Annual Report Aboriginal Students at the College in Years 10-12 Which Education for Our More Senior Students

2016 Annual Report Aboriginal students at the College in Years 10-12 which education for our more senior students. We continue to Introduction reflects 23% of the College population. There were 93 investigate alternative programs for our students. Year 10 Aboriginal students at the College in 2016 which The purpose of this report is to present data and infor- is a significant increase in numbers compared to previous Socio-Educational Status mation that aligns to our 2014–2016 College Plan. The years. This group did impact on College data with regard major focus of the report is to present information that In 2016, the College had an Index of Community So- to attendance and achievement. directly relates to the College vision and priorities and to cio-Educational Advantage (ICSEA) of 924. The current provide an assurance that the key objectives of the College As a Senior College with a significant number of Year 11 average across Australia is 1000. More detail is available are being addressed. It is an opportunity to report to our and 12 students, we have carriage for another significant on the My School website: www.myschool.edu.au College community and the Department of Education on group of students who transition between school, training Our students represent 24 nationalities and entered from all aspects related to the progress made by Geraldton and work options. These students are reported in the 23 schools. 82% of our Year 10 cohort came from our Senior College (GSC) in the achievement of positive out- census however they are not counted for the purpose of major feeder public education secondary school which is comes for our students. In doing so it is important to give resource allocation. Most of this 16-18 year-old pop- John Willcock College, a Year 7-9 public school located in a brief insight into important contextual information. ulation are ’refusers’ who did not commit to any of the Geraldton. Student transiency was 29.2% in 2016 which is engagement options available to them. There is an on- a decrease of 6% from 2015. Student Data going concern that this number continues to grow and in order for us to continue to make efforts to engage with Staffing The February census return showed that a total of 936 these students so that they undertake the options availa- students were enrolled at GSC in 2016. This number was ble to them to be active participants in our community, With 58.1 full time equivalent staff in 2016, the College 4 more than the same time in the previous year, which it requires significant commitment of College resources. is well staffed, with the 68 staff being responsible for consisted of 362 Year 10s, 346 Year 11s and 224 Year 12s. This is not sustainable or achievable in the future. delivering a diverse range of programs. They were assisted by 32 support staff employed in a variety of roles but There were similar proportions of male and female students In interpreting information presented in this report, mainly in the area of Special Educational Needs (SEN) in each year group. Eighteen (18) students were enrolled consideration must be given to the impact ‘refusers’ and and Aboriginal education. Two teachers and four support to board at the Geraldton Residential College at the start those reluctantly returning to school have on our data staff are Aboriginal. of the school year. Fifty seven (57) students were identi- for attendance, retention, behaviour and fied as having a learning difficulty or diagnosed disability achievement. with 24 students being identified as Special Education As the major Midwest regional school for Needs students, receiving a Disability Resource Allocation. senior students, it is worthwhile noting that Almost all these students were integrated into main- Australian Bureau of Statistics (ABS) data stream programs at the College which reflected the focus reports that a significant number of the Ger- of the Special Education Needs (SEN) support program at aldton Local Government Area population the College. has not completed education to Year 12. This The College has the largest senior secondary Aboriginal is a trend that will change with the increased population of all schools in WA with the number of school leaver age and the College’s efforts in Aboriginal students at the College in Years 11 and 12 in providing a more flexible senior secondary 2016 being 126. In the February census, there were 219

Geraldton Senior College 2 2016 Annual Report All teaching staff met the professional requirements to The ongoing implementation of the Academic Standing be developed to ensure students are maintaining focus teach in Western Australian public schools and can be Policy continues to ensure students entering their final on their studies, especially those undertaking an ATAR found on the public register of the Teacher Registration year are enrolled in more appropriate courses through program. Resources will need to be allocated to this area Board of Western Australia. the monitoring of the progress of those students on to ensure the College retains a quality ATAR program for conditional standing. its students. Student Achievement Year 12 Participation in an ATAR program was higher than 2015 Median Australian Tertiary Admissions Rank WA Certificate of Education with 54 students undertaking an ATAR program. Whilst WA Public this number was 3% lower than expected based on In 2016, 221 Year 12 students were eligible to achieve the School Like-Schools Schools achievement data, this is an area that the College needs Western Australian Certificate of Education (WACE). Of 2014 67.7 57.2 75.6 to look at more closely, encouraging students to under- this number, 190 were successful which resulted in 85.1% 2015 66.5 63.4 76.0 take a more rigorous program of study in order that they of the cohort achieving their WACE. The impact of students achieve their potential. A small number of ATAR students 2016 71.7 64.0 78.2 being required to meet Literacy and Numeracy stand- also achieved a VET Certificate II. The median ATAR of The above data shows the improved results of ATAR ards through Online Literacy and Numeracy Assessment 71.7 was higher than in previous years however there are students at the College in recent years when compared (OLNA) impacted significantly on WACE achievement in strategies being discussed in an effort to increase this to like schools in particular. Strategies have been put in 2016. Despite all efforts by the College to ensure stu- indicator of student ATAR achievement. The new Col- place to maintain and improve this data. dents were prepared for these tests, data shows that our lege priority of Quality Teaching and a focus on student Aboriginal students struggled to cope with the type of 84% of all students enrolled in a VET Certificate achieved achievement will allow the College to interrogate how testing required. a full qualification which was an outstanding success this result can be improved. Other strategies will need to

Geraldton Senior College 3 2016 Annual Report for the College and reflects the more extensive student to select from entering senior school at the College in although in 2016, the level of success was not as high monitoring process that has been put in place. Ongoing 2016. A number of these courses provided students the than in previous years. Ongoing discussions occur as to collaboration between VET staff at the College and the opportunity to complete a full certificate as part of their the counselling process when analysing the number of development of positive relationships with Registered studies whilst others accessed a certificate qualification students who change courses throughout the early stages Training Organisations and their delivery staff has resulted through an offsite VET program. The number of D and of their study program. in improved performance in this area. E grades achieved by students in Semester 2 continues to be high, and this is an area that is being targeted for The Attainment Rate for 2016 increased from 89% in Student Achievement Year 10 improvement in 2017. The College continues to develop 2015 to 94%. This ongoing improvement in achievement strategies in an effort to transition students better from The ongoing situation of having a second transition point is to be celebrated and every effort needs to be made Year 9 into Year 10 and again from Year 10 into Year 11 for public school students in their secondary schooling to retain the Attainment Rate at this level which reflects in order for higher levels of success across courses being in Geraldton is unique and creates additional challenges the success of students in their chosen program of study. achieved. A new transition program was put in place for in student adjustment to another learning environment. This supports the pathway program that has been put in Year 9 into Year 10 in 2016 and this appears to be showing The fact that this break continues to be critical for all place at the College to support success for all students. positive outcomes for the students. students and in particular for those with a poor history of The College celebrated the achievements of our Abo- attendance, low literacy and numeracy skills and com- riginal students in the Clontarf program, the Gigaman Academic Standing Year 11 mitment to their learning necessitated collaboration Gawala program, the Follow The Dream: Partnership with John Willcock College and the local public primary 2016 was the fourth year in which the Academic Standing For Success program and the school-based Warlugurra schools. The College liaised with all primary schools and policy was in place for Year 11 students. The policy Walgamanyulu program. Whilst the number of students John Willcock College in order to change the transition involved students maintaining a C grade average and at achieving their WACE was not as high as previous years program for Year 9 students entering Year 10 at GSC in least 90% attendance. Whilst this continues to be used due to the Literacy and Numeracy (OLNA) requirements, 2016. Strategies were put in place to address the issues as a measure for students to progress from Year 11 to the proud of the level of application by our students in that were evident from previous transition programs Year 12, new methods of engaging more students in the various programs available that support Aboriginal and feedback would indicate that those strategies put achievement and attendance are to be investigated in students at our College. in place have been successful in supporting students 2017. as they move from Year 9 to Year 10. Data shows that Student Achievement Year 11 The ongoing effectiveness of the Academic Standing approximately 90% of the Year 10 student intake in Policy continues to reflect a decrease in the number of recent years has been below the standard for students A total of 33 Year 11 courses were available for students students on conditional standing by the end of semes- to have been deemed to have met literacy and numeracy ter 2. Students on requirements and this has created significant challenges conditional stand- for the College since the introduction of Online Literacy ing who remained and Numeracy Assessment (OLNA). In 2016, this number at the College was greater than 90% and it did impact in all that was put through to the in place to accommodate our Year 10 students. This will end of Year 12 not be an issue with Geraldton Senior College becoming were able to com- a Year 7-12 mainstream senior high school. plete their WACE, The ongoing implementation of the Western Australian

Geraldton Senior College 4 2016 Annual Report Curriculum and Assessment Outline across the state and the recent development of an accompanying comparability Year 10 Grade Achievement process indicates that care must be taken in interpreting the results shown. The number of D and E grades Learning Area A B C D E Total amongst Year 10 students continues to be of concern WAC English 12 13 122 65 27 243 and strategies continue to be put in place to address this CF Health and Physical Education (Approved Specialist) 6 13 27 4 4 56 issue and timetable changes will be made for 2017 in order CF Health and Physical Education (Approved Specialist-Aust Football) 13 36 43 11 10 115 to continue to create learning environments for students CF Health and Physical Education (General PE) 20 129 110 28 19 306 that meet their specific needs. This is particularly relevant CF Health and Physical Education (Outdoor Education) 29 37 21 0 1 91 for Year 10 Aboriginal students and in particular boys WAC Humanities and Social Sciences 15 26 72 108 16 244 who continue to demonstrate a lack of engagement in mainstream learning when they enter GSC. WAC Mathematics 15 38 99 48 40 244 WAC Science 8 21 62 96 53 242 Through the achievement data collected early in the year, CF Design and Technology (Jewellery Making) 11 23 25 3 2 78 there is validation that engaging students in learning as they commence in Year 10 is an ongoing issue. The CF Design and Technology (Mechanical) 6 35 13 1 3 58 continuing percentage of students ‘Working to the best CF Design and Technology (Metals) 2 15 31 10 1 61 of their ability’ in the “Seldom” category continues to be CF Design and Technology (Woodwork) 7 27 27 10 3 74 higher than it should be. This continues to be a discus- CF Home Economics (International Food) 4 18 17 3 0 46 sion that is had with each Learning Area with a particular CF Home Economics (FST) 15 18 11 10 3 61 focus on engaging students in Science and Humanities CF Technology and Enterprise (IT) 7 8 10 4 2 33 and Social Sciences. Semester 1 reporting data shows a CF The Arts (Dance) 2 5 18 3 14 42 significant number of students achieving D and E grades The Arts (Drama) 0 0 7 13 0 20 in Science and Humanities and Social Sciences. This infor- CF mation changes slightly in Semester 2 with a range of CF The Arts (Media (Photography)) 13 27 27 14 1 93 strategies put in place to address the higher than normal CF The Arts (Media) 0 8 10 2 1 26 numbers of students achieving low grades. CF The Arts (Music (Instrument)) 9 6 15 2 1 33 Another area of focus for 2016 and Year 10 students is CF The Arts (Music - Instrument (Other)) 0 7 13 4 0 26 to continue to promote GSC as the school of choice in CF The Arts (Visual Arts (Art and Craft)) 26 31 32 13 3 108 Geraldton for students to undertake their senior sec- CF The Arts (Visual Arts (Art and Design)) 33 46 25 14 3 124 ondary studies. Intake data shows that approximately CF The Arts (Visual Arts (Pottery)) 1 6 7 2 0 17 50 students transitioned from the private schools in Totals Geraldton to GSC in 2016. This focus needs to continue Percentage as the College transitions into a mainstream Year 7-12 school. WAC - West Australian Curriculum CF - Curriculum Framework

Geraldton Senior College 5 2016 Annual Report

180 Online Numeracy and Literacy Number of Students who passed Assessment (OLNA) — 160 OLNA testing at each round 2016 Performance Overview 140 120 In 2016, over 90% of Year 10 students entering Geraldton Senior College had not reached the minimum standard 100 Reading for literacy and/or numeracy. This impacted on all teaching Writing and learning. 80 Numeracy OLNA Stable Cohort 2014-2016

Number of students 60

Year 12 students in 2016 were the first cohort to go 40 through the whole 6 rounds of the OLNA process. The graph to the right shows the progress of this stable 20 cohort of 187 students from 2014 to 2016. 0 The most significant achievement for the stable cohort Q R1 R2 R3 R4 R5 R6 occurred in Round 1 (Year 10), with minimal students Round number passing in Rounds 5 and 6 (Year 12). Both Literacy and Numeracy followed a similar trajectory throughout the Strategies implemented throughout the year to improve student performance six rounds. At the completion of Round 6, 27 students in the Online Numeracy and Literacy Assessment had not achieved a Categories 3 in Literacy and/or Numer- • Raising staff awareness of the OLNA process in- done in classrooms and in the examination room. acy and as a result of this did not achieve their WACE. cluding staff participation in answering example • Purchasing individual logins for olna.com.au These results will determine the allocation of resources in questions, and its implications across all learning resources to encourage practice at home. 2017 and the direction for Literacy and Numeracy Improve- areas. An emphasis was placed on all teachers ment at a whole school level. from all learning areas being aware of the OLNA • Providing homework classes and extra tuition before and after school for interested students. The pattern of the stable cohort for Rounds 1 and 2 of Literacy and Numeracy needs of the students in the OLNA testing is one that has been evident since its their classes and how to access individual and • Providing students, teachers and parents with inception where a large number of Year 10 students are group diagnostics. access to individual diagnostic information to able to demonstrate requirements in either the first or • Allocating the responsibility of OLNA preparation formulate specific targets. second round of testing. This would indicate that students and teaching of skills to all core learning areas not • Communicating information through the school are either being asked to complete the testing process just English and Maths. app, newsletter and school website and Connect. using a different set of strategies, or the students are given • Preparing students for their assessments by fa- information they have previously not received. • Building a resource bank on the school’s shared miliarising students with the assessment format drive to aid whole school literacy and numeracy and tips for achieving better results. This was improvement.

Geraldton Senior College 6 2016 Annual Report 2014 2015 2016 Year 12 Aboriginal Student Performance Retention M F M F M F Aboriginal students The success of the engagement programs for our Aborig- 20 15 21 18 22 19 The proportion of Year 10 students retained to Year 12 inal students continues to be a highlight of the College on current roll has maintained its general level from 2013, with little or 35 39 41 as we strive to ensure there is progress made by those no increase considering the requirement for students to M F M F M F students enrolled at the College. A senior college with a Aboriginal Students remain in education until the end of the year in which they 20 13 18 14 16 16 significantly high number of Aboriginal students requires completing Year 12 turn 18. The College continues to address this challenge that we continue to implement innovative programs 33 32 32 by providing relevant and meaningful programs of study that ensure success in senior secondary education can M F M F M F for students. There continues to be a shift in the communi- be achieved. The introduction of the Year 10 girls SHINE Eligible for WACE 18 10 17 14 16 16 ty with the ongoing downturn of the resource industry as program in 2016 is a clear indicator that the College con- 28 31 32 there were significant opportunities for those in Geraldton tinues to seek out programs that will engage our Aboriginal M F M F M F to be employed as a result of the expanding resource in- students in learning. Achieved the WACE 17 10 16 14 13 10 dustry in recent years. It will be interesting to see if the ongoing general industry downturn will continue to impact The evidence continues to show that the number com- 27 30 23 on families remaining in the Greater Geraldton region. pleting Year 12 and achieving their WACE continues to MFA Members 18 17 13 Early evidence shows that families are moving to different be high and is testament to the partnership approach completing Year 12 locations however this has not impacted significantly on taken by the College in striving for continued success. MFA Members 15 16 6 transiency. In 2016, there was a significant drop in the The renewed focus on increasing the number of girls Achieving the WACE number of Year 10 students that moved on into Year 11. completing their secondary education through the es- Gigaman Gawala Part of the reason for this was the opportunities presented tablishment of the SHINE program in Year 10 in 2016 (Kicking Goals) 11 13 8 for students to undertake training programs at Central Re- has been a positive step in retaining Aboriginal girls at students completing gional TAFE. A number of students undertook this oppor- school and will result in improved WACE results. Year 12 tunity and continue to engage in other learning options. Gigaman Gawala The increase in the number of students moving from Year (Kicking Goals) 9 12 3 11 to 12 reflects the success of the Senior Schooling path- students achieving way program where senior secondary is being promoted the WACE as a two (2) year program for all Year 11 and 12 students. Warlugurra Retention 2016 Walgamanyulu 8 6 7 students completing Years 10 - 12 Years 10 - 11 Years 11 - 12 Year 12 2013 70% 101% 78% Warlugurra 2014 71% 96% 70% Walgamanyulu 2015 66% 96% 70% 5 6 2 students achieving 2016 71% 89% 74% the WACE

Geraldton Senior College 7 2016 Annual Report Count and types of VET certificates achieved by Year 12 cohort over Years 10 to 12

52529WA Certificate I in Gaining Access to Training and Employment (GATE) 8 52560WA Certificate I in Leadership Development 12 SIT20112 Certificate II in Tourism 19 (100%) BSB10107 Certificate I in Business 1 BSB20112 Certificate II in Business 1 (50%) MEM20413 Certificate II in Engineering Pathways 8 (80%) FSK20113 Certificate II in Skills for Work and Vocational Pathways 9 (75%) The College must continue to provide certificatesSFI20111 fromCertificate different II in Aquaculture Training Packages, but also The Year21 (100%) 11 school-based Skilling through Enterprise AUR20512 Certificate II in Automotive Servicing Technology 4 (100%) the breadth of both ATAR and VET completingSIH20111 theirCertificate Certificate II in Hairdressing program. The number of Program4 (100%) (STEP) continues to provide success for the programs to ensure we retain students 2016873729971 enrolmentsDiploma was of Nursinggreater (Enrolled than-Division that 2of nursing) 2015 which students0 (0%) in this program. The significant shift in this from Year 10 through to Year 12. This wasSIS20313 the highestCertificate in the IIhistory in Sport andof VETRecreation at GSC, an indicator program10 (100%) for 2016 was the lack of opportunities in the 52443WA Certificate II in Building and Construction (Pathway - Trades) 0 (0%) will present a greater challenge for thatSIR20212 VET is nowCertificate considered II in Retail by Services students to be an inte- workforce1 (100%) and this impacted significantly on the boys in the College in the next few years with gralBSB20115 part of theirCertificate Senior II in Business School education. 84% of the the program31 (97%) being successful in gaining an apprenticeship. 52700WA Certificate II in Plumbing 1 (100%) the changes that will occur, however 2016CUA20715 Year 12 cohortCertificate successfully II in Visual Arts completed a Certificate This program35 (81%) continues to add to the opportunities discussions are already being held II orMEM20105 higher. AlthoughCertificate IIthe in Engineering increase in the percentage of provided1 (100%) by the College to engage students in meaning- CHC30113 Certificate III in Early Childhood Education and Care 5 (100%) as to what strategies need to be put studentsAHC21010 achievingCertificate a fullII in Conservation qualification and Land Managementwas a significant ful learning.1 (100%) Ongoing work will be carried out in seeking in place to ensure high numbers of contributorSIT20312 to Certificatethe Attainment II in Kitchen OperationsRate of 84% in 2016, the apprenticeship1 (100%) opportunities through the local business SIT30112 Certificate III in Tourism 1 (100%) students in the Year 10-12 area are AttainmentICT20115 RateCertificate was a II decreasein Information, from Digital 89%Media andin 2015.Technology This community.18 (95%) retained. wasSIS20213 due largelyCertificate to the numberII in Outdoor of Recreation ATAR students who did 0 (0%) Year 10 VET not achieve an ATAR of 55 and above. Only 3 students Vocational Education and did not complete their Certificate qualification. An ongoing focus of the Year 10 VET program is to en- Training (VET) VET Completion Numbers gage students in learning. Those Year 10 students who 450 successfully completed a Certificate undertook a TAFE

The College again continued to lead 400 program as part of the school-based Vocational Improve- ment Program (VIP) for students who would normally not in the delivery of the largest varie- 350 ty of programs of all schools in the return to school in Year 10 as they struggle with a main- 300 Midwest Region. The requirement Certificate I in Years 10-12 stream program. These students completed a Certificate 250 for students to achieve a Certificate I in Business and Certificate I in Leadership Development. 200 Certificate II in Years 10-12 II or above in order to meet WACE As part of the expanding VET program at the College, requirements in 2016 resulted in 150 Certificate III in Years 10-12 93 students completed Workplace Learning as part of 100 more students participating in a their study program. The Workplace Learning program 50 vocational program at the College provides an opportunity for students to experience work through the pathway program in- 0 2013 2014 2015 2016 placement as part of their career education program. This troduced in order for students to often provides a springboard into entering a Certificate achieve their WACE. Being able to program in Year 11. continue to increase and modify the Year 11 VET The tables presented on the next page reflect the vast level of choice currently available is Students in Year 11 continue to access the significant range of Certificate courses students are able to undertake testament to the work undertaken by range of VET courses available with more than 50 students as part of the VET program at the College and the com- the Career and Vocational Education successfully completing a Certificate II course. This num- pletion of these Certificates. team in recent years. The growth in ber continues to grow from the 47 in 2015 as more VET enrolments has continued to students seek to complete a Certificate program in Year grow with significant numbers of 11 and move on to a Certificate II course in Year 12. students not only participating in

Geraldton Senior College 8 2016 Annual Report Summary of VET courses available for Year 12 2016 cohort Count and types of VET Certificates achieved Qualification Certificate Name Year 10 Year 11 Year 12 by Year 12 cohort over Years 10 to 12 52443WA Certificate II in Building and Construction (Pathway - Trades) 0 3 1 Student Certificate Name 52689WA Certificate IV in Preparation for Nursing Education 0 9 0 Count 52700WA Certificate II in Plumbing 0 4 1 Certificate I in Gaining Access to Training and Employment (GATE) 8 52773WA Certificate I in Leadership 12 0 0 Certificate I in Leadership Development 12 AHC21010 Certificate II in Conservation and Land Management 0 0 1 Certificate II in Tourism 19 AUR20512 Certificate II in Automotive Servicing Technology 0 6 4 Certificate I in Business 1 BSB10115 Certificate I in Business 12 0 0 Certificate II in Business 1 BSB20112 Certificate II in Business 0 50 2 Certificate II in Engineering Pathways 8 BSB20115 Certificate II in Business 0 0 32 Certificate II in Skills for Work and Vocational Pathways 9 CHC30113 Certificate III in Early Childhood Education and Care 0 5 5 Certificate II in Aquaculture 21 CUA20715 Certificate II in Visual Arts 0 38 43 Certificate II in Automotive Servicing Technology 4 FSK10113 Certificate I in Access to Vocational Pathways 0 6 0 Certificate II in Hairdressing 4 FSK10213 Certificate I in Skills for Vocational Pathways 0 8 0 Diploma of Nursing (Enrolled-Division 2 nursing) 0 FSK20113 Certificate II in Skills for Work and Vocational Pathways 0 0 13 Certificate II in Sport and Recreation 10 HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing) 0 4 6 Certificate II in Building and Construction (Pathway - Trades) 0 ICT20115 Certificate II in Information, Digital Media and Technology 0 23 19 Certificate II in Retail Services 1 MEM20105 Certificate II in Engineering 0 5 1 Certificate II in Business 31 MEM20413 Certificate II in Engineering Pathways 0 25 10 Certificate II in Plumbing 1 MSL30109 Certificate III in Laboratory Skills 0 4 0 Certificate II in Visual Arts 35 SFI20111 Certificate II in Aquaculture 0 19 21 Certificate II in Engineering 1 SFI20211 Certificate II in Fishing Operations 0 17 0 Certificate III in Early Childhood Education and Care 5 SIH20111 Certificate II in Hairdressing 0 4 4 Certificate II in Conservation and Land Management 1 SIR20212 Certificate II in Retail Services 0 2 1 Certificate II in Kitchen Operations 1 SIR30212 Certificate III in Retail Operations 0 1 0 Certificate III in Tourism 1 SIS20313 Certificate II in Sport and Recreation 0 39 10 Certificate II in Information, Digital Media and Technology 18 SIT20112 Certificate II in Tourism 0 0 19 Certificate II in Outdoor Recreation 0 SIT20312 Certificate II in Kitchen Operations 0 2 1 SIT30112 Certificate III in Tourism 0 0 1 TLI21610 Certificate II in Warehousing Operations 1 0 0 UEE22011 Certificate II in Electrotechnology (Career Start) 0 5 0 Totals 25 279 195

Geraldton Senior College 9 2016 Annual Report conversations with students about their attendance. The The set target of >80% attendance across the whole Attendance number of students that still do not transition in their school for 2016 was achieved with 81.4% being the final schooling between Year 9 and 10 is compounded by the result. The College will continue to sustain its contact As has continually been stated, student attendance need for them to change schools. The strategy of changing strategies through the use of form teacher, the Message continues to be an area of concern due to the ongoing the structure of the transition program in 2016 will hope- U service, AIEO and Community Liaison roles, and contin- difference between College and state public school at- fully address this issue. ue to promote family accountability for vacations taken tendance rates. The College has continued to develop outside the scheduled school breaks which continues a number of strategies to address the poor attendance Progressive Attendance Figures to impact on attendance figures. Family holidays also rates that do not reflect positively when presented with impact on student learning and achievement levels and relevant data. The increase in school attendance in 2016 Year School State contact is made with all families who take children on to 81.4% from 79.2% in 2015 is reason for celebration. 2012 79.0% 87.7% holidays during school time. This resulted in a difference from 8.7% to 6.3% lower 2013 81.0% 87.4% attendance when compared to the state. The difference An increase of 3% in attendance rates for Year 10 students 2014 82.3% 86.9% of 8.7% lower than state average in 2015 was a great was a positive outcome for 2016. If this figure is retained 2015 79.2% 87.9% concern and the strategies put in place to address this through Year 11 and 12, this will result in improved at- issue appear to be effective. The difference of 8.4% lower 2016 81.4% 87.7% tendance across the College. This increase was also attendance of Aboriginal students against like schools supported by a 2% improvement in Year 11 attendance and 2.9% when measured against state-wide attendance Year Group Attendance Rates in 2016. With a new range of strategies developed towards the end of 2016 including the employment of an AIEO rates is of ongoing concern however positive steps taken Y07 Y08 Y09 Y10 Y11 Y12 to improve Aboriginal student attendance has shown with a special function in addressing attendance issues in that improvement has taken place in both these figures 2013 80% 79% 85% Aboriginal students and Year 10 students commencing in 2016. 2014 81% 82% 86% their Year 11 programs in the last 3 weeks of the school year, the College looks forward to improved attendance The continued ongoing support provided by sections of 2015 78% 79% 82% in the future. the wider school community in addressing poor attendance 2016 81% 81% 82% continues to be positive. A number of the implemented WA Public 86% 87% 88% strategies have resulted in positive outcomes as shown by Schools 2016 changes in data, particularly through the implementation of specific programs that support student engagement. Aboriginal and Non-Aboriginal Student Attendance Rate Comparisons These programs are resource intensive and the data col- Non-Aboriginal Aboriginal Total lected in ongoing years will be vital in the College con- Like WA Public Like WA Public Like WA Public Year School School School tinuing to investigate not only improving attendance, but Schools Schools Schools Schools Schools Schools ensuring there is sustainability in being able to achieve 2013 85.6% 85.8% 89.1% 66.5% 68.8% 67.2% 81% 82.2% 87.4% positive outcomes with such an allocation of resources. Positive changes in data show that support is being given 2014 86.9% null% 88.6% 67% null% 66.3% 82.3% null% 86.9% to addressing attendance issues at the College and staff 2015 84% 86.8% 89.7% 62% 72.6% 68% 79.2% 85.4% 87.9% are playing a key role in contacting parents and having 2016 86.2% 86.8% 89.5% 64.5% 72.9% 67.4% 81.4% 85.5% 87.7%

Geraldton Senior College 10 2016 Annual Report Attendance profiles Semester II 2016 Vocational Education and Training (VET) nal boys involved in the program. The Academy continued across all year groups Achievement Awards to provide the boys a variety of camp and excursion opportunities. The Academy contin- Australian Superannuation Award ues to support community activities for Excellence in Vocational Andrew Ronan Education & Training: such as the Lighthouse Soup Kitch- 15.2% en, clean ups around Champion Bay Runner Up P&C ATAR Dux: Luke Brosnan Regular (90% or greater) beach, umpiring football matches Runner Up Rotary General VET Dux: Thomas Boyce 40.4% Indicated (80% to <90%) 18.9% in the community and working with Moderate (60% to <80%) primary school students. 2016 saw Severe (<60%) Other Events and Items of Significance the departure of Ian Taylor who had 25.4% Partnerships been the Director of the Academy since 2011. Ian is to be commended Community partnerships continue to form an integral for his work in developing a vibrant part of our College. Long established connections with and successful Academy during his The representative data above reflects the categories of business, industry, and training agencies continues to stewardship. attendance by students in Year 10-12 in 2016. Strategies be a feature of Vocational Education and Training (VET) Key Events put in place for 2017 will impact positively on this data. activities. The number of businesses the College contin- Student Awards ues to work with in partnership is significant as they are The College Ball attracted 300 stu- an essential part of our work placement programs. We dents and guests who made their The following students have achieved outstanding success acknowledge the continued ongoing support we receive entrance through a big audience of in their chosen course of study and are congratulated on from each of them and look forward to continuing to appreciative spectators and entered their achievements: build on the partnerships in supporting the youth of the into the Queen Elizabeth II Centre City of Greater Geraldton. Year 12 to be entertained and entranced by ATAR Dux Miriam Grundy The ‘Follow the Dream: Partnerships for Success’ program the ‘A Starry Night’ themed evening. The staff and ball committee, led by VET Dux Callie Henderson continues to target high achieving Aboriginal students and supports them through to the end of Year 12. The the Student Services team, organised Year 11 number of students involved in the program in 2016 an exceptional evening for everyone ATAR Dux Bailey Booth continues to remain stable with an increase in the num- and are to be commended for their VET Dux Kelsie Clark ber of students completing an ATAR program of study tireless work. Support was provided Year 10 at the College in 2016. There were 2 students involved in by businesses and other organisa- Highest Achiever/Dux Thomas Grice this program who achieved an ATAR of 80 or more. This tions including the P&C. This level of is a positive outcome for all involved. community support is always valued and appreciated. The partnership the College has with the Clontarf Foun- dation is significant as the Midwest Football Academy continues to provide ongoing support for young Aborigi-

Geraldton Senior College 11 2016 Annual Report Excursions and Camps parents who make themselves available to supervise the students on all excursions. In providing this support, they The College continued to support curricula and extra take on the responsibility for ensuring such special and curricula activities throughout the year, resulting in a rewarding opportunities are an ongoing part of our College. significant number of students participating in these activities at school and in the wider community. Community Support in becoming an Independent Public School Music students again participated in the Geraldton Music Festival where they showed their musical talents The ongoing support to the College by the community to win awards competing against other Geraldton and was apparent when the College made application to go surrounding schools. They also attended the WA Band through the process in 2016 of becoming an Independ- Festival in Perth which was preceded by a camp at which ent Public School (IPS) in 2017. The support provided by they prepared for their festival performance. the community in the College becoming an IPS in 2017 reinforces the important role the College community Students involved in studying Aquacul- plays in supporting the development ture, Biology and Fishing Operations of our youth. In becoming an IPS, the undertook trips to the Abrolhos Islands College is empowered to address all as part of their course requirements. challenges associated with becom- These trips were in conjunction with ing a mainstream senior secondary the Batavia Coast Maritime Institute school from 2019 onwards. who provided excellent support to the work the students were undertaking. Transition to a Year 7-12 School This type of activity reflects the positive working relationship the College has The College continues to work with its community supporters. collaboratively in transitioning to a mainstream Year 7-12 secondary A large contingent of students and school, commencing this process in staff attended a very successful annual 2019 when Year 7 students will be- Country Week program in Perth. The come a part of the College. Discus- week was again a highlight for many sions continue to be held regarding students, however, there is a need to the name of the school, the dress continue to hold discussions as to if it code that will become a part of the is an effective use of time for all stu- “new” school and changes to the current College logo. dents when some suffer from stress 2017 will be an exciting and challenging year for the beforehand with examinations and the College with many decisions to be made whilst the need to maintain their level of academ- College undergoes a $5 million refurbishment. ic achievement. As a College we are continually grateful to those staff and

Geraldton Senior College 12 2016 Annual Report Geraldton Senior College Financial Summary as at 31st December2016

Revenue - Cash Budget Actual Contingencies Revenue - Budget vs Actual 1 Voluntary Contributions $ 29,370.00 $ 30,644.15 $000 2 Charges and Fees $ 298,990.00 $ 301,742.21 Budget Actual 3 Fees from Facilities Hire $ 12,611.00 $ 14,558.40 350 4 Fundraising/Donations/Sponsorships $ 43,029.00 $ 43,762.26 5 Commonwealth Govt Revenues $ 2,500.00 $ 2,500.00 6 Other State Govt/Local Govt Revenues $ 2,420.00 $ 2,420.00 7 Revenue from Co, Regional Office and Other Schools $ 349.00 $ 349.09 300 8 Other Revenues $ 63,218.00 $ 64,771.47 9 Transfer from Reserve or DGR $ 192,990.00 $ 192,990.00 10 Residential Accommodation $ - $ - 250 11 Farm Revenue (Ag and Farm Schools only) $ - $ - 12 Camp School Fees (Camp Schools only) $ - $ - Total Locally Raised Funds $ 645,477.00 $ 653,737.58 Opening Balance $ 1,126,865.00 $ 1,126,864.79 200 Student Centred Funding $ 1,037,921.00 $ 1,037,920.56 Total Cash Funds Available $ 2,810,263.00 $ 2,818,522.93 Total Salary Allocation $ - $ - 150 Total Funds Available $ 2,810,263.00 $ 2,818,522.93

100 Current Year Actual Cash Locally RaisTransfers$ 390,707.02 from Sources Student Ce$ Reserves 1,037,920.56 Locally Raised Funds Other Govt $ 12% 5,269.09 23% 50 Other $ 64,771.47 Transfers f$ 192,990.00Other Govt Grants $ 1,691,658.14 0% 0 Other Revenue Source 4%

Student Centred Funding 61%

Geraldton Senior College 13 2016 Annual Report

Page 1 Rev and Exp Report.xls Geraldton Senior College Financial Summary as at 31st December2016

Expenditure Budget Actual $000 Contingencies Expenditure - Budget vs Actual

1 Administration $ 116,523.00 $ 124,950.95 Budget Actual 2 Lease Payments $ 3,300.00 $ 3,084.00 1,000 3 Utilities, Facilities and Maintenance $ 880,215.00 $ 785,453.87 900 4 Buildings, Property and Equipment $ 801,068.00 $ 824,410.90 5 Curriculum and Student Services $ 790,513.00 $ 707,967.01 800 6 Professional Development $ 30,264.00 $ 35,239.28 7 Transfer to Reserve $ - $ - 700 8 Other Expenditure $ 20,245.00 $ 18,121.83 600 9 Payment to CO, Regional Office and Other Schools $ - $ - 10 Residential Operations $ - $ - 500 11 Residential Boarding Fees to CO (Ag Colleges only) $ - $ - 400 12 Farm Operations (Ag and Farm Schools only) $ - $ - 13 Farm Revenue to CO (Ag and Farm Schools only) $ - $ - 300 14 Camp School Fees to CO (Camp Schools only) $ - $ - 200 Total Goods and Services Expenditure $ 2,642,128.00 $ 2,499,227.84 100 Total Forecast Salary Expenditure $ - $ - Total Expenditure $ 2,642,128.00 $ 2,499,227.84 0 Cash Budget Variance $ 168,135.00

Cash Position $000

810 Expenditure Purpose

610

410 Cash Position as at: Bank Balance $ 1,015,346.15 210 Made up of: $ - 1 General Fund Balance $ 319,295.09 2 Deductible Gift Funds $ - 10 3 Trust Funds $ - 4 Asset Replacement Reserves $ 712,678.44 5 Suspense Accounts $ 11,074.62 6 Cash Advances -$ 100.00 7 Tax Position -$ 27,602.00 Total Bank Balance $ 1,015,346.15

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