2017 woolgoolga high school annual report - amazon s3 · 100% of students utilising technology...

Woolgoolga High SchoolAnnual Report

2017

8548

Printed on: 12 April, 2018 of 20 Woolgoolga High School 8548 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Woolgoolga High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the School Plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Guy Wright

Principal

School contact details

Woolgoolga High SchoolCentenary DriveWoolgoolga, 2456www.woolgoolga-h.schools.nsw.edu.auwoolgoolga-h.School@det.nsw.edu.au6654 1500


School background

School vision statement

Creating lifelong learners who will become confident, creative and successful individuals.

School context

Woolgoolga High School is located on the North Coast of NSW and caters for 850 students. The school is an activemember of the Northern Beaches Community of Schools (NBCoS) and is committed to ongoing and continuousimprovement. The school is targeting academic achievement and using technology as a tool to enhance learning andadministration. The school caters for a diverse range of students where each student is treated with respect and as anindividual. Our outstanding HSC results and our significant improvement in growth data for NAPLAN and VALID(Science) in 2017 highlights the quality learning that occurs daily at Woolgoolga High School.

Woolgoolga High School has a student population that includes 10% Aboriginal students, and also draws from asubstantial Sikh community where many students speak Punjabi in the home. The school caters for an increasingnumber of refugee families.

While academic achievement is the foundation stone for the school, students enjoy a dynamic and rich educationalenvironment that fosters the love of learning and enjoyment of the school experience. The Peer Tutor Reading Program,the student led S.M.I.L.E. (Support, Mentor, Inspire and Encourage) Program and the many other innovative wellbeingprograms ensure students grow into well rounded successful young adults.

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 supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In each of the three domains of the School Excellence Framework – Learning, Teaching and Leading, the on balancejudgement is that the school is placed at Sustaining and Growing.

The introduction of the Academic Achievement Centre has provided a focus on the joy of learning and has created asignificant shift in the learning culture across the school and community and is fostering high expectations amongst boththe staff and students. To have regularly ninety students and fifteen volunteer staff working together is building positiveand professional relationships throughout the school. The successful introduction of the Woopi Project or Noel's Room(Distance Education), the Multi Categorical Class and in 2018, the Alternate Class (AC), is catering for students who atthe present time are unable to be catered for in mainstream classes. This clearly indicates that there is a school–wide,collective responsibility for student learning and success, which is shared by parents and students. Planning for learningis informed by sound holistic information about each student's wellbeing and learning needs in consultation with parents.

Our NAPLAN and VALID (Science) growth data clearly indicates that our strategies for learning are working.Similarly many of our wellbeing practices have been copied by other high schools across NSW and this in itself isevidence that our innovative wellbeing initiatives are delivering positive outcomes for our students.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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


Strategic Direction 1

Students as Lifelong Learners in the 21st Century.

Purpose

Lifelong Learners who are literate, numerate and engage with 21st Century learning. Our students are part of smallcommunity and it is imperative that they are exposed to the wider world and the demands that will be placed upon themas they become successful individuals. To prepare our students sufficiently must involve giving them the skills tocontinue to grow and appreciate the necessity for learning and developing the 21st Century skills that include: Creativity,Curiosity, Communication, Critical Thinking, Citizenship, Collaboration and Character.

Overall summary of progress

The Academic Achievement Centre (AAC) is a student requested initiative and has continued to thrive and expandthrough strong communication and involvement by all stakeholders. The AAC focuses on developing life long learners,who understand the importance of working in teams and as individual learners. The students are aided by engaged staffwho provide a supportive, safe and harmonious environment, where learning grows organically. This initiative has beenone of the most successful learning initiatives that has been developed at Woolgoolga High School. The outcomes of thisprogram can be clearly evidenced by the continued enthusiasm and willingness of students to set their own goals foracademic success. It should be noted that in Year 9 NAPLAN in 2017 there was an increase of over 5% in studentsachieving in the top two bands for reading and numeracy.

Literacy and numeracy are the building blocks of a quality education, and growth in these areas are clearly demonstratedby our growth in NAPLAN and VALID data.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Plan and begin the AcademicAchievement Centre (AAC),Stage 6 students participating inthe AAC.

$30,000 .2 FTE seniormentors for the AAC andfood supplied.

The AAC was extended to include all stage groups,whereby students from all years are regularlystriving for academic excellence. This program hashelped build a whole school culture of learning.

Students and staff have continued to see benefits ofattending the Academic Achievement Centre. HSCresults are improving compared to expected growthfrom NAPLAN results. Effort in class has improvedfor the students who are attending and studentsreflect positively on the school and academicachievement. Staff have developed positiverelationships within the Academic AchievementCentre with students willingly and independentlyapproaching staff for assistance regardless of ifthey are their class teacher. There are upwards of25 staff attending and 90 students. Exceptionalgrowth in NAPLAN and VALID for students hasoccurred. A culture of learning is being developed.

100% of staff involved inprofessional learning in 21stCentury learning strategies thatinclude 6C’s development.

$84,000 TSO, ComputerCoordinators.

Just in time and structured training and support isdelivered usually at the most opportune time to allstaff. This style of learning is of the highest qualityand is retained by both staff and students.

100% of students utilisingtechnology (including BYOD)effectively in their work.

$50,000 for laptops, dataprojectors and associatedtechnology.

Students are encouraged to bring their own devicesand are supported by the technology team.Additional laptops are loaned from the library tosupport this initiative and all classrooms have dataprojectors.

Communicate to all stakeholders $9,000 SMS messaging Introduction of Facebook, Parent Portal and use of






the importance of the AAC andthe literacy and numeracystrategies.

application and ParentPortal cost.

Sentral messaging and SMS messages.

Next Steps

The next steps in our improvement cycle include the consolidation of the Academic Achievement Centre (AAC) and theongoing positive communication to all stakeholders as to the advantages to staff and students attending the AAC.Professional learning focused on new ways of using the technology to engage students and the encouragement ofcreating the love of learning that creates lifelong learners. Extend the use of the Parent Portal.



Teachers as World Class Leaders in Learning.

Purpose

Teachers need to know their craft, be inspirational and utilise a multitude of methods of delivery, including the most up todate technology. Teachers are to model and demonstrate lifelong learning and work together with students, parents,caregivers and our community to create environments for the “6C’s” to flourish in our school and community.

Teachers need to demonstrate and encourage leadership development that will prepare our youth and our staff for adifferent future.


Four teachers have completed the Teacher Talk program at the foundation level in 2017 and two staff have completedand have been accredited as Instructional Leaders within Teacher Talk. The staff involved in these programs are leadingthe next phase in embedding instructional leadership at Woolgoolga High School. Professional learning teams are beingdeveloped for all staff to be involved in 2018. Close links with staff Professional Learning Plans and PDP's are integral tothe ongoing success if this strategic direction.

Staff members undertook numerous professional development opportunities, which also included Annual StateConferences, new curriculum advice and Teacher Talk. Technology Tutorials were delivered within the school to smallgroups and one on one sessions focusing on areas needed by staff as well as engagement through ICT, includingGoogle Apps, Moodle and Microsoft 365.





Professional Development of allstaff is focused on the needs ofour 21st century learners andteachers as educational leaders.

$35,000 Teacher TalkCoordinator.

$10,000 Teacher Talkparticipation.

Staff members undertook numerous professionaldevelopment opportunities, which also includedAnnual State Conferences, new curriculum adviceand Teacher Talk. Technology Tutorials weredelivered within the school to small groups and oneon one sessions focusing on areas needed by staffas well as engagement through ICT, includingGoogle Apps, Moodle and Microsoft 365.

One staff member completed the InstructionalStrategies training to become leaders of theTeacher Talk Program.

15 staff in total completed the Teacher Talkprogram at the foundation level.

100% of staff to have aProfessional Learning Plan that isaligned to their Performance andDevelopment Plan.

100% of staff have developed a ProfessionalLearning Plan aligned with their ProfessionalDevelopment Plan.

An increased number of teachersaccredited at proficient andhigher levels by the Board ofStudies and teacher education(NESA).

Four staff were accredited as Proficient in 2017.

All pre 2004 staff were accredited as Proficient on1/1/18.

Teachers attending professionallearning including professionallearning focusing on coachingand mentoring.

$77,000. All staff have undertaken professional learning andtwo staff have attended professional learningfocusing on coaching and mentoring. ProfessionalLearning Teams will be implemented for all staff in






Teachers attending professionallearning including professionallearning focusing on coachingand mentoring.

2018.

An additional 15 staff from within the schoolcompleted the Teacher Talk Foundation Program:Classroom Management. One teacher successfullycompleted the Teacher Talk Coaching AccreditedTraining allowing them to be employed as anInstructional Leader at Woolgoolga High School in2018.

100% of staff activelyparticipating in CollegiateLearning Networks.

100% of staff are actively participating in CollegiateLearning Networks across the Coffs Harbour areathrough face to face sessions and cloud basednetworks.

Next Steps

An instructional leader will be appointed in 2018 and will build 12 groups of Professional Learning Teams. Collaborativepractice and self reflection will become the norm in the school beginning in 2018.

With the engagement of an Instructional Leader in 2018, Professional Learning Teams will be set up across the schoolinvolving 100% of staff in cross faculty professional learning.

Continue to ensure all technology works first time every time via the employment of a quality Technology Support Officer.The Technology Support Officer also engages in professional learning and supports staff with technology.



Positive Relationships within and beyond the school gate.

Purpose

Positive relationships within and beyond the school gate that enhances resilience and adaptability.

Schools, communities and classrooms are built on positive relationships and great learning can only be achieved whenour students feel good about themselves. In a complex large high school it is important for students, staff and in factparents and caregivers to continually build resilience.

In our ever changing world adaptability is an essential ingredient for success.


To enhance students’ resilience and adaptability by developing positive relationships within the school and the widercommunity.

Successful and thriving communities are built on positive relationships and schools and classrooms are no exception.Great learning only occurs when students feel safe and supported. Woolgoolga High School is a large and complexinstitution, so it is important for all stakeholders (students, staff, parents and caregivers) have the opportunity to enhancewellbeing by building resilience.

The wellbeing of all students at Woolgoolga High School is a firm focus for all staff and there are many pro–activepractices in place to support the diverse needs of our students. The Wellbeing team, consisting of the six Year Advisers,a Student Support Officer, School Counsellor, Head Teacher Wellbeing and a Girls’ Supervisor, meet each fortnight todiscuss and plan for whole school, group and individual wellbeing issues.

Two highly effective wellbeing programs now firmly established at the school are:

1. The S.M.I.L.E. Program (student initiated and student led since 2012) is a ‘big brother/big sister peer’ mentoringprogram that continues to be a highly effective wellbeing service for many students in need of support and guidance.

2. The Woopi Project (Noel’s room) now in its fourth year, is an alternative learning setting for disconnected or unsettledstudents. Quality educational outcomes are being achieved for these students through an effective partnership betweenSouthern Cross School of Distance Education, Ballina and Woolgoolga High School.

Both the S.M.I.L.E. Program and the Woopi Project have been successfully replicated in a number of other schoolsthroughout the state.





Evaluation of the S.M.I.L.E.Program.

$1,000 The S.M.I.L.E. Program (Support, Mentor, Inspire,Listen, Encourage) continues to have a highlypositive wellbeing impact on the mentors, menteesand the collective student cohort.

Students supported through this program reportthey feel less anxious, have enhanced empathy,more positive peer relationships, greater conflictresolution skills, better understanding of safe cyberbehaviours and improved self–esteem. Thementors’ own daily diligence in their studies,improved attendance and enhanced confidenceand self–esteem has been highly evident.

Of the 90 student mentors trained for the 2017S.M.I.L.E. Program, 76% have shown improvedattendance since joining the program and there hasbeen a related reduction in “N”award warnings for






Evaluation of the S.M.I.L.E.Program.

this senior cohort as they progress through thesenior school. The mentors clearly value the raisedexpectations of the school as they fulfil thisleadership role.

The S.M.I.L.E. Program continues to be the agentof change in the culture of the school. In 2017 68junior students were paired with a S.M.I.L.E.mentor.

In 2017, 76% of Year 11 students undertook thetwo day S.M.I.L.E. training and actively participatedas mentors or through participation in: • Recognising the National Day of Action AgainstBullying and Violence • Harmony Day • Kindness cards • Lunchtime Year 7 Dance Party with all mentors • Youth Homeless Matters Activities • Legacy Week • Wellbeing and Anti Bullying Talks scheduled forYears 7, 8 and 9, Year 7 • Girls’ Wellbeing Day; and • Year 6 Transition activities with the feederschools from the Northern Beaches Community ofSchools.The program is clearly increasing the emotionalintelligence of all participants. S.M.I.L.E. providesan enhanced school experience for the menteesand equips the mentors with an invaluable personalskills set in their post school lives.

The S.M.I.L.E. Program continues the strongtradition of peers supporting peers within theschool. The Peer Reading Program has beenestablished for 25 years and 40 of our Year 10(66% of the cohort) students trained as PeerReading Tutors in 2017, accumulating more than 50hours of voluntary school service. A total of 40 Year7 and Year 8 students were tutored in the program.The Peer Reading Program allows prospectiveS.M.I.L.E. mentors training and experience inworking with young people whilst in Year 10, thusgreatly enhancing the leadership capabilities of alarge number of future senior students. In 2018 aPeer Numeracy Program will train Year 9 studentsto work on a daily basis with Year 7 students withnumeracy support needs.

Evaluation of other wellbeingprograms and the increasedinvolvement of interagency andcommunity groups in theseprograms.

$85,000 Student SupportOfficer

The S.M.I.L.E. Program continues to attract thestrong support of many youth related serviceproviders in the Coffs Coast region and theyactively participate in our training and review days.These include NSW Police, in particular SeniorConstable Snow and Senior Constable Jo Booker,Headspace Coffs Harbour, Woolgoolga Rotary andWoolgoolga Lions Clubs, the Wesley YouthAccommodation Network, Lifeline, Coffs QuotaClub, Junaa Buwal Centre for Youth Wellbeing, KeyEmployment, CHESS, Coffs Harbour Youth MentalHealth and Wellbeing Network and Mission






Evaluation of other wellbeingprograms and the increasedinvolvement of interagency andcommunity groups in theseprograms.

Australia. The participation of these organisationspromotes a powerful dialogue between our mentorsand the professionals in these organisations andhas resulted in strong relationships with ourstudents and staff.

The school’s wellbeing and learning support teamsworked collaboratively with the following agenciesin delivering support to individuals, groups, familiesand carers and whole year cohorts throughout2017: Burnside Uniting Care, Gulumbila IndigenousHealth Service, Interrelate Family Counselling,Wesley Dalmar Out of Home Care Services, In ItTogether Youth and Family Services, NorthcottSociety, Northern Beaches Community of Schools,Mission Australia, Coffs Harbour Legacy, RonaldMacDonald Tutor Program, Royal Far West,STARTS Refugee Support Services, Women’sHealth Services (Love Bites Program) local generalmedical practices and paediatricians, Headspace,Mission Australia, Woolgoolga Rotary, North CoastAdolescent Health Service, Key Employment, Youthon Track, Cerebral Palsy Alliance, CHESS, ElevateEducation and School Performance Tours.

Evaluation of the MultiCategorical class, the DistanceEducation program (WoopiProject) and the Peer Tutoringprogram.

$84,000 SLSO and .2teacher for DistanceEducation program.

Since 2014 the Woopi Project (or Noel’s Room) hascatered for some of our most at risk students whoare unable to cope with mainstream classes. Thisincludes students with mental health disorders suchas anxiety or depression, students with a history ofchallenging behaviours and students in Out ofHome Care.

In 2017 24 students were enrolled in this projectfrom Year 7 to Year 12.

This project delivers educational outcomes tostudents way beyond their expectations and oftenbeyond the expectations of parent and carers.Three students graduated with a HSC in 2017.

This supportive environment contributes to theoverall wellbeing of the whole school as studentswith complex needs can be catered for within theresources of the school on a daily basis.

These students are enjoying success with theirlearning, many for the first time ever, due to thecalm and supportive environment. In 2017, sixstudents have successfully transitioned back tosome or all mainstream classes, having acquiredthe skills to manage themselves and become moreindependent in their learning.

Next Steps

Future Directions:

S.M.I.L.E. by Appointment; S.M.I.L.E. at Assembly; S.M.I.L.E. in the Playground; S.M.I.L.E. participation in the Rock andWater Program.


SENTRAL (database) tracking via the student portal of the number of contact visits for each S.M.I.L.E. pair up.

A S.M.I.L.E. Boys’ Day– Boys’ Gala Day is proposed for targeted students identified by the school’s wellbeing team asbeing in need of improved self–esteem, engagement in learning and enhanced social skills. This will be organised by theStudent Support Officer and focus on Music and Sport. Invitees will be able to participate through incentive basedoptions by close monitoring of their behaviours at school in the two week lead up to the day.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $1,000 AIME.

$132,000 2 SLSO's and 1AEO.

$2,000 Student support,excursions and leadershipprogram.

Our Aboriginal staff have supported over 100aboriginal students in 2017 in many differentways. More details are listed later in thisannual school report.

Of note: Aboriginal language is an importantpart of our school culture, with all Year 7students studying Gumbaynggirr. IsabellaLovelock was one of three in the state tocomplete the HSC subject AboriginalLanguages.

English language proficiency $83,000 .8 EALD teacher.

$2,000 Student Supportand Open High School ESLEnglish program.

The ELP allocation in 2017 allowed thesupport of students from EALD backgroundsto move towards English language proficiencyin speaking, listening, reading, viewing andwriting. They were supported through directinstruction as well as teacher liaison withmainstream teachers for delivery ofdifferentiated curriculum for EALD students.

The continued use of video conferencingunits, supply of booklets and course materialhas allowed these students to study an onlineHSC English course that is appropriate fortheir developing level of English Languageproficiency. Six EALD students were awardedtheir Higher School Certificate. All of thesestudents are now attending TAFE and onestudent gained entry into MacquarieUniversity under the Global LeadershipProgram.

Low level adjustment for disability $249,000 2.4 Learning andSupport teachers.

$133,000 SLSO'ssupporting students.

The impact of this funding can be seen in theimprovement of NAPLAN growth data.

Positive parent feedback and support of theirchild's learning is commonplace for all of thestudents that are supported by this funding.

The positive relationships that the studentshave developed with the SLSO staff isencouraging more students to focus onacademic achievement and many areattending the Academic Achievement Centre.

Socio–economic background $10,000 Studentassistance.

$16,500 ATOMI.

$160,000 Teacher salariesfor specialised programs.

$7,000 Excursionsubsidies.

$84,000 TSO ICT support.

$20,000 Professionallearning top up.

$2,000 Music strategy.

$31,000 Laptops and data

The Academic Achievement Centre has beenone of the most successful initiatives everintroduced at Woolgoolga High School. Withup to 90 students and 15 volunteer staffregularly attending, this initiative has grown tobe an important part of the school learningculture of the school.

The Numeracy/Literacy/HomeGroup/S.M.I.L.E./and Peer Reading Programshave all added to the learning and wellbeingof many students.

The Student Support Officer has had apositive impact on 100's of students whorequire support.


Socio–economic background projector replacements.

$63,000 Student SupportOfficer (Flexible WellbeingFunding).

The Academic Achievement Centre has beenone of the most successful initiatives everintroduced at Woolgoolga High School. Withup to 90 students and 15 volunteer staffregularly attending, this initiative has grown tobe an important part of the school learningculture of the school.

The Numeracy/Literacy/HomeGroup/S.M.I.L.E./and Peer Reading Programshave all added to the learning and wellbeingof many students.

The Student Support Officer has had apositive impact on 100's of students whorequire support.

Support for beginning teachers $14,000 Teacher costs andcourse costs.

A reduction in face to face teaching andsupport for professional learning. In particularthe Teacher Talk program has helpedbeginning teachers, both permanent andtemporary, to gain a solid start to their career.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 438 448 435 422

Girls 402 402 403 404

Woolgoolga High School has a student populationwhich includes 11% Aboriginal students and also drawsfrom a substantial Sikh community where manystudents speak Punjabi in the home. The school catersfor an increasing number of refugee families,predominately Sudanese and Congolese backgrounds.

Student attendance profile

School

Year 2014 2015 2016 2017

7 90.8 90.9 92 92.3

8 90 88.4 90.3 89.3

9 88.3 87 86.5 88.1

10 85.6 84.1 87.9 83.1

11 83.9 87.7 86.8 85.6

12 86.9 85.8 84.9 85.4

All Years 87.7 87.5 88.4 87.6

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

Roll marking takes place each morning and during eachlesson. If students are absent without explanation, atext message is sent mid morning to parents. Studentswho have persistent non–attendance may be referredto the Home School Liaison Officer for further support.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 3 9

Employment 5 7 18

TAFE entry 7 11 12

University Entry 0 0 39

Other 4 3 0

Unknown 4 0 18

Many of our students gained entry into university andsome have decided to defer their studies in 2019.Employment is also a major destination for ourstudents, many securing jobs in the local area.

Year 12 students undertaking vocational or tradetraining

26 students successfully completed a vocational courseas part of their Higher School Certificate within schoolwhilst six students gained similar qualificationsdelivered by TAFE. Three Year 12 students completedan SBAT.

Year 12 students attaining HSC or equivalentvocational education qualification

86 students completed their HSC or equivalentvocational qualification in 2017.

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 9

Classroom Teacher(s) 43.5

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 2.2

Teacher Librarian 1

Teacher of ESL 0.4

School Counsellor 1

School Administration & SupportStaff

12.48

Other Positions 1

*Full Time Equivalent

In 2017, Woolgoolga High School employed fourAboriginal staff members.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation

100% of teachers participated in professional learningin the major priorities and in a range of other activitiesrelated to their Professional Learning Plans. Staffparticipated in the Professional Learning days at thestart of Terms 1, 2 and 3 and at four twilight sessions.Mandatory training was completed by all staff. Otherareas of professional learning covered included: traumatraining, understanding our numeracy and literacystrategies, instructional leadership, Teacher Talk,suicide prevention training, PDP's, supporting the HSC,the School Plan, Headspace delivered a whole dayprofessional learning event for our whole staff inKeeping Your School Safe. Eight staff completed threedays training in Connecting to Country. Facultiesprepared for new teaching programs and various stafftravelled to many varied professional learning events.Tuesday Tutorials were completed in varioustechnology areas.

The professional learning activities included workshops,seminars, whole school meetings, webinars andconferences locally and at state and national levels.The three school development days covered a rangeof mandatory training including Child Protection,Anaphylaxis and Work Health and Safety.

Term 3 Professional Development Day allowed staff tofurther develop curriculum in Collegiate NetworkGroups (schools from Nambucca to Maclean).

A further 15 teaching staff took part in the Teacher TalkClassroom Management Program. A staff membersuccessfully completed the Coaching AccreditedTraining component of the Teacher Talk program andwas engaged within the school as an InstructionalLeader for 2018.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

The first table represents the financials from OASIS forthe period 1 December 2016 to August 2017.

The second table represents the financials from thenew SAP/SALM system for the period 1 September2017 to 31 December 2017.


Receipts $

Balance brought forward 623,328

Global funds 934,759

Tied funds 904,115

School & community sources 182,290

Interest 9,371

Trust receipts 39,385

Canteen 0

Total Receipts 2,069,921

Payments

Teaching & learning

Key Learning Areas 79,267

Excursions 46,603

Extracurricular dissections 54,887

Library 9,139

Training & Development 243

Tied Funds Payments 608,289

Short Term Relief 272,940

Administration & Office 117,243

Canteen Payments 0

Utilities 81,472

Maintenance 24,514

Trust Payments 44,850

Capital Programs 0

Total Payments 1,339,447

Balance carried forward 1,353,801

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 1,454,963

Appropriation 1,360,747

Sale of Goods and Services 9,941

Grants and Contributions 83,456

Gain and Loss 0

Other Revenue 0

Investment Income 820

Expenses -682,768

Recurrent Expenses -658,761

Employee Related -399,897

Operating Expenses -258,864

Capital Expenses -24,007

Employee Related 0

Operating Expenses -24,007

SURPLUS / DEFICIT FOR THEYEAR

772,195

Balance Carried Forward 772,195

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

The financial information does not include expenditureareas such as permanent salaries, building and majormaintenance.

The balance carried forward of $772,195 included:

1. Unpaid salaries and commitments carried into thenext financial year.

2. Money held in trust that includes excursions.

3. Money held by Woolgoolga High School for projectsacross several schools.

In addition beginning teacher funding received insemester 2 is usually carried forward into the followingyear.


Financial summary equity funding

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

2017 Actual ($)

Base Total 7,508,614

Base Per Capita 128,958

Base Location 10,702

Other Base 7,368,954

Equity Total 822,961

Equity Aboriginal 87,544

Equity Socio economic 377,896

Equity Language 56,522

Equity Disability 300,999

Targeted Total 399,750

Other Total 206,297

Grand Total 8,937,622

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In addition to the data on the My school website (seebelow), Woolgoolga High School students haveachieved:

Average student growth Year 7 to Year 9 in Writing

WHS 48.3 DoE 42.5 All state 46.5

Average student growth Year 7 to Year 9 in Numeracy


Average student growth in Science (VALID data) Year8 to Year 10


Percentage in Bands:Year 7 - Reading

Band 4 5 6 7 8 9

Percentage of students 6.8 13.7 31.1 28.0 15.5 5.0

School avg 2015-2017 5.8 17.5 31.2 24.7 16.2 4.6

Percentage in Bands:Year 7 - Writing

Band 4 5 6 7 8 9


School avg 2015-2017 12.2 25.9 32.5 18.5 8.5 2.5

Percentage in Bands:Year 9 - Reading

Band 5 6 7 8 9 10


School avg 2015-2017 8.5 22.7 25.4 27.3 11.9 4.3

Percentage in Bands:Year 9 - Writing

Band 5 6 7 8 9 10


School avg 2015-2017 24.0 25.5 24.1 19.1 4.9 2.4

Percentage in Bands:Year 7 - Numeracy

Band 4 5 6 7 8 9


School avg 2015-2017 4.3 18.4 32.0 28.1 11.5 5.6

Percentage in Bands:Year 9 - Numeracy

Band 5 6 7 8 9 10


School avg 2015-2017 1.3 23.1 35.7 27.3 10.5 2.1

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.


Premier's Priorities: Woolgoolga High School improvedthe percentage of students in the top two bands inReading and Numeracy from 2016 to 2017 by 5.07%and for Aboriginal students by 1.95%.

Higher School Certificate (HSC)

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

Subject School2017 SSSG State

SchoolAverage

2013-2017

Ancient History 72.8 65.1 68.1 73.3

Biology 63.2 68.5 70.9 66.3

BusinessStudies

67.5 65.3 68.2 69.5

Chemistry 60.9 64.3 72.1 60.9

Community andFamily Studies

73.3 69.4 70.7 68.9

Economics 63.1 66.1 73.6 63.2

English(Advanced)

73.8 75.6 77.6 75.0

English(Standard)

64.6 65.1 65.6 65.3

IndustrialTechnology

76.4 64.8 64.8 74.7

MathematicsGeneral 2

63.3 61.4 63.6 63.5

Modern History 71.5 64.4 69.6 69.4

PersonalDevelopmentHealth andPhysicalEducation

61.4 66.6 67.7 69.1

Retail ServicesExamination

69.9 70.3 68.4 69.9

Visual Arts 76.9 75.7 77.7 76.2

From a small cohort of students 78 band 5 and 6results were achieved at the HSC. Mark Byrnesachieved 2nd place in Retail Services, Ashley Wakeand Jasmine Hovermann had their major Textilesgarments showcased in TexStyles at RosehillRacecourse and Alec Oates Herrera has his majorIndustrial Technology project, a guitar and ukuleleshowcased at the Powerhouse Museum as part of theIntech Exhibition. Each of these works were some ofthe best major works from across the state. IsabellaLovelock was recognised by the state AEGG as beingone of the first of three HSC students to complete theIndigenous Languages course at the HSC.

Parent/caregiver, student, teachersatisfaction

69% of students completed the Tell Them From MeSurvey. In most areas the school results arecomparable to those for the state. Students atWoolgoolga High School indicated that importantconcepts are taught well, class time is used efficientlyand homework and evaluations support classobjectives. Students feel classroom instructions arewell organised, with a clear purpose and immediatefeedback that helps them learn. Students understandthere are clear rules and expectations for classroombehaviour.

Woolgoolga High School has a supportive P&C whichmeets every second Tuesday of the month. P&Crepresentatives help make important decisions relatingto the employment of staff via selection panels. TheP&C also run our school canteen. Parents are alwayswelcome in our school and there is an open door policyfor access to the Senior Executive.

Teachers always demonstrate their professionalcommitment to the school. A high number of staff volunteer their time outside of school time for extracurricular activities, including sporting events andexcursions. A large number of students are supportedin their learning outside of school hours. The AcademicAchievement Centre as outlined throughout thisdocument is one clear example of the professionalismof staff and the positive relationships that are built dailywithin our school community.

Policy requirements

Aboriginal education

Gumbaynggirr Language – This year theGumbaynggirr Language Program finished on a highpoint with our first Year 12 student, Isabella Lovelocksuccessfully achieving her HSC in AboriginalLanguages – Gumbynggirr. Four students alsocompleted their Preliminary course moving into Year 12in Term 4. These senior students also featured in aNITV documentary about the school GumbaynggirrProgram. The program continued smoothly in theextended absence of Larry Hancock with CourtneyHine and Jonathan Cassell teaching the classes. Someof the highlights of the year were the GumbaynggirrLanguage Choir travelling to Nambucca and performingat the launch of Muurrbay's Dreaming Stories book, thesenior classes at Yarrawarra with Aunty Ange Brown(who received our school's NAIDOC award this year),and the appointment of Joanne Hine as aGumbaynggirr teacher starting in 2018.

Fiona Cooper – Miriam Rose Foundation – Aftercompleting her HSC at Woolgoolga High School, Fionareturned home to Daly River in the Northern Territorywhere she received the Citizen of the Year Award onAustralia Day. There are now 30 other students fromNauiya following in Fiona's footsteps by continuing theirstudies off country in schools around Australia.


AIME Australian Indigenous Mentoring Experience– AIME is a program that clearly empowers, motivatesand inspires our students to have self–belief and instilsaspirations for a positive future. AIME also strengthensthe student's sense of identity and connection tocountry which enables them to take onlife's opportunities with a positive cultural mindset. AIME provides a forum for students to develop skills inpublic speaking, communication, literacy, socialengagement and empathy, building a strong platform tocontinue their educational journey with confidence andcommitment to lift themselves out of inequality. 2017was another successful year with AIME with two of ourstudents Lachlan Nash and Caitlin Ryan receiving theCoffs Harbour Leadership awards. Payton Priest saidabout her experiences at AIME, 'It truly makes youbelieve in their philosophy of 'Indigenous equalssuccess.'

NAIDOC Our Languages Matter – This is a veryspecial event on Woolgoolga High Schools calendar. The theme in 2017 was 'Our Languages Matter', aimsto emphasis and celebrate the unique and essentialrole that Aboriginal and Torres StraitIslander languages play in cultural identity, linkingpeople to their land, and in the transmission of history,spirituality and rites. http://www.naidoc.org.au

Our celebrations were attended by numerous localfamilies and community members, along with specialguests, Uncle Bing Laurie, Uncle Michael Jarrett andAunty Ange Brown. Aunty Ange Brown was recognisedfor her long time commitment to Aboriginal Educationand the Gumbaynggirr Language Program atWoolgoolga High School. She was awarded the 2017NAIDOC Our Languages Matter Award. Uncle MichaelJarrett told the story of the Sharing Tree and performedsome traditional songs in Gumbaynggirr language forus all to enjoy and learn from.

Woolgoolga High School's Gumbaynggirr LanguageChoir and senior students were asked to come andperform and share their stories and knowledge withMullaway Public School and Gummyaney – GraftonAboriginal preschool for their NAIDOC celebrations.

Nara Gili UNSW Winter School – Payton Priest wasselected to attend Nara Gili Winter School at theUniversity of NSW. The winter school program isdesigned for Aboriginal and/or Torres Strait Islanderstudents who are currently in Year 10, 11 and 12. Itwas a week long residential program where participantswere introduced to tertiary studies in the discipline areaof their choice. Payton's area of choice was Education,and she has a dream to one day have a positive impacton Indigenous Youth. Payton was guided by peoplewho are committed to nurturing her leadership, growthand development. She was mentored by Indigenousstudents currently studying at UNSW, along withgraduates, academics and experts from industry, aswell as having the opportunity to meet staff from theuniversity who can help them identify their areas ofinterest, clarify their subject choices and provide furtherinformation on gaining entry into their degree.

Bangarra Dance Company – Russell Ryan –Bangarra Dance Theatre is an Indigenous Australian

contemporary dance company that offers workshops forlocal communities as part of their commitment toAboriginal People and Country. The workshops aredesigned to engage high school aged children incontemporary Aboriginal and Torres Strait IslanderDance Theatre. Woolgoolga High School's RussellRyan was selected for the second year to join theBangarra Dance Company where he performed at theSchool Spectacular and the State Dance Festival. Russell was described as a strong connect role model,who has had a positive influence on the other studentsalso selected at the company.

Didgeridoo Program – 20 students were selected toattend the Didgeridoo Program run at Woolgoolga HighSchool. The program was delivered by Uncle TyroneGriffiths from Cobar and teacher Jon Baggs–Green. Uncle Tyrone taught the boys traditional didgeridoomaking techniques along with contemporarytechniques. They all started the week with a hollowtree or branch and ended the week with a beautifulinstrument. The program focused on instilling astronger respect for and connection to culture throughmaking an instrument and performing songs anddance. 'It has been a joy to see the boys and thedidgeridoos played and celebrated in the school.'

Staff Development – Four Aboriginal staff memberscompleted the Sister Speak Training and are hoping tohave the program up and running by Term 2, 2018.Eight teaching staff completed the three day Connectedto Country training.

Dorrigo High School NAIDOC Day – Dorrigo HighSchool requested the assistance of Woolgoolga HighSchool Aboriginal support staff and Aboriginal studentsin their NAIDOC celebrations. Dorrigo High Schoolhosted the Dorrigo Area combined NAIDOC Daycelebrations which was attended by the High School, allof the local area primary schools, some preschools andlocal community members. It was a great privilege tobe involved in such a wonderful NAIDOC day. Our staffand students assisted in dance workshops, as well as aCultural Q and A Seminar. The dance workshop wasvery popular among the younger children attending thecelebrations. The Q and A Seminar was in the formatof a panel of Aboriginal adults and students, wereasked a large variety of questions relating to manyareas of Aboriginal Culture, political issues andeducation by an audience of first senior students andlater teachers. The Dorrigo student/teacher audiencetaking part in the seminar seemed to appreciate thisintimate setting. It was a powerful and emotional dayfor the Woolgoolga High School support staff andstudents where family stories, personal experiencesand cultural protocols were shared. Everyone involved,both panel members and audience, enjoyed theseminar.

Goori Learning Centre – On Thursday afternoons,Woolgoolga High School Aboriginal Support Staff inconjunction with Bularri Muurlay Nyanggan, a localnon–profit Gumbaynggirr language organisation run aHomework Centre.

During these Thursday afternoons, students fromWoolgoolga High School and our local Primary schools


partake in cultural learning, traditional dance,Gumbaynggirr Language, reading programs and getassistance with any homework or assessments theymay have. Students enjoy the mix of cultural learningand homework on an afternoon. Local Aboriginaldancer, Jeremy Mujaay Devitt, taught the studentstraditional dance to accompany Gumbaynggirr songs. The dance proved to be a particular favourite amongstudents and adults alike, and our Principal Guy Wrighteven joined in some dance during some of ourafternoons. Clark Webb, the CEO of Bularri MuurlayNyanggan, teaches students Gumbaynggirr language,songs and stories. Students are encouraged tocomplete any homework and assessments, utilising theAboriginal Support Staff from Woolgoolga High School.The high school students often help the primary schoolstudents with homework as well. This developsleadership and mentoring skills within the high schoolstudents.

Multicultural and anti-racism education

Woolgoolga High School has a population of 11%LBOTE students. Of these, 27 students are receivingEALD support through the EALS Support Program and27 are receiving indirect support through informalmonitoring and support when needed.

EALD students represented the school in school, zoneand state athletics as well as cross country. They weremembers of the school leadership team throughinvolvement in SRC, Prefects and S.M.I.L.E. mentoring.The growing involvement of students from a refugeebackground in the life of the school has enhanced theoutcomes for these students both socially andacademically. One of these students was involved in arange of public speaking and community publicspeaking competitions leading to a Lions Youth of theYear Award and the prestigious National Women'sCouncil Dame Marie Bashir Peace Award. Thisceremony was held at Parliament House in Sydney.This student also was a representative on theMulticultural NSW North Coast Youth Advisory Council,2017.

Harmony Day and Refugee Week activities were heldto promote cultural inclusion and understanding withthe emphasis on social cohesion within the school.These activities were largely planned and staged byEALD students and members of the LBOTE schoolcommunity.

The SRC delivered a whole school presentation aboutanti–racism and this is also an important part of manyof our curriculum areas. Our school continues to deliverquality education on racism and any issues that ariseare quickly dealt with via an intensive individualeducation program.


2017 woolgoolga high school annual report - amazon s3 · 100% of students utilising technology...

Documents