Pittwater High School Annual Report
2017
8379
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Introduction
The Annual Report for 2017 is provided to the community of Pittwater 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.
Jane Ferris
Principal
School contact details
Pittwater High School Pittwater Rd & Mona St Mona Vale, 2103 www.pittwater-h.schools.nsw.edu.au [email protected] 9999 4035
Message from the Principal
Pittwater High School is a comprehensive coeducation secondary school which is highly regarded in the local area. Our key purpose is to further develop a school culture in which students are academically challenged, aspire to do their best and are actively engaged in their learning. We are committed to developing young men and women who are independent and responsible learners and leaders, able to work cooperatively as future citizens.
There are many opportunities for students to achieve personal excellence in the areas of academic studies, sport, leadership, performing and creative arts, technology, citizenship and co– curricular activities. Pittwater High School continues to educate the whole student while achieving excellence in the external HSC examinations.
These fine achievements of our students not only reflect their hard work, but also the dedication of our caring and professional staff. Professional development opportunities continue to focus on student engagement, curriculum differentiation, literacy and effective integration of technology into teaching and learning.
At Pittwater High we provide a safe and caring learning environment. We support students through our wellbeing programs, ensuring students have respect for each other, take responsibility for their learning and actions, while aspiring to achieve their personal best in all areas of their schooling. The school has a strong sense of community amongst students, parents and staff.
Jane Ferris
Principal
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School background
School vision statement
At Pittwater High School our purpose and vision is to build a learning empowered school in which students have the opportunity to excel as they develop capabilities of critical and creative thinking, collaboration, communication and resilience that will equip them as successful contemporary global citizens.
School context
Pittwater High School is a large co–educational community school. The school has a very committed school community, executive, teaching and administrative staff who live and work in the community. The senior executive staff and teachers are highly committed to 21st century learning pedagogy and developing future focused students to ensure students move successfully into their future careers. Developing the capabilities in our students to be lifelong learners is evidenced in our innovative programming and assessment.
Our school is a lighthouse in our community with sophisticated amenities including a digital media centre with touch screen technology, laser cutter, modern science laboratories, a performing arts space, and a trade training centre as well as a robust technology infrastructure servicing all classrooms.
Pittwater High is renowned for the extensive music and band programs that operate in the school including the only symphonic orchestra in the district. The school is also unique with an established farm to assist the 185 students studying agriculture each year. Although a large school with over 1 000 students, Pittwater has highly personalised systems, from timetabling, curriculum development, financial accountability, resources and facility management. Our school processes and tracks the whereabouts, educational outcomes and wellbeing of students. Teachers know their students and make appropriate accommodations for them in their learning.
We generate personalised reports twice a year and conduct student interviews to support the setting of learning goals. We have a highly successful student leadership program including prefect leadership portfolios in areas such as the environment, social justice and student wellbeing; sport captains; and a 65 strong Student Representative Council. Extra curricular activities such as Duke of Edinburgh, Art Club, Science Club and chess add to the rich learning culture in our school.We have a renowned learning community both within our school with our partner primary and high schools in the Peninsula Community of Schools. Regular meaningful professional learning occurs as in faculties and across faculties.
We host practice teachers every year from universities across all faculty areas and have a significant partnership with the Macquarie University. The school sees a huge opportunity to position itself as an entrepreneurial leader in education innovation and a vital component in the success of its community through creating opportunity for all its graduating students.
Self-assessment and school achievement
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework, school achievements and the next steps to be pursued.
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.
The results of this process indicated that in the School Excellence Framework domain of Learning the school is sustaining and growing in some elements and excelling in others:
There is a positive culture at Pittwater High School in supporting our school learning priorities with well–developed policies programs and processes that identify address and monitor student learning needs. . The school has in place a comprehensive and inclusive framework to support the cognitive, emotional, social and physical wellbeing of students, which measurably improves individual and collective wellbeing – we are excelling in this element. There has also been a focus on supporting students with mental health issues. In addition students are monitored closely for attendance with communication home and support when there is an issue. A attendance coordinator and period by period roll marking has ensured we are excelling in this area.
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In assessment and reporting, there has been an emphasis on assessment for learning. It reflects a belief that all students can improve using the principle of timely feed forward. Students use assessment and reporting processes to reflect on their learning. It is planned carefully to align to outcomes and therefore allows us to gather evidence from which inferences about student learning can be drawn and this evidence used to further meet individual learning needs.
As a learning empowered school we have high expectations of all students. We work to develop lifelong learners who are engaged and take responsibility for their own learning. We excel in areas of the curriculum which is differentiated effectively and inclusive of all learners. Individual and personalised learning plans based on student data are available for identified students on Sentral – both those who have learning difficulties and those identified as high potential students. Reporting processes have been streamlined to increase productivity for students and efficiency for teachers. Student –parent–teacher interviews occur once a year strengthening links between school and home.
Students are supported in their transition to the workforce through a number of programs that provide a link between school and employment or further education. These initiatives have increased engagement, attendance, improved classroom behaviour and results in Year 10, 11 and 12.
Identified literacy areas have been targeted with the aim of developing teacher expertise and student understanding and application. The school literacy team in consultation with staff implemented the PEEL and PETAL scaffolds to improve the NAPLAN identified deficit in writing, particularly paragraphing. SMART analysis of writing scores has shown clear growth in student performance over three years. RAP analysis identified using ALARM would enable teachers to support the development and expression of critical thinking.
Pittwater High School is committed to the holistic development of all students. We value and create a safe, caring and supportive learning environment where our students feel happy and enjoy coming to school. We support students through our pastoral care and wellbeing programs, ensuring students have respect for each other while developing in themselves strength of character and resilience. Our positive behaviour for learning (PBEL) values ask students to be responsible, respectful and to aspire. The development of a transparent, proactive and comprehensive student wellbeing program has been achieved through the establishment of student management procedures. This includes learning contracts, consistent school–wide student management procedures, co–curricular opportunities, and a comprehensive anti–bullying plan.
2. The results of this process indicated that in the School Excellence Framework domain of Teaching the school is sustaining and growing:
Pittwater High School is committed to reflective ongoing professional learning, the sharing of innovative practices and working collaboratively across the school. Teachers are actively engaged in planning their own professional development to improve their performance and to take up leadership positions in the school. Teachers are willing to share expertise and work beyond their classrooms to contribute to broader school programs. In the area of collaborative practices we are excelling.
At Pittwater High we excel in explicit systems for collaboration, classroom observation, mentoring and feedback to sustain quality teaching practice. Teachers also collaborate across faculties to ensure consistency of curriculum delivery and strategies for curriculum differentiation. There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas.
At Pittwater teachers engage in detailed analysis of external performance data to identify trends and areas of need. They also use internal data sourced from reporting processes and transition testing used with Year 7 students as well as class assessments. Classroom practices, including assessment for learning (AfL), give opportunities for the development of the C3R learning capabilities. There is evidence of quality explicit, specific and timely feedforward to improve student learning and structures to support peer assessment/review. We aim to have well managed classrooms with well planned lessons so that students can engage in learning productively with minimal disruption. Clear processes are in place to support students with behavioural issues.
3. The results of this process indicated that in the School Excellence Framework domain of Leading the school is excelling:
Leadership development is central to school capacity building. Staff have purposeful leadership roles based on professional expertise. The school community is committed to the school’s strategic directions and practices to achieve educational priorities within a culture of high expectations. This is evident as teachers have participated in leadership development with action research that centres on teaching practice and delivery. At Pittwater High the school plan is at the core of continuous improvement efforts, with the school’s vision and strategic directions evident in its main activity.
In terms of school resources the school is excelling. Physical learning spaces are used flexibly and technology is accessible to staff and students. Succession planning, leadership development and workforce planning are designed to drive whole–school improvement. The school leadership team makes deliberate and strategic use of human and financial resources to drive whole school improvement. Longer–term financial planning is integrated with school planning
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and implementation processes, strategically used to achieve improved student outcomes. School facilities have been upgraded in a range of areas to change the physical appearance of classrooms and the external environment. As a school we also excel in management systems, structures and processes underpin ongoing school improvement and the professional effectiveness of all school members. Technology enhancements support teaching, learning and administrative processes. Technology infrastructure improvements have been carefully planned and form an integral part of the structural changes to improve both management systems and classroom practice.
Within a culture of high expectations, students have opportunities to excel as they develop capabilities of critical and creative thinking, collaboration, communication and resilience that will equip them as successful contemporary global citizens. Student leadership is highly valued in the school with an active prefect body and SRC, ensuring a strong student voice. Students are aware of those less fortunate than themselves and financially support a sister school in Afghanistan as well as local charities such as Shave for a Cure – events such as these also contribute to school spirit.
There is evidence of increased levels of community engagement with parents and the broader community. Parents are actively involved in information nights for every year group, their child in goal setting interviews, parent–teacher nights, working bees, supporting the schools expectations of students and key events such as community forums or performance nights. The P and C is active with financial support, contributing committees and support at community events to further increase connections for parents. The school’s partnerships and relationships, in the Peninsular Community of Schools (PCS) enables access resources for the purpose of enriching the school’s standing within the local community and improving student outcomes.
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/sef–evidence–guide
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Strategic Direction 1
Student engagement through quality teaching and learning practices
Purpose
We will deliver our overall purpose through high quality curriculum, assessment, effective integration of technology, and teaching and learning practices. We will continue to raise expectations of student learning outcomes and increased levels of student engagement.
Overall summary of progress
We have continued to lead the development of high quality teaching and learning programs that engage and challenge all students. In 2017 we embarked on the philosophy of a growth mindset for all students – a belief that with opportunity all students have the capacity to grow and improve. We have continued to track student performance with a continued focus on raising the bar around student literacy.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
• Evidence that 20 minutes of Literacy advisers in 2017 • Literacy website developed 70% of lessons have explicit working across the school • Core faculties of HSIE, English and Science literacy embedded including use at a timetable cost of meeting target regularly of Alarm and PEEL $30,000 • Super charging sentences initiative • Evidence of increased value • 95% of students are using BYOD in classes added growth across all ability Technology help desk 5 • HSC monitoring folders are regularly checked by illiteracy and numeracy plus HSC days a week at cost of HT's and evidence of work samples are present in results $50,000 the folders. • 70% of students using BYOD in • Assessment for learning practices are evidenced classes. ACED programming time by the milestone schedules present in tasks. • Evidence of termly checking of during trial and Preliminary • Curriculum differentiation is evidenced in tasks in HSC monitoring folders in faculty exams at a cost of $8,000 the choice offered to students. Some tasks offer meeting minutes extension activities and learning • Evidence of Assessment for • Introduction of Top Quartile initiative to engage learning including timely quality high potential students feedback • Evidence of Curriculum differentiation including challenging tasks and accommodations
Next Steps
Further development of quality teaching and learning programs with consideration for new NESA syllabi. Also accountability over delivery of curriculum and monitoring of student progress. Focus on building a team to investigate stage 5 engagement. Capabilities identified and explicitly taught and linked to learning activities. Capability matrix developed for all KLAs
Continuing to enhance technology forlearning through professional development ofstaff, explicit teaching to students and maintaining infra structure to support
Increasing opportunities for highpotential students to be challenged and engaged. Building student capabilities so all students develop as independentresilient self directed learners who apply cooperation, critical and creativethinking, and communication including literacy
Growth mindset approach in challenging students: • Recognition of growth mindset and place of persistence and risk taking in reaching potential • Recognition of high potential students to challenge and extend them • Practices such as compacting the curiculum and project based learning to allow depth of learning, cooperative learning and self–direction learning
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• Quality explicit, specific and timely feedback to improve student learning • Practices to support peer assessment and self reflection to assist learning
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Strategic Direction 2
Holistic development of the child into an independent young adult
Purpose
We will deliver our overall purpose through the holistic development of the child with proactive student wellbeing programs, capabilities development, co–curricular activities and student leadership opportunities. Students have a voice in all aspects of school life as they develop into young adults.
Overall summary of progress
Students have had an increased voice through effective SRC and prefect body. In addition our high achieving students have been mentored and supported through the Top Quartile initiative. There is a positive sense of connection and community at school as evident in the playground, demonstrated in events such as music on the quad, teacher vs student games and mufti days. Mental health issues continue to be of concern, but these students are well supported at school through key welfare personnel.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Reduced number of Quicksmart numeracy Increased level of senior support to assist with misadventures due to mental program $25,000 resilience health issues Support to extra curricular Students clearly understand penalties for work Learning capabilities embedded activities $30,000 handed in late in programs and practices: communication, collaboration, Attendance coordinator Staff continue to support mentoring critical & creative thinking and release $10,000 resilience Monitoring of students at risk of not completing schooling. Transition support provided Reduced number of naward warnings Anti–bullying promoted through year meetings
Development and implementation of anti bullying policy leading to reduced incidents of bullying
80% of staff actively involved in senior mentoring
Increased student attendance and participation at leadership meetings as evident in records of minutes
Opportunities for students at risk of not completing schooling
Increased participation of students in activities such as dressing up for mufti day and fund raising activities as lead by the leadership groups
Next Steps
• Continuing to develop holistic opportunities for students through leadership and extra–curricular activities • Ongoing strengthening of SRC, house captains and prefect body to give student voice and input into directions and opportunities at PHS
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• Strengthening of Blues Points system – to foster and reward positive behaviours, academic progress and commitment to extra–curricula activities • Promote harmonious school culture where there is respect for cultural identity and diversity – full understanding of anti–bullying, hands–off and being a better bystander • Senior support further develped and extended to year 10, to better prepare them for senior studies • Further authentic learning opportunities eg including fairs/panels of experts to provide more holistic opportunities • Investigate and implement strategies to increase student resilience
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Strategic Direction 3
A collaborative and connected community of empowered learners
Purpose
We will deliver our overall purpose by developing a culture across the school community of collaboration, building our capacity as empowered learners. Teachers and staff are supported in their commitment to reflective ongoing professional development, sharing innovative practices and working collaboratively across the school. Parents are recognised partners in their child’s education and value the work of staff. Links are fostered in the Peninsular Community of Schools and broader community.
Overall summary of progress
Teachers are actively engaged in the Professional Development Process (PDP). They work collaboratively with colleagues. They demonstrate the use of student performance data to evaluate the effectiveness of their teaching practices. Mentoring support for beginner and early career teachers is evident.
There is evidence of increased levels of community engagement with parents and the broader community. Parents are actively involved in information nights for every year group, their child in goal setting interviews, parent–teacher nights, working bees, supporting the schools expectations of students and key events such as community forums or performance nights. Involvement in initiatives such as multi–cultural day, a visit to a remote aboriginal community, and involvement in sustainability initiatives improve students understanding of social justice and environmental issues.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
• 100% completion of Proficient HT Mentor $30,000 for • 100% of beginner teachers have completed their Teacher accreditation in first 18 periods off class Proficient teacher acceditation in first 18 months of months of teaching teaching • 100% of staff successfully Team teaching and lesson • 100% of saff successfully maintain Proficient maintain Proficient Teacher observations funded at Teacher standard with 100 hours of professional standard with 100 hours of $20,000 development every 5 years professional development every 5 • 100% teachers involved in team teaching, lesson years observations and evaluating process • Increased number of teachers involved in team teaching, lesson observations and evaluation process
Next Steps
A culture of collaborative professional learning: • Build the capacity of all staff – growth mindset of teachers and non teaching staff as learners • All staff have Performance and Development plans aligned to school priorities • Continued opportunities for colleagues to work together collaboratively with lesson observations, team teaching, and the Peninsula Community of Schools (PCS) in learning and broader community connections • Clear continuum of learning K – 12 within PCS enhancing the transition to PHS through connections such as High School Experience days, transition programs, music festival and shared student leadership opportunities • Promotion of citizenship and values such as social justice and environmental awareness amongst students through connections to groups such Mahboba's Promise, Holroyd HS and Northern Territory aboriginal community • Partnerships with business groups and NGOS for student mentoring, work placement, transitioning • Maintain and build on programs and events that enhance parental and community engagement in the school Build on e–sytstems that support open communication
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading $1,900 Personal learning plans developed for all Aboriginal students and implemented by classroom teachers
One on one support for Aboriginal students available through Aboriginal Officer and Learning Support team
Promotion of Aboriginal understanding through NAIDOC week activities
English language proficiency $50,077 Learning support provided by a qualified EAL/D support teacher (English as an Additional Language or Dialect) for the equivalent of 2 days a week
Introduced an ESL, English course delivery for senior school
Low level adjustment for disability $51,579 Additional Learning Support Teachers employed on temporary contracts to support students in regular classes
Socio–economic background $33,427 Student assistance including supporting students with school elective fees and excursions
Support for beginning teachers $82,994 Beginner teachers had timetabled release time each fortnight to assist with their planning and teaching. Opportunities to observe colleagues classes, team teach, observe classes and work collaboratively with others on programming, Mentor support provided.
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Student information Post-school destinations Proportion of Year Year Year Student enrolment profile students moving 10% 11% 12% into post-school Enrolments education, training or employment Students 2014 2015 2016 2017 Seeking 0 0 0 Boys 493 488 517 522 Employment Girls 410 426 444 473 Employment 3 11 23 TAFE entry 5 5 17 Student attendance profile University Entry 0 0 54 School Other 10 8 3 Year 2014 2015 2016 2017 Unknown 1 1 7 7 95.3 94 94.7 94.4 8 93.9 92.2 93.5 93.4 Year 12 students undertaking vocational or trade 9 93.4 91.4 92.9 92.9 training 10 90.7 92.9 91.8 91.3 In Year 12 there were 32 Hospitality students and 9Construction students undertaking vocational or trade 11 93.9 90.9 94 94 training in our school. 12 93.3 94.8 95.1 95.4 All Years 93.6 92.7 93.6 93.5 Year 12 students attaining HSC or equivalent State DoE vocational education qualification Year 2014 2015 2016 2017 100% of full time students completing year 12 achieved their Higher School Certificate. 7 93.3 92.7 92.8 92.7 8 91.1 90.6 90.5 90.5 Workforce information 9 89.7 89.3 89.1 89 10 88.1 87.7 87.6 87.3 Workforce composition 11 88.8 88.2 88.2 88.2 Position FTE* 12 90.3 89.9 90.1 90.1 Principal 1 All Years 90.2 89.7 89.7 89.6 Deputy Principal(s) 2 Assistant Principal(s) 0 Head Teacher(s) 11 Management of non-attendance Classroom Teacher(s) 52.2 Student attendance is monitored by our attendance coordinator, who creates regular reports for Deputy Teacher of Reading Recovery 0 Principals and Year Advisers. Follow up with Learning & Support Teacher(s) 0.9 attendance monitoring cards occurs. In situations of ongoing absenteeism parents are asked to attend an Teacher Librarian 1 Attendance review meeting, where strategies to improve school attendance are discussed. In cases of Teacher of ESL 0 significant concern a request for Home School Liaison School Counsellor 1 Officer (HSLO) intervention is made to our Regional Learning and engagement team.. School Administration & Support 13.77 Staff Other Positions 1
*Full Time Equivalent
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Teacher qualifications Term 1 Extended Professional Learning All teaching staff meet the professional requirements for teaching in NSW public schools. Whole staff presentations included the LEIP project, the PDP cycle and faculties continue to program for Top Quartile strategies and higher order and critical Teacher qualifications thinking. Some staff members were filmed discussing their experiences with TQ students and the strategies Qualifications % of staff used to create high expectations and creative and critical thinking. Undergraduate degree or diploma 100 Postgraduate degree 20 Term 2 Staff Development Day
The main focus was the management of differentiation in the classroom through curiosity, engagement and Professional learning and teacher accreditation stretch. Experienced HSC judges from HSIE, TAS and Languages provided insight to small groups on the 2017 Annual School Report standards package, band descriptors, work samples and the RAP package. Faculties discussed and further Professional Learning developed differentiation strategies and the use of RAP data in programming. The key areas for professional learning in 2017 were derived from the school strategic directions: students Executive Conference, 21 and 22nd June engagement through quality teaching and learning practices, the holistic development of the child into an The executive conference's focus was Strengthening independent young adult and a collaborative and the Vision through consolidation, planning and mapping connected community of empowered learners. our priorities. Leadership, including achieving balance in delivering quality teaching and learning and the value Professional learning occurred on our three school of coaching. Balgowlah Boys High presented on development days, extended professional learning Engaging the challenging boys in Literacy Stage 5 afternoons and timetabled professional learning which was followed up by data analysis from SCOUT. sessions on Tuesday afternoons. All permanent and temporary teachers contributed and actively Term 2 Extended Professional Learning participated in the sessions with a focus on whole school and faculty improvements, aligned with our Results of the Tell Them from Me survey were school priorities and progress with milestones. A presented and discussed and faculty activities included feature of professional learning in 2017 was teacherr Stage 6, TQ and differentiation program development. choice in activities and staff leadership in the presentation of sessions. Term 3 School Development Day
Teachers also participated in collegial paired lesson John Fischetti presented to teachers and parents from observations once a term which allowed teachers to the thirteen PCS schools on transformational change identify a focus area for the observation and for within education. He ran a master class with executive feedback to be given to promote teaching and learning staff on using overseas case studies as inspiration for growth. As a part of the PDP process teachers meet leading change. on an ongoing basis with their Head Teachers and Executive staff with the principal to develop goals, Term 3 Extended Professional Learning aligned with our strategic directions and to evaluate the achievement of these goals through evidence. Staff surveys indicated areas of interest and further development for staff. A considerable number of Term 1 School Development Day teaching staff conducted presentations on a wide range of topics including google classroom., Excel, One Note, The principal set the scene with the theme, Lets ACE SCAMPER, note making, behaviour management and It! She evaluated HSC performance, surveys and the learning accommodations. importance of setting the bar high, for all students, including our top quartile students. The importance of Term 4 Professional learning knowing your students, especially our year 7 students, international students and students with specific Quality feedback was the focus of this session which learning needs was presented to the staff and followed drew on the methods used by staff and the research of up in faculty sessions. Strategies on questioning John Hatte. techniques, with a focus on Socratic questioning, to develop higher order and critical thinking was presented. In the afternoon facilities identified Financial information (for schools strategies to challenge top quartile students and using both OASIS and SAP/SALM) embedded these strategies into programs. Financial information
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December 2017. The three financial summary tables cover 13 months (from 1 December 2016 to 31 December 2017).
2017 Actual ($) The financial summary consists of school income Opening Balance 0 broken down by funding source and is derived from the school Annual Financial Statement. Revenue 2,484,800 Appropriation 1,901,547 The school has retained income held for the purchase of a school mini–bus and for major maintenance work Sale of Goods and Services 100,297 including the student bathrooms. Also there is money tied to major school trips such as an overseas language Grants and Contributions 479,121 excursion. Gain and Loss 0 Other Revenue 0 Receipts $ Investment Income 3,835 Balance brought forward 923,012 Expenses -1,500,684 Global funds 418,829 Recurrent Expenses -1,500,684 Tied funds 241,762 Employee Related -483,853 School & community sources 658,915 Operating Expenses -1,016,831 Interest 8,192 Capital Expenses 0 Trust receipts 74,768 Employee Related 0 Canteen 0 Operating Expenses 0 Total Receipts 1,402,467 SURPLUS / DEFICIT FOR THE 984,116 YEAR Payments Balance Carried Forward 984,116 Teaching & learning Key Learning Areas 85,599 Excursions 173,027 The Opening balance for the 2017 school financial year is displayed in the OASIS table as Balance brought Extracurricular dissections 74,587 forward. The financial summary table for the year ended 31 December 2017 shows the Opening balance Library 3,706 as $0.00 because the Opening balance for the 2017 Training & Development 0 school financial year is reported in the OASIS table (as Balance brought forward). Tied Funds Payments 169,027 The amount displayed in the Appropriation category of Short Term Relief 52,219 the financial summary table is drawn from the Balance Administration & Office 100,717 carried forward shown in the OASIS table and includes any financial transactions in SAP the school has Canteen Payments 0 undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will Utilities 71,316 not equal the OASIS Balance carried forward amount. Maintenance 147,959 Trust Payments 80,713 Capital Programs 126,166 Financial summary equity funding Total Payments 1,085,036 The equity funding data is the main component of the 'Appropriation' section of the financial summary above. Balance carried forward 1,240,443
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
The information provided in the financial summary includes reporting from 1 January 2017 to 31
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2017 Actual ($) Percentage in Bands: Year 7 - Reading Base Total 8,828,092 Band 4 5 6 7 8 9 Base Per Capita 147,756 Percentage of students 1.7 5.7 17.1 38.3 24.0 13.1 Base Location 0 School avg 2015-2017 1.4 8.6 20.8 32.7 23.1 13.4 Other Base 8,680,336 Equity Total 228,401 Percentage in Bands: Equity Aboriginal 1,900 Year 7 - Spelling Equity Socio economic 33,427 Band 4 5 6 7 8 9 Equity Language 50,077 Percentage of students 1.7 4.6 15.9 36.4 30.7 10.8 Equity Disability 142,996 School avg 2015-2017 3.8 4.7 18.0 35.5 28.6 9.4 Targeted Total 285,290 Other Total 150,811 Percentage in Bands: Grand Total 9,492,594 Year 7 - Writing Band 4 5 6 7 8 9 Figures presented in this report may be subject to Percentage of students 2.8 17.6 27.8 34.7 12.5 4.6 rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. School avg 2015-2017 5.5 15.6 31.4 27.8 16.2 3.5
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 Percentage in Bands: statement can be obtained by contacting the school. Year 9 - Grammar & Punctuation Band 5 6 7 8 9 10 School performance Percentage of students 2.4 9.1 30.3 29.1 16.4 12.7 NAPLAN School avg 2015-2017 3.9 11.9 31.0 30.3 14.0 8.9
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 Percentage in Bands: Band 1 to Band 10. The achievement scale Year 9 - Reading represents increasing levels of skills and understandings demonstrated in these Band 5 6 7 8 9 10 assessments. Percentage of students 2.4 7.3 17.6 46.1 20.0 6.7
At PHS we have continued to show value added growth School avg 2015-2017 2.9 8.9 24.5 38.1 19.4 6.4 for our students in both literacy and numeracy
Percentage in Bands: Percentage in Bands: Year 9 - Spelling Year 7 - Grammar & Punctuation Band 5 6 7 8 9 10 Band 4 5 6 7 8 9 Percentage of students 4.9 7.3 26.7 29.7 26.7 4.9 Percentage of students 2.8 6.8 21.0 35.2 24.4 9.7 School avg 2015-2017 4.1 8.7 26.1 36.2 18.7 6.2 School avg 2015-2017 2.1 7.7 22.6 30.3 22.6 14.6
Percentage in Bands: Year 9 - Writing Band 5 6 7 8 9 10 Percentage of students 7.8 16.9 28.9 29.5 13.3 3.6 School avg 2015-2017 7.9 15.6 34.1 27.9 10.1 4.4
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Percentage in Bands: Higher School Certificate (HSC) Year 7 - Numeracy The performance of students in the HSC is reported in Band 4 5 6 7 8 9 bands ranging from Band 1 (lowest) to Band 6 (highest). Percentage of students 0.0 2.9 16.0 38.3 25.7 17.1
School avg 2015-2017 1.4 6.2 19.4 37.7 21.5 14.0 The class of 2017 had 84% of students achieve results in one or more subjects in the top two bands. This includes the second accelerated class of Aboriginal Studies where year 11 students completed their HSC in Percentage in Bands: this subject a year early, gaining 6 band 6s and 5 band Year 9 - Numeracy 5s, with results well above like schools. Special congratulations to our dux Yohanda Deong with an Band 5 6 7 8 9 10 ATAR of 98.5. Also congratulations to Kain Thompson Percentage of students 0.0 6.1 20.0 35.8 24.2 13.9 who came 11th in the state out of 16,000 students for PDHPE. School avg 2015-2017 0.2 7.2 23.0 32.3 23.3 14.0
The My School website provides detailed information and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access the school data.>
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School Parent/caregiver, student, teacher School Average Subject SSSG State satisfaction 2017 2013- 2017 Aboriginal 85.4 91.8 70.2 87.2 Each year schools are required to seek the opinions of Studies parents, students and teachers about the school. Their responses are outlined below. Agriculture 73.0 64.2 68.3 73.1 When parents are surveyed, 96% of parents had talked Ancient History 75.3 76.9 68.1 72.8 to a teacher about their child's learning or behaviour Biology 69.0 76.9 70.9 72.1 that year with 91% having attended meetings (for example, parent–teacher meetings or information Business 71.2 74.9 68.2 70.3 evenings) at the school. Focusing on aspirations, 91% Studies of parents expect that their child will complete Year 12. Parents also reported on useful communication types at Chemistry 71.8 75.7 72.1 72.3 school. 91% of parents found telephone contact either Drama 75.8 79.5 75.5 76.0 useful or very useful when discussing their child with the school while 93% of parents stated that email was Earth and 74.3 77.2 73.6 76.4 either useful or very useful for the same purpose. Environmental Science Evaluating the school, 84% of parents agree or strongly agree with the statement that they would recommend English 82.3 83.0 77.6 80.0 Pittwater High School to parents of primary school (Advanced) students. 82% of parents either agreed or strongly English 74.8 72.3 65.6 69.6 agreed with the statement that the school has a good (Standard) reputation in the local community. English 78.6 84.2 84.0 81.1 • Approvimately 95% of students completed the Extension 1 first snapshot of the Tell Them From Me Survey with around 75% of students completed the French 84.5 72.2 75.3 86.0 second snapshot. The data from these surveys Beginners revealed: • 89% of dstudents demonstrated positive Hospitality 77.0 75.7 71.5 77.0 behaviour at school Examination • 82% of students have friends at school they can (Kitchen trust and who encourage them to make positive Operations and choices Cookery) • 66% of students have high levels of academic Industrial 75.7 72.9 64.8 75.7 self–concept Technology • 60% of students use a computer or tablet in every, or almost every, English, Maths and Legal Studies 77.7 79.6 72.1 76.7 Science lesson Mathematics 74.4 78.4 73.2 75.6 • 59% of students use a computer or tablet every, or almost every, day when studying at home or Mathematics 73.4 80.8 81.0 77.6 completing homework for English, Maths and Extension 1 Science. • 68% of students who are using a computer in Mathematics 70.4 72.9 63.6 71.1 their English, Maths and Science lesson use their General 2 device for reasons other than studying or school Music 1 85.7 84.5 79.7 85.3 work sometimes, almost all the time or all the time. Personal 75.5 74.2 67.7 72.8 • 62% of students agree or strongly agree with the Development statement that the school accepts and includes Health and people with different beliefs, identities and Physical backgrounds. Education PHS was above the NSW government schools' norm in Physics 67.4 73.4 70.4 69.4 the area of: • positive learning climate Senior Science 73.0 75.8 68.3 78.2 • positive teacher–student relations Society and 81.5 80.2 76.4 80.5 • advocacy outside of school Culture Teachers were also surveyed. PHS was above the NSW governments schools' norm in the areas of: Textiles and 81.8 79.1 75.2 83.9 Design • school leadership • data informing practice Visual Arts 85.6 82.6 77.7 83.1 • quality feedback
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• technology • Inaugural Surfing Cup at mona Vale Beach. • talking to other teachers about strategies that • Record number of staff participants and over 100 increase student engagement students participating in the annual PHS biathlon. • setting high expectations for student learning • Junior and Senior art exhibitions, Junior and • working with parents to help solve problems Senior Drama and Music Nights. interfering with their child's progress • Year 8 and 9 students selected for State Drama Camp and several students selected for State Music Camps. PITTWATER HIGH SCHOOL HIGHLIGHTS 2017 • One student selected to participate in the State Drama Festival. • Outstanding HSC results 2017: 84% of all • Performing Ensemble Program: Orchestra students gained results in the top 2 bands. auditioned and performed at the Sydney Opera • TAS Exhibition featuring major works from House, Symphonic Band played in an Textiles, Timber and Design Technologies international festival at the Sydney Opera House. • Successful completion of the year 11 Accelerated Student participation in School Soectacular, Arts Hospitality Higher School Certificate by 40 Unit, State Music Camps, tour to Port Macquarie, students. NSW School Band Festival, Manly Jazz Festival, • Year 10 Careers Expo at PHS for year 9 students. Northern Beaches Instrumental Festival. • TAS exhibition featuring major works from Textiles, Timber and Design Technologies • Year 8 and 10 participated in the 4Ps (Problems, • Year 11 and 12 students attended Elevate study Patterns, Pictures & Puzzles) Mathematics skills sessions plus in school study skills session incursion. • Year 10 Accelerated Hospitality students attended • Year 7 extension students completed two projects the World Skills championships at Epping Boys in STEM – they created a game to promote High environmental sustainability and completed a • Over 200 students attended HIgh School Bridge Building challenge. Experience Days from Mona Vale and Newport • 20 Year 7 students participated in the QuickSmart Primary Schools program targeting numeracy. One of the • Year 9/10 UON Science and Engineering inaugural students obtained a Band 8 in the Year challenge champion school 9 NAPLAN for numeracy. • Expansion of accelerated preliminary HSC • Year 11 students attended the "Girls Do the Aboriginal Studies; band 6's, band 5's, 17% Maths Day" at UNSW. above state average • Some Year 11 extension students attended the • The placement of 3 new flagpoles flying the "Maths Inspiration Day" at Chatswood Australian, Aboriginal and Torres Strait Island • 47% of the 226 students who participated in the flags ICAS Mathematics Competition gained a • Continuation of the chess program competing in distinction or credit and one student gained a local touraments. High Distinction. • Years 7, 9 and 11 camps designed to build • Agriculture students represented the school at the positive relationships, resilience and St Ives Show and the Pittwater Food Festival collaboration. • Continuation of the Summer Reading Program • SRC activities included Multicultural Day, Spirit with Year 7 students being mentored by Year 9 Week with the prefects and other events students. supporting local and global charities. • Certain Year 11 students assisted younger • Successful Year 7–11 Bundanon cross–curricular students in class through the Studernt Support camp for Visual Arts and Textiles students. Leadership Program. • Implementation of the High Potential program for • Two students invited into Art Express. students in Year 7 – 11. • Six Students nominated for TAS HSC major • A year 10 group attended the Royal North Shore works and two students work displayed. PARTY Program – Prevention of Risk Related Trauma in Youth. • Brainstorm Productions presented to Year 7–8 on cyber–safety, bullying and respectful relations. • Year 8 and 9 students successfully participated in the Raise mentoring program sponsored by Pittwater RSL. • Year 8 attended a Black Dog presentation on managing mental health. • Year 10 were involved in a series of presentations as part of the Boys/Girls Day. • 32 students from Years 7–10 participated in the Da Vinci Decathlon. • White Ribbon Day whole–school activities • Positive Mental Helth & Resilience Programs in Years 7 & 9. • Combined Grade Sport Boys & Girls Champions. Policy requirements
Aboriginal education Page 18 of 19 Pittwater High School 8379 (2017) Printed on: 6 April, 2018
incidents that may arise and students were encouraged In 2017 Pittwater high school staff and students were to maintain respect for others, regardless of their involved in the Peninsular Community of Schools (PCS) background. NAIDOC celebrations. Students were invited to take part in the event incorporating Aboriginal games, dance A multicultural perspective is incorporated in teaching and music, and art. In preparation for the annual PCS and learning programs in all Key Learning Areas. art show, Aboriginal students participated in a yarning Students learn about the lives of young people around circle whilst collaborating to develop an artwork, the world and compare themselves to the plight of themed around reconciliation. Art club students painted others .An atmosphere of tolerance and acceptance is a storyboard of a local Dreaming story. Both artworks highly valued amongst all,creating a harmonious were a part of the annual show. learning environment.
The annual NAIDOC assembly is a vibrant, inclusive and important event on the school calendar, which gives students first hand insight into this rich part of our cultural heritage. All formal meetings, assemblies and functions acknowledge the traditional custodians of the land.
In 2017, students studying HSC Aboriginal studies and PDHPE had the opportunity to develop their cultural understanding and deepen their subject knowledge with a visit to a remote town in the Northern Territory.
We celebrated the first raising of Aboriginal and Torres Strait Islander flags alongside the Australian flag. This was the first step towards achieving our goal of increasing the visual presence of Aboriginal and Torres Strait Islander culture across the school. A formal celebration will take place on completion of the surrounding garden and plaque in language.
Multicultural and anti-racism education
In 2017, a significant proportion of the student population was from a Language Background other than English, with 62 different languages spoken at home. The number of international students has risen over the past year, with 38 students enrolled in 2017 at Pittwater High School. Overseas students have come from China, Brazil, Korea, Germany, Austria, Italy, the USA, Norway and Vietnam. These students bring a rich culture to Pittwater HighSchool, allowing local students to appreciate the diversity that makes up our nation.
An International Student Coordinator and an EAL/D teacher are available to support students from overseas. Orientation programs are held for overseas and international students upon enrolment. In 2017 for the firsttime a prefect was appointed with the International Students portfolio. This prefect, in addition to usual leadership responsibilities, will help to look after the wellbeing of the school’s international cohort and ensure that their opinions and concerns are heard.
The school offers French and Japanese and provides opportunities for students to maintain their study of other languages through the NSW School of Languages or the Saturday School of Community Languages. All year7 students studied a foreign language and learnt about the society and culture associated with that language.
The school’s appointed Anti–Racism Contact Officer conducted a series of anti–racism workshops for all students. Protocols were established to deal with any
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