2020 Annual Report
Batemans Bay High School
8581
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Introduction
The Annual Report for 2020 is provided to the community of Batemans Bay High School as an account of the school's operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.
School contact details
Batemans Bay High School Beach Rd Batehaven, 2536 www.batemansba-h.schools.nsw.edu.au [email protected] 4478 3600
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School vision
Batemans Bay High School aims to provide a quality education to the secondary students in the Batemans Bay community. The school motto is "Bridge to the Future", reflecting the school's focus on the total development of its students, ensuring they can successfully transition to the next stage of life, usually through attainment of the Higher School Certificate (HSC).
The school promotes quality teaching and learning in a safe, inclusive and caring environment where responsibility, participation and success are shared by all. Excellence is achieved through partnerships between staff, students, parents/carers and the wider community.
School context
Batemans Bay High School is a comprehensive, regional high school established in 1988. It has enrolment of over 750 students and a teaching staff in excess of 80. It is an integral part of the Eurobodalla Learning Community and the Batemans Bay Community of Schools, providing continuity in education from preschool to Year 12.
The staff consists of a mix of experienced and early career teachers with a low turnover from year to year. Teacher quality and expertise allows the delivery of a broad range of academic programs. Excellence is nurtured in many areas including student leadership, the creative and performing arts, languages, sport and HSC results. All students have access to diverse and unique extracurricular activities.
A significant proportion of students identify as Aboriginal and strong links with the Aboriginal community are encouraged and celebrated. There is a strong commitment to closing the gap between the performance of Aboriginal and non- Aboriginal students.
The school has developed a reputation for inclusive educational and wellbeing practices. The school community believes that all students are entitled to a safe and harmonious environment where they are treated with respect and where they in turn respect the rights of others.
The school is built on three core values - "Be Responsible, Be Safe, Be Respectful". It provides a platform for students to achieve their best.
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Self-assessment and school achievement
This section of the annual report outlines the findings from self-assessment using the School Excellence Framework, school achievements and the next steps to be pursued.
This year, our school undertook self-assessment using the School Excellence Framework and participated in an external validation. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
Each year, we assess our practice against the Framework to inform our school plan and annual report. Every five years, our school undergoes an external validation process.
During the external validation process, an independent panel consisting of a Principal School Leadership and a peer principal considered our evidence and assessment of our school's progress against the School Excellence Framework.
Our self-assessment and the external validation process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching-and- learning/school-excellence-and-accountability/school-excellence
Self-assessment using the School Excellence Framework Elements 2020 School Assessment LEARNING: Learning Culture Sustaining and Growing LEARNING: Wellbeing Sustaining and Growing LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Sustaining and Growing LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Delivering TEACHING: Professional standards Sustaining and Growing TEACHING: Learning and development Delivering LEADING: Educational leadership Delivering LEADING: School planning, implementation and Delivering reporting LEADING: School resources Sustaining and Growing LEADING: Management practices and processes Sustaining and Growing
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Strategic Direction 1
Engaged, committed and successful students
Purpose
Our purpose is to increase the level of achievement of all students across the school.
We will accomplish this by upholding high expectations, teaching positive behaviour and recognising student success. We will develop student leadership and mentoring opportunities and we will partner with community and service providers to improve student engagement in the school.
Our aim is that all students maximise their potential through effective self-regulation and by maintaining high aspirations.
Improvement Measures
High Expectations
Improved exit outcomes including increased HSC attainment or increased entry into fulltime employment/AQF Certificate II study
Assessment
Achieve or exceed growth for Year 9 NAPLAN and growth for theHSC
Student Wellbeing
Improved student engagement measured through qualitative surveys such as Tell Them From Me
Progress towards achieving improvement measures
Process 1: High Expectations
The development of a consistent approach to meeting high expectations promoting academic achievement and encouraging attainment of personalised educational goals for all students, including Aboriginal students.
Evaluation Funds Expended (Resources)
The review process could be expanded into other years as of 2021. It was Time to be able to do this effectively. successful for senior students as a form of early intervention for all students, those at risk but also high performing and gifted education students. Templets and proformas that could be used by others including the ALC and Year Advisors to complete this process and build positive relationships across the school.
Time to train others in this approach and build a broader network of support within the school.
Funding Sources: • Socio-economic background ($2000.00)
Process 2: Assessment
Teachers consistently use evidence of learning, including a range of formative assessments and qualitative feedback to inform their teaching, adapt their practice to ensure high expectations are met and meet the learning needs of students.
Evaluation Funds Expended (Resources)
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Progress towards achieving improvement measures
This needs further development as we move into 2021. Teachers have Professional learning and targeted requested further training in this area to solidify their knowledge and time to faculty development of this skill. LaS implement and review within their faculty area. teachers can provide assistance in the areas of differentiation for those teachers who require assistance in this area to meet the needs of specific students.
Time to develop this as resources within their programs and assessments.
Funding Sources: • Professional learning ($1000.00)
Process 3: Student Wellbeing / Attendance
Deliver explicit targeted and whole-school programs to support positive behaviour and the wellbeing of students.
Evaluation Funds Expended (Resources)
Wellbeing and attendance continue to be of concern with regards to 2020 Wellbeing Coordinator position to be and the events of the year. Monitoring processes have been increased for expanded to include attendance. They students at risk. Trauma informed training will recommence in 2021 to will work with Administration, the provide staff with knowledge and understanding to support students in their HSLO, Year Advisors and the classroom. Learning Support Team to identify and monitor students at risk. The emergency response team continues to evolve and develop their processes. PB4L training
PB4L will be relaunched in 2021 with new signage and new systems and Funding Sources: processes and staff training. • Socio-economic background ($30000.00) The community tutor had a successful year with a number of high risk • Socio-economic background students completing the equivalent of year 10 and successfully moving onto ($37000.00) employment.
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Strategic Direction 2
High quality teachers and teaching practices
Purpose
Our purpose is to ensure all teachers are skilled and equipped to support optimal, future-focused learning.
We will accomplish this by resourcing and implementing high quality teaching practices across all faculties in literacy and numeracy, the Australian curriculum and the HSC. We will improve the skills, expertise and credentials of our teachers.
Our aim is that all teachers set an example to students as both accomplished educators and lifelong learners.
Improvement Measures
Professional Support
Improved teacher self-efficacy measured through qualitative surveys
Evidence-based Strategies
Achieve the level of "sustaining and growing" or greater in each element of the teaching domain in School Excellence Framework assessment
Collaborative Expertise
Increased teacher leadership and delivery of professional learning
Progress towards achieving improvement measures
Process 1: Professional Support
Provide teachers with the tools, resources and professional learning to enable them to address the needs of students, now and into the future.
Evaluation Funds Expended (Resources)
Berry Street Training will continue in 2021 and beyond. Resources within the Department of Education were used to support this. Further training was requested in 2021 from the AP Learning and Support as staff found this practical and useful for implementation in their classroom. Funding Sources: • Professional learning ($10000.00)
Process 2: Evidence-based Strategies
Implement a structured, regular and sustainable quality teaching initiative based on research and successful practice.
Evaluation Funds Expended (Resources)
We will as a team continue to work through the elements of the What Works Professional learning in feedback. Best document to solidify our knowledge of the evidence based practices that it provides. Time to implement strategies.
The online modules will provide the basis of ongoing professional learning in Funding Sources: this area. • Professional learning ($15000.00)
Teachers have requested increased information and examples of how they can use this more effectively. It will become a focus in 2021.
Process 3: Collaborative Expertise
Develop whole school and inter-school relationships to provide mentoring support and share teaching
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Progress towards achieving improvement measures
Process 3: expertise.
Evaluation Funds Expended (Resources)
Professional learning provided in communication and people skills to Educational leadership provided to executive staff provided skill development to lead their team effectively. All school leaders. participated including new staff for 2021. Some will continue this mentorship into 2021. Funding Sources: • Professional learning ($15000.00)
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Strategic Direction 3
Progressive educational environments
Purpose
Our purpose is to develop and maintain effective school leadership focused on improvement.
We will accomplish this by improving the physical and learning environments of the school. We will improve access to learning opportunities in all areas of school life. We implement support systems that enhance relationships in our local community and attract and retain students and staff.
Our aim is to achieve a self-sustaining and self-improving school community.
Improvement Measures
Instructional Leadership
Improved parent and community satisfaction measured through qualitative surveys such as Tell Them From Me
Cocurricular Offerings
Increased student participation in cocurricular activities
Educational Partnerships
Increased retention of students within the Batemans Bay Community of Schools
Progress towards achieving improvement measures
Process 1: Progressive environments
Implement systems and strategically allocate staffing to enable a greater focus on teaching and learning.
Evaluation Funds Expended (Resources)
This repurposed a number of areas to cater to diverse teaching and learning Creation of these environments in the and accommodate the needs of the school. The spaces are being used way of space and furniture. effectively to support the educational experiences of the students. Funding Sources: • Socio-economic background ($18000.00) • Aboriginal background loading ($1000.00)
Process 2: Cocurricular Offerings
Provide enrichment opportunities for students in every stage, extending the curriculum and fully utilising school resources.
Evaluation Funds Expended (Resources)
This addressed a need at a point in time. In 2021 the LaS Teachers will play Time to familiarise with the IEP's and a more active roll in supporting faculties in the differentiation of the curriculum PLP's of students. This was provided for all students. So that those who need support will be able to access the within staff meetings but could be a curriculum at their level to enable them to show growth and also challenge more formalised approach in the the HPGE students so that we can instil high expectations at all levels of future. abilities. Funding Sources: • Low level adjustment for disability ($110000.00)
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Progress towards achieving improvement measures
Process 3: Educational Partnerships
Develop strategic partnerships with the Community of Schools and the broader community to assist with educational delivery.
Evaluation Funds Expended (Resources)
This did not develop as hoped but will be looked at for 2022 to attempt the Time in the form of Meadowbanks will model tried in 2019. allow for this involvement.
The REC has had great success working with a number of students across Use of the REC in the afternoons. the region in both primary and secondary schools to support their reengagement in education.
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Key Initiatives Resources (annual) Impact achieved this year
Socio-economic background The integration of This has allowed for a more creative technology into the approach to the delivery of the curriculum in a classroom assisted in the greater number of spaces within the school. development of skills required in this age. It created a demonstration space within every classroom environment. This has further developed the approach now required to deliver the stage 4 tech mandatory syllabus.
Funding Sources: • Socio-economic background ($50 000.00)
Support for beginning teachers Staff to undertake the role Teachers felt supported in the school with a of mentor and time for them mentor but also contacts within other faculties to actively fulfil this role. in which the could gain knowledge and skills from. Time for beginning teachers to acclimatise to the school Beginning teachers valued the time to design and the teaching and create quality lessons and assessment profession. tasks.
Targeted support in the Some funding was rolled over due the development of unavailability of professional learning educationally sound opportunities and this will be used in the teaching programs, timetable as release in 2021. systems and processes.
Funding Sources: • Support for beginning teachers ($20 000.00)
Aboriginal background loading Staffing to support The ALC was invaluable in maintaining Aboriginal students. contact with students during Covid. Families were supported with access to technology so Cultural programs such as that students were able to continue to engage Red Dust Healing and with the school in online learning. The Stronger Sisters. Aboriginal staff have been instrumental in reengaging students in learning after Funding Sources: bushfires, covid and what was a year of Sorry • Aboriginal background business in our Aboriginal community. loading ($50 000.00) The ALC will be school funded in 2021 and will move further towards skill development and attainment and this will be reflected in increased early submission of assessment tasks.
Low level adjustment for disability SLSO employed to provide SLSO created a number of learning resources targeted assistance in the for students during Covid. their knowledge of classroom, with where students were at and their ability to assessment tasks and in differentiate class work made them a valuable the differentiation of the resource during this time. lessons. Their relationship with the students allowed LaST provided detailed for greater contact with families and students IEP's to support the during this time as part of a check in process. students in their learning
Funding Sources: • Integration funding
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Low level adjustment for disability support ($150 000.00) SLSO created a number of learning resources for students during Covid. their knowledge of where students were at and their ability to differentiate class work made them a valuable resource during this time.
Their relationship with the students allowed for greater contact with families and students during this time as part of a check in process.
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Student information
Student enrolment profile Enrolments Students 2017 2018 2019 2020 Boys 326 341 362 366 Girls 330 354 367 385
Student attendance profile School Year 2017 2018 2019 2020 7 90.7 88.6 87.4 90.7 8 87.9 86.9 81.2 88.6 9 84.4 82.4 80.7 85.5 10 82.1 78.5 77 83.8 11 82.4 80.2 74.5 83 12 89.9 85.9 87.2 86.2 All Years 85.9 83.8 81.2 86.5 State DoE Year 2017 2018 2019 2020 7 92.7 91.8 91.2 92.1 8 90.5 89.3 88.6 90.1 9 89.1 87.7 87.2 89 10 87.3 86.1 85.5 87.7 11 88.2 86.6 86.6 88.2 12 90.1 89 88.6 90.4 All Years 89.6 88.4 88 89.6
NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic. The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 March to 22 May. During this period, schools monitored engagement with learning to determine whether students were marked present. This changed the attendance measure. There was also some evidence of varied marking practices as schools adjusted to the learning from home period, with some schools recording higher attendance rates while others recording markedly lower rates.
Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non-attendance.
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Post school destinations Proportion of students moving into post- Year 10 % Year 11 % Year 12 % school education, training or employment Seeking Employment 0 0 11 Employment 0 10 43 TAFE entry 10.91 0 6 University Entry 0 0 18 Other 0 0 0 Unknown 0 0 1
Year 12 students undertaking vocational or trade training
42.22% of Year 12 students at Batemans Bay High School undertook vocational education and training in 2020.
Year 12 students attaining HSC or equivalent vocational education qualification
94.9% of all Year 12 students at Batemans Bay High School expected to complete Year 12 in 2020 received a Higher School Certificate or equivalent vocational education and training qualification.
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Workforce information
Workforce composition Position FTE* Principal(s) 1 Deputy Principal(s) 2 Head Teacher(s) 10 Classroom Teacher(s) 46.4 Learning and Support Teacher(s) 1.7 Teacher Librarian 1 School Counsellor 3 School Administration and Support Staff 18.68 Other Positions 2.8
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres Strait Islander People.
Workforce ATSI Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 6.30% Teachers 3.30% 2.80%
Note 1 - The NSW Public Sector Aboriginal Employment Strategy 2014-17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 - Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non-teaching staff in line with school and Departmental priorities.
In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachers and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.
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Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2020 Actual ($) Opening Balance 1,425,602 Revenue 11,946,889 Appropriation 11,819,392 Sale of Goods and Services 10,513 Grants and contributions 115,505 Investment income 1,278 Other revenue 200 Expenses -12,455,278 Employee related -11,397,986 Operating expenses -1,057,293 Surplus / deficit for the year -508,389 Closing Balance 917,213
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2020 Approved SBA ($) Targeted Total 112,801 Equity Total 1,331,682 Equity - Aboriginal 169,033 Equity - Socio-economic 840,846 Equity - Language 25,028 Equity - Disability 296,775 Base Total 9,347,968 Base - Per Capita 182,980 Base - Location 16,911 Base - Other 9,148,077 Other Total 729,827 Grand Total 11,522,278
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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School performance - NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
The My School website provides detailed information and data for national literacy and numeracy testing. Go to myschool.edu.au to access the school data.
2020 NAPLAN
As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to the COVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.
The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuation of current NAPLAN governance arrangements through 2021.
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School performance - HSC
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
The information in this report must be consistent with privacy and personal information policies. Where there are fewer than 10 students in a course or subject, summary statistics or graphical representation of student performance is not available.
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School Average Subject School 2020 SSSG State 2018-2020 Agriculture 57.5 66.2 69.7 58.7 Ancient History 71.6 61.1 69.4 72.3 Biology 64.7 63.7 70.8 66.7 Design and Technology 72.6 69.7 75.4 72.5 English Advanced 74.9 73.6 80.8 73.4 English Standard 63.5 63.3 68.1 63.9 Food Technology 63.3 61.9 70.2 63.3 Geography 47.0 52.3 70.1 51.8 Mathematics Standard 2 59.8 55.4 64.9 66.8 Modern History 58.5 57.5 68.9 62.9 Music 1 74.3 75.6 79.8 75.4 Personal Development, Health and 66.4 62.9 69.9 67.4 Physical Education Visual Arts 72.9 73.0 79.2 73.6
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Parent/caregiver, student, teacher satisfaction
Due to the unprecedented events of 2020 satisfaction with life in our area was very low. The bushfires and Covid had a significant impact on our community. The loss of the school as a central meeting point was a blow that was reflected in community satisfaction. The effort of all within the school community to maintain contact and support each other during this time sustained the school based relationships and the integrity of education. As a community we did our best through difficult times.
We as a school are continuing to rebuild from these events and overcome the community wide trauma. Satisfaction across the school will continue to develop as we heal and move past 2020.
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Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.
Anti-Racism Policy
All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti-Racism Contact Officer who is trained to respond to concerns in relation to racism.
Multicultural Education Policy
Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.
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