Seven Hills High School Annual Report
2018
8231
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Introduction
The Annual Report for 2018 is provided to the community of Seven Hills 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.
Greg Johnstone
Principal
School contact details
Seven Hills High School Johnson Ave Seven Hills, 2147 www.sevenhills-h.schools.nsw.edu.au [email protected] 9624 3329
Message from the Principal
In 2018, Seven Hills High School continued to provide a quality learning environment where all students were supported, through the provision of targeted programs and activities, in becoming successful, engaged learners and responsible citizens. School funds were allocated to faculties and whole school projects to enhance classroom learning and to encourage student participation in a range of academic enrichment activities. Additional staff were employed to teach in the classroom and to support the educational needs of identified students.
Students in Years 7 and 9 attended camps as part of the school's outdoor education program. Extra–curricular and co–curricular activities enriched the learning experiences of many of our students and STEAM education was an area of increasing student interest and expertise.
Leadership programs enabled students to develop their abilities through their participation in community partnership programs. They conducted charity fundraising events and participated in personal development and targeted programs.
The school engaged with the community in events such as the Year 7 'Meet the Teacher Evening', Open Night and Parent/Teacher Evenings. Meetings of Seven Hills High School Parents and Citizens (P&C) Association provided opportunities for school staff to inform those present of programs and activities offered to students.
The P&C continued its support of the school by conducting a number of fundraising activities and I would like to thank the committee for their efforts throughout the year.
I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced and genuine account of the school's achievements and areas of development.
Greg Johnstone
Principal
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School background
School vision statement
To provide a quality learning environment where the school community supports all students becoming successful, engaged learners and responsible citizens through: • The delivery of a relevant and challenging curriculum. • The provision of extra curricular activities which promote talent, collaboration and a sense of community. • Quality teaching and learning based on current research and practices that respond to the goals for student learning. • Students having the knowledge, skills and understanding to benefit themselves, each other and the environment. • Students being creative and critical thinkers with the skills to maximise their learning. • Parents and community members being informed and involved, responsive and supportive.
School context
Seven Hills High School is a member of the Nirimba Collegiate. Seven Hills High School provides quality education for students in Years 7 to 10. As part of the Nirimba Collegiate Group, students who successfully complete Year 10 gain automatic entry into Wyndham College.
The school draws students from a diverse range of socio–economic backgrounds. The school population of 320 students includes 9% Aboriginal and Torres Strait Islander students and 22% of students from a language background other than English. Students with mild intellectual disabilities are catered for within the school's Support classes.
The school places emphasis on literacy, numeracy and the practical application of technology throughout a broad curriculum. A range of programs cater for the full spectrum of student academic abilities. In Years 7 and 8, the school offers a 'Self–Select' Class for highly focused and dedicated learners. Year 9 and 10 elective courses cater for a range of academic and vocational interests.
A Positive Behaviour for Learning (PBL) school, students are supported in their education with a behavioural education and reinforcement program designed to realise improvements in student learning outcomes. Student endeavour, social responsibility and mutual respect are actively encouraged through our merit scheme and events such as Multicultural Days, NAIDOC celebrations, Recognition Breakfasts and Reward Excursions, as well as participation in community initiatives and the partnering of educational programs with local primary schools.
Students are able to enhance their leadership skills through participation in the Peer Support Program, the Student Representative and Sports Councils, through the 'Fast Forward' program in partnership with WSU, as well as participation in community initiatives and the partnering of educational programs with local primary schools.
Students are provided with extended opportunities to display their talents through participation in extra–curricular activities such as Streamwatch, combined High Schools teams, regional and zone sporting competitions, debating and school Creative and Performing Arts events.
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.
Learning
Annual reflection of the school's progress in this domain indicated Seven Hills High School as "Sustaining and Growing".
School self–evaluation processes indicated that all faculties utilised student Individual Education Plans (IEPs) and Personal Learning Plans (PLPs), developed in consultation with members of the school community. Seven Hills High
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School gathered data on student academic performance from different sources to provide an overview of student capabilities within a cohort. Statistical information was drawn from: NAPLAN results, NEALE data, VALID and formal and summative assessments. The data was collated and communicated through student Individual Education Plans to create class profiles that identified student learning needs and set improvement targets. In addition, a range of academic and observational data was used to create social and academic student profiles. The school identified growth targets for students and ensured an individual program of study was implemented to attain growth targets. Specific and tailored support was provided to ensure individual progress. Staff implemented a range of teaching strategies in response to this material and provided feedback at parent/teacher meetings.
Students reflected upon their performance each semester and were supported by staff in developing a self–directed approach to their learning. Parent engagement in their child's learning was again promoted through semester reports, merit tracking and reporting to parents, parent–teacher interviews, access to an online parent portal, P&C Meetings and publications such as student handbooks. Our community participated in the 'Tell Them From Me' survey. The data conveyed a positive response to the improvements in the school's learning environment and the productive relationships between the staff and students.
The school engaged in systematic and thorough tracking of student attendance data coordinated by Year Advisers and Head Teacher Wellbeing who actively liaised with caregivers and outside agencies to re–engage students to improve attendance and consequently learning outcomes.
Seven Hills High School maintained a strong connection to the Nirimba Collegiate and other high schools in the Nirimba Learning Community. Partnerships with Western Sydney University, the Australian Business Community Network and the Helmsman Project provided a range of experiences that enhanced the social and learning outcomes of a number of our students.
The school consistently implemented its Positive Behaviour for Learning procedures and practices. Student achievement and participation across all areas of school life was reinforced through a range of events, ceremonies and targeted programs. The school celebrated its diverse community through a number of cultural activities.
Seven Hills High School provided a multi–tiered approach to managing the diverse wellbeing needs of students. School based data from Sentral records and staff observations across the school were utilised to tailor programs that were responsive to the needs of each student cohort.
Students identified as exhibiting particularly challenging behaviours were assigned an individually selected mentor. Mentors managed targeted behaviours and facilitated a learning engagement program that enabled students to experience success within a refined framework of expectations.
Transition for students was facilitated by the development and communication of plans, based upon data from Primary Schools and initial literacy and numeracy assessment on arrival. Extensive discussion and review of plans by staff, led to ongoing adjustments which were communicated to relevant stakeholders. Students moving into Stage 6 or other post Stage 5 destinations were supported by the provision of data to their new school or training provider, and year–long orientation and transition processes.
The school engaged the services of alternative education providers to meet the needs of at–risk students (eg. WESTEC, Warrakiri, Tafe–Youth Engagement Scheme) This enabled them to achieve outcomes that led to future societal and workplace integration.
Data driven practice, supported by highly effective professional learning, resulted in improvements in student attainment. Professional learning focused on formative assessment. Faculties showcased a variety of strategies, collaborated on design and implementation and continually refined products throughout the year. Assessment structures reflected best practices and catered to preferred learning styles. Faculties employed a range of reflection tools to enable students to self–evaluate their learning and also to provide relevant data to teachers regarding curriculum delivery.
Seven Hills High School evaluated its practices and processes regarding programs, assessment and registrations. Structures were refined to reflect and communicate school focus areas. Collaborative faculty reflection led to cycles of improvement in task design, marking criteria and teaching practice. Student achievement was monitored through faculty maintenance and analysis of mark books and outcomes tracking that led directly to reporting. Meta–analysis of student performance across KLAs was undertaken to identify students who required additional support, intervention or extension.
Faculties utilised student work samples to define standards of achievement, communicate expectations and evaluate effectiveness of current practices. The samples chosen reflected attainment in specific performance bands and the syllabus standards.
Structures were established for class profiles and differentiation strategies to be integrated into lesson delivery and programs. Curriculum differentiation was well established in faculty programs and assessments, and extended beyond the classroom into co–curricular opportunities. Professional learning meetings were streamlined to create scheduled meeting times for all KLAs to collaborate on the school focus areas of numeracy, literacy, differentiation, class profiles
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and assessments. This observation was supported by growth data for Year 9 students being above the average for Department of Education students in the areas of Writing, Spelling, Grammar and Punctuation in the 2017 NAPLAN assessment. The school's value added was above state average in the areas of numeracy, grammar and punctuation and reading. At least 90% of mainstream students achieved at or above minimum standards in the area of numeracy for years 7 and 9.
Teaching
Annual reflection of the school's progress in this domain indicated Seven Hills High School as "Sustaining and Growing".
Seven Hills High School staff engaged in professional learning experiences, developed and led by school staff, which consolidated skills and understandings in the areas of formative assessment, collaborative learning, literacy (Super Six) and numeracy (graphs). Faculties and subject areas delivered focused activities that catered for the different learning needs and abilities of students.
The school consistently reviewed faculty analysis data to comprehensively examine student progress and achievement. Regular reporting cycles and class profiling, coupled with external results data assisted in the development of more engaging and content rich teaching programs.
The creation of teachers' Professional Development Plans was supported by a framework, where mentors provided feedback on progress and guided staff along future pathways that were measured against the Australian Professional Standards for Teachers. Instructional coaches provided tailored teaching support to staff to extend their repertoire of skills in implementing innovative and future–focused learning practices according to the school's strategic directions.
Staff actively engaged in collaborative professional learning that focused on reflection, lesson modification, resource creation and self–evaluation. This cycle of Professional Learning and Development enabled the learning community to achieve set goals, extend programs of collaboration and form meaningful partnerships across the school to enhance teaching practice, knowledge, skills and expertise.
Leading
Annual reflection of the school's progress in this domain indicated Seven Hills High School as "Sustaining and Growing".
The Leadership Team participated in targeted professional learning including its annual conference which developed the skills of executive and aspiring leaders, facilitating the effective implementation of teaching, learning and administrative practices. Additionally, staff were provided with opportunities to lead whole school professional learning throughout the year in focus areas of the school management plan. Faculties showcased teaching and learning within their areas on a regular basis. All leaders employed procedures to collaboratively review, with teaching staff, their practices to ensure the effective implementation of school programs and focus areas.
Staff were provided with many opportunities to participate in the development, monitoring and evaluation of the school plan. Progress and achievement of the school plan was regularly reviewed by executive. This was discussed with staff at school development days and during professional learning opportunities. Team leaders provided a range of reports to advise the staff on the progress of the management plan.
The skills of non–teaching staff were utilised to ensure the effective management of the school. Learning spaces were created that catered for student learning needs. A range of school facilities were utilised throughout the year which benefitted Vardy's Road, Seven Hills West and Seven Hills Public Schools and The William Rose School, in addition to a variety of community organisations such as Citywest Church and vacation care.
Effective financial management practices ensured that the school was able to prioritise its resources to maximise their impact on teaching and learning in line with the school strategic directions. STEAM was a major emphasis for the school in 2018 with the purchase of a laser cutter, 3D printers and drones. Technology supported curriculum implementation, effective teaching practices and administrative systems throughout the school.
The school constantly reviewed its administrative practices to ensure their effectiveness in terms of educational and administrative management. Parents were provided with many opportunities to engage with the school. Community consultation occurred through the 'Tell Them From Me' Survey, feedback boxes and events such as P&C Meetings, 'Meet the Teacher' BBQ's and parent–teacher interviews. This feedback was utilised to improve school practices and procedures. The school applied various strategies and mediums to contact, engage and inform the community such as the improved school website, the student and parent portal, school signage and the 'Skool Bag' app.
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Strategic Direction 1
Inspiring Student Success
Purpose
To foster student engagement and attainment through positive relationships, effective community partnerships and data–driven pedagogy and programs.
Overall summary of progress
Numeracy and literacy coordinators worked with an above establishment staff member whose role was to facilitate tailored teaching support to develop and refine whole school strategies, and student support through Numeracy in Classrooms (NIC) and Focused Literacy In Classrooms (FLIC).
Literacy and Numeracy coordinators regularly communicated with parents through the school Newsletter with positive strategies that could be implemented at home to support school initiatives. Coordinators presented at P&C meetings outlining objectives, strategies and anticipated learning outcomes for students.
Quicksmart and MultiLit programs were refined to support targeted students and this strengthened the school's literacy and numeracy strategy.
70.8% of students achieved at or above expected growth compared to State and SSSG in Numeracy.
The average scaled growth showed that 46.2% of students outperformed both SSSG and the State.
Tell Them From Me data indicated an increase in the categories of effort, and interest and motivation in 2018 compared to 2017, intellectual engagement remained the same.
Continued involvement with 'Young Mob' and 'The Helmsman Project' resulted in greater engagement for the majority of students who participated in these programs.
The Wellbeing team established processes by which students will self–evaluate their academic performance and create individual learning goals.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Improvement in average literacy Literacy and Numeracy All faculties focused on collaboratively evaluating and numeracy growth at or above Facilitator $1500/fortnight and modifying their focus lessons in literacy and expected growth for all Year 9 numeracy. Staff developed resources to meet focus students, with the percentage of areas. students achieving in Bands 9 & 10 equating with those of the Numeracy and literacy facilitator worked with staff similar school group. and students.
Targeted interventions included Quicksmart and Multilit.
Student data (class profiles/pre and post testing and Naplan) was utilised to inform teaching practice and determine the pathway for support.
Naplan data indicated growth in Grammar and Punctuation and Numeracy.
‘Tell Them from Me’, academic Staff participation in Students participating in the 'Young Mob' and and wellbeing data indicates Rewards Days – $3 000 'Helmsman' programs demonstrated increased increased levels of student levels of involvement in school life and positively engagement with learning and promoting their culture. improved academic attainment. Student Assessment program piloted with Year 9
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
‘Tell Them from Me’, academic cohort. and wellbeing data indicates increased levels of student engagement with learning and improved academic attainment.
Next Steps
Focus on writing with the introduction of ALARM and the consolidation of PEEL and Super Six Strategies. Faculties are responsible for incorporating Super Six Strategies for each year group.
Introducing Learning Progressions for numeracy and literacy. Numeracy strategies will focus on developing differentiated numeracy activities and visual numeracy.
Student Assessment Program expanded to include an opportunity for students to reflect on their reports and establish learning goals.
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Strategic Direction 2
Enhancing Quality Teaching
Purpose
To strengthen the culture of highly skilled, informed and dedicated professionals, collaborating with others to improve their practice and to achieve excellence in education.
Overall summary of progress
Staff worked collaboratively in faculty groups to evaluate, refine and modify strategies in the key areas of: Drivers of Student Learning, Formative Assessment, Differentiation, Literacy, Numeracy and Future–focused Learning.
Focused review of the 'Tell Them From Me' survey results indicated levels at or above state norms in four of eight key drivers of student learning – Data informed practice, teaching strategies, technology and inclusive school. The remaining four drivers are approaching state norms – leadership, collaboration, learning culture and parent involvement.
Staff extended their knowledge and skills in key learning programs – formative assessment, differentiation, literacy, numeracy and future–focused learning. Staff developed subject based and stage specific resources, planned activities and enhanced lesson delivery. Ideas and strategies were shared at a whole school forum and resources made available through a publicly accessed folder. These resources are consistently used and embedded in faculty programs to promote learning.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
‘Tell Them from Me’ staff survey Executive analysed data to indicate key areas for reflects a mean above state focus and development norms in all 8 drivers of student learning. 4 of 8 drivers indicated alignment with or above state norms
Drivers as yet to align with state norms are already activated and targeted in the next phase as a focus.
All Key Learning Programs Furnishing and "Fit–out" of Staff surveys conducted for each strategy to explicitly identify teaching, a speciality room – "4C determine implementation and needs for learning and assessment Room" $20 000 modification. strategies in 8ways, literacy, numeracy and futures learning Showcase of best practice for each strategy capabilities. delivered to share approaches and resources.
Resources devised within each strategy submitted, collated and distributed for use across each faculty.
Work samples for each task or activity within a strategy created to evidence implementation and achievements.
Data analysis by coordinators showed success post implementation of strategies and highlights ongoing requirements for further implementation.
Next Steps
Instructional Rounds utilising video technology and targeting specific areas of teaching and learning; such as academic goal setting, Literacy and Numeracy.
Future Directions will continue to focus on Literacy, Numeracy, Future Focused Learning and a renewed focus on 8 Ways pedagogy and student writing processes.
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Strategic Direction 3
Engendering Sustained Development
Purpose
To effect an environment, focused on continuous improvement, grounded on a platform for high expectations, innovation and collaboration.
Overall summary of progress
All staff created class profiles which contained information on individual students, including: academic strengths and areas of development, NEALE test results, NAPLAN and social profiles. Staff utilised these in structuring teaching and learning focuses for their class and individual students.
Professional learning time provided release for staff to collaboratively monitor student achievement, set relevant goals and determine strategies for future student improvement through the analysis of class profile data and faculty evaluation of student assessment results.
Staff created professional development plans which included strategies for the achievement of their individual and school goals.
Staff participated in the monitoring of the progress of school plan milestones to ensure a collective vision for school improvement pathways.
Improved publicity and reinforcement of the merit scheme by staff led to increased student awareness of how to achieve merit points. This resulted in a greater percentage of students valuing self–development in the areas of academia, sport, citizenship and the performing arts.
The parent and student portal was implemented utilising the Sentral computer management system which enabled both students and parents to monitor their academic progress, attendance, course completion and level of merit award achievement. This data was also utilised by staff when mentoring individual students.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Staff utilise student data in the Class profiles created for all classes and updated creation of class profiles which regularly. are systematically updated and utilised to improve student learning and achieve school performance targets.
An increased percentage of An increase in the number of students who students achieve the higher achieved merit orders compared to 2017: ‘Participation’ and ‘Achievement’ levels in the school’s merit Achievement Merit Awards: system – 241 in 2018 compared to 89 in 2017.
Participation Merit Awards:
– 447 in 2018 compared to 154 in 2017.
Data from Student Deferred to 2019 Representative Council led focus groups indicate high levels of student satisfaction with innovations in curriculum offerings, the physical environment and learning technologies
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Next Steps
Targeted executive meetings will be implemented to facilitate a greater whole school understanding of student competencies. Student responses to KLA tasks will be shared to identify areas for further development in literacy and numeracy across the school.
Student Representative Council to develop and deliver focus group sessions centred around student wellbeing, the physical environment of the school and teaching and learning resources to guide potential future school improvement.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading $53 583 In 2018 Seven Hills High School continued its commitment to promoting Aboriginal and Torres Strait Islander initiatives throughout the school.
Aboriginal background funding was again utilised for the Aboriginal and Torres Strait Islander Program Coordinator, Ms Jordan. In addition, funding was also directed towards the payment of staff professional learning course fees and the supplementation of student programs.
The Aboriginal Programs Coordinator strengthened the partnership and promoted genuine collaboration between the school and Aboriginal and Torres Strait families by engaging the students and their caregivers in the development of Personalised Learning Plans as well as Aboriginal and Torres Strait Islander recognition days and initiatives.
All Personalised Learning Plans were communicated to staff at a whole school staff meeting. Individual plans were explained and relevant strategies shared.
The Aboriginal Programs Coordinator also ensured whole school participation in recognition and celebration days by inviting community members to participate and incorporating students and staff contributions at whole school assemblies.
Aboriginal and Torres Strait Islander SLSOs supported students in their access to the curriculum and promoted cultural pride.
English language proficiency $7 700 Students identified as emerging in the EAL/D progression were provided with individual, explicit and structured assistance in the classroom. The EAL/D teacher worked through the 'MultiLit' and 'MacqLit' programs with students that required significant support to access the language used in the curriculum.
Low level adjustment for disability $278 272 Students were assessed on their needs with those identified as requiring support receiving individual and structured assistance in the classroom. Withdrawal lessons took place with students working with Learning and Support Teachers (LaST) through the 'MultiLit', 'MacqLit' and Quicksmart programs . Data from specific assessment programs was utilised to identify key areas of focus to address learning needs.
Socio–economic background $166 000 Students gained an increased level of access to curricula, social and leadership enhancement activities. The school continued to acquire classroom resources and improve student learning environments to enhance student engagement and improve educational
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Socio–economic background $166 000 outcomes.
Support for beginning teachers $34 037 Beginning teachers were supported through a mentoring program supervised by their Head Teacher. Funding enabled the provision of release time for beginning teachers to work with their mentors, to engage in lesson observations and attend professional learning courses which were career stage and curriculum specific. Assistance in the completion of the accreditation process was included in the program.
Futures Learning $23 384 A whole school approach was taken to Future Focused Learning. Professional learning was provided on future focused learning modes, concentrating on collaborative and groupwork approaches to build staff capacity by the Future Focused Learning Coordinator. Faculties worked together to develop collaborative and groupwork based activities and support was regularly provided by the Future Focused Learning Coordinator. The activities developed were implemented in the classroom and evaluated to determine success and areas of improvement. Each faculty showcased their activities to the whole staff, allowing resources to be shared.
Literacy $2 443 The Literacy approach across the school encompassed a Reading Comprehension focus (Super 6 Reading Strategies), faculties designed and implemented teaching and learning strategies and created a shared digital resource bank of Literacy activities. Professional learning promoted staff participation in Literacy Progressions, developed teacher skills in using comprehension strategies and provided support for ongoing enhancement of delivery, instructions and tasks in the classroom. Teachers evidenced professional learning through a showcase of teaching strategies, approaches and activities. Class teachers used Reading Comprehension to define learning targets in Class Profiling and engaged in pre–testing and post–learning formative assessment, to monitor student progress and provide data. Literacy information and reporting established strong links and networks school–wide and into the learning community.
Numeracy $4 056 A holistic approach to numeracy included a whole school focus (Graphs), faculty level refinement of numeracy activities and targeted intervention (Quicksmart). Professional Learning was provided to build capacity and ongoing support for all teachers was offered regularly by a Numeracy Coordinator. Progressive Achievement Tests (PAT) online was utilised to provide real time data on students. Teachers collaborated in faculties to develop numeracy activities for each year group. Staff participated in external PD on Numeracy Progressions and Numeracy Module Trials. Numeracy rubrics assessing graphs were created to lift
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Numeracy $4 056 expectations across faculties and pre and post testing of Numeracy in faculties was evident. A digital Numeracy folder with shared resources was developed for all staff. Links were made between SHHS with Literacy & Numeracy Strategy Advisors (LANSAs) for ongoing networking and resources.
Differentiation In 2018, a move was made from differentiating teaching delivery and resources to utilising formative assessment techniques to ascertain student comprehension and skill level. Professional learning workshops were delivered by the co–ordinator to extend the staff understanding of the tools available, how they could be implemented and how to achieve the desired outcome. Staff worked collaboratively to create, modify and evaluate tasks to ensure assessment catered to needs of all students.
8 Ways Professional learning undertaken by all staff to review and extend their understanding of 8 Ways.
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Student information the school in improving school attendance.
Student enrolment profile Post-school destinations Enrolments Proportion of Year 10 Year 11 Year 12 students moving % % % Students 2015 2016 2017 2018 into post-school Boys 187 188 184 172 education, training or employment Girls 162 156 138 143 Seeking 0 0 0 Employment
In 2018, 320 students were enrolled at Seven Hills High Employment 2.7 0 0 School. 29 students identified as being Aboriginal or TAFE entry 2.7 0 0 Torres Strait Islander (ATSI). 22% of students were from a Language Background Other Than English University Entry 0 0 0 (LBOTE). Other 4 0 0 Unknown 0 0 0 Student attendance profile School Seven Hills High School is a comprehensive school Year 2015 2016 2017 2018 specialising in the education of students in Years 7 – 7 93.9 88 90.5 90.2 10. We provided various pathways for students, such as Senior High School Studies at Wyndham College, 8 91.8 86.9 83.1 87.1 and completing school based apprenticeships or traineeships. All Year 10 students were encouraged to 9 92 84.5 78.2 77.3 actively seek the best pathway for their future. 10 91.6 80.9 81.3 76.4 There were 75 students enrolled in Year 10 in 2018, All Years 92.2 84.6 83.2 82.6 91% of whom continued on to Year 11 at Wyndham College to study for the Higher School Certificate. State DoE Year 2015 2016 2017 2018 Workforce information 7 92.7 92.8 92.7 91.8 8 90.6 90.5 90.5 89.3 Workforce composition 9 89.3 89.1 89.1 87.7 Position FTE* 10 87.7 87.6 87.3 86.1 Principal(s) 1 All Years 90 90 89.9 88.7 Deputy Principal(s) 2 Head Teacher(s) 6 Classroom Teacher(s) 16.38 Management of non-attendance Learning and Support Teacher(s) 1.9 Parents of students with unexplained absences were informed using an SMS message system. Student Teacher Librarian 1 non–attendance was monitored by classroom teachers, School Counsellor 1 administration personnel, Head Teachers and, if required, the Head Teacher Wellbeing and Deputy School Administration and Support 7.98 Principals. Staff
Students with absences were required to bring a Other Positions 1 medical certificate or an explanation of absence from their parents. *Full Time Equivalent The Year Advisers, Head Teacher Wellbeing and Deputy Principals contacted parents by phone when One staff member identified as being of Aboriginal there was cause for concern and attendance was background. tracked electronically using Sentral, an online student database.
The Home School Liaison Officer supported the work of Teacher qualifications
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2018 totalled $43,795.86. All teaching staff meet the professional requirements for teaching in NSW public schools. Financial information
Teacher qualifications Financial summary
Qualifications % of staff The information provided in the financial summary includes reporting from 1 January 2018 to 31 Undergraduate degree or diploma 70 December 2018. Postgraduate degree 30
2018 Actual ($) Professional learning and teacher accreditation Opening Balance 474,690
Professional learning in Semester 1 focused strongly Revenue 5,232,941 on the school's priorities in Literacy and Numeracy. At Appropriation 5,070,067 the Term 1 School Development Day, staff engaged in the development of literacy and numeracy resources Sale of Goods and Services 12,726 and reviewed engagement strategies designed to further encourage student success. Grants and Contributions 155,284
Gain and Loss 0 The Term 2 School Development Day enabled staff to continue to develop their skills in, and understanding of, Other Revenue -9,790 formative assessment. They developed faculty plans to better assess and provide feedback on student learning Investment Income 4,654 outcomes. The introduction of Future Focused Learning Expenses -5,006,516 activities in the classrooms was supported by professional learning and resource development in the Recurrent Expenses -5,006,516 four C's (Collaboration, Critical Thinking, Creativity and Communication). Employee Related -4,392,563 Operating Expenses -613,953 The Term 3 School Development Day saw Seven Hills High School staff participate in a joint School Capital Expenses 0 Development Day with the Nirimba Collegiate schools, Quakers Hill High School, Riverstone High School and Employee Related 0 Wyndham College. During the day, Dr Andrew Martin, Operating Expenses 0 presented workshops on student academic wellbeing, instructional techniques to promote learning and SURPLUS / DEFICIT FOR THE 226,425 motivation and strategies to enhance teacher–student YEAR relationships in the classroom. Balance Carried Forward 701,115 Semester 2 concluded with two School Development Days reinforcing and showcasing the areas of Future Focused learning, Formative Assessment and Staff Seven Hills High School implemented financial Wellbeing. A workshop was presented on Brain Theory practices and governance structures that met that provided engaging strategies and creative ideas to Departmental and legislative requirements in utilise in supporting memory retention. A faculty session administering funds across the school. The Principal enabled staff to create classroom environments that planned and implemented an annual school budget that promoted the academic writing strategies to be maximised the operation of the school within available implemented from Term 1, 2019. resources; ensured the appropriate application of existing resources to identified areas of need including Professional learning continued to support staff in school buildings and grounds; identified and addressed achieving goals identified in both the school occupational health and safety issues; and, maintained management plan and individual professional appropriate records in accordance with Audit development plans. These professional learning requirements. experiences not only involved the school development days but a number of whole school and faculty Throughout 2018, the school supported our students meetings strategically placed throughout the calendar. and their families through subsidising activities and providing resources in the key areas of: Aboriginal Staff also attended numerous external professional education, socio–economic disadvantage, English as learning days such as seminars, workshops and an additional language or dialect, disability provisions conferences with a focus on but not limited to Literacy and integration funding. Governance of this expenditure and Numeracy, Quality Teaching, Syllabus Change and included the School Executive team, Finance Implementation, ICT and Accreditation and Career Committee, and the Parents and Citizens Association. Development. Professional Learning expenditure for A proportion of the budget was retained for future
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capital expenditure including upgrades to the school's Year 7 NAPLAN – Literacy sporting facilities. NAPLAN results for Year 7 are reported for six bands, from Band 4 and Band 9. The cohort's results showed that in the area of Grammar and Punctuation results Financial summary equity funding indicated that 12.3% achieved in the top two bands, The equity funding data is the main component of the and 43.8% achieved in the middle two bands. Reading 'Appropriation' section of the financial summary above. results showed that 13.8% of students achieved in the top two bands and 53.3% achieved in the middle bands. Spelling results revealed that 16.4 % of students achieved in the top two bands and 54.8% achieved in 2018 Actual ($) the middle two bands and Writing results indicated that 8.2% of students achieved the top two bands and Base Total 3,277,567 49.3% achieved in the middle bands. Base Per Capita 67,254 Year 9 – Literacy Base Location 0 Other Base 3,210,313 NAPLAN results for Year 9 are reported for six bands, from Band 5 and Band 10. The results for Year 9 Equity Total 661,210 students in the area of Grammar and Punctuation indicated 11% achieved in the top two bands, and Equity Aboriginal 23,336 35.6% achieved in the middle two bands. Reading Equity Socio economic 351,376 results showed that 7% of students achieved in the top two bands and 43.7% achieved in the middle bands. Equity Language 7,715 Spelling results revealed that 10.8 % of students achieved in the top two bands and 54.8% achieved in Equity Disability 278,782 the middle two bands and Writing results indicated that Targeted Total 453,717 1.4% of students achieved the top two bands and 26% achieved in the middle bands. Other Total 514,189 Grand Total 4,906,682
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
A full copy of the school's financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.
School performance
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
From 2018 to 2020 NAPLAN is moving from a paper test to an online test. Individual schools are migrating to the online test, with some schools attempting NAPLAN on paper and others online.
Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should take into consideration the different test formats and are discouraged during these transition years.
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Year 7 NAPLAN – Numeracy
The Numeracy result revealed that 9.6 % of students achieved in the top two bands, and 56.1% achieved in the middle two bands.
Year 9 NAPLAN – Numeracy
The Numeracy result revealed that 2.8% of students achieved in the top two bands, and 57.1% achieved in the middle two bands. The percentage of Year 9 students achieving in the top two bands, compared to their Year 7 results, increased. The average scaled growth for Year 9 students in Numeracy (58.1) was above state (47.6) and similar school group (50.6) averages.
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to 8.3%.
ROSA
The results, in compulsory courses, for those students who were enrolled in the Stage 5 Record of School Achievement (RoSA), were as follows; English 200 hours, 7% achieved in the top two bands, 75% achieved Bands C and D; Mathematics 200 hours, 3% achieved in the top two bands, 78% achieved Bands C and D; Science 200 hours, 11% achieved in the top two bands, 62% achieved Bands C and D; Australian Geography 100 hours, 12% achieved in the top two bands, 66% achieved Bands C and D; Australian History 100 hours, 12% achieved in the top two bands, 55% achieved Bands C and D;and in PDHPE 200 hours, 41% achieved in the top two bands, 46% achieved Bands C and D.
Parent/caregiver, student, teacher satisfaction
Each year schools are required to seek the opinions of parents, students and teachers about the school.
Seven Hills High School utilised a variety of strategies to identify the levels of success of its initiatives in addition to satisfaction in a number of areas of school climate and teaching and learning.
Customer Experience Trackers (CETs) were used at our Year 7 Meet the Teacher BBQ, Parent/Teacher Evenings and in our foyer across the school year. Data gained from the CETs indicated a high degree of satisfaction, expressed by Year 7 parents, on the quality of the school's information and transition activities, their knowledge of which staff to contact to resolve concerns and issues and the suitability to learning of the school environment and facilities.
Parent feedback on their usage of the parent portal, introduced this year, indicated that the majority of parents found it easy to use and utilised it to track attendance, merit points and academic reports.
Responses using the CETs in the foyer indicated that the majority of parents were aware of the school's core values and focuses, were kept well informed of their child's progress and believed that the school was a safe, welcoming place for their child.
Staff were surveyed on the quality and relevance of professional learning sessions and school development days conducted throughout the year. Evaluations indicated that the sessions and related activities were highly supported in terms of the quality of the presentations and their applicability to the staff's One of the Premier's Priority Targets is to raise the classroom practice. proportion of students achieving in the top two bands of NAPLAN Student responses, to the 'Tell Them from Me' survey, by 8 percent by 2019. The were above NSW Government school norms in the percentage of students achieving in the top two bands areas of interest and motivation, effective learning time, in Literacy and Numeracy at advocacy at school, positive teacher–student Seven Hills High School increased from 5.6% in 2017 relationships and positive learning climate.
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Policy requirements knowledge. This was done through lessons and activities that incorporate leadership skills and cultural learning, which aimed to encourage inspirational goals Aboriginal education and tertiary education.
At the beginning of the year, all Aboriginal and Torres Aboriginal perspectives and content were embedded Strait Islander students set goals for their Personal into all KLA programs and incorporated into teaching Learning Plans (PLP's). Parents were contacted, and learning strategies and activities. informed of goals and copies of PLP's sent home. These plans were communicated to staff and were reviewed during the year by each student. Multicultural and anti-racism education Throughout the year Aboriginal and Torres Strait Islander students attended a weekly roll call in the In 2018, the school once again aligned the National Library. This enabled them to meet other students in Harmony Week Celebrations with the National Day the school, as well as enable regular communication to Against Bullying and School Violence. the group as a whole. During Year Meetings, the student body was presented Reconciliation Week was acknowledged by our school with a one hour seminar on Australia's multicultural with an assembly and whole school activities in the history and the value of our level of acceptance in the library. The school celebrated NAIDOC with activities community as well as information on the Government's throughout the week. Students played outdoor anti–bullying initiative, 'Bullying: No Way'. Staff further indigenous games, Wana and Koolchee, at lunchtime addressed these issues throughout the week, using using spears and boomerangs. The special assembly relevant subject material. included a presentation on the theme 'Because of Her, We Can'. Four hundred cupcakes were baked and iced The annual Multicultural Lunch was well received. by our students for everyone to share after the Faculties worked with many student, staff and parent assembly. volunteers to produce menus that reflected the diverse cuisines within our community. Traditional costume was Brenton Fahey continued to provide Aboriginal and worn and a variety of artefacts were on display at the Torres Strait Islander students with support in the stalls. classroom. He worked with students on minimising the educational barriers that affected student performance Multicultural aspects were embedded into all KLA and participation. Mr Fahey, ran a weekly Men's Group programs and incorporated into teaching and learning for our Aboriginal and Torres Strait Islander boys. They strategies and activities. met every Tuesday afternoon and worked on a project to strengthen cultural ties, build on student relationships and develop everyday life skills. The boys learnt more Other school programs about the history of the boomerangs and were given one of their own to decorate. Student Leadership
Fortnightly, students participated in the 'Young Mob' The 'Smooth Walking' program provided opportunities program. The program seeks to connect Aboriginal for our students to be group leaders for visiting Stage 3 young people with their culture and their communities, students from our local public schools. Throughout boosting their confidence and skills. Funded by World Terms 1 and 4, Year 5 and 6 students visited Seven Vision and connected to the Toastmasters organisation, Hills High School and attended lessons in a range of it encourages young people to develop as leaders, secondary subjects and programs. During this time become more resilient and learn about culture. Its aim over 400 students participated in the 'Smooth Walking' is to help students develop a sense of who they are, program. exposing them to options and giving them confidence to accept the opportunities that are offered to them. To further support the transition program, a STEM (Science, Technology, Engineering and Mathematics) Young Mob also provided the opportunity for our Day was held for over 80 Year 4 students. Students students to attend Gurrawarra Cultural camp for 3 days. from 7A mentored those who attended the event. The activities to which the students were exposed, included secret men and women's business, artefact A number of Year 10 students were selected as Peer carving, fishing, traditional dancing, smoking and Support Leaders to support the transition of Year 7 morning ceremonies. It was a great opportunity for the students to high school. The leaders conducted students to make deep connections, not only with each workshops with the students early in Term 1 to build other but also with themselves and their culture. All connections between the Year 7 students and Peer students left with a stronger sense of self–identity and, Support Leaders. Selected leaders accompanied the with this as a measure, the camp was a great success. Year 7 students on camp to further develop their support networks. In 2018, the school began a partnership with the Macquarie University and the Walanga Muru program. The Student Representative Council (SRC) conducted The program aims to inspire Aboriginal and Torres 'Shave for a Cure' activities in support of the Leukemia Strait Islander students in Years 7–10 to reach their Foundation. 'Red Nose Day' was held to help fund goals and develop their Cultural understanding and
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research into Sudden Infant Death Syndrome. The results, enhancing their understanding of how activities 'Youth Off the Streets Sleep Out' raised funds for impact on water quality in their local area. Father Riley's 'Youth Off the Street Foundation' and students participated in the 'Colour Run' at Sydney Jason Gannon, Jack Black, Aarfina Saad, Juztin Olympic Park, to raise money for the Children's Banac, Rachel Pilbeam, Nathan Pilbeam, Zinken Zoleta Hospital at Westmead. and Yasmin Howarth participated in the Science Collegiate Competition at Riverstone High School and The SRC and Sports Council (SC) participated in won the event for the second consecutive year. Seven Hills High School Leadership. The SRCs from all Talented mathematicians from Year 8 students four collegiate schools gathered at Seven Hills High attended a mathematical challenge day along with 100 School for the annual Collegiate SRC Activity Day. Our students from other local schools and a number of Year School Captains, Amneh Chaker and Alanna 9 students had the opportunity to experience the Kaufmann, and Vice Captains Rachael McDermott and Mathematics and Science Exposed event at the South Lewis Schmid, represented Seven Hills High School at Parramatta Campus of Western Sydney University. the 2018 Youth Awareness Breakfast at the Blacktown Workers Club. The 'School Leadership' camp provided As a result of our participation in RoboCup Junior an opportunity for the SRC to develop a classroom competitions in 2017, Kyle Cavanagh, Robbie Hannon, concept around teaching and learning utilising the 4Cs Megan McDevitt, Dylan Kent and Jack Lang, were – critical thinking, collaboration, communication and invited to showcase their work at the RoboCup Junior creativity. Their idea became reality in Term 4. booth at the EduTECH Expo. Bella–Jo Klein, Robbie Hannon, Megan McDevitt and Hunter Di Sciasco from Year 10 students, as part of the Premier's Sporting the Robotics Club participated in the 'On Stage' Challenge 'Learn to Lead' Program, prepared coaching performance category at NSW finals of RoboCup Junior sessions and led students from Seven Hills West and held at the University of New South Wales. Seven Hills Public Schools as well as Year 7 and 8 students from our school, in several activities relating to Dylan Kent, Jack Lang, Robbie Hannon and Megan netball, basketball, newcombe ball and soccer–touch. McDevitt competed in the First Lego League. Their entry included the programing of their robot to complete 'Self–Select' Program as many missions as possible within a set timeframe, researching a problem faced by Astronauts and coming The Year 7 'Self–Select' program had two focus areas: up with possible solutions. Forensic Science and a STEM Project Based Learning Task on 'Water Rockets'. Students completed theory Seven Hills High School became a member of the and practical tasks during Terms 1 to 3 on many Western Sydney Coding Club run by the Museum of different areas of Forensic Science, including: crime Applied Arts and Sciences. The Year 8 Self–Select scene analysis, fingerprinting, impression evidence, class, along with selected students from the Robotics chromatography, blood typing and blood spatter Club were invited to participate in the inaugural analysis. At the end of Term 3, students applied the Premier's Coding Challenge and were invited to present knowledge and skills they had developed to undertake their products to the Premier of NSW, the Honourable a real–life investigation. They collected, analysed and Gladys Berejiklian. interpreted evidence and data to solve a mystery. During Term 4, students worked in groups and used the Creative and Performing Arts (CAPA) design process to complete a STEM based Project. Students researched, designed, built and launched a Several of our budding artists entered the Blacktown water rocket. Council 'Respect it don't wreck it' anti–graffiti art competition. Year 9 and 10 Visual Arts students visited The Year 8 'Self–Select' class had two focus areas: the Art Gallery of NSW to view the 'Archibald Prize'. Robotics and the Premiers Coding Challenge. During Our annual CAPA 'Showcase' highlighted our students' Terms 1 and 2, students studied Robotics. In groups, talents through displays of artworks in our school library students built a robot and programmed it to perform as well as performances in the school auditorium. many different tasks. Students then created a marketing campaign for their robot. During Terms 3 and Community Partnerships 4, students also participated in the Premiers Coding Challenge, where they competed in a physical Our school once again partnered with Western Sydney computing course prior to the challenge. They created University through the participation of students in Years prototypes using Arduino Thinkershields and other 9 and 10 in the Fast Forward program. This program physical materials to solve a real world problem. exposes students to life at university, as well as opportunities to participate in self–development and Both classes attended an excursion to Questacon to academic workshops to provide them with the skills to gain a better understanding of how STEM is applied to reach their full potential. Students attended open days the real world. at the WSU Parramatta campus where they were exposed to a variety of social and study skills programs STEAM education that developed their ability to collaborate and problem solve. Participating students continue with the program Every fortnight, the 'Streamwatch' team from Seven throughout the remainder of their schooling. Hills High School undertook physical and chemical testing of Lalor Creek and learnt to interpret the test The Helmsman Project provided our students with an
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opportunity to develop their leadership, management and communication skills in the delivery of self–identified community projects. Two groups of students graduated in 2018 having completed their projects. The 2017 boys group had focused on increasing levels of student physical activity. The group organised three activities during Year 7 PE lessons, prepared, and served a healthy lunch to all Year 7 students. The 2018 group, consisting of Isaac Bryen, Kyle Cavanagh, Chantelle Davison, Aaliyah Fisk, Taylor Gale, Jaden Mcmanus, Taliah Meisake, Maritsa Papadopoulos, Bradlen Saba and Pauline Savtsuk, conducted a BBQ and disco at school as well as a BBQ at the City West Church annual Christmas Carols event. All funds raised were donated to the Cancer Council under the 'Relay for Life' banner.
Year 8 students were given the opportunity to participate in the 'Full STEAM Ahead' virtual excursions, conducted by Australian Business and Community Network (ABCN), in conjunction with a number of large businesses, such as the Commonwealth Bank. Year 8 students also visited the 'Ernst and Young' company to witness the corporate world and learn about career progression within the company.
Sport
Students participated in a range of sporting competitions during 2018 including the Blacktown Zone Soccer Gala Day and the Hills Futsal competition.
Four students represented Blacktown Zone Secondary Schools Sports Association (BZSSSA) at the Sydney West Cross Country Carnival. They were Ryan Brown, Jack Black, Aiden O' Connell and Ella Brown.
Six students represented BZSSSA at the Sydney West Athletics Carnival. They were Cameron Mitchell, Aiden O'Connell, Maisie Stone, Nyjokiah–Lee Bell, Ella Brown, and Jade Evans.
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