East Hills Boys High School Annual Report
2016
8206
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Introduction
The Annual Report for 2016 is provided to the community of East Hills Boys 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.
Mr Kevin Elgood
Principal
School contact details
East Hills Boys High School Lucas Rd Panania, 2213 www.easthillsb-h.schools.nsw.edu.au [email protected] 9773 7806
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Message from the Principal
East Hills Boys High School has a strong reputation for academic excellence, outstanding success in a range of sports and high student involvement in a variety of extra–curricular activities. Known as a leading Sydney comprehensive boys’ high school, our motto is making learning our number 1 priority. Our Mission Statement focusses on participation, responsibility and quality teaching and our Code of Behaviour is based on Learning, Respect and Responsibility, always maintaining high expectations and values.
We believe in traditional values and have a record of producing outstanding student and community leaders. To achieve this we have developed a caring welfare–oriented approach to student management.
We have a highly dedicated staff who work together to provide an inclusive environment where all students are nurtured and encouraged to achieve their personal best. Our students are motivated to learn and participate in therange of educational opportunities provided for them at the school. East Hills Boys High School enjoys tremendous support from our parents and the local community.
This report embodies the activities and achievements of our schoolin 2016. Our academic, sporting, cultural and extra–curricular activities make us proud to be a non–selective comprehensive boy’s high school in South Western Sydney.
Our school results in external examinations are outstanding. I am proud of the academic achievement of our students and the ongoing success of the strategies being implemented by the school to create high quality learning experiences for our students.
In 2016 a strong school focus on improving literacy standards led to the development of a new multifaceted literacy program. This program has been embraced by teachers across the school and has led to the introduction of many new initiatives supporting students at all levels in each stage of learning. An outline of some of the more significant initiatives from this program can befound later in this report.
I certify that the information provided in this report is the result of a rigorous school self–assessment and review process undertaken with staff, parent and student leaders and provides a genuine account of the school's achievements.
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School background
School vision statement
Our focus at East Hills Boys High School continues to be on Quality Teaching leading to improved student outcomes in literacy, numeracy and overall academic achievement through explicit teaching of 21st century mindsets, capabilities, learning habits and skills which will prepare our boys for life and work as global citizens in an ever changing world.
We promote excellence and equity by ensuring all students become successful learners, confident and creative individuals and active and informed citizens.
The school’s philosophy, Making Learning Our Number One Priority, is embedded in all aspects of school culture.
School context
East Hills Boys High School is a comprehensive boys’ high school situated in south–western Sydney. The school population comprises of approximately 818 boys from diverse cultural, religious and socio–economic backgrounds. More than 50 cultural and language backgrounds are represented in our school population. Our school staff of over 60 teachers is experienced and committed to engaging boys in meaningful learning experiences. The school was established in 1955 and in 2015 the school reached the milestone of providing quality education for young men in the Panania and East Hills area for 60 years. Strong HSC results and growth rates in NAPLAN in numeracy characterise academic outcomes.
Key programs that have been established to meet the diverse social and learning needs of our students include: the implementation of Positive Behaviour for Learning (PBL) that values Respectful, Responsible, and Safe Learners, Student Representative Council (SRC) leadership initiatives, sporting, music and debating programs, Year Camps and the Year 7 Peer Support Program. Additionally, key focus areas include: improving literacy and numeracy outcomes in NAPLAN, HSC results that demonstrate increases in student performance in higher bands of achievement and whole school curriculum that is embedded with strategies that promote quality teaching and engaged learners.
Self-assessment and school achievement
Self-assessment using the School Excellence Framework
For all schools (except those participating in external validation processes):
This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework, school achievements and the next steps to be pursued.
This year, our school undertook self–assessment using the School Excellence Framework. 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.
In the domain of Learning, our efforts have focused on wellbeing, assessment and reporting and student performance measures. All teaching staff understand that student engagement and learning are related, with the school focusing on strengthening both. Expectations of behaviour are explicitly taught to students through the Positive Behaviour for Learning Program. Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhance wellbeing and lead to improved student outcomes. Students are taught to accept responsibility for their own behaviours as appropriate to their age and level of understanding, as expressed in the Behaviour Code. Quality teaching and professional practice are evident in every learning environment, providing students with opportunities to succeed, that are relevant to their stages of learning and development. The school consistently implements a whole–school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment. The school has developed explicit processes to collect, analyse and report internal and external student and school performance data. The school has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels. Assessment data to monitor achievements and gaps in individual learning are used to inform planning for students, with students showing higher than expected growth on internal school performance measures.
Our major focus in the domain of Teaching has been on learning and development and effective classroom practice. Professional learning is aligned with the school plan, and its impact on the quality of teaching and student learning outcomes is evaluated. Teachers participate in professional learning targeted to school priorities and their professional
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needs. The school has effective professional learning for induction, teaching quality, leadership preparation and development. Processes are in place to assess teachers’ performance and development. Beginning and early–career teachers are provided with targeted support in the areas which have been identified as requiring support. There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’understanding of effective teaching strategies in these areas. All teachers are committed to identifying, understanding and implementing the most effective teaching methods, with a high priority given to evidence–based teaching strategies. Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices. Classrooms are well managed, with quality teaching taking place, so that students can engage in learning productively.
In the domain of Leading, our priorities have been the promotion of leadership and the effective and strategic use of school resources to achieve improved student outcomes. The school leadership team supports a culture of high expectations and community engagement, resulting in sustained and measurable whole–school improvement. Leadership development is central to school capacity building. The school is committed to the development of leadership skills in both staff, through strategies which promote succession planning, distributed leadership and organisational best practice, and students, with the on–going development of a structured student leadership team. This enables both staff and students to realise their potential to have input in their school. The school has productive relationships with external agencies such as universities, businesses, and industry and community organisations to improve educational opportunities for students. School facilities are used to meet a broad range of student learning interests and needs. Strategic financial management is used to gain efficiencies and to maximise resources available to implement the school plan. Physical learning spaces are used flexibly, and technology is accessible to staff and students. Long–term financial planning is integrated with school planning to drive whole–school improvement.
Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework
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Strategic Direction 1
Innovative & Engaging Curriculum for 21st Century Learners
Purpose
To develop an accessible and diverse curriculum catering to the needs of all students.
To embed an ethos of high expectations and achievement by providing Quality Teaching and Learning environments. This will be achieved through regular dialogue and professional learning that is also informed by research and data to add value to all students’ learning outcomes.
To ensure that students will be productive and ethical users of technology equipped with the skills required for the 21st century.
To develop students’ critical thinking to contextualise their learning beyond the classroom along with the ability to work independently and in teams to become lifelong learners.
Overall summary of progress
HSC students were supported through a review panel who monitored their attendance and engagement in the classroom. On–going monitoring of their application and completion of assessment tasks assisted students at risk to successfully complete their HSC.
Literacy strategies have been embedded into Stage 4 and 6 Teaching and Learning programs to allow for the measurement of student improvement. Teachers are delivering explicit writing strategies through a variety of platforms including ALARM in Year 11 and Google classroom exercises in Year 8. Identified students are further supported through the employment of a literacy teacher.
The employment of a Transition Coordinator has resulted in transition programs being implemented aimed at preparing students for new learning stages and post school pathways. 2016 saw the successful completion of the first HSC Plus cohort.
The BYOD initiative was expanded to include all students encouraging independent learning utilising 21st Century technology.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
HSC goals – Exit outcomes. From a cohort of 120 students completing Year 12 Through existing staffing Students seeking an ATAR / in 2016 the following statistics have been gathered: the school has employed a University entrance achieve 59 students have gained entry into a University. 0.2 transition coordinator to goals. Band 6 to be greater than This survey reveals that of the Year 12 Cohort in assist students with their an average of 3% of students. 2016, 49% of 103 students contacted will attend a transition from school to Decrease student representation NSW Public University with 36% of these students work or further education. in Band 1 & 2. gaining entry through the Diploma offered by Careers advisers have Western Sydney University College. Also, 24% of profiled Year 12 students to students will attend further education via NSW assist with their career TAFE Institute or Apprenticeship/Traineeship with options. The school TAFE training or at a private college. Students subscribed to a vocational achieving Bands 1 and 2 showed an increase which software program called will be addressed through strategic professional Job Jump. development to enhance student performance and • Socio–economic engagement. background ($17,680.00)
Naplan growth targets for year 9 Writing assessment activities were embedded in Using targeted staffing the – Reading – 70% achieving Stage 4 T&L programs. For Year 9, 2016, the school engaged a strategic expected growth or higher, expected growths (from Year 7) were as follows adviser to develop and Writing and Spelling, 61% and did not meet milestone targets : Reading : implement a whole school achieving expected growth or 53% of students at EHBHS showed "expected Literacy and Numeracy
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Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
higher, Grammar and growth", or better; Language : 61% Numeracy : program. An additional Punctuation greater than 67%, 64%. In Writing, there were no expected growth literacy teacher was Numeracy, greater than 77%. reports available, due to the change in writing engaged to support genres between 2014–16, as conducted by students who failed to reach NAPLAN the National minimum standard in Naplan Year 7 2015. Literacy resources were purchased to support the EHBHS literacy strategy • Socio–economic background ($66,214.00) • English language proficiency ($3836.00)
100% implementation of IEP/PLASP's developed and implemented for all From existing staffing the IEP/PLASP targeted for students. targeted students. HSC Plus pathway implemented school has allocated a 0.2 Non ATAR 'HSC Plus' alternative with targeted students and to be expanded in 2017. transistion co ordinator to pathways to be established for assist students with their students seeking transition to transition from school to work. work or further education. Careers advisers have profiled Year 12 students to assist with their career options. The school subscribed to a vocational software program called Job Jump. • Low level adjustment for disability ($5450.00) • Socio–economic background ($2250.00)
Next Steps
To analyse available data from Year 9 NAPLAN 2017 in order to evaluate the effectiveness of the Literacy initiative with the intention to provide non faculty based literacy lessons in Stage 4.
To provide transition pathways for disengaged post compulsory aged Year 12 students.
To educate the community of the validity of a vocational based HSC pathway.
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Strategic Direction 2
Expert Educators and Leaders
Purpose
Staff will be high performing, collaborative and dynamic, through creating an engaged and collegial community of learners.
Staff learning will be enhanced through the expansion and increased development of leadership capability and succession planning.
Overall summary of progress
Staff and students have been explicitly engaged in leadership opportunities with staff delivering school based Professional Learning workshops and the student leadership team building their voice within the school.
All staff have completed PDP's which aligned to the school's 3 strategic directions. Beginning teachers utilised RAM funding to work collegially with a mentor teacher.
Opportunities were created within the school to build leadership capacity for staff pursuing career development.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Staff apply their Individual Established a committee to develop lesson Performance and Development observation protocols which supported staff PDPs. Plan (PDP’S) to improve practice. Staff evaluated their PDPs in consultation with their supervisor to provide a basis for the development of their 2017 PDPs
Evidence of succession planning Introduction of third DP role in the school provided Strategic use of practices. Opportunities for opportunities for a HT to take on higher leadership establishment staffing to relieving positions and duties. Establishment of 2ICs in all leadership create the Third DP appropriate leadership positions with opportunities for 2ICs to take position. The professional development and leadership responsibilities in their area. use of International Student empowerment of staff to apply for funds to support HT Admin leadership positions. position. TPL funding to develop leadership potential. • Socio–economic background ($18000.00)
All staff are active and effective Scheduled Staff Professional Learning afternoons members of a learning disseminating information from professional community through learning activities. Executive conference focusing self–evaluation and collaborative on leadership development and strategic planning. practice. Staff development evenings were used for collaborative review and development of faculty T&L programs.
Next Steps
PDP's will be introduced to non–teaching staff combined with training opportunities to foster their professional development.
Developing links with EHGTHS to provide teacher mentors across the two schools.
To promote student voice through the SRC and student leadership team.
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Strategic Direction 3
Fostering Wellbeing and Community Relationships
Purpose
To develop community trust and support.
To ensure our students become active, respectful and informed citizens and future community leaders.
To further enhance our shared values of inclusivity, celebration of diversity and high expectations.
To enhance positive school experiences through effective wellbeing programs, as well as collaboration and engagement with the wider community.
Overall summary of progress
The Positive Behaviour for Learning (PBL) program has continued to help integrate the school's core values of Respect, Responsibility and Learning into student life. This program has been embedded into the student diaries and a suite of accompanying wellbeing DVD's are being integrated into PBL lessons.
Through the use of Sentral; attendance, lateness and uniform have all been an on–going focus and there continues to be a significant improvement in these areas.
The school's embracement of social media has kept parents and the community informed of the opportunities offered to students as well as the daily organisational processes.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
The school community has a The school plan was reviewed and modified in Introduction of social clear understanding of the school consultation with staff, students and parents to media–Facebook, twitter, vision and direction and its role in cater for changing needs of the school's clientele Instagram. Skoolbag app. driving school change and and to address progress on targets from the TTFM survey. improvement. As a result staff, previous year. students, parents and community members will have participated in the process of developing the School Plan.
Increase the percentage of Yr 7 Meet the Teachers afternoon and HSED were TTFM survey, EDVAL parents and caregivers engaging well attended. P/T night numbers increased. booking system. purposefully in supporting their Newsletters were delivered electronically via email sons’ education and in the life of and social media. the school. Growth data using analysis of the Parent Teacher booking system and P&C attendance data.
TTFM data. Students valuing The TTFM survey indicated that all targets were TTFM survey Student school outcomes needs to reached in this strategic direction. Students have diaries and well being improve to above 85%. Students been provided with a school diary to engage in their package who have positive H/W outcomes learning and homework outcomes. • Socio–economic needs to improve to above 70%. background ($3200.00) Students interested in leadership roles and who are always motivated needs to increase to above 35%. Perceived advocacy needs to improve to over 35%.
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Next Steps
Further expansion of the Sentral platform to include a parent portal.
Improve the school's public image within its local community by establishing a promotional team.
Offer opportunities for the community to engage in the decision making process of the school.
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Key Initiatives Impact achieved this year Resources (annual)
Aboriginal background loading All students have an individual learning plan Employment of a mentor (ILP) and are making progress across the teacher. School Based literacy and numeracy continuums. Students Traineeship coordinator. were engaged in the INSPIRE program and identified with their culture through the • Aboriginal background GATHERING and BELONGING program. A loading ($17 470.00) highlight of the INSPIRE program was a RAM funded trip to Bourke with teachers and students attending. NORTA NORTA funding enabled the school to employ a one on one mentor to work with our indigenous students throughout 2016. This initiative for Aboriginal students provided individual feedback which increased student engagement and attendance. A Year 7 student attended the STEM Aboriginal Camp with his support mentor.
English language proficiency Staff were professionally developed to deliver Professional learning the ALARM writing strategy focusing on Stage activities. Literacy 6 students. Students applied the ALARM resources. matrix in subject specific writing tasks focusing on the BOSTES directive terms. • English language Implementing GOOGLE DRIVE, students proficiency ($11 046.00) were provided with a weekly homework literacy activity.
Low level adjustment for disability Disability Exam Provisions are provided and SLSO's have been adhered to by all staff with the highest amount employed to assist targeted of support provided to all students. Supported students. students have had the opportunity to LAST coordinator complete tasks on time and to the best of Vision Support Officer their ability with the assistance of SLSO's and Well being Officer learning support staff. The Special Education TPL funding to up skill Faculty has successfully established itself as teachers ability to a high performing unit catering for the differentiate curriculum educational needs of their students. • Low level adjustment for disability ($67 558.00)
Socio–economic background Students were engaged in stand alone Literacy teachers employed literacy lessons embedded in the timetable for above established staffing. semester two. Targeted Year 8 students Strategic writing worked in small withdrawal groups to improve coordinator. Professional their literacy levels. Implementing GOOGLE learning activities. Literacy DRIVE, students were provided with a weekly resources. homework literacy activity. There was a very positive reception by parents evidenced by The transformation of an the overwhelming attendance at the under utilised school space information evening. into a learning centre/café required the upgrading of Learning spaces were developed allowing facilities such as the students to participate in Project Based repositioning of IWB, Learning, SOLE activities and collaborative furniture fostering learning. A student run café was established collaborative learning, the to be managed and operated by formally purchase of café trained students undertaking barista courses. equipment. This has resulted in an improvement in attendance of these students and increased • Socio–economic engagement in their school. background ($57 350.00)
Support for beginning teachers Staff members completed the process for HT Teaching and Learning accreditation at Proficient Teacher level, delivering an Induction meeting regularly with the accreditation program in term 1.Release supervisor for support, assistance and time for lesson feedback. Teachers developed strategies for observations and managing difficult classes and worked on mentoring. The completion Page 11 of 24 East Hills Boys High School 8206 (2016) Printed on: 10 May, 2017
Support for beginning teachers implementing them in their teaching and of PDP's to establish career learning practices. Staff members who pathways. continued the process of Maintaining Teacher Accreditation worked collegially to log • Support for beginning accreditation hours and determined where teachers ($102 549.00) there were areas for further professional growth.
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Student information Management of non-attendance
Student enrolment profile As the table clearly shows, attendance at East Hills Boys High School is well above state average Enrolments attendance. Students 2013 2014 2015 2016 Student attendance is monitored by the welfare team. Boys 811 847 807 818 Year Advisers, Head Teacher Welfare, the School Counsellor along with the Home School Liaison Officer Girls 0 0 0 0 (HSLO) work together to take appropriate action for students with attendance concerns. Students who are late to school without reason are placed on lunch It is a requirement that the reporting of information for detention that day. The Head Teacher Welfare monitors all students be consistent with privacy and personal this and continued lateness leads to Head Teacher information policies. Detention and contact with home. The school also uses SMS to communicate with parents. An SMS is sent East Hills Boys High School is enriched through its home if a student is late, absent or partially ethnic diversity and social harmony. A total of 81% of absent. Continued lateness over a long period of time is the students are from non–English speaking referred on to the HSLO and a student or parent backgrounds. There are over fifty nationalities that meeting is scheduled. represent our community. East Hills Boys High School had an enrolment of 818 students in 2016. Student absenteeism is continually tracked and discussed fortnightly with the welfare team. The first We attribute this ongoing strong enrolment to strong step includes making contact with the student to leadership, outstanding professional and caring staff, discuss any issues. The next step is a conversation excellent results, extensive opportunities for each with the parent and/or guardian if absenteeism student to explore his individual talents, understanding continues. A student with continued absence will have and catering for individual learning styles and the safe a letter sent home outlining attendance concerns and a environment we provide. meeting with their parent/guardians, HSLO, Year Adviser, Head Teacher Welfare and Deputy Principal is scheduled. An attendance plan is devised in this Student attendance profile meeting to overcome barriers that are hindering the student from attending. If student attendance does not School improve after an agreed period of time a regional attendance conference is scheduled by the HSLO at Year 2013 2014 2015 2016 regional office with the student, parent and school 7 94.8 95.4 94.7 94.6 representative. Attendance issues are discussed in this meeting and a failure to improve will lead to legal 8 95 93.3 93.4 92.1 action. 9 93.9 93.7 92 92.3 10 91.3 92.4 90.2 92 Post-school destinations 11 91.3 91.1 91.5 88 Proportion of Year Year Year students moving 10% 11% 12% 12 90.8 90.4 91 90.5 into post-school All Years 93 92.9 92.1 91.4 education, training or employment State DoE Seeking 0.73 0 4.16 Year 2013 2014 2015 2016 Employment 7 93.2 93.3 92.7 92.8 Employment 0.73 0.66 7.5 8 90.9 91.1 90.6 90.5 TAFE entry 0.73 0.66 20 9 89.4 89.7 89.3 89.1 University Entry 0 0 49.16 10 87.7 88.1 87.7 87.6 Other 6 4 4.16 11 88.3 88.8 88.2 88.2 Unknown 0 2.66 14 12 90.1 90.3 89.9 90.1 All Years 89.9 90.2 89.7 89.7 Students leaving East Hills Boys High School in Year 12 2016 have transitioned from school into employment and/or further education. They have been provided with guidance and information to assist in securing further training and employment opportunities through the
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Careers Advisers, Teachers, Year Advisor, the Deputy Principals and the Principal. Teacher qualifications
Students have exited East Hills Boys High School after All teaching staff meet the professional requirements having participated in the School to Work program for teaching in NSW public schools. which in part consists of the completion of work education classes throughout Year 10, as well as being involved in the work experience program. Teacher qualifications
Students studying VET (Vocational Education & Qualifications % of staff Training) courses in Years 11 and 12 have participated in 70 hours of mandatory work placement as part of the Undergraduate degree or diploma 100 course requirements with many students receiving their Postgraduate degree 36 qualification.
Year 12 students undertaking vocational or trade Professional learning and teacher accreditation training Significant amounts of professional learning were In 2016, 35% or 42 students completed a VET Course undertaken by East Hills Boys High School staff in at school. 2016. All teachers participated in a wide range of professional courses both at school and off site. All teacher accreditation was supported and supervised by the Head Teacher Teaching and Learning. Year 12 students attaining HSC or equivalent vocational education qualification East Hills Boys High has distributed its professional learning funds across individual faculties and whole In 2016, 100% of students attempting the HSC were school initiatives in line with our strategic directions set successful. in the school plan. Beginning teachers were allocated their funding according to needs such as relief from Workforce information face–to–face teaching, mentoring opportunities and off site professional learning. A total of $102,550 was spent across areas such as syllabus implementation, Workforce composition career development, literacy and numeracy and quality teaching. There were 20 staff members who undertook Position FTE* the Gerric training course which is an intensive Gifted Principal 1 and Talented program run by UNSW. Teachers received a Certificate of Gifted Education (COGE) and Deputy Principal(s) 2 these staff members now form our Gifted and Talented committee. Head Teacher(s) 10 Classroom Teacher(s) 42.4 Staff development days have provided opportunities for staff to complete mandatory training such as CPR, Learning and Support Teacher(s) 1.3 anaphylaxis, emergency care, code of conduct and child protection. Project based learning was delivered Teacher Librarian 1 by the gifted and talented team who introduced staff to Teacher of ESL 0.6 the concept of SOLE lessons at Stage 4 level.
School Counsellor 1 Professional learning at an executive level focused on the School Plan and an evaluation of our strategic School Administration & Support 13.48 directions in our current plan. Coaching and mentoring Staff was also initiated at an executive level. Other Positions 3.5 In 2016, there were 9 teachers in the process of gaining accreditation at the Proficient level and 33 teachers maintaining accreditation at Proficient. *Full Time Equivalent
The Australian Education Regulation, 2014 requires schools to report on the Aboriginal composition of their workforce.
The teaching staff at EHBHS includes one staff member of Indigenous heritage.
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Financial information (for schools School performance using OASIS for the whole year) NAPLAN
Financial information In the National Assessment Program, the results across This summary financial information covers funds for the Years 3, 5, 7 and 9 literacy and operating costs to 30/11/2016 and does not involve numeracy assessments are reported on a scale from expenditure areas such as permanent salaries, building Band 1 to Band 10. The achievement scale and major maintenance. represents increasing levels of skills and understandings demonstrated in these assessments.
Income $ Balance brought forward 603 678.34 In Grammar and Punctuation, results in comparison with 2014–16 school averages were stronger at the Global funds 670 825.47 ends of the performance spectrum in Year 7, and there were fewer students in the lowest performance bands Tied funds 379 136.45 in Year 9. In both Spelling and Reading, Year 9 School & community sources 531 340.84 mid–range performances were stronger in 2016 than those averaged over the previous three years. Interest 15 019.69 Groups performing below NMS (National Minimum Trust receipts 32 591.00 Standard) in Grammar and Punctuation (Year 7), and in Canteen 0.00 Spelling (Year 9), were minimal, and smaller than State averages. Total income 2 232 591.79 In both Reading, and Grammar and Punctuation, Expenditure results growths for the school (Year 7,2014, to Year 9, Teaching & learning 2016) were greater than growths averaged for either whole–State or Department of Education schools. No Key learning areas 131 871.18 Writing growth data was available in 2016. Excursions 100 383.57 Extracurricular dissections 120 890.98 Library 4 417.15 Training & development 0.00 Tied funds 366 212.07 Short term relief 150 813.02 Administration & office 363 533.04 School-operated canteen 0.00 Utilities 98 129.65 Maintenance 86 646.17 Trust accounts 33 285.53 Capital programs 0.00 Total expenditure 1 456 182.36 Balance carried forward 776 409.43
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.
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whole–State or Department of Education schools.
In Numeracy, results in comparison with 2014–16 school averages were stronger in the middle performance bands in both Years 7 and 9. The group performing below NMS in Year 9 was minimal in size, The My School website provides detailed and smaller than State average. information and data for national literacy and numeracy testing. Click on the link http://www.myschool.edu.au Results growth in Numeracy (Year 7, 2014, to Year 9, and insert the school name in the Find a school and 2016) was greater than average growths for either select GO to access the school data.
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In response to this data, and to identified areas of weakness in recent Year 7 intake groups (especially in literacy), the school has implemented strong programs within the junior Years, both class–based and across–curriculum. These programs, most of which have been inplace over the past 12 months, have been outlined on the school’s website and will begin to impact in the 2017 NAPLAN tests. Particular emphasis has been placed on a strategy to enhance writing.
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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Three students completed the Mathematics Extension 2 course in 2016. All three candidates achieved a band E3 or higher, placing their results 13% above state average.
Mathematics Extension 1
In 2016, seven students sat the Mathematics Extension 1 course with 85% of candidates achieving a band E3 or above and two students achieving an E4 .This result placed the school 5% above state average.
Mathematics
Fifteen students completed the Mathematics course in 2016. Twelve out of the fifteen students achieved a band 5 or above, with one student achieving a band 6. This accounts for 80% of the candidature for this course. In comparison, the state average for band 5 or above was 49%, placing our students 31% above state average. No student achieved below a band 4 in Mathematics in 2016.
Mathematics General 2
In 2016, eighty seven students sat the Mathematics General 2 course. 55% of candidates achieved a band 4 or above, with thirteen students achieving a band 5 or above. In comparison, the state average for band 4 or English Faculty above was 40%, placing our students 15% above state
average. The focus of the English faculty moving forward will be to elevate students’ writing to reflect the revised literacy Science Faculty standards expected of HSC students and to encourage higher–order thinking skills in order to build on student Biology outcomes.
In Biology, 4% of students achieved a band 6 and 17% English Advanced of students achieved a band 5. There was 74% of
students who achieved a band 4 or higher, this was In 2016, we received fewer band 3 scores, as opposed 10% above state average. Overall, 96% of students to the state average and no student achieved in the achieved band 3 or higher with no student achieving a range of bands 1 or 2. The majority of students were band 1. dispersed in the band 4 (higher in distribution than state average) and 5 ranges. This is a reflection of the quality Chemistry teaching practices and the high standards we set for our Advanced students. In Chemistry, 18% of students achieved a band 5 or 6.
All Chemistry students achieved a Band 3 or over. The English Standard percentage of students achieving a Band 4 or 5 was
above state average. In the 2016 HSC, the school average for band 1 was incrementally lower than that of the state. This is a Earth and Environmental reflection of the success of the English Studies course in directing students who struggle with the literacy In Earth and Environmental Science, 45% of students demands of the standard course into one that suits their obtained a band 4 or 5. This was an improvement from needs more effectively. 22% of students achieving this last year. Overall, 90%
of students achieved a band 3 or higher, compared to English Extension 1 last year’s, 44% of students achieving a band 3 or
higher. No students achieved a band 1. The attainment of E3 bands was higher than state average. Although no student achieved a band 6, the Physics faculty sets a rigorous base–line for achievement, so that results are always creditable and no student sits In Physics, 12% of students achieved a Band 5. 35% below a mid–range band. of students achieved a band 4 or higher. The
percentage of students achieving a band 2 was lower Mathematics Faculty than the state average.
Mathematics Extension 2
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Senior Science band 5 or 6. A stronger focus on source analysis and ALARM to improve the analytical and extended writing This was a new course run in 2016. Two students of Ancient History students will continue to build on achieved a band 5 and 67% of students achieved a these results and maximise the number of students in band 4 or higher which was on state average. Overall, our top bands. A major focus in 2017 is to elevate band 87% of students achieved a band 3 or higher, and no 3 students into bands 4, 5 and 6. student achieved a band 1. TAS Faculty HSIE Faculty In 2016, eighty four students sat for HSC examinations Modern History in Technological and Applied Studies across six separate courses. Best overall course results were Modern History performed well in 2016 with eleven achieved in Engineering Studies (45% of students students sitting the course and three students (27%) achieving Bands 5 or 6) and Design, and Technology receiving a band 5 and no students in the lowest band. (30% of students achieving Bands 5 or 6). Engineering These results were pleasing in a challenging subject Studies ranked above state averages for the 8th with heavy expectations on students’ abilities to write consecutive year. analytically in extended form. With a strong focus on source analysis and ALARM in 2017, Modern History Of significance were performances in the VET aims to consistently target students of all abilities in framework courses where 78% of candidates ranked order to add fluency and depth to their extended writing Construction and 35 % of candidates ranked Hospitality and maximise the number of band 5's and 6's in this as their best individual result. Across the faculty 67% subject. (57 students) included TAS subjects in their top two individual results. Legal Studies PDHPE Faculty Legal Studies produced outstanding results in 2016 with seventeen students completing the Legal studies There were twenty nine students who completed the course and seven (41%) students receiving a band 5 or PDHPE course. This was the largest cohort to ever 6, exceeding the state average for the Legal Studies undertake the course at the school. Eight students course. This course has again set the benchmark within achieved a Band 5 and 76% of students achieved a the HSIE faculty with another seven (41%) students Band 3 or higher. All the students increased upon their receiving a band 4, displaying a solid middle cohort. school assessment mark, making a considerable This is a wonderful example of quality teaching within improvement. the HSIE faculty. One of the objectives in 2017 for Legal Studies will be to continue to challenge the upper CAPA Faculty and middle cohorts in their analysis and extended writing. There were fourteen students who completed the Music course. No student attained a band 1, 2 or 3. Every Economics student received a band 4 or higher. Seven students achieved a band 5 which was above state average. Economics produced solid results with ten students There were six students who sat for Visual Arts in 2016. completing the Economics course and three students There were no bands 1 or 2. (30%) receiving a band 5 or 6 and no students in the lowest band. These results are pleasing in a demanding subject requiring highly developed literacy Parent/caregiver, student, teacher and numeracy skills. Targeting statistical analysis and satisfaction the objective interpretation of data will assist students in their extended writing and maximise marks in a large 2017 cohort. Each year schools are required to seek the opinions of parents, students and teachers about the school. Their Business Studies responses are presented below.
Business Studies produced pleasing results overall in In 2016, the parents at East Hills Boys High School 2016 with sixty eight students completing the course participated in the Tell Them From Me survey. The and twelve students (18%) receiving a band 5 or 6. The survey includes a number of measures which were challenge for Business Studies in 2017 will be to target scored on a ten–point scale. The scores for the and motivate the middle cohort in order to push them Likert–format questions (i.e., strongly agree to strongly into higher bands. With a strong focus on literacy and disagree) have been converted to a 10–point ALARM as a faculty, we hope to maximise the number scale, then averaged and reported by question and by of students in our top bands and see an absence of topic. A score of 0 indicates strong disagreement; band 1's and 2's. 10 indicates strong agreement; 5 is a neutral position (neither agree nor disagree). Ancient History Parents Feel Welcome 7.9 In 2016 Ancient History had thirteen students completing the course with two students receiving a I feel welcome when I visit the school 7.7
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Policy requirements I can easily speak with my child's teachers 7.5
I can easily speak with the school principal 7.7 Aboriginal education
At East Hills Boys High School, our School Plan and Written information from the school is in clear, plain policies are inclusive of the needs of indigenous language 7.3 students and staff members.
Parent activities are scheduled at times when I can All staff have completed the Aboriginal Pedagogy attend 7.2 Framework: 8 Aboriginal Ways of Learning. Each
faculty embedded this strategy into teaching programs The school's administrative staff are helpful when I across all Key Learning Areas. Elders and AECG have a question or problem 7.1 members from the local community assisted in this
process and gave greater perspective to all staff about School Supports Learning 7.5 the importance of incorporating this pedagogy into our
teaching strategies. Teachers have high expectations for my child to succeed 7.2 GATHERING & CLOSE THE GAP MEETING
Teachers show an interest in my child's learning 7.4 A Gathering & Close The Gap Meeting was held on
Wednesday 9 March. The purpose of this Gathering My child is encouraged to do his or her best work 7.5 Meeting was for the junior Aboriginal students and their
parents to meet the Aboriginal community of the school. Teachers expect homework to be done on time 8.2 A Junior and Senior Aboriginal Representative for the
SRC were elected. Teachers expect my child to work hard 7.3
There was an opportunity to meet Mr K Elgood, Mrs School Supports Positive Behaviour 7.8 Carol Brown (Aunty Carol) the school’s ACLO and
AECG, and Mrs S Turnbull the Aboriginal coordinator. Teachers expect my child to pay attention in class 7.5 School2Work representatives outlined their program for
2016. Mr N Stefanis discussed PLPs for our Aboriginal My child is clear about the rules for school behaviour students. 8.2
BELONGING PROGRAM Students have a positive sense of belonging at East
Hills Boys High School. Students feel accepted and The purpose of The Belonging Program is to enhance valued by their peers and by others at their school. Aboriginal students to their community and culture by Across all year groups, 75% of students at East Hills bringing them together for rich learning experiences Boys High School had a high sense of belonging. The and cultural events. NSW Government norm for these years is 66%.
Term 2’s Belonging Program was held at Panania
Public School where over a 100 Aboriginal students
from local Primary and High Schools participated in a
day of Diji, dance, weaving and games.
Tyrell Hofman, Elijah Taala, Billee Mohamed, Jack Wedgewood, Alex Maiorana and Joshua Jamieson were proud representatives of both our school community and their Aboriginal Heritage. These students participated in the activities of the day.
INDIGENOUS PATHWAY EXPO 2016
Dion Compton, Aseri Raikalevu and Chris Turner (Yr 12 ) along with Kirby Pearson (Yr11) benefited greatly from attending the Canterbury–Bankstown Bulldogs and TAFE SWSi Indigenous specific Careers and Education Expo. The Careers and Education Expo focused on engaging Indigenous support workers from training and employment organisations to provide individual advice and support to Indigenous high school students. Universities were also represented.
KARI SCHOLARSHIPS
Successful recipients of $500 KARI Scholarships were Kirby Pearson of Year 11 and Aseri Raikalevu, Dion
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Compton and Chris Turner of Year 12. programs.
SPEAKUP! The School's Positive Behaviour for Learning (PBL) program incorporates our values of Respect, Congratulations to Jack Wedgwood (Yr 7) on his 2nd Responsibility and Learning. This includes promoting Place in both Public Speaking prepared speech and inclusivity of all individuals and respecting each others Impromptu Speaking at the Speak Up Competition held backgrounds and beliefs. Discrimination and racism are at Parliament House. Speak Up! is a NAIDOC public discussed and model behaviour is always taught in our speaking competition for Aboriginal and Torres Strait school environment no matter our gender, age, race or Islander students in Years 7 and 8. religion.
National Sorry Day – Bankstown Council
Other school programs National Sorry Day is an important day to remember the past policies of forced child removal resulting in the Literacy/numeracy program, 2016. Stolen Generations, and the impact these policies and attitudes have had on Aboriginal and Torres Strait In response to external data (NAPLAN and HSC) Islander peoples. As teachers and educators, we know indicating cohort weaknesses in areas of literacy and that teaching children and students about this numeracy, and responding also to the decision by the devastating chapter in Australia's history can be very Board of Studies, Teaching and Educational Standards difficult. On 26 May 1997 the Bringing them Home (BOSTES) to incorporate minimum literacy/numeracy Report was tabled in the Federal Parliament. The standards in the award of the Higher School Certificate, Report was the result of a national inquiry into the the school has significantly augmented its separation of Aboriginal and Torres Strait Islander across–school programs. children from their families, which found that most Aboriginal and Torres Strait Islander families have been In 2016,steps were taken to: affected by the removal of children in one or more generations. The Report made 54 recommendations • Develop faculty–based teaching programs, including holding an annual national Sorry Day. Since especially in Years 7, 8 and 11, to include writing, then Sorry Day commemorations have acted to raise reading comprehension and numeracy strategies. awareness about the significance of the forcible Programs, centrally lodged, have been annotated removal policies and contributed toward the important to indicate development, and the strategies process of healing. themselves filed electronically. Further development is planned in 2017. COMMEMORATION SERVICE
As part of National Reconciliation Week, a ceremony • Complete planning to introduce the Accelerated was held at ANZAC Memorial Hyde Park to Reader program in Year 7, 2017. This is program commemorate the service and sacrifice of indigenous of silent reading, in the library, for two periods a veterans. During this service Elijah Taala , Tyrell week for each Year 7 class. Students are first Hofman and Billee Mohammed represented the school assessed for reading levels, then matched with and laid a wreath on our behalf. library books at an appropriate level. At the end of each book, students complete an on–line assessment to check understanding of what has been read. The program generates reports to show how each student’s reading levels are progressing; students can also borrow books, and continue their reading at home. The program has commenced in 2017.
• Launch the across–school Year 8/11 writing strategy, following lead–up planning in 2015. This strategy requires extended writing to be a part of a formal assessment task, in each course (except Maths), in each Semester. Students prepare for these tasks through practice writing exercises before each assessment task; then, each task is marked using the same marking scale across the school, and graded using the same Multicultural and anti-racism education standards. Students’ writing grades in each subject (A–E) are shown on their Semester East Hills Boys High School is very proud of the wide reports. Continuation and further refinement of diversity of its students’ backgrounds. The percentage this strategy is planned in 2017. of culturally and linguistically diverse students has remained steady over the past few years. Respect for all cultures underpins the school’s guiding principles • Plan for the introduction of “catch–up” literacy and plays an integral role in the school’s welfare
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classes in Year 8, 2017. These classes, Sport 2016 timetabled for three periods per fortnight for each class, “fill the gaps” in literacy levels Sport is an integral part of a student’s life and it demonstrated by many enrolling students, and provides young people with a great opportunity to be help bring them to the levels they will need in physically active and forge lifelong friendships. Sport is order to progress in secondary school. a whole school operation and without the assistance of Additionally, a few students who we reassessed the entire staff of East Hills Boys High School, our to have particular literacy needs were withdrawn students would miss a vital component of their from some classes during 2016, and benefited education. The school would like to thank all staff for from small–group, intensive tutoring with a their involvement in a variety of capacities throughout qualified teacher. These programs are both in 2016, which proved to be yet another successful year in effect in 2017. sport for East Hills Boys High School. The school would also like to thank the parents and families of the East Hills Boys community for their continued support of • Introduce Homework Help after–school tutoring. sport here at our school. For three afternoons per week, special literacy and numeracy tutoring is scheduled in the school In the weekly Bankstown Zone grade competition, we library, with access to computers and on–line fielded 31 teams and had over 300 students compete in facilities. The sessions run for an hour after grade competitions this year. With eleven schools in the school, with a qualified teacher; again, this zone providing strong competition, it enables the boys program has continued in 2017. to participate in a quality sporting program each week. We would like to congratulate the following teams, who won their respective grand finals this year: • Develop a Google Classroom out–of–hours • Junior Touch Football program of additional literacy and numeracy skills • Senior Touch Football exercises, which can be accessed by students via • Junior Basketball computer at home or in the school library. An • Senior Oz Tag administrator posts new work each week, which • Junior Oz Tag must be completed and returned by students. All work is graded, returned to students, and answers At zone level, we were crowned Athletics champions for posted to the previous week’s exercises. These a fourth straight year, and we finished in fourth place in skills exercises provide great preparation for the both the swimming and cross–country carnivals out of Year 9 NAPLAN tests. The program commenced the eleven schools in the Bankstown Zone. in Term 4, 2016. Congratulations to Campbell McLaren, Mamadu Jallah and Daniel Fediakov, who were named Zone Age Champions for Swimming and Cross–Country • Progressively introduce a central tracking system respectively. which gathers data coming in from these literacy and numeracy programs, and seeks to ensure East Hills Boys had 60 students represent the that no student “falls through the cracks”. As it Bankstown Zone and compete at regional level this comes in, data is monitored and responded to, year across wide variety of sports, including athletics, with timely intervention in the case of problems or swimming, cross–country, basketball, soccer, difficulties experienced by students, and enabling touchfootball and tennis. the recognition and acknowledgement of achievement. The tracking system will be In knockout sport at regional level, we were crowned formalised and streamlined in 2017. SSW Table Tennis Knockout Champions for 2016, and competed at the NSWCHS championships, finishing 8th overall in the State. Congratulations to Jeremy • Train all senior students and staff in ALARM (A Tran, Roy Li, Calvin Lei, and Cameron Un and their Learning and Responding Matrix), scaffold which coach, Mr Lai, on an outstanding effort! The opens combines writing skills with skills of analysis, cricket knockout team also finished 3rd in the region, interpretation and evaluation. This scaffold continuing our proud tradition in the sport. assists students to perform at the levels required for access to the highest bands in the HSC, and East Hills Boys also had nine students represent our will be progressively programmed during 2017. school and the SSW region at NSW Combined High School (CHS) level this year. Matthew Nimmett (Tennis), Jason Edwards (Basketball), Campbell McLaren & Pascal Jungo (Swimming), Tanveer Sangha All the school's literacy/numeracy programs are based (Cricket), and Herley Nguyen, Jhiiem McIlvenna Petai, on the training of staff and students; high–quality Sakarin Aller & Malek El Masry (Athletics). We are very programming; the gathering and analysing of critical fortunate to have so many gifted and talented athletes information about student progress, giving support in a variety of sports here at East Hills Boys. where it is needed, and keeping parents informed; and high expectations of students taking responsibility for All Year 7 were involved in a weekly Integrated Sport their own learning. There is no greater priority within the Program where they participated in a number of sports school. throughout the year. These included a 10–week Rugby
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League program run by the National Rugby League opportunities. Students attended Work Experience one and a 10–week Swimming program, coordinated by Ms or two days per week, to gain experience and Wheatley, a national swim coach. necessary skills to assist in their development, both socially and emotionally. It also assisted with their Welfare curriculum development and gave a better understanding into why subjects such as Mathematics East Hills Boys High School has gradually implemented and English are such an integral part of daily learning in a greater number of welfare initiatives in 2016. These the classroom. have increased the likelihood of positive experiences for the boys as well as increasing their knowledge and The work experience program was a success in 2016 skills in a variety of areas. when conducted in Term 2. This was due to employers being available to take on students during this period Programs included: and the work placement complemented their studies in • The Fast Forward Program for Years 9 –12 in Work Education. partnership with Western Sydney University. • Presentations and workshops by companies in With the addition of a Transition Officer, Mrs Suteski, regards to bullying, stress and study skills. the careers advisors have the opportunity in 2017 to • The Positive Behaviour for Learning Scheme continually build on the programs to successfully which includes lessons aimed to address welfare transition students in Years 10, 11 and 12 to the work issues and reinforce our core values of Respect, force and further study. Also, to assist these students, Responsibility and Learning. the Work Studies course has been introduced in Year • Transition Week for Year 7 during their first week 11 to further enhance the skills of students seeking to of the school year. This provided a positive transition into the work force. experience for students to engage with each other, senior students and their teachers, whilst Student Representative Council 2016 learning about the school's expectations and policies. In 2016, the Student Representative Council continued • The arrival of the Eye care Program to test to proudly and enthusiastically uphold the school’s core students vision. values of Respect, Responsibility and Learning within • The continuation of the Late Policy to help reduce and outside the school. the number of students arriving late to school and taking responsibility for their education. This The SRC participated in charitable events and raised reduced the number of students arriving late over funds to assist the underprivileged members of the the course of the year. community. Events were organised to support a number of worthwhile causes including the World’s • The Reconnect Program run by Mission Australia Greatest Shave, Movember and the Red Shield Appeal. to provide students life skills that can apply in These events highlight the charitable nature of the daily life. students in the school. The School Prefects were active participants of teacher–student activities and organised, led, assisted and chaired school assemblies throughout In 2017, further developments for the welfare system the year. include: • The opportunities for more workshops for each 2016 provided students with many opportunities to year group to focus on issues relative to their age enhance their leadership skills. These opportunities group and needs. included participating with other student leadership • The introduction of scheduled fortnightly year groups in regular regional ‘Student Voice’ meetings, meetings for Years 11 and 12, allowing for attending the Young Leader’s Day conference and presentations, support and regular sharing ideas at the Bankstown Youth Forum. The SRC communication with students. even found time to organise and participate in a zone • The introduction of scheduled appointments for Tug–O–War competition, a wonderful way to enhance senior students with the Careers Advisers to help to pride and morale. mentor and devise a plan for tertiary studies and transitioning into the workforce. The exciting new Senior Leadership team also • The continuation of Peer Support for Years 7 and embarked on a brand new leadership initiative 8. This provides the opportunity for students to co–ordinated by P&C president Kim Pearson, entitled speak up about the issues they face. It also ‘Managing Your Own Brand.’ This brilliant new program provides our senior students leadership enables students in the Senior SRC to give and receive opportunities to mentor the younger students by constructive, peer–centred feedback on their leadership providing strategies to deal with barriers at capabilities in the hope of unlocking their leadership school. potential. • The continuation of the Reconnect Program. Transition to Work Program – Careers Advisor & East Hills Boys High School is a school committed to Transition Officer nurturing student leadership and connecting with students and the wider community. The leadership The Learning Support Team supported selected experiences offered by our school provide an excellent students who would benefit from Work Experience platform for students to become active and productive
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members of the community. As a school, we hope to unlock the leadership potential of many more of our boys in 2017.
Mind Marathon
The Mind Marathon is an educational initiative which challenges students to find solutions to problems from a variety of topic areas, including Mathematics, Science, English, History, Geography and General Knowledge.
In 2016, we introduced the Engineering Challenge, which tested students’ creative ability and quickly became the most popular challenge.
East Hills Boys High School will look to continue this initiative so students have the opportunity to experience a fun and challenging academic and hands–on environment.
The East Hills Mind Marathon is one of the largest Gifted and Talented programs in Australia aimed at extending the minds of gifted and talented students from around NSW.
In 2016, the Mind Marathon Competition ran over four days with the inclusion of a Championship Round. Students travelled from as far as Manly, Kambora and Lake Munmorah with over 600 students attending the competition, in total.
The top five teams from each competition day returned to East Hills Boys High School to compete for the inaugural Mind Marathon Championship Trophy with Sefton High School taking out the Secondary Division and Harrington Street Public School being crowned Primary School champions.
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