Figtree High School Annual Report

2017

8449

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Introduction

The Annual Report for 2017 is provided to the community of Figtree 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.

Karen Burke

Principal

School contact details

Figtree High School Gibsons Rd Figtree, 2525 www.figtree-h.schools.nsw.edu.au [email protected] 4271 2787

Message from the Principal

At the end of 2016, Figtree High School and our Flametree Campus refined Strategic Direction 1: Teaching and Learning to focus closely on the areas of Assessment as, of and for learning, Literacy for learning, Dynamic learning and Positive behaviour for learning. School plan action teams were formed to ensure the successful implementation of these four focus areas. The impact on student progress and achievement has been very positive and will be built on in the next plan.

Strategic Direction 2: Wellbeing, was managed by the Deputy Principal, Head Teacher Wellbeing, Head Teacher Teaching and Learning, School Counsellors, Year Advisers partnering with a range of outside agencies. Our students were developed in their understanding of positive relationships through the Expect Respect procedure. Our Antibullying policy was reviewed and updated and communicated to our school community. We engaged the services of the Top Blokes program and Job Employment program to assist students at risk of disengagement using RAM funding.

Strategic Direction 3: Community Partnerships – we continued to partner with our seven community of schools, learning from each other to support a smooth learning journey from Kindergarten to Year 12. We also worked closely with the University of with the Education faculty in supporting Professional Experience students, and learning from the Mathematics faculty to embark on visible learning through innovative whiteboard teaching and learning.

Our HSC results improved due to faculty focus on identified areas. This will continue to be a concentrated focus in our next plan. As a Bump it Up Tier 2 school, we were pleased that our Literacy and Numeracy student outcomes also improved, as a result of drilling down into our data and applying faculty specific learning.

Overall, we had an improved academic year, with our learning from CESE and Communication and Engagement data impacting our ability to plan specifically for future directions.

Message from the school community

The Figtree High School Parents and Citizens Association (P&C) maintained its active support of the school in 2017 with a large group of dedicated parents who regularly attended meetings, assisted in generating income and volunteered for various activities.

This past year we had two main fundraisers, the Entertainment books and the stationary packs. With this we managed to raise over $3,500. As a result of the P & C fundraising efforts we were able to give $7,000 to the school to help fund the redevelopment of future focused learning areas and the upgrading of school sports uniforms. We also recognised student achievement and provided funds for student awards, and helped parents and students meet the cost of representing the school at sporting, academic and Creative and Performing Arts events.

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The school canteen has continued to thrive and operate with the support of parent and student volunteers. The canteen has maintained a wide range of healthy food selections in accordance with the Department of Education policy. The P&C executive would like to take the opportunity to thank Margaret Cutajar and Joanne Reczek, for their outstanding commitment and service in the canteen.

The P&C meets twice a term on a Wednesday night at 6:30pm. These meetings are an excellent opportunity to listen to the updates on our school and discuss information relating directly to the education and welfare of students.

Finally, I would like to express how proud I am being P&C President at Figtree High School. I wish to thank Tracey Newman, our P&C secretary and Chris Rymanour treasurer for their ongoing commitment to our school. The P&C at Figtree High School is a welcoming and inclusive one and we continue to welcome new members. The support of our parents is appreciated by both the P&C and the school.

Jackie Brown

P&C President

Message from the students

The Student Representative Council (SRC) has enjoyed a very rewarding year. Students were offered a variety of skill building and leadership activities along with the planning and organisation of many fundraising events.

To further develop leadership skills, students attended a variety of conferences, including the Educational Services – Wagga Wagga Student Representative Council Conference, Parliament of NSW Secondary Schools Student Leadership Program, and the Elevate Young Leader’s Forum. These events, in additional to a multitude of school events, provided students with the opportunity to develop confident communication, interpersonal and organisational skills to lead our student community.

Our school was represented by SRC members at the North Wollongong Staff Impact Awards and the Victor Chang Awards. During 2017 the SRC hosted a variety of fundraising activities, such as our annual Cross Country and Athletics Carnival BBQs/Bake Sales, as well as Canteen’s National Bandanna Day.

Congratulations to Meghan Fox and Joshua Panayiotou who were voted as the 2018 School Captains, and Campbell Fulcher, Jayden Smileski, Payton Williams, Georgia Wilson as the 2018 Vice Captains.

Student Representative Council 2017

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School background

School vision statement

Figtree High School, is a comprehensive school where staff, students and parents aim to work together to prepare all students to become confident, mature, knowledgeable and adaptive adults in a changing world.

Statement of purpose

We are committed to: • enabling each student to achieve their academic potential • providing quality learning programs which encourage excellence, self discipline, individual development and independence • providing a comprehensive curriculum which caters to students’ needs • providing a supportive, positive, fair and safe learning environment

School context

Figtree High School is a large comprehensive school known for academic and sporting excellence. This includes an on–site physical disabilities class, autism class and an off–site behaviour unit, the Flametree Campus.

The student population reflects a culturally diverse school community, including 194 students from non–English speaking backgrounds and 51 Aboriginal students.

Figtree High School is an active member of the Figtree Community of Schools, the Curriculum Networks (CNI) and the Wollongong North Principals Network.

The school implements the Positive Behaviour for Learning program which underpins its systems and practices in behaviour and academia.

Figtree High School provides a broad range of curricula and extra–curricular opportunities for students. Significant investments have been made in information communications technology to support teaching and learning, and staff are committed to ongoing professional learning to improve student outcomes.

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Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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.

The School Excellence Framework provides schools with focus areas and levels of achievement in which to measure against and aspire to. This year, our school used the School Excellence Framework Self–assessment Survey to identify areas of strength and areas for further development. Each area of the survey required the school to demonstrate the target with evidence in the domains of Learning, Teaching and Leading.

In the domain of Learning, we recognised areas of strength as Learning Culture, Curriculum and Learning and Assessment and Reporting, moving from delivering to sustaining and growing. Wellbeing, and Student Performance Measures remained at delivering. We aim to increase these areas to excelling in the next three years of our new school plan.

In the domain of Teaching, strength was identified in the fields of Collaborative Practice and Learning and Development. We will continue to address Effective Classroom Practice, Data skills and use and the application of the Australian Professional Standards for Teachers. Accreditation meetings were established on a fortnightly basis for two groups of teachers – Teachers seeking accreditation at Proficient and teachers interested in accreditation at the higher levels. These meetings were led by the Principal who is maintaining accreditation at Lead, which is a nationally certified qualification. Staff were also supported to maintain accreditation at Proficient, by attending group sharing twice a term as well as individual development sessions with the Principal in writing their maintenance reports. School Development Day 3 was devoted to further developing an understanding of the standards and accreditation. The sessions were filmed by the NSW Education Standards Authority.

In the domain of Leading, we demonstrate that we are sustaining and growing in Leadership and need further focus on Management Practices and Processes, School Resources and School Planning, Implementation and Reporting. Professional learning was identified and delivered to address these areas including significant time with a data expert from the Department of Education’s Centre for Educational Statistics and Evaluation. Head teachers worked with staff in the analysis of HSC and NAPLAN data to inform necessary changes in practice and programming through years 7 to 12. Our results reflected an increased focus in this area and the incoming Year 11 students established learning goals for HSC Success in meetings with identified mentors.

Following the 2016 self–assessment survey and subsequent evaluations, the refinement of Strategic Direction 1: Teaching and Learning was necessary. Executive leaders co–led school plan action teams to ensure the elements in the School Excellence Framework and school plan improvement measures could be met and exceeded.

In reflection of the work of action teams, the survey and a wide range of other consultative data, the Executive Leadership Team in collaboration with the teaching staff of the school, developed the strategic directions for the 2018–2020 school plan: 1. Collaborative teaching practice informed by data and research 2. Systems and practices that support high expectations 3. Innovative learning environments

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Strategic Direction 1

Teaching and Learning

Purpose

To inspire and challenge every student and teacher to excel and learn to their full potential.

Overall summary of progress

Following the evaluation of data in 2016 and the identification as a Bump It Up Tier 2 school, significant re–working of Strategic Direction 1: Teaching and Learning occurred. School plan action teams were formed under the co–leadership of head teachers. The work of the four teams – Assessment as, of and for learning, Dynamic learning, Literacy for learning and Positive Behaviour for learning – was closely aligned to target the improvement measures in a cross–faculty, collaborative approach.

A literacy/numeracy teacher was employed who drilled deeply into data and formulated small groups of students in a rotation to shift lower band results significantly in a short time frame. Data analysis of NAPLAN and HSC results, together with updated policy implementation from the NSW Education Standards Authority informed the work of the Literacy and Assessment action teams.

Positive Behaviour for Learning sought the advice of a Department of Education PBL Coach/Mentor and work began on the refinement of our expectations matrix. Strong systems underpinned improvement in consistency of whole school expectations. The Dynamic learning team began an audit of learning spaces and of current research. Mathematics implemented a visible learning classroom practice in partnership with the University of Wollongong, resulting in a more collaborative, confident learning environment.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

• Students in Year 9 will achieve $25,000 Data analysis by action teams led development of expected or above expected programs within the school to support improvement growth in NAPLAN testing. targets. Staff professional learning centred on NAPLAN data analysis identifying focus area for improvement.

• Increased growth in writing and $25,000 Employment of a specialist literacy and numeracy spelling proficiency bands for teacher to work with identified students to offer boys personalised learning programs targeting improvement in literacy and numeracy.

Literacy initiative targeting spelling and writing through using NAPLAN marking criteria implemented with targeted students. Significant increase in student engagement and completion of writing assessment tasks was realised for students.

• Increased growth for HSC $ 16,000 Involvement in CNI networks and MESH students in higher bands against implementation. Head teacher release for data 2015 data. analysis around HSC performance. Growth in both bands five and six results and growth in HSC results overall.

• Increased attendance and $2,000 Executive conference comprehensive attendance punctuality data analysis and policy revision regarding attendance.

Next Steps

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Through the evaluation of 2017 action team achievements, the School Excellence Framework Self–assessment Survey, community consultation and input from CESE, Communication and Engagement and internal data, the 2018–2020 strategic directions were formed. We recognised the positive impact of the school plan actions teams as executive co–led, cross–faculty, collaborative groups.

The teams will continue to implement the new plan spread across the three strategic directions, instead of sitting under one. This will ensure monitoring of the milestones is equitable and addresses the improvement measures in a more structured, productive way.

Our overarching key message is success for every student through high expectations and personalised learning. This underpins every decision made in the school and is closely aligned to the state strategic plan areas of every student is known, valued and cared for and is engaged and challenged as learners.

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Strategic Direction 2

Wellbeing

Purpose

To build a culture of success within our school community for every student where positive relationships and a strong sense of wellbeing are pivotal for a successful school experience.

Overall summary of progress

The powerhouse of support model continues to be a feature of Wellbeing at Figtree High School. Individually tailored, flexible support through the implementation of Wellbeing plans are highly effective in supporting students and families by distributing responsibility across the Wellbeing team. The Head Teacher Wellbeing was released from face–to–face teaching one day a week to establish and refine the powerhouse of support model of wellbeing with the Deputy Principal. Our efforts to implement and integrate a range of strategies that improve student Wellbeing and build resilience have been significant. The implementation of the Top Blokes mentoring program to support Year 8 and 9 boys has been effective in improving behaviours and attitudes and has supported students to engage with positive role models. One of the most successful professional learning events to occur in 2017 was the Wellbeing Conference which focused on building capacity and leadership in the Wellbeing team. Staff were engaged in developing a deeper understanding of student Wellbeing data analysis to inform practice.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

• Increased student wellbeing in $33,000 Head Teacher Wellbeing released one day per the areas of resilience and mental week to develop the powerhouse of support model health. and offer a coordinated approach when working with families, external agencies, and the wider school community.

Wellbeing professional learning conference coordinated by deputy principal overseeing wellbeing and head teacher wellbeing and ensure consistently applied structures were in place to support student wellbeing.

• Induction program $3,000 Meeting structure implemented for teachers seeking implemented, evaluated and accreditation. Six people successful at achieving revised including professional accreditation at proficient and two staff selected for growth for mentors and Induction a leadership initiative targeting lead accreditation. Coordinator. Five staff completed UOW course leading through mentoring.

• Newly appointed and/or $40,630 permanent staff Tailored support in curriculum differentiation and beginning staff are well the accreditation process. Release time given to supported. $53,800 temporary staff teachers in line with GTIL, Head teacher teaching and learning released to offer tailored professional learning to early career teachers.

• All students at or above 85% Nil Executive conference comprehensive analysis of attendance with a decrease in attendance data and linking to engagement and partial student attendance and achievement data. Revision of school attendance truancy rates. policy. Attendance improvement measure realised • Recognition by staff of at 88.4%. outstanding student attendance. • Implementation of HSLO referrals.

• Increased student learning, $1,000 Review of PBL program as it operates within the engagement, participation and school including a revamp of the rewards system acknowledgement through and the PBL matrix. external and internal reward

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

systems. Review of PBL program as it operates within the school including a revamp of the rewards system and the PBL matrix.

Next Steps

Wellbeing programs will continue to be evaluated and refined to ensure support for students enables them to connect, thrive and succeed. The Positive Behaviour for Learning action team will be instrumental in reviewing systems and practices that support high expectations.

Partnership with outside agencies will grow including a wellbeing program focused on girls’ self–esteem. We will continue to engage the Top Blokes program for boys’ wellbeing. Capacity will be further developed in our Year Advisers to strengthen their understanding and support that is year group appropriate.

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Strategic Direction 3

Community Partnerships

Purpose

To work collaboratively with the community to develop confident, life–long learners and responsible citizens with the knowledge and skills to achieve their personal goals.

Overall summary of progress

The authentic partnership with our Community of Schools strengthened in 2017 with the introduction of the action team leaders connecting with primary colleagues. This began in the areas of literacy, explicit teaching and assessment in order to develop more streamlined transition for students. We also extended opportunities for our future primary students to participate in the creative and performing arts at the inaugural Shakespeare Festival, and featured leaders from all eight schools at the Wollongong North Network Staff Impact Awards. Community of Schools’ Principals met regularly and focused discussion and planning on the K–12 continuum, positive communication and engagement with the community and the Premier’s Priorities.

Figtree High School continued to be active in the Curriculum Networks Illawarra (CNI) implementing new syllabuses in senior Mathematics, English, Science and the Humanities. High quality professional learning led by Dr Simon Breakspear was attended by all executive and aspiring leaders. Key messages were discussed and embedded in faculty teaching practice and school leadership.

We employed the Top Blokes program to strengthen wellbeing for boys and continued to support all Year 10 students with the Job Employment Program. As our Secondary Schools Renewal Program was officially completed at the commencement of 2017, we continued our valued partnership with the Department’s Communication and Engagement team. Surveys of customer service were completed alongside community forums and executive workshops. The data gleaned through these platforms provided focus areas for improvement that the team developed into a strategic communication plan to implement over 2017/2018.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

• Collaborative relationships $ 5,000 Calendar of community of schools network established and maintained meetings implemented between Community of Schools staff and students.

• Strategic plan developed and Community of schools consultation and implemented to address K–12 partnerships established and progress made in curriculum initiatives. development of a continuum of learning K–12, with transition of learning in literacy initiatives targeted.

• Collaborative relationships $ 30,000 Wellbeing team strengthened links with Headspace established and maintained through the development and refinement of the between the school and Expect respect policy. Outside agencies delivered community agencies in both programs to support student learning and industry and education engagement including Top Blokes and Job Employment program.

• Effective communication and $ 8,000 The Department of Education Communication and engagement of parents/carers in Engagement Team conducted a review of all forms school activities of communication and made recommendations for improved communication procedures to increase parent/carer engagement in school programs and activities.

Next Steps

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Further reciprocal collaboration of teaching staff with our Community of Schools across all four action teams to ensure a productive learning progression for all students K–12, and a deepening of expertise in classroom practice.

We value the input of the University of Wollongong in our professional experience partnership and educational research learning. Our ongoing partnership with the university will particularly inform strategic directions 1 and 3 of the new school plan.

Curriculum Networks Illawarra will continue to support all teaching staff in the development of teaching and learning and content knowledge. The school development day Term 2 is committed to this critical professional learning.

Work with the Communication and Engagement team and CESE representatives will ensure our focus is data informed and communicated clearly to the community.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $43,799 During 2017 a range of opportunities and mentoring programs were made available to Aboriginal students to build personal and academic success. A number of programs were adopted to extend Aboriginal students literacy and numeracy skills across all KLAs. Significant input from the AIME program, individualised tutoring at the school and mentor programs have supported Aboriginal students learning.

English language proficiency $26,465 The school has employed an EALD teacher to work specifically with students who are developing their English language proficiency. In addition a professional learning program equipped staff to offer personalised learning to students from EALD backgrounds. SLSO’s were also used to support the learning needs of students.

Low level adjustment for disability $73,214 The school has an effective team of SLSO’s who employ a range of strategies to work with students and support their learning needs. The learning and support team provided a coordinated and targeted approach to supporting students learning and wellbeing.

Socio–economic background $197,980 Spending allocated to teaching and learning programs. Expenditure was not fully realised due to staffing changes throughout the year. Funding allocation continues to be a priority as we address learning needs of students.

Support for beginning teachers Permanent Staff $40,630 Professional learning program for staff seeking and maintaining accreditation offered. Temporary Staff $53,800 Release time given to staff and mentors in line with GTIL.

Six teachers achieved accreditation at proficient and two staff selected for leadership initiative targeting lead accreditation.

Targeted student support for $4,128 Teacher were given release time to work refugees and new arrivals with refugee students as they transition into Figtree High School. Additional support was provided through the employment of a part time EALD teacher above our staffing allocation.

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Student information supportive of the schools actions to address punctuality.

Student enrolment profile Post-school destinations Enrolments Proportion of Year Year Year Students 2014 2015 2016 2017 students moving 10% 11% 12% Boys 540 525 522 500 into post-school education, training Girls 458 483 474 436 or employment Seeking 0 3 8 Employment Figtree High School is a proud comprehensive high school. Our student population in 2017 was 936 of Employment 5 6 17 which 5% were Aboriginal. TAFE entry 2 3 22 University Entry 0 0 33 Student attendance profile Other 6 2 12 School Unknown 0 0 8 Year 2014 2015 2016 2017 7 91.9 91.3 92.5 93.9 A survey of HSC students conducted after the HSC 8 92.6 90.1 89 90.2 examinations indicated that 33% of students were offered University positions. As in other recent years 9 88.3 90.6 87.5 89.1 the bulk of these students have enrolled at the 10 88.6 85.4 87.8 84.8 University of Wollongong. However this year four students have enrolled in other universities; Newcastle 11 84.1 88.2 84.8 90.5 University, Western Sydney University and Charles Sturt University. 12 87.5 90.8 92.1 88.9 All Years 88.8 89.3 89 89.6 When analysing the industry areas of degree programs studied, a breadth of courses were chosen, with the State DoE largest group in the Science field. Nine students have chosen to study double degrees. Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7 8 91.1 90.6 90.5 90.5 9 89.7 89.3 89.1 89.1 Year 12 students undertaking vocational or trade training 10 88.1 87.7 87.6 87.3 11 88.8 88.2 88.2 88.2 In 2017, 18% of students were enrolled in vocational education courses at Figtree High, studying 12 90.3 89.9 90.1 90.1 Construction, Entertainment, Hospitality and Metals & Engineering. 17% of students studied TVET courses All Years 90.2 89.7 89.7 89.6 at local area TAFE campuses.

In 2017 there were 7 students enrolled in school based traineeships with 6 in retail and 1 in Aged Care. Management of non-attendance VET Entertainment Industry students were heavily Specific programs that target student lateness, whole involved in numerous school and community events day absences and partial truancy manage student during 2017. Most notable were the North Wollongong non–attendance. The school worked closely with the Network Staff Impact Awards, Victor Change Science Home School Liaison Officer and individual attendance Awards and the Celebration of Student Excellence programs were written for students whose attendance Evening. Ruby Ljubovic was nominated for the was of concern. All staff contribute to the monitoring prestigious VET Entertainment Student of the Year and follow–up of attendance issues within these Awards. programs.

Lateness has been managed by appointing a head teacher to monitor student arrival times and year Year 12 students attaining HSC or equivalent advises and deputy principals following up students vocational education qualification who are persistently late. Families have been

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All students in the 2017 Year 12 cohort successfully and those identified by staff within their Professional completed their Higher School Certificate or equivalent Development Plans. vocational education qualification. School Development Days in 2017 focused on key strategic objectives from the school plan. In addition to Workforce information this, time was allocated to KLA Head Teachers to address needs identified within the faculty around Workforce composition delivery of quality teaching, learning, programming and assessment. Figtree High School utilised the option of 3 Position FTE* Twilight sessions in–lieu of the two staff development days at the end of Term 4. Staff attended workshops on Principal 1 Literacy, Positive Behaviour for Learning and Assessment as, of and for Learning. In addition, staff Deputy Principal(s) 2 completed mandatory training in CPR, Anaphylaxis, Assistant Principal(s) 0 Child Protection and Code of Conduct.

Head Teacher(s) 12 Three professional learning groups continued for those Classroom Teacher(s) 53.6 seeking accreditation, staff maintaining accreditation and teachers seeking accreditation either at the Highly Teacher of Reading Recovery 0 Accomplished or Lead level in 2017. Early career teachers seeking accreditation were supported through Learning & Support Teacher(s) 2.5 a program developed by the Principal, which included Teacher Librarian 1 relief from face to face teaching as well as targeted professional learning. We had six teachers in the Teacher of ESL 0.4 process of gaining accreditation at the Proficient level and two at Lead level. School Counsellor 3 School Administration & Support 18.77 Staff Other Positions 2 Financial information (for schools using both OASIS and SAP/SALM)

*Full Time Equivalent Financial information The three financial summary tables cover 13 months Figtree High School has a strong and committed staff (from 1 December 2016 to 31 December 2017). with teachers at a variety of stages of their career.

It is a requirement that the reporting of information for The financial summary consists of school income all staff must be consistent with privacy and personal broken down by funding source and is derived from the information policies. school Annual Financial Statement.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 100 Postgraduate degree 40

Professional learning and teacher accreditation

Significant amounts of professional learning were undertaken by Figtree High School staff in 2017. This amounted to just under $83,160, with a focus on a number of initiatives as highlighted in the School Plan

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Receipts $ 2017 Actual ($) Balance brought forward 793,533 Opening Balance 0 Global funds 568,800 Revenue 1,875,991 Tied funds 514,523 Appropriation 1,701,337 School & community sources 274,023 Sale of Goods and Services 22,272 Interest 9,609 Grants and Contributions 151,372 Trust receipts 48,458 Gain and Loss 0 Canteen 0 Other Revenue 0 Total Receipts 1,415,413 Investment Income 1,010 Payments Expenses -768,783 Teaching & learning Recurrent Expenses -768,783 Key Learning Areas 233,740 Employee Related -394,912 Excursions 123,321 Operating Expenses -373,871 Extracurricular dissections 85,193 Capital Expenses 0 Library 5,988 Employee Related 0 Training & Development 16,993 Operating Expenses 0 Tied Funds Payments 257,388 SURPLUS / DEFICIT FOR THE 1,107,208 YEAR Short Term Relief 156,562 Balance Carried Forward 1,107,208 Administration & Office 156,087 Canteen Payments 0 The Opening balance for the 2017 school financial year Utilities 80,041 is displayed in the OASIS table as Balance brought Maintenance 49,568 forward. The financial summary table for the year ended 31 December 2017 shows the Opening balance Trust Payments 34,523 as $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Capital Programs 0 Balance brought forward). Total Payments 1,199,406 The amount displayed in the Appropriation category of Balance carried forward 1,009,540 the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has Figures presented in this report may be subject to undertaken since migration from OASIS to SAP/SALM. rounding so may not reconcile exactly with the bottom For this reason the amount shown for Appropriation will line totals, which are calculated without any rounding. not equal the OASIS Balance carried forward amount.

The information provided in the financial summary This summary covers funds for operating costs and includes reporting from 1 January 2017 to 31 does not involve expenditure areas such as permanent December 2017. salaries, building and major maintenance.

The school continues to adopt prudent financial practices overseen by the school finance committee who meet regularly.

Financial summary equity funding

The equity funding data is the main component of the 'Appropriation' section of the financial summary above.

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2017 Actual ($) Base Total 8,120,151 Base Per Capita 158,392 Base Location 0 Other Base 7,961,759 Equity Total 554,743 Equity Aboriginal 43,779 Equity Socio economic 197,980 Equity Language 67,094 Equity Disability 245,890 Targeted Total 1,545,375 Other Total 699,966 Grand Total 10,920,234

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.

A full copy of the school’s financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

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.

There has been growth in students performing at or above the national minimum standard by 2% across all areas in Year 7. The growth in student achievement in the top two bands for reading, writing, grammar and punctuation achieved in the previous year has been maintained.

There has been significant improvement in students performing above national minimum standards from Years 7 to 9. For students in Year 9 there has been growth in the top three bands for Grammar and Punctuation, and significant growth in band 8 results in all areas.

Writing continues to be a focus area. There has been improvement overall in results achieved at the school although performance in this area continues to be below state average. The school has developed targeted programs to address this.

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a tailored approach.

Numeracy continues to be a focus for the school with improvement in student performance levels. While the overall trends have been pleasing with improvement in performance over time within the school showing The My School website provides detailed positive growth we have work to do in this area. School information and data for national literacy and numeracy plan action teams in 2018–2020 has expanded to testing. Go to http://www.myschool.edu.au to access include numeracy and the data analysis skills the school data. developed will ensure growth in this area through

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2% increase in student achievement in top two bands for reading and numeracy compared to previous year.

There has been considerable improvement in growth in top two bands for Aboriginal students with growth of 2.86% from previous years results.

Higher School Certificate (HSC)

The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

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High level support for Aboriginal students was also seen as a recognised area of strength.

There was positivity conveyed about the direction of the school, in particular, high expectations and academic rigor that will lead to improved results. Parents indicated they are looking for individual student attention and opportunities for all students. In response, the school has developed a collaborative and clear vision of Success for every student through high expectations and personalised learning. This has underpinned the directions for the 2018–2020 school plan.

The Parents and Citizens association partnered with the school in supporting transition of Year 6 into Year 7, organising book packs for purchase and attending the two information evenings to establish positive relationships with incoming families. Our annual Expo night also gleaned highly positive feedback and enrolments into Year 7 increased from previous years from a number of our Community of Schools, indicating confidence in local enrolment.

Students, parents and staff raised the need for a uniform review which commenced in the latter part of 2017. This process will continue into 2018 ensuring there is wide consultation from all stakeholders. This will also address some concerns raised in the community focus groups around image and identity, The results for the Higher School Certificate in fostering pride in representing Figtree High School. 2017 showed improvement from previous years in a number of courses and an increase in the top overall The Tell Them From Me data conveyed significant results achieved. The school showed improvement for growth from previous years in the areas of student students achieving in the top two bands, with 96 band participation in sport and extra–curricular activities, and five and 13 band six results. A closer analysis of HSC an upward trend in behaviour and wellbeing. The data indicates the school needs to continue to address school continues to work on identified areas of the achievement of students in terms of increasing their improvement. value added results. We plan to achieve this through students implementing personalised feedback. Policy requirements Parent/caregiver, student, teacher satisfaction Aboriginal education Figtree High School demonstrates the value it places on Aboriginal culture through our Acknowledgement of The overall tenure of our stakeholder satisfaction was Country delivered at our weekly assemblies and at highly positive. As a Secondary Schools Renewal other formal occasions. The contextualised Project school, we were given opportunity to partner Acknowledgement of Country, delivered by Aboriginal with the Department's Communication and students, was developed through consultation with the Engagement team. The team worked closely with our AECG and local Aboriginal people. The cover of this school to develop a situational analysis of the Annual report also showcases school sport house community's perception around image and identity, banners created by Aboriginal students. leadership and school vision, discipline and behaviour management, student wellbeing, communication and Aboriginal educational initiatives for the year engagement and transition. We reflected on data from included mentoring of all Aboriginal students in Year community consultation, focus groups, Community of 7–10. Mentors worked with students on extending Schools Principals' input, as well as Tell Them From literacy and numeracy skills across all KLAs. Individual Me survey to adjust processes and make necessary mentoring was also provided to Year 11 and 12 improvements. Aboriginal students to assist them to be successful

through the Preliminary and HSC courses. The strengths of the school were seen to be broad curricular and extra–curricular opportunities, particularly All Aboriginal students were consulted as in the areas of sport and transition to post–school Personalised Learning Pathways (PLPs) were options. Programs and support for students with special completed. A PLP BBQ meet and greet day was held needs was seen as a real strength. Another area of at the start of the year so that parents and families commendation was the acknowledgement of standout could meet the mentors who would be working with teachers who go above and beyond for our students.

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their children. focused on building knowledge and understanding of Australia’s multiculturalism and ensuring that all Year 7 to 12 Aboriginal students participated in the students have the opportunity to learn in an inclusive Australian Indigenous Mentoring Experience (AIME) at school community that is free from racism. the University of Wollongong during 2017. Students worked with their assigned Indigenous mentors and Teaching programs across the school contain units of were provided assistance with motivation, setting short work that specifically examine the cultures and and long–term goals and activities around Aboriginal traditions of other groups. This develops understanding identity. Sixty six percent of Indigenous Year 12 and tolerance of cultural and religious differences. students were successful in gaining a place at University. The support, assistance and mentoring We have a trained Anti–Racism contact officer in the provided by these tutors encourages the students to school who provides valuable support to students and strive for both academic excellence and personal learning programs that actively promote tolerance and success. acceptance of all people from all nationalities.

AIME tutoring was provided to Year 7–10 The school policy, Expect Respect, continues to be students during Terms 2 to 4. Students were provided implemented with a focus on acceptance and with the opportunity to attend group tutoring to gain understanding for people from all backgrounds. assistance with completion of homework and assessment asks and to assist and motivate student towards academic and personal success. Other school programs

Aboriginal students were provided with a Creative and Performing Arts. school–funded cultural excursion to Killalea State Park. Jodie Edwards and the staff from the Illawarra Shakespeare Festival Environmental Education Centre showed students important sites and explained local cultural The CAPA faculty, in partnership with the English and heritage and traditions. Students were provided with a Drama faculty, produced a Shakespeare Festival. The bush tucker lunch and participated in a range of festival was a collaborative project across the school traditional activities. Students were very positive about and showcased work from our Music, Visual Arts, the day and the knowledge and appreciation of Dance, and Drama students. The event began with a Aboriginal traditions and culture it offered. Visual Arts exhibition, complete with drama performances and face painting, and then a production Two students from Year 8 were awarded the Northern featuring drama, dance and music students. Students Illawarra AECG Deadly Encouragement Awards which from our local Community of Schools also contributed was present at Waniora Public School in September. art works to the exhibition and performed as part of the band. Brittney Angus from Year 12 was successful in winning the Inspired, Excel, Succeed Award in the area of Excursions Creative and Performing arts for her work in her Visual Arts major project, her major project Film for Aboriginal In 2017 CAPA students attend a number of excursions Studies and her song performance at the 2017 to supplement classwork. Music students from Stages 4 NAIDOC assembly. and 5 attended HSC Encore at the Sydney Opera House. Visual Arts and Photography students from Aboriginal students from Year 8 and Year 12 Stages 4 and 5 attended HSC Art Express and The Art participated in the 2017 NAIDOC assembly which was Gallery of . Photography students based on the theme ‘Our Language Matters’. Brittney also spent time taking photographs around the local Angus and Chris Rutter performed the National Anthem community. in the local Dharawal language. Aboriginal students from Year 8 outlined their view on the importance of Southern Stars language to Aboriginal people. Figtree High School students had a significant number The Aboriginal Education Coordinator attended local of students participate in the 2017 Southern Stars AECG meetings, on behalf of Figtree High School, in Arena Spectacular ‘Postcards’. Bailey Craft (Year 9) the southern Illawarra region before boundary areas and Jessica Nagy (Year 10) were selected as featured changes occurred during Term 2, 2017 which saw the artists. Bailey played saxophone in the Southern Stars school attached to the Northern Illawarra AECG Orchestra and Jessica Nagy was a vocalist in the network. Attendance at these meetings continued and featured vocal ensemble. We also had a number of is an important way we can report on and hear about students represent Figtree High School as part of the ways to support our Aboriginal students. combined choir and combined dance.

CAPA Co Multicultural and anti-racism education 2017 was the second year of the student leadership Our school continues its commitment to playing a group Creative and Performing Arts Committee (CAPA significant role in fostering community harmony. Our CO). The CAPA Co assisted with several events educational programs and activities are strongly throughout the year including roles in photography and

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production. They also unveiled their self–designed logo Most Outstanding Individual Secondary Performance. and t–shirts, which are proudly worn at school events. He also received a $500 scholarship from the Premiers CAPA Co students speak weekly at school assemblies Sporting Challenge. Zac received the "Laurie about CAPA projects and opportunities. Constantine Trophy" for the Most Outstanding Representative in Secondary School Sport. Mrs Basham ran a Studio Art masterclass program in macramé. Their exceptional works were displayed in Grade Sport the newly open gallery space. Mrs Cook led a group of Stage 4 and 5 students to create a mural of our sports In 2017 we participated against schools from Corrimal, houses. The mural consists of four panels, featuring our Bulli, Woonona ad Keira. We had 25 different teams four sport houses, with their animal symbols and involved in grade sport. The 5 successful teams were colours. Junior Boys Football, Senior Girls Netball, Junior Boys Oz tag, Junior Boys Basketball and Senior Girls South Coast Music Camp Football.

Three students represented Figtree High School this Knockouts year at the South Coast Music Camp. They were Bailey Craft (Year 9), Bethany Rowan (Year 9) and Jessica In 2017 we had a very successful year in the State Nagy(Year 10). Knockout competitions. Our Davidson Shield cricketers made it through to the State Final which was played Community of Schools over 2 days in Bathurst. This carnival consisted of 2 Public Schools and 2 Catholic Schools. We came 4th in The CAPA faculty continue to strength links with our the State carnival. community of schools network. In addition to the Shakespeare Festival, students from our COS schools Our Boys Baseball team made it through to the State also worked in collaboration with Figtree High School Final for the second year running. We played Westfield students on the “I Love Wollongong Because” Sports High School and we came away with a silver photography exhibition and the South Coast medal in the Prud Shield Baseball Knockout. Instrumental Music Festival. The Boys Rugby League made it to the Final of the The “I Love Wollongong Because” photography Country Cup Competition. This game was played in exhibition collaboration also involved a masterclass Dubbo were our team was runner up to St Johns series, in which Figtree High School students and College Woodlawn. teachers mentored Stage 3 students from our COS network by developing skills in digital photography and School Blues editing software. 72 works were submitted from over 35 students. The images were displayed both on the inside The following students were awarded School Blues in and outside of the Wollongong Youth Centre. 2017

Figtree High School Sport Teagan Williams—3rd 100m Athletics

NSW CHS Blues and South Coast Blues Recipients. Blake Barklay— 2nd 110m Hurdles Athletics

In 2017 we had two of our elite sportsmen recognised Jessica Buffett—3rd 100m Butterfly Swimming at the NSWCHSSA Blues presentation. The presentation afternoon recognised 54 students from Phillip Cancar—Football All Schools selection Football across the State for their outstanding effort in their chosen sport. Jarrod Buick was recognised for his Brandon Redman—NSW CHS 2nd XI Cricket outstanding performance in Gymnastics. In 2017 he competed at the NSW CHS Gymnastics Zac Lomax—Rugby League Championships competing in the highest division and won an astonishing six gold medals. The medals were Jarrod Buick—Gymnastics for pommel, high bar, parallel bars, rings, floor and vault. This meant that Jarrod come first overall and Luke Miners—Tennis received his seventh gold medal for the Championships. Payton Williams—3rd 100m Athletics

Zac Lomax was recognised for his achievements in Sports Stars of 2017 Rugby League. Zac was also awarded with the "Val Lembit Award". This award is for the Most Outstanding Junior Girls Sports Star – Teagan NSW Sportsman of 2017. Zac had been selected in the Williams Australian Schoolboys team in 2016 and in 2017. In 2017 he was given the role as Co–Captain for the test Junior Boys Sports Star – Ned Glasgow series. These same two students were also recognised at the South Coast Blues Presentation at Kembla Senior Girls Sports Star – Payton Williams, Meghan Grange. Jarrod and Zac both received a Major Sporting Fox Award. Jarrod received the "Ron Smith Trophy" for the

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Senior Boys Sports Star – Jarrod Buick, Zac Lomax

The Flametree Campus

The Flametree campus of Figtree High School is situated at North Wollongong approximately seven kilometres from the main school site. Flametree offers a specialised learning environment for students in Stage 4,5 and 6 who have experiencing difficulties with managing their behaviour in mainstream school settings. Students at Flametree are drawn from high schools across the Illawarra from in the north to Oak Flats High School in the south. In 2017, Flametree comprised 5 Emotional Disability (ED) classes. A Senior Transition Class for Year 10 and 11 (Pathways) had its second year in operation. This class is comprised of older students who are completing Year 10 and Year 11 Pathways patterns of study. It provides them with an opportunity to continue to access curriculum in a specialised educational setting. Students remain in the class until they are emotionally ready to transition to employment or further training at TAFE or to another suitable educational setting.

The quality, individualised teaching and learning programs at Flametree exemplify Figtree High School’s core values of Respect, Safety and Learning. Students’ individualised learning and support plans aim to ensure that each student’s social, emotional and academic needs are met through positive, flexible and enriching learning experiences. To best cater for the individual needs of Flametree students, productive partnerships with specialist DoE staff, other government departments and community support agencies are established and maintained to provide enhanced support for Flametree students. A strong relationship with the NSW Police Service continued as result of regular visits from NSW Police Youth Liaison Officers and with PCYC officers from Wollongong PCYC and Bulli PCYC in 2017. The NSW Department of Juvenile Justice continued to access meeting spaces at Flametree. This arrangement enables case workers to supervise student clients while they are at school and has prevented students from missing a school day to attend supervision. The St George Illawarra Dragons "Players in Classroom" initiative has continued to provide positive youth role models for Flametree students. In 2017, Dragons under 20s players Jai Field, Tom Freebairn and Tony Pellow, were employed as casual School Learning Support Officers during the year. The Dragons players are positive role models promoting active, healthy lifestyles with students at Flametree.

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