2020 Annual Report
Greystanes High School
8385
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Introduction
The Annual Report for 2020 is provided to the community of Greystanes High School as an account of the school's operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.
School contact details
Greystanes High School Beresford Rd Greystanes, 2145 www.greystanes-h.schools.nsw.edu.au [email protected] 9631 9144
Message from the principal
At Greystanes High School, we provide a rich and vibrant learning culture that is cultivated through access to strong academic, sporting and cultural programs, within a culture of high expectations for all. Our school community celebrates diversity, inclusivity and a student body that values education, recognising the rights of all to learn. As a Positive Behaviour for Learning school the values of Respect, Responsibility and Active Learning pervade all aspects of school life. The wellbeing of students is promoted through proactive, age appropriate and targeted programs, overseen by an energetic Well Being team.
As a comprehensive high school, we work to cater for the learning needs of all students, whilst providing real world connections to learning. Most importantly we aim to deliver an educational experience that develops well rounded students who have exposure to quality educational, cultural and sporting opportunities. With this we nurture students to become well adjusted young adults who are able to become productive and valuable members of our community and be the leaders of tomorrow.
Greystanes is an outstanding sporting school, being the zone champion in swimming, athletics and cross country across the last 20 years. In 2019, Greystanes was deemed the best sporting school in Western Sydney out of some 50 schools (excluding sport high schools). There is a robust and exceptionally well run weekly grade sport program, that is complemented by knockout competitions in which the school fields highly successful soccer, cricket, basketball, volleyball, netball and league teams.
The school enjoys a highly professional and dedicated teaching staff who are committed to ongoing professional learning. A school focus on Visible Learning and evidence based practice has underpinned continued improvement in lesson design and student outcomes. Greystanes High School is a proud member of the Pemulwuy Learning Community, which includes local primary schools and focuses on sharing effective teaching practice. Similarly, as a member of the G4 Learning Community, Greystanes High School teams with local high schools to collaboratively co- design lessons, programs and assessments that support improved student outcomes.
In recent years, a whole school focus on student engagement has seen extensive professional development around the introduction of Project Based Learning and cross curricula initiatives. With a clear focus on the diverse needs of 21st Century Learners, professional learning has also embraced collaboration, shared practice, peer mentoring, integration of technology, classroom innovation and Professional Learning Hubs to improve staff practice across targeted areas. An innovative STEM program has been offered across Year 8 sand 9 with plans to create a learning hub that includes three local primary schools.
School life is enriched by the breadth of extra curricular activities offered. These include; debating, Art Club, music, dance, robotics, public speaking, student voices group, library monitors, Games Club and Duke of Edinburgh. A strong leadership program encourages the participation of students from across the school. An active Student Representative Council works across school and community based projects, while the House Captains work to engender school spirit and enthusiasm.
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A great deal of time and resources have been invested in ensuring that the learning environment meets the needs of 21st Century Learners. Collaborative classrooms have been created that incorporate large walls which are writable for student planning and design, moveable furniture, banks of laptops, easy wireless connection, short throw data projectors and fresh vibrant colours. The Learning Enrichment Room provides a flexible learning space to facilitate innovative teaching a learning practice. Specialist rooms include; an industrial kitchen, fully equipped gymnasium, drama room and science laboratories. Ongoing investment in developing technology infrastructure ensures the platform is reliable and supports innovative practice. The school also enjoys beautifully manicured lawns and gardens, with expansive playing fields.
As the Principal of Greystanes High School, I am extremely proud of the school and the efforts of staff and students. I greatly appreciate the tremendous support the school receives from the P&C and a range of community organisations including: Rotary, Merrylands Bowling Club, Wentworthville Leagues, MTC Work Solutions, Links to Learning, Cumberland Youth Services and Club Dooleys. The strong connections with our local primary schools, Greystanes, Beresford Rd, Girraween and Hilltop Rd are highly valued along with our collaborative partnership with Northmead, Pendle Hill and Girraween High Schools. These professional links continue to provide a platform for shared professional learning and improved student outcomes. It is with great pleasure that I endorse and present the 2019 Annual School Report on behalf of the members of the Greystanes High School Learning Community.
Grant Sparke
Principal
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School vision
At Greystanes High School, we nurture our learning community to thrive, strive and succeed.
School context
Greystanes High School is a large coeducational high school located close to the hub of Parramatta, providing a comprehensive education in a culturally rich and diverse community. The school has enjoyed an excellent reputation in the community over many years, developed from a commitment to provide educational opportunities and a learning environment that is supportive and has high expectations of all. In 2020, there are over 1070 students enrolled at the school, with an even representation of boys and girls. Within the student community, there is representation from 67 different cultural backgrounds creating a rich tapestry of school life. A Support Unit is an integral and valued part of the school. A dedicated and innovative team provide whole school targeted well being programs that are authentic and meet identified student needs. Alongside this, Positive Behaviours for Learning (PBL) champions the school values of 'Respect, Responsibility and Active Learning' to collectively create a positive, harmonious and caring learning environment.
In the pursuit of best practice, teachers are committed to their ongoing professional learning, including the implementation of Visible Learning strategies and evidence based best practice. Integration of Project Based Learning, cross curricula initiatives, explicit high potential learner programs, STEM and digital literacy have focused on student engagement and innovative practice. As a member of both the Pemulwuy and G4 Learning Communities, the school is committed to working collaboratively to improve student outcomes. A culture of high expectations and a focus on student learning is fostered through targeted supports including a highly energetic Learning Support, Numeracy and Literacy faculty, an after school Learning Centre, HSC success program, Cultural Engagement Officer, HSC Tutorial Program, University of Western Sydney Fast Forward program.
With this we nurture the development of students to become well adjusted young adults who are able to become productive and valuable members of our community and be the leaders of tomorrow.
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Self-assessment and school achievement
This section of the annual report outlines the findings from self-assessment using the School Excellence Framework, school achievements and the next steps to be pursued.
This year, our school undertook self-assessment using the School Excellence Framework. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
Each year, we assess our practice against the Framework to inform our school plan and annual report.
Our self-assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching-and- learning/school-excellence-and-accountability
Self-assessment using the School Excellence Framework Elements 2020 School Assessment LEARNING: Learning Culture Sustaining and Growing LEARNING: Wellbeing Sustaining and Growing LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Delivering LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Sustaining and Growing TEACHING: Professional standards Delivering TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Sustaining and Growing LEADING: School planning, implementation and Sustaining and Growing reporting LEADING: School resources Sustaining and Growing LEADING: Management practices and processes Sustaining and Growing
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Strategic Direction 1
Our students will be confident, creative and successful learners.
Purpose
To provide a range of quality educational strategies and programs that create successful learners. Within a culture of high expectations, we will develop our students’ skills in literacy, numeracy, critical and creative thinking. Innovative classroom practice will provide opportunities for students to enhance their ICT, problem solving, collaboration and communication skills.
Improvement Measures
Numeracy
To increase the percentage of students demonstrating expected growth in numeracy.
Increase the proportion of staff, students and families who are accessing resources to improve student numeracy.
Literacy
To increase the percentage of students demonstrating expected growth in literacy.
Increase the proportion of staff, students and families who are accessing resources to improve student literacy.
21 Century Learners
An Increased number of students are involved in innovative classroom practice.
All KLA's will offer increased opportunities for the teaching of 21st Century learning skills.
Overall summary of progress
In 2020, the Literacy and Numeracy Teams delivered a range of targeted programs across Stage 4 and 5 with the aim of increasing the skills and confidence of students. The teams also had a program of professional learning for staff to improve their understanding of the literacy and numeracy progressions. NAPLAN readiness remained a focus for both teams and materials were provided to all staff for use in lessons where appropriate. The Literacy and Numeracy teams once again presented a parent information evening at which they showcased the school's NAPLAN Support Site for parents and students and introduced individualised student work samples. Unfortunately, due to the COVID-19 pandemic, NAPLAN did not run for students in 2020.
The 2020 Innovation Team collaborated and engaged all staff in professional learning focusing on BYOD and innovative teaching and learning strategies with the aim of increasing staff confidence and capability using various platforms. In addition there were targeted professional learning opportunities for staff willing to engage in further learning. The students and teachers of the 7S and 8S High Achievers classes worked collaboratively to engage in a cross curricular project and programs focused on developing 21st Century Learning skills. Throughout the year the focus for all staff was to adapt teaching and learning to ensure the introduction of BYOD in Year 7 and Year 11 for 2020 was successful.
Progress towards achieving improvement measures
Process 1: Numeracy
Targeted numeracy interventions and whole school programs will continue to be tailored and refined to meet the individual needs of students.
Evaluation Funds Expended (Resources)
In 2020, KLAs continued to use prepared Numeracy Guides supported with Total expenditure is: teaching activities to embed numeracy in subject areas. KLAs also utilised NAPLAN familiarisation materials for numeracy with Year 7 and 9 classes. $93,000 Year 7 teachers received a break down of Best Start Year 7 data to aid in the development of learning programs for students.
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Progress towards achieving improvement measures
A Numeracy Enrichment subject commenced in Year 7 providing a development program based around the explicit teaching of numeracy skills, assessed regularly. The program was evaluated and found to be effective in consolidating or remediating the numeracy skills covered in the primary school years, enabling access to high school Mathematics for students.
Process 2: Literacy
Targeted literacy interventions and whole school programs will continue to be tailored and refined to meet the individual needs of students.
Evaluation Funds Expended (Resources)
In 2020, the Literacy team continued to offer support to KLAs. This included Total expenditure is: professional workshops that aimed to help teachers evaluate Best Start data alongside data from the South Australian Spelling Test. Teachers were $41,000 encouraged to triangulate this with qualitative data in the form of classroom observations & work collaboratively to adjust teaching practice accordingly. The Literacy and Numeracy Support Site also continued to operate in 2020. It gained additional resources that further supported students and parents. The site was deployed across English classes and was advertised regularly on the school's social media platforms.
The NAPLAN Parent Information Evening also continued in 2020. Student work samples were again used to generate discussion between parent, student and teacher, generating collaboration around how to improve individual student outcomes with respect to writing. Additional resources & materials were also deployed through the Student Parent Portal.
In Term 4, the Literacy Team liaised with the Curriculum Team and the Timetabling Team to evaluate the units and programs deployed in Stage 5. A joint decision was made to restructure the curriculum and move targeted literacy classes to Stage 4 with a renewed emphasis on best practice reading strategies.
Process 3: 21st Century Learners
Targeted programs and whole school professional learning build teacher capacity in innovative practice to successfully engage students and develop key 21st Century learning skills.
Evaluation Funds Expended (Resources)
Teachers of the 7S and 8S High Achievers class and other interested $10,500 members engaged in professional learning with a key focus on differentiation and innovative teaching and learning strategies for gifted and high potential learners. Twenty staff from GHS engaged and collaborated with Head Teacher experts from Girraween High School who delivered a professional learning session which highlighted the importance of differentiation for student enrichment. Unfortunately, the remainder of the plan for 2020 was disrupted due to the COVID-19 pandemic . However, this will be a key focus of 2021.
7S teachers planned and developed the 7S Innovation Showcase to celebrate the use of BYOD and innovative strategies. Unfortunately, the event was unable to run due to restrictions. However, the staff and students led and delivered Taster Lessons at Year 6 Orientation Day. Over 80% of students and 100% of staff believe this should occur in the future as it was a valuable opportunity for the students to lead and celebrate their learning.
A cross curricular PBL project was conducted for the 8S High Achievers class across Geography and Science in Term 3 and 4. The students showcased prototypes of various resource management systems to increase
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Progress towards achieving improvement measures
sustainability at GHS. The evaluations highlighted the critical thinking and collaboration skills enhanced through the PBL unit. Students found the showcase event to the authentic audience and the development of resources to be the most effective components of the project.
The Technology and Innovation team mentored staff through the rollout of BYOD for Year 7 and 11. Due to the uncertainty and unexpected nature of 2020, professional learning opportunities were adapted throughout the year. All staff were upskilled in using Google Classroom and Zoom to support online learning. Staff also engaged in individualised professional learning through various online modules to suit their needs throughout the year. All staff have developed confidence and extended their technological skills further in response to the teaching and learning adaptations that were required in 2020.
Next Steps
In 2021 the Numeracy Team will extend and improve the Numeracy Enrichment program in Year 7. Work has commenced to create an in-class teaching and withdrawal program in Year 8. A range of formative assessments are being develop to monitor student progress in Year 7 and 8 in order to better identify and support student need. Top-up Tutoring will continue for Year 8 and 9 to support student achievement in the top two bands of NAPLAN.
In 2021, the Literacy Team will deploy and then evaluate and review their tailored reading programs. The program will need to incorporate the school's emphasis on BYOD whilst exploring explicit strategies to facilitate student curiosity. Regular formative assessment will be developed to provide anchor points with respect to student progress whilst informing teaching strategies.
2021 goals for 21st Century Learners will involve focusing on enhancing understanding around Gifted and High Potential Learners, continue to up skill staff to consolidate the use of technology to enhance learning. BYOD will be mandated for 2021 Year 7, 8, 11 and 12 students and a continued promotion of whole school BYOD will be implemented. Faculties will focus on implementing specific digital literacy skills throughout Year 7 programs, with support from the technology team. There will be an increased focus on enhancing cross-curricular opportunities where instructions intentionally apply multiple academic disciplines simultaneously.
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Strategic Direction 2
Our staff will be dynamic, collaborative and innovative and will consistently model best practice.
Purpose
To enhance staff professional knowledge, practice and engagement through collegiality, collaboration and innovation both within the school and across the Pemulwuy Learning Community. Our staff will demonstrate an ability to reflect and model quality teaching and learning. Staff professional learning is aligned to students' needs and innovative practice, including the ongoing development of STEM initiatives. Our staff will engage with the Australian Professional Standards for teachers to enhance their capacity and develop leadership practices.
Improvement Measures
Pemulwuy Learning Community
All staff will show evidence of Visible Learning in classroom practice and programs.
STEM
There is an increase in STEM based programs offered across the school.
Teacher Accreditation
All staff have commenced the maintenance cycle of the accreditation process.
Overall summary of progress
In 2020, Greystanes High School continued the collaboration with Pemulwuy Learning Community (PLC) to further improve curriculum development and assessment for learning practices across the network of five schools. All staff engaged in Twilight and Staff Development Day workshops to consolidate Visible Learning. The Professional Learning Hubs initiative was further enhanced from 2019, to allow staff to co-plan lessons which incorporated Visible Learning and Assessment for Learning strategies, engage in classroom observations and participate in reflective conversation and evaluations. Staff reported that the process was valuable in enhancing their teaching practice and collaborating with members from other faculties.
In 2020, the STEM team continued the development of the Year 9 STEM enrichment course developed through our work with the Sydney University STEM Academy. This saw two smaller manageable projects undertaken by students exploring the use of emerging technologies to address real world problems as defined by participants. Exposing students to use of innovative technologies to develop future in-demand skill sets. The Year 8 STEM Experience Day was run for the second year, giving students the opportunity to explore the STEM principles through a number of integrated tasks. The Robotics Club provided opportunities for students to be exposed to robotics programming. Teams from this club competed in state competitions with great success winning the right to compete at the national level. The global F1 in schools' program was introduced with a high demand from students. Students involved developed their skills in project management, design and team work. Students were also instrumental in running the program with our feeder primary schools under the guidance of dedicated staff.
Professional Learning workshops on accreditation maintenance at proficient level provided staff with knowledge and skills to log their Professional Learning. Zoom meetings were held to address staff queries and improve staff understanding of the accreditation process. Staff responses to these processes have been overwhelmingly positive with many staff commenting on how the process of maintaining accreditation at proficient level was methodically presented. A review of the maintenance of hours on eTAMS demonstrated that staff are competent in connecting their professional development to the Teacher Standards. In summary, there is a significant number of both pre and post 2004 teachers who regularly log in teacher identified and registered professional learning.
Progress towards achieving improvement measures
Process 1: Pemulwuy Learning Community
The school will engage in the Pemulwuy Learning Community, a Professional Development Network of schools. The network will analyse contemporary research and pedagogy, consistent practice and collaboration. The school will develop Learning Hubs to facilitate the process.
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Progress towards achieving improvement measures
Evaluation Funds Expended (Resources)
The year 2020 commenced with a professional learning workshop on Visible Total expenditure is: Learning. All staff who were new to the school participated, as well as additional staff who wished to engage in professional learning on Visible $6,500 Learning. A survey was conducted across the Pemulwuy Learning Community (PLC) of schools to evaluate our journey over the past few years and see what further professional learning staff required. Unfortunately, many plans did not come to fruition due to disruptions caused by the COVID-19 pandemic . We were unable to conduct a shared School Development Day (SDD) in Term 2 with our Girraween network of high schools where we had planned a keynote speaker and intended to share resources and evaluate Teaching and Learning programs. Additionally, we were unable to engage in shared professional learning in our Term 3 SDD with our PLC of schools.
Professional Learning Hubs (PLH) proceeded in Term 3 with some adjustments in structure to accommodate feedback from 2019 as well as restrictions caused by the COVID-19 pandemic. All full and part-time staff participated and engaged in co-planning lessons, classroom observations and had reflective conversations following the observation. Feedback was collated via Google Forms and indicated teachers found the PLH process to be overwhelmingly positive. Many commented on the benefits of seeing VL and AfL in action across different faculties.
To gauge where we are at in terms of VL and AfL practices, an independent researcher from the UNSW School of Education was engaged to conduct student focus groups. The focus groups students were selected at random to participate and consisted of 5-6 students from Year 7-10. They engaged in structured conversations with Dr Lisa Gilyani about their understanding and thoughts around Learning Intention and Success Criteria (LISC), questioning and feedback techniques, peer feedback and self-assessment, as well as assessments as a whole. This provided extremely valuable data that was coupled with a staff gap analysis survey conducted with all staff. This data provided the backbone to planning our next steps moving into 2021 and beyond.
Process 2: STEM
The school will initiate a STEM team to develop and implement a range of dynamic, cross curricula STEM initiatives.
Evaluation Funds Expended (Resources)
This year the STEM team successfully cultivate a relationship with our local Total expenditure is: primary schools, with meetings between staff to share an understanding of STEM and share ideas in the use of emerging technologies in teaching $4,180 STEM.
The exploration of teaching methods within the Year 9 STEM enrichment course facilitated a much deeper connection to real world problems with the interruption of COVID-19 pandemic adding to this conversation. Students in Year 8 were again highly engaged in their experience day coming away with a greater understanding of the STEM principles and how the related skill will impact their working lives.
The two new extra-curricular programs were embraced by students and have achieved great success in their first year. The Robotics teams won state awards and competed in national competition and the F1 race day generated a bridge between stage 3 students and the high school with great success.
Process 3: Teacher Accreditation and Maintenance
The school will initiate a Teacher Accreditation and Maintenance Team to support the accreditation and
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Progress towards achieving improvement measures
Process 3: maintenance of teachers.
Evaluation Funds Expended (Resources)
Pre and post 2004 staff were encouraged to log their professional learning Total expenditure is: hours on eTAMS to maintain their accreditation. Staff were able to improve their knowledge and understanding of accreditation maintenance at proficient $32,000 level and build their skills in registering teacher identified professional learning through NESA eTAMS. To ensure that the Australian Professional Standards for Teaching were achieved, all school-based professional learning were aligned to the Australian Professional Standards for Teaching. Instructions were disseminated on how to log teacher identified professional learning hours for Staff Development Days and Twilight sessions. Specific examples and samples were provided during these sessions. Staff were supported in connecting their professional learning to the Australian Professional Standards for Teaching. A review of the maintenance of hours on eTAMS demonstrated that staff were competent in connecting their professional development to the Australian Professional Standards for Teaching. In summary, there was a significant number of both pre and post 2004 teachers who regularly logged teacher identified and registered professional learning.
Next Steps
Greystanes High School will continue to strive to implement data informed practice in relation to improvement in curriculum development and assessment. Collaboration will occur across faculties, the PLC network as well as the Girraween network of high schools. Professional learning has been mapped across the next 4 years. In 2021, the focus is centred around peer reflection and self-assessment. Staff implementation of these techniques will be evaluated through PLHs. The PLHs will improve the consistent implementation of VL and AfL across the school and network.
The STEM team will continue to deliver the Year 9 STEM Enrichment course in 2021. The course will continue to allow 98 students in the Year 9 cohort exposure to STEM principles across Semester 1 and Semester 2. The development of a plan to broaden exposure to STEM at Greystanes High School across Stages 4, 5 as well as supporting Stage 3 transition to high school. The team will explore opportunities from external sources, incorporating Primary Schools and external organisations to enhance student understanding and appreciation of STEM principles in the real world. Ongoing staff development will be conducted through team meetings, conferences and networking with industry. The Year 8 STEM experience day will be planned again in 2021 to showcase the principles of STEM to students along with the F1 race day with Stage 3 students.
Staff will be required to independently ensure the maintenance of their Professional Learning Log on eTAMS. In addition, opportunities will be explored to support staff to access higher levels of accreditation.
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Strategic Direction 3
Our school community will be safe, supportive and inclusive.
Purpose
To celebrate achievements and maintain a consistent focus on individual success through a diversity of programs that promote learning and wellbeing. We will create an environment that is both physically and culturally reflective of our school's core values of respect, responsibility and active learning. Opportunities will be provided for students to develop their personal, social and leadership skills to become active and informed members of the community.
Improvement Measures
PBL
Internal and external PBL data, demonstrates an improved learning environment.
Well Being
Case studies of students involved in wellbeing programs demonstrate individual student successes.
Overall summary of progress
Throughout 2020, the Wellbeing team worked to deliver meaningful programs and resources to students and families, despite the obvious challenges that COVID-19 presented. The key mechanism for getting information to students and families was the Wellbeing Portal. The Portal is a Google Site linked to the school website managed and maintained by the Student Support Team- including the HT Wellbeing, Year Advisors, Counsellor and HT Learning Support. The Wellbeing Portal included lessons that students were able to use, more resources for parents and carers as well as a self-referral system where students were able to independently request online support. The Portal was successfully used to provide and improve communication and support for student wellbeing needs and to communicate information from the Year Advisor to the whole year group. Our data through Google Analytics indicated that this resource was being accessed more frequently each year it has been in operation. The second Welfare focus was to educate and raise awareness of cyber safety issues within the school community which was a combined effort with the PBL Team at GHS. The Wellbeing team focused on developing and delivering year group programs addressing key issues around Cyber Safety and the sharing of private information. These sessions were delivered to Year 7 and Year 9 by Optus and Year 8 and Year 10 by our school Student Wellbeing Support Officer. These sessions were also supplemented through seminars by our Police Liaison Officer which focused on the critical legislative and safety factors around unsafe behaviour in the community.
Due to the COVID-19 pandemic, Semester 1 PBL lessons were not delivered and there were no assemblies. House Group Lessons were delivered in second semester concentrating on the core values. Lessons had interactive elements for the students. Staff were encouraged to be consistent in following the core values to provide structure to students after the online learning period and reward students for being active learners during this time.
Progress towards achieving improvement measures
Process 1: PBL
Consistent review of school data and universal school systems to improve the learning environment.
Evaluation Funds Expended (Resources)
In 2020, the PBL Team and Student Support Team continued to work on a $10,000 joint project to raise student levels of resilience and provided strategies for students to have a greater sense of self. Due to COVID, the collaboration between the two teams was limited. PBL could not deliver lesson in Terms 1 and 2 through House Groups. In the following terms, PBL lessons focused on the core values of respect, responsibility and active learning to better support students and staff across the school. The effective integration of interactive elements within the lessons using ICT and videos was implemented to engage and support students. In addition, the PBL team revamped the negative categories to improve the data collection and
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Progress towards achieving improvement measures
analysis.
Process 2: Well Being Programs
Programs are responsive to the needs of the school community.
Evaluation Funds Expended (Resources)
In 2020, the student Wellbeing Portal was consistently updated and used as Total expenditure is: a key platform for all members of the Student Support Team (SST) to communicate with their cohorts. Furthermore, during the COVID-19 online $49,000 learning period, the Wellbeing Portal was critical to the team's ability to manage the complex wellbeing needs of students learning remotely. Data provided from Google Analytics indicated that the platform was being accessed on a regular basis from students across the school and wider community. The SST also refined and implemented a new Student Referral Process that was being used at the school to centralise the process in line with the NSW Department of Education's Every Student is Known, Valued and Cared for Policy. Feedback from staff has been positive on the new referral system as staff could be more specific in their comments when referring a student who may have additional learning and support needs. The new referral system is also now research based. The 'flagging' system is now widely used and understood, and is consistently used by our DP's, HT Welfare, YA's and Student Wellbeing Officer. Wellbeing initiatives and training was also provided by Black Dog to members of the SST and several staff members also completed professional learning through Be You (Headspace) providing them with more skills in dealing with student's mental health needs.
Next Steps
In 2021, Student Support Team will continue to shape programs and resources to improve the understanding of resilience in our school community. The focus will be on providing strategies for students to have a greater sense of self, and develop coping strategies for challenges. Furthermore, the Student Support Team aims to enhance relationships and mindfulness for all students across the school. The team wants to encourage and facilitate students in developing positive, respectful connectedness and belonging within the Greystanes High School community. They will do this through continuing to refine the Wellbeing Portal. The portal platform will aim to have self-directed learning resources for students and parents, with a strong emphasis on pastoral care. We also plan to use the Student Support Officer to strategically to deliver whole school and targeted workshops. It is anticipated that the Student Support Officer will also work closely with the Student Support Team, School Counsellors, Senior Executive and Community Liaison Officers to develop the Wellbeing Faculty, housed within the new Wellbeing Suite.
The PBL team will continue to work with the Student Support Team to support students in developing resilience and cybersafety skills. PBL will focus on the core values of respect, responsibility and active learning and data collection to better support students and staff across the school. Lessons focused on the core values will be delivered through House Group..
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading Total expenditure is: In 2020, the Aboriginal Education Team worked to upskill all staff members at $12,815 Greystanes High School in meeting the needs of Aboriginal and Torres Strait Islander students and to better embed these perspectives, cultures and histories into their curriculum areas. At a Twilight session, staff were led by the region's Aboriginal Education Officer to engage in a curriculum review to gain a deeper understanding of the ATSI cross-curricular capabilities. Staff were supported in sourcing appropriate resources and teaching materials for their specific KLA. Additional professional learning and time was provided for staff members to each develop and adapt their Stage 4 and 5 lessons to better meet the needs of ATSI students and to be more inclusive of different cultures, perspectives and histories.
English language proficiency Total expenditure is: In 2020, the EAL/D team provided support to staff, students and families across the school. $38,577 As students transitioned from primary into high school, EAL/D assessments were conducted and used to indicate students' levels of English language acquisition. Additionally, work samples were used as evidence to establish a support program for our EAL/D students in Year 7 and 8 and these samples were uploaded onto Sentral (our student management platform) to provide staff with insight into student ability.
Stage 5 EAL/D students also received targeted EAL/D support through team teaching, withdrawals and cultural mentoring with all successfully achieving the RoSA. Stage 6 EAL/D students were also supported through after school tutoring programs and a shared Google Classroom for our International students which provided mentoring access to staff at the school.
A key focus for the EAL/D team at Greystanes High School in 2020 was professional learning around pedagogy and a review of the reporting system. Several members of staff participated in the Teaching Students from Refugee Backgrounds course and felt more confident in being able to better address student needs in their classes. A rollout of a specific EAL/D student report across Years 7-12 was also implemented. EAL/D specialist teachers provided ongoing support for the adjustment of Examinations and Assessment Tasks. Observations of EAL/D students across the whole school context indicated a successful integration into whole school life which was complimented by community programs run by STARTTS (Refugee support organisation) and CMRC (Cultural Migrant support organisation). New EAL/D reporting guidelines were presented to all staff with the vision to plan and implement over the coming years across all key subject
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English language proficiency Total expenditure is: areas in line with EAL/D progressions. Individual data for the mapping of each $38,577 student against the EAL/D progressions has also occurred and is available on Sentral for the use of staff at the school to best inform Teaching and Learning.
Low level adjustment for disability Total expenditure is: Students with an identified learning need or diagnosed disability continued to be $103,041 supported by the Learning Support Faculty in 2020.
Personalised Learning and Support Plans (PLaSPs) were created for identified students to provide all staff with information about the child's needs, implications for their learning, SMART goals and teaching and learning strategies to assist the child in achieving success at school.
These plans were developed in consultation with the student, parent/carer and key personnel including school counsellor, itinerant staff and/or specialist support agencies. This resulted in personalised adjustments and/or provisions to assessment tasks and school events to allow all students greater opportunities to access the learning.
Further to this, the school supported the National Collection of Consistent Data (NCCD), where staff engaged in professional learning regarding the Disability Modules and Levels of Adjustments. As a result, staff were able to build on their professional dialogue and judgement of student learning needs and collate evidence of their teaching and learning practices to support all students in achieving academic success. Disability Provisions has also been a key focus at Greystanes High School with a new system of managing provisions across Years 7-12 with examinations and assessment tasks based on the guidelines distributed by NESA.
Greystanes High School continues to work closely with feeder primary schools to identify Year 6 students with additional learning and support needs who are transitioning into high school. Students were provided with an opportunity to attend high school for one day to ease the transition process.
During remote learning, the Learning Support Team facilitated student learning through preparing work packs for students with disabilities and tutoring students via Zoom tutorials to best assist students in being able to reach outcomes across all KLAs.
The Learning Support Team continuously works with all faculties to effectively modify and differentiate to meet the needs of all students with disabilities at Greystanes High School.
Socio-economic background Total expenditure is: The school continues to deliver a range of programs to provide all students with equal
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Socio-economic background $342,846 opportunities to further their learning. These include:
* The numeracy programs: Top Tutoring.
* Gifted and talented events and activities such as the Alkira group.
* Transition events, provided opportunities to explore alternative pathways including: the HSC Success initiative, Year 10 and 12 interview days, University and TAFE information days and the Boys & Girls Programs.
* Development of community partnerships through the efforts of the Community Liaison Officer
* Ongoing support of the Positive Behaviour for Learning initiative, which supports and reviews all intervention programs in the school and provides a platform for an inclusive school environment.
* The development of the school welfare network and associated initiatives including the Peer Support Program. The combined effect of these tasks resulted in higher levels of engagement and attendance in school activities for all students.
Support for beginning teachers Total expenditure is: Seven teachers participated in the Beginning Teachers Program at Greystanes High $124,000 School in 2020.
Two teachers finalised their accreditation and successfully achieved proficiency as professional teachers.
Feedback from staff indicated that the Beginning Teachers Induction Program was effective in building their understanding of the programs, practices and policies. There was continued support for beginning teachers through meetings, mentoring and the accreditation process.
Targeted student support for Total expenditure is: Throughout 2020, professional learning on refugees and new arrivals refugee trauma and strategies for the $6,000 classroom was delivered. Julia Steiner DoE Refugee Counsellor in collaboration with our Refugee Support Network Leader Rachel Hennessy, the Greystanes High School counsellor and EAL/D staff supported the delivery of professional learning. Feedback from staff showed that the professional learning was effective in building their understanding of the Window of Tolerance Model. Members of the Student Support Team also participated in professional learning around the S.T.A.R.S model to be better able to meet the needs of refugee students in their cohorts. Additionally, the school became more involved with STARTTS counsellors to provide direct support to students and their families. Whole school diversity was promoted through our Diversity
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Targeted student support for Total expenditure is: Day carnival and was highly successful. All refugees and new arrivals staff and students supported the day. The $6,000 data demonstrates that 100% of students reported finding the day relevant and valuable in promoting inclusion. Parents and community members attended the Refugee Morning Tea and student success was recognised and celebrated.
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Student information
Student enrolment profile Enrolments Students 2017 2018 2019 2020 Boys 562 558 591 594 Girls 424 423 448 444
Student attendance profile School Year 2017 2018 2019 2020 7 92.7 93.1 92.2 94 8 92.2 90.6 90.9 90.4 9 91.3 89.5 89.9 91.8 10 91.8 89.3 88.1 89.3 11 91.3 90.6 90.2 92.2 12 92.7 93.2 90.3 92.2 All Years 92 90.9 90.3 91.6 State DoE Year 2017 2018 2019 2020 7 92.7 91.8 91.2 92.1 8 90.5 89.3 88.6 90.1 9 89.1 87.7 87.2 89 10 87.3 86.1 85.5 87.7 11 88.2 86.6 86.6 88.2 12 90.1 89 88.6 90.4 All Years 89.6 88.4 88 89.6
NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic. The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 March to 22 May. During this period, schools monitored engagement with learning to determine whether students were marked present. This changed the attendance measure. There was also some evidence of varied marking practices as schools adjusted to the learning from home period, with some schools recording higher attendance rates while others recording markedly lower rates.
Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non-attendance.
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Post school destinations Proportion of students moving into post- Year 10 % Year 11 % Year 12 % school education, training or employment Seeking Employment 2 0 0 Employment 10 9 25 TAFE entry 2 2 15 University Entry 0 0 55 Other 0 0 0 Unknown 1 0 5
Year 12 students undertaking vocational or trade training
36.00% of Year 12 students at Greystanes High School undertook vocational education and training in 2020.
Year 12 students attaining HSC or equivalent vocational education qualification
95.1% of all Year 12 students at Greystanes High School expected to complete Year 12 in 2020 received a Higher School Certificate or equivalent vocational education and training qualification.
Year 12 VET Construction
Year 11 Study Day
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Workforce information
Workforce composition Position FTE* Principal(s) 1 Deputy Principal(s) 2 Head Teacher(s) 11 Classroom Teacher(s) 53.3 Learning and Support Teacher(s) 1.6 Teacher Librarian 1 Teacher ESL 1.4 School Counsellor 1 School Administration and Support Staff 15.57 Other Positions 1
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres Strait Islander People.
Workforce ATSI Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 6.30% Teachers 3.30% 2.80%
Note 1 - The NSW Public Sector Aboriginal Employment Strategy 2014-17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 - Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non-teaching staff in line with school and Departmental priorities.
In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachers
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and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.
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Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2020 Actual ($) Opening Balance 1,249,731 Revenue 12,647,422 Appropriation 11,874,690 Sale of Goods and Services 272,543 Grants and contributions 480,066 Investment income 3,052 Other revenue 17,071 Expenses -12,132,101 Employee related -10,907,100 Operating expenses -1,225,001 Surplus / deficit for the year 515,321 Closing Balance 1,765,053
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2020 Approved SBA ($) Targeted Total 126,666 Equity Total 992,859 Equity - Aboriginal 18,815 Equity - Socio-economic 501,450 Equity - Language 191,714 Equity - Disability 280,880 Base Total 10,061,639 Base - Per Capita 258,364 Base - Location 0 Base - Other 9,803,275 Other Total 413,068 Grand Total 11,594,233
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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School performance - NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
The My School website provides detailed information and data for national literacy and numeracy testing. Go to myschool.edu.au to access the school data.
2020 NAPLAN
As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to the COVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.
The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuation of current NAPLAN governance arrangements through 2021.
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School performance - HSC
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
The information in this report must be consistent with privacy and personal information policies. Where there are fewer than 10 students in a course or subject, summary statistics or graphical representation of student performance is not available.
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School Average Subject School 2020 SSSG State 2018-2020 Ancient History 64.1 68.5 69.4 64.5 Biology 72.0 68.1 70.8 72.2 Business Studies 68.7 65.8 68.6 68.6 Chemistry 71.8 67.9 74.8 73.2 Community and Family Studies 77.6 72.1 72.4 77.8 Design and Technology 81.4 75.7 75.4 83.3 Economics 79.9 68.7 76.1 76.4 Engineering Studies 71.4 72.6 73.6 74.8 English Advanced 81.4 77.9 80.8 78.9 English Standard 70.2 67.6 68.1 68.9 Food Technology 75.5 69.5 70.2 75.6 Hospitality Examination (Food and 70.0 69.1 70.8 73.2 Beverage) Information Processes and 68.3 64.9 69.6 70.3 Technology Investigating Science 66.8 69.4 69.0 65.2 Legal Studies 70.6 69.0 72.1 70.5 Mathematics Advanced 72.8 72.3 77.7 72.8 Mathematics Extension 1 76.3 67.6 79.1 80.7 Mathematics Standard 2 61.2 64.4 64.9 62.7 Modern History 67.6 65.8 68.9 66.3 Music 1 81.3 77.7 79.8 80.0 Personal Development, Health and 71.7 68.7 69.9 73.2 Physical Education Physics 69.0 66.3 73.0 71.2
Year 12 2020 Graduation
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Parent/caregiver, student, teacher satisfaction
In 2020, the school sought opinions of students, parents and staff by taking part in the Tell Them From Me Survey.
2020 parent surveys indicated: • Parents are pleased with the number of extracurricular activities offered at Greystanes High School. • Parents reported that the following values have been reinforced at school; leadership skills, public speaking, strong work ethic, self-motivation, respect and resilience. • Parents are pleased with the opportunities for transition that have been offered to students. • Parents are pleased with the pastoral care that is provided at school. • Parents are comfortable with the wellbeing supports that are provided by the school. They are particularly pleased with Peer Support, Year Advising, Top Blokes and Girls Group.
2020 student surveys indicated: • Students reported that problem solving and collaboration are two of the most important skills for success in the future. • Students reported that being able to think innovatively is valuable. • Students feel that resilience needs to be an important focus moving forward. • Students feel that communication is important. • Students feel confident using technology and want to become more proficient. • Students realise that literacy and numeracy are fundamental skills that need to be further developed. • Student sense of belonging is above the above the state average. • Student sense of at-home advocacy is well above state average. • 81% of students plan to complete Year 12 others plan to transition. • Majority of Aboriginal and Torres Strait Islander students feel good about their culture when at school.
2020 staff surveys indicated: • Staff reported that the most critical skills for student success were; self-motivation, collaboration, independence, discipline, creativity, problem solving and resilience. • Staff feel that students developing their own learning goals and plan for their own success is important. • Staff believe in working with students to build a growth mindset. • Staff have identified wellbeing as a critical factor for student success.
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Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.
Aboriginal education is embedded in the curriculum of all key learning areas at GHS as part of our focus on ACARA's cross-curricular priorities on Aboriginal and Torres Strait Islander Histories and Cultures. Several subjects across the school have key components in their courses which provide students with an appreciation of the treatment and affirmative policies to support Indigenous peoples. Staff have also completed additional training and professional learning to better meet the needs of ATSI students in their classes. Funding is provided through the Department of Education resource allocation so that students are given additional support as required. Mentoring is provided to students to assist in increasing their literacy and numeracy outcomes and enhancing retention and engagement through the development and integration of indigenous perspectives across the curriculum. All ATSI students are supported through the process of developing individual education plans and student profiles that target individual needs of each ATSI student. Plans are developed in collaboration with the students and their families and carers. The focus of these plans is to build on the strength of students, increase school engagement, improve educational outcomes, identify where support is needed and ensure wellbeing needs are met. The plans are also aligned with the 8 Ways of Learning pedagogy. Opportunities to engage in community programs are offered to students throughout the year. Aboriginal Elders were invited to the school to talk to staff and students about the history of the local area and to attend functions and celebrations. Students were enrolled in the Macquarie University Walanga Muru Mentoring program and attended sessions where they could connect with other Aboriginal students and participate in goals setting at the University. Staff also attended Burramatta Local AECG meetings and continued to connect with other schools and the Aboriginal Education Team at Nirimba. This continued to enhance the acknowledgement of Aboriginal perspectives and histories are acknowledged within the wider community.
Anti-Racism Policy
All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti-Racism Contact Officer who is trained to respond to concerns in relation to racism.
Multicultural Education Policy
Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.
In 2020, 54.7% of the school's student population came from a language background other than English. Students at Greystanes High School represent over 64 different national and cultural groups. The school delivers a variety of programs to support and build a learning environment which is tolerant, culturally inclusive and free of racism and discrimination. The school has two Anti-Racism Contact Officers who support both staff and students. The school develops student and staff knowledge, skills and attitudes in cultural diversity and acceptance through various programs.
These include:
*Integration of multicultural perspectives across all Key Learning Areas.
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*Collaboration of EAL/D teachers with class teachers, executive staff and the Student Support Team to ensure these students received appropriate support, resulting in the modification of assessment criteria to meet the needs of EAL/D students allowing them to improve learning outcomes across all KLAs.
*Provision of opportunities for all students to take on leadership roles within the school, including school captains and vice captains, SRC and Peer Support.
*Hosting of Japanese exchange students and allowing students to strengthen and extend their awareness of the two cultures and backgrounds.
*Celebration and recognition of diversity through active participation in Harmony Day, Refugee Week and International Day of the African Child activities at school and in the community.
*A Cultural Engagement Mentoring program to assist and support refugee, international and newly arrived students in adjusting to school both academically and socially.
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