviewed and developed.  Staff to develop PLP/IEP mentoring capacity through PDP process.

Planning template – V2.0