2018 tomaree high school annual report - amazon s3 · page 3 of 18 tomaree high school 8502 (2018)...

Tomaree High SchoolAnnual Report

2018

8502

Printed on: 17 May, 2019 of 18 Tomaree High School 8502 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Tomaree 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.

Sue Xenos

Principal

School contact details

Tomaree High SchoolSalamander WaySalamander Bay, 2317www.tomaree-h.schools.nsw.edu.automaree-h.school@det.nsw.edu.au4981 1444


School background

School vision statement

'Tomaree High School will be a caring community school seeking excellence through a commitment to relevanteducation'

These words reflect our educational goals, concerns and purpose. Our school motto is 'Forward Together' and is guidedby 3 core expectations of Respect, Responsibility, Success.

School context

Tomaree High School has an enrolment of 1150 students, including 83 Aboriginal students and provides acomprehensive education to the youth of the Tomaree Peninsula. The school is situated at Salamander Bay and is proudto be a comprehensive high school as part of Tomaree Education Centre, incorporating primary and TAFE campuses onone site. Tomaree High School has a proud tradition of catering for individual student needs through a variety ofacademic, sporting, cultural and vocational programs. Tomaree High School is a Positive Behaviour for Learning (PBL)School with our three expectations of respect, responsibility and success. We constantly reward students for meeting ourexpectations and our rules are expected behaviours for everyone, everywhere, all the time.

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 2018 the school made progress in the Learning areas of Reporting and Well Being where we are now at Sustainingand Growing level based on the evidence presented. We have improved our data use skills in the Teaching area andalso improved the way we plan, implement and report on school strategies.

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

Staff Success

Purpose

To build teacher capacity to develop and refine teaching practices to improve student engagement and learningoutcomes. Teachers are committed to identifying, understanding and implementing the most effective teaching methods,with a high priority given to data informed evidence based teaching strategies.

Encouragement of professional dialogue, support and mentoring to sustain quality teaching practice.

The Australian Professional Standards and the School Excellence Framework will inform staff practices for Teachers.There will be a focus of supporting staff career development and overall wellbeing.

Overall summary of progress

All staff were surveyed about their vision for a healthy workplace and what they can contribute to that. The results havebeen used to introduce more regular social activities for staff; to plan professional learning and to introduce ways toacknowledge the work and achievements of colleagues. Training on using MyPL and ETAMS has taken place to ensureall staff are up to date with accreditation requirements. Staff had professional learning on new syllabus for all stages andcollaborated with staff from other schools in developing resources and program and some colleagues wrote programsand resources to be used across the state.

Information about the students in year 7 was collated by our LaSTs and shared with their teachers. This was to helpcolleagues know their students and how they learn from the start of the school year.

We continueto refine and develop our PDPs, both content and process. All staff have a PDPand this is regularly reviewed. Professional learning is aligned to PDPs andwhole school priorities. A small group of teachers formed an assessing theimpact professional learning group, working with a LaST to develop and usedifferent formative and summative assessment activities. This will be repeatedin 2019 with another group of teachers.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Positive respectful relationshipsare evident among students andstaff and promote well being andoptimum learning environments.

• Socio–economicbackground ($1666.00) • Aboriginal backgroundloading ($666.00) • Professional Learning($1666.00) • Operational Budget($1333.00)

PBL relaunch and link made on assemblies withspecific PBL lessons to reinforce whole schoolmessage.

Staff using PBL language.

Staff well being group established, meetingregularly and organising activities for colleagues.

Learning environments are wellmanaged with a consistentschool–wide approach. Wellplanned teaching is taking placeand minimal disruption is evident.Teachers and studenst shareresponsibility for engagementand responsibility for learning.

• Socio–economicbackground ($1666.00) • Aboriginal backgroundloading ($666.00) • Professional Learning($1666.00) • Operational Budget($1333.00)

Professional learning time for Faculties to worktogether to write programs and develop resourcesfor the new syllabi.

Assessing the Impact Group formed, coached by aLearning and Support Teacher, developing andusing different assessment strategies with targetedclasses.

Student progress andachievement data is analysedand teachers respond to trend inachievement at individual, groupand whole school levels.

• Aboriginal backgroundloading ($666.00) • Socio–economicbackground ($1666.00) • Professional Learning($1666.00)

Head Teachers analysed results and data and usedthis to inform Faculty discussions on next steps forcontinually developing and improving students'results.

HSC results analysed and presented by each






Student progress andachievement data is analysedand teachers respond to trend inachievement at individual, groupand whole school levels.

• Operational budget($1333.00)

Faculty to all staff at the end of the school year.Strategies for 2019 identified and shared.

High expectations culture isdemonstrated with a focus onstudent progress andachievement, throughengagement in qualityprofessional learning that targetsspecific strategies to improvestudent outcomes.

• Professional Learning($1666.00) • Operational budget($1333.00)

Professional learning aligned to PDPs and surveyresults from staff,as well as mandatory trainingrequired for compliance.

HSC review carried out with recommendationsmade.

Staff work collaborativelytogether, feel and act positively intheir engagement with studentsand one another.

• Professional Learning($1666.00) • Operational budget($1333.00)

Cross KLA and in Faculty professional learningplanned and delivered. Leadership Team start workon collective teacher efficacy.

Next Steps

All staff enrolled in a staff well being course for 2019. Professional learning teams are being created and will be thegroups we meet in over the next 12 months. This will enable us to have cross KLA groups working together to share,learn and grow together. A professional learning calendar for 2019 has been created using the information gained fromsurveying staff. Dan Haeslar is going to work with the Leadership Team in 2019 to help us develop our role within theschool both in and out of our specific areas.

Class data information updated for current year 7 into 8 and for incoming year 7, so staff can know their students andhow they learn at the start of the year.

Staff well being professional learning planned for terms 2 and 3 with a continuation of more social activities forcolleagues.



Student Success

Purpose

Student outcomes will be improved through evidence–based teaching strategies and highly challenging and supportedlearning experiences. Along with the Premier's Priority our school will focus on whole school initiative and highexpectations of improving student’s literacy and numeracy outcomes. Students will be provided with opportunities toimprove leadership and self–confidence skills. As a school, we will improve and build a culture of educationalachievement that supports a wide range of student to achieve their level of academic success.


Professional learning was completed at the start of the year to review the three literacy strategies of Here, Hidden, Head,Super Six and List, Group Label. Staff all completed the numeracy course– Numeracy across the curriculum and in 2019will implement the activities they created in completing the course. NAPLAN data was analysed to develop year 8 BumpIt Up classes for student in term 4. Literacy support was also provided by the LaSTs for low level literacy students instage 4.





Improvement in Band 8 and 9 forReading and Numeracy inNAPLAN by 8%, and forAboriginal students by 30%(2019– Premier's Priorities)

TPL and faculty timeallocation. • Aboriginal backgroundloading ($1555.00) • Socio–economicbackground ($2666.00) • Operations Budget($1333.00) • Professional Learning($1666.00)

From baseline data in 2016 students achieving thetop two bands in Year 9, after implementation oftarget strategies from 15 to 20 students in reading,and from 16 to 27 in numeracy. From baseline datain 2016, Aboriginal students have increased in thetop two bands by 9%.

Teachers demonstrate soundunderstanding of studentassessment through analysis ofdata and this is used to informplanning, interventions andteaching practice.

• Professional Learning($1666.00) • Operation Budget($1333.00)

Formative assessment for impact completed

Improvement of studentsparticipating in leadership anddevelopment (academic, socialand cultural)opportunities.

• Socio–economicbackground ($2666.00)

SRC has been revamped, with student engagementand role understandings improvements reportedfrom student group.

Next Steps

In 2019 funding has been used to employ literacy and numeracy coordinators at school. These staff will work with smallstudent groups, faculty groups and one on one with teachers to improve the teaching of literacy and numeracy across theschool. Literacy Support groups will continue in 2019 for low literacy students.

Student Support Hub will be established in 2019 to support the learning and wellbeing of students.



School and Community Success

Purpose

Our school success will be measured by the broad notion of student, staff, parents/carers and the wider community allcoming together and sharing responsibility for improving student outcomes. A productive, effective and healthy schoolculture will ultimately best meet student needs. Our core values and desired behaviours will underpin our highexpectations of each other and help to guide the smooth functioning of day to day operations. We will systematically andexplicitly communicate our school’s success to help reinforce our key messages and identity to the wider community.


Throughout 2018 some concrete outcomes have been achieved to help achieve our strategic direction of School andCommunity Success. Our review of school identity lead us to revisit the traditional symbolism behind our logo's historicalmeaning. The high turnover of staff since the logo was developed 20 years ago meant that a significant majority of staffwhere learning about our identity for the first time. This had a powerful effect in bringing staff together.

Tomaree High School now has a systematic and explicit communications plan which is used to guide or positivelypromotion of the school. While our plan is largely managed by individuals, all staff will have a role to play in helping toactively promote the school.

An external audit of PBL provided pleasing evidence that a majority of whole school processes are deeply embedded instaff practice.





New school uniform and logo willsignify a revamped identity for theschool.

• Socio–economicbackground ($1666.00) • Operation budget($1333.00) • Business Manager

The process of reviewing our current school identityhas evolved throughout the year and engaged ourSRC, wider student body, a staff working group andthe wider community. The dynamic nature of thisjourney has made the where and when of wherewe'll end up difficult to predict. At this point in time,we can confidently report that through acollaborative process we have raised awareness ofour current logo's symbolism. There is a desire fromstaff to have a logo which is representative of theHigh School as opposed to the Tomaree EducationCentre. The working group also agree that anyrefinement of the logo must retain key identifyingfeatures. This work will continue into 2019 wherestudent survey data will be analysed. It's predictedthat a design brief will be developed andsubmissions sort. Final submission would becompared against the original before a finaldecision is made.

A wholistic communicationsstrategy will be developed topositively promote the school in arange of manners.

• Socio–economicbackground ($1666.00) • Operation budget($1333.00) • Business Manager

A communications plan was developed toholistically manage our community engagement in aregular and strategic manner. Our key messagesthat celebrate our school achievements have beendrawn from our strategic directions and mapped tokey events throughout the year. We will be able toproactively market the school in 2019 and beyond.Key contributors will undergo training to ensure thequality and consistency of our communications ismaintained. All staff will be coached in how to havepositive conversation to help shape the dialogue inthe community.






Staff report higher levels ofinternal communication andorganisation regarding schoolprocesses.

Tell Them From Me Survey • Socio–economicbackground ($1666.00) • Operation Budget($1333.00) • Professional Learning($666.00)Head Teachers– Teaching& Learning, SecondaryStudies Parents & CitizensAssociation BusinessManager

This area will require ongoing work throughout2019. The idea of what we want to achieve willremain the same but more time is required todevelop a larger bank of documents that define theway we do things at Tomaree High School. We arealso developing a school SharePoint which hasbeen introduced to staff. SharePoint and to a largerextent, Teams, are seen as new avenues tostreamline out internal communications anddocument storage.

Next Steps

In 2019 we will continue to evaluate our school identity. Submissions for an updated school logo with strong links to ourtraditional symbolism will be sort from students and the community. The end outcome may be that we retain our currentlogo but importantly we will have gone through a process of given students, staff and the community a voice. We are inthe process of developing a school hoodie. The aim is for it to be available for student in winter this year. Not all staffagree with its introduction so further communication will be required.

Our communications plan is in it's first year of operation and being largely implemented by a part–time CLO. This willrequire regular monitoring and ongoing evaluation to ensure that our plan is achieving its purpose. Systems to evaluateour plan need to be developed.

The day–to–day operations of Tomaree High School have been updated in the Staff Handbook. We are also movingfurther along the path of exploring SharePoint and Teams as avenues for internal communications. Professionaldevelopment for staff is being led by the Principal for those who are interested. Communication remains a contentiousissue in an organisation as large as Tomaree High. Further dialogue is required between all levels of staff to find themost effective channels of communications.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading ($18 000.00) • Aboriginal backgroundloading ($40 225.00)

Another 9 staff members participated inConnecting to Country. The Junior AECG hasbecome an established part of the school,with students taking an active role in the localAECG and leading on school activities. TheAEO has continued to develop strongpartnerships with families and to seekconnections to community resources.

English language proficiency • English languageproficiency ($53 871.00)

The school employed a dedicated EAL/Dteacher to provide intensive support for newarrivals and to ensure a positive transition intoschool life.

Low level adjustment for disability • Low level adjustment fordisability ($153 018.00) • 2017 funds carried over($58 840.00)

Students are well supported throughout theschool, primarily through additional supportstaff in the classroom. A review of support,both in and out of class, has identified theneed to have a Learning and Support teacherspecifically employed to track and work withidentified students. This will be implementedin 2019.

Socio–economic background • Socio–economicbackground ($155 388.00) • Socio–economicbackground ($10 000.00) • Socio–economicbackground ($12 000.00) • Socio–economicbackground ($30 402.00) • 2017 SE funds ($30333.15)

This funding provides for a wide range ofadditional support across the school. Thisincludes supporting the Real FuturesFoundation, employment of a health workerthrough Hunter Health, employment of a thirdDeputy Principal to enable more personalizedsupport for families and teachers. In additionextra curricula activities that further supportstudent well being are paid for with thisfunding.

Support for beginning teachers Beginning teacher funding–spent for the whole year

• ($35 000.00)

Beginning teachers successfully made itthrough their first year of teaching. They usedthe funding for release time for observations,planning, teachers' professional learning andone on one support time with their mentors.

Building Successful Teams,Collaboration, LearningCommunities and Leading Change

Student Servicesconsultant, DEL,Leadership Team

• Professional Learning ($2000.00)

Feedback indicated this was a valuableworkshop with the opportunity to evaluatecurrent practices and plan for futureimprovements and development of programsto further support student outcomes.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 640 647 610 611

Girls 586 567 549 502

School enrolment remains relatively steady. There hasbeen a slight decrease in anticipated number for 2019,related to a tightening of the school enrolment policy.

Student attendance profile

School

Year 2015 2016 2017 2018

7 92.3 91.6 91.2 90.7

8 89.8 90.3 88.6 86.2

9 86.5 85.6 88.8 85.2

10 86.6 83.2 82 85.1

11 86.9 84.1 82.2 83.3

12 89.7 87.3 89.9 84.1

All Years 88.5 86.9 86.9 85.9

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

The processes in place to monitor student attendanceinclude daily SMS messages to parents/caregiversnotifying of student non attendance; period by periodroll marking;. close monitoring and follow up fromDeputy Principals' and Year Advisors. The 2018 SchoolAttendance Table reflects the progress of thesemonitoring processes.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 11.3 12

Employment 1.8 12.4 19

TAFE entry 3.2 4.5 9

University Entry 0 0 26

Other 0 0 0

Unknown 0.5 0 0

Year 12 students undertaking vocational or tradetraining

Year 12 students undertaking vocational or tradetraining

67 Year 12 students [39%] undertook one or morecourses in Vocational Education or Trade Training.School–delivered vocational courses accounted for27.8% of the 2018 student enrolments; TAFE–deliveredvocational courses accounted for 18% of enrolmentsand 3% of students were enrolled in vocational coursesdelivered by private providers.

The Enrolments in SVET [school based delivery]courses included Construction, Hospitality, Metals andEngineering, Primary Industries, Retail Services andSport's Coaching; TVET [TAFE delivered] coursesincluded Aviation–Remote Pilot, Animal Studies,Beauty Therapy, Design Fundamentals, EarlyChildhood, Electro technology, Maritime Operation,Music Industry Screen and Media, Tourism and Events;and other VET courses delivered by private providers(SBAT) included Nursing, Warehouse Operations andMarine Technology.

Year 12 students attaining HSC or equivalentvocational education qualification

Year 12 students attaining HSC or equivalentvocational educational qualification

Of those students eligible to access an optional HSCexamination for their selected VET course, forty fourpercent of students who enrolled in SVET courses and50% enrolled in TVET courses elected to complete thecorresponding optional HSC VET examination andhence obtained a dual accreditation for these courses.

Most of our school–delivered VET courses remainedconstant in the 2018 HSC Examination results withHospitality and Construction courses achieving anaverage examination mark exceeding the state averagefor that respective course.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 13

Classroom Teacher(s) 64.3

Learning and Support Teacher(s) 2.6

Teacher Librarian 1

School Counsellor 1.8

School Administration and SupportStaff

19.97

Other Positions 1.2

*Full Time Equivalent

Aboriginal composition in Tomaree High School'sworkforce: 5 Teachers and 2 Non Teachers

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 17

Professional learning and teacher accreditation

In 2018 a focus on professional learning at TomareeHigh School was on the new syllabus across differentKLA areas. Utilising the $80,000 professional learningfunds, 61 teachers were able to attend a variety ofdifferent professional learning in school and outside ofschool to support learning of students. Selectedteachers from Tomaree High School participated instate wide programming initiatives to develop resourcesfor the new syllabuses for Math and English Stage 6. Interm four an Assessment for Learning initiative wasestablished to improve formative assessment, learningintentions and success criteria in the classroom. Thiswill continue into 2019. The leadership team startedprofessional learning on collective efficacy and theimportance of collaboration in improving studentperformance.

In 2018 all Pre–2004 staff were deemed proficient.Training was provided on how to log teacher identified

hours on ETAMS and what counts as teacher identifiedhours. Four teachers achieved proficient accreditationand were provided with support to develop evidenceand annotations. Two teachers are gathering evidencetowards Highly Accomplished and Lead. All schooldelivered professional learning was scheduled on MyPLto support teachers in recording their professionallearning hours.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 1,405,439

Revenue 14,546,967

Appropriation 13,712,620

Sale of Goods and Services 374,419

Grants and Contributions 445,695

Gain and Loss 0

Other Revenue -420

Investment Income 14,654

Expenses -14,511,935

Recurrent Expenses -14,511,935

Employee Related -12,935,727

Operating Expenses -1,576,208

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

35,032

Balance Carried Forward 1,440,471

The Principal of Tomaree High School is responsiblefor the effective financial management of planned useand control of financial resources. The Principalmonitors income and expenditure through the SAPOverview Report. The Principal is supported in thisundertaking by the Business and AdministrationManagers.

The Principal is also supported by the FinanceCommittee comprising: Principal, three SeniorLeadership Team representatives, Business andAdministration Managers, two teaching staffrepresentatives and a P&C representative. The school'sbudget is prepared based on Tomaree High School'smanagement plan and strategic directions.


Balance of funds remaining are for the following:

Funds Committed as at 20.12.2018 $ 373,181.

Open Excursions $ 72,551

Incurred Sport expenditure not invoiced $ 3,007

Internal Orders closing balances to be carried forward$187,858

WBS closing balances carried forward $ 265,254.85

Asset Replacement Reserve $ 150,000

Planned future expenditure:

Air–conditioning & solar non classroom areas $130,000

Ground Improvements – irrigation system $ 25,000

Ground Improvements – MPC area $ 25,000

Furniture staff areas $ 20,000

Classroom furniture $ 40,000

Refurbishment of MPC floor $30,000

Financial summary equity funding

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

2018 Actual ($)

Base Total 9,890,073

Base Per Capita 230,434

Base Location 13,070

Other Base 9,646,569

Equity Total 907,914

Equity Aboriginal 79,889

Equity Socio economic 350,443

Equity Language 53,871

Equity Disability 423,711

Targeted Total 1,527,914

Other Total 532,286

Grand Total 12,858,187

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 tabled

at 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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

The 2018 NAPLAN results in Literacy demonstratedthat the Inference strategies of Super Six, Here HiddenHead and List Group Label had made a impact onstudent ability with 56% of year 9 students meeting orgoing above expected growth in Reading and 55% forSpelling. Writing has shown to be an area students canimprove in with only 46% of students in year 9 meetingor going above expected growth and 45% of year 7students meeting or going above expected growth..This will be a focus for 2019 with revisiting the TEEECstrategy for all students.


In 2018 the school had a focus on Numeracy acrossthe curriculum and continued with it implementations ofstrategies for inference. This has been effective in theNAPLAN numeracy results with 53% of students in year9 and 66% of students in year 7 achieving above or atexpected growth. This focus on Numeracy across allKLA will continue in 2019.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In 2018 the school saw an increase in students in thetop 2 bands from baseline data of 2016. Overall for

year 7 and 9 we increased the students in the top twobands from 15.31% to 16.95%

In 2016 in year 9, 16 students achieved the top twobands for Numeracy. After our focus on inference andnumeracy across the curriculum in 2018 27 students inyear 9 achieved the top two bands in Numeracy.

In Reading for 2016 only 15 students achieved the toptwo bands in year 9. This has increased with 20students achieving the top two bands in 2018.

The number of Aboriginal students at Tomaree HighSchool who have achieved the top two bands have alsoincreased since 2016. In 2016 8.33% of Aboriginalstudents achieved the top two bands. This hasincreased to 17.65% in 2018.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). 2018 HSC saw some very strong results with11 students recognised on the Top Achievers list(having a mark over 90 in one or more subjects). Ourtop ATAR was 96.55. Students received a combinedtotal of 17 Band 6, 101 Band 5 (over 80) and 185 Band4 (Over 70) results.

An analysis of overall results shows that in a variety ofsubjects students have performed above state average.This is measured by a Z–Score analysis whichmeasures the school performance relative to the meanresults of the state. Subjects such as PDHPE andRetail exam have a high Z score placing them aboutstate mean, though some subjects are well below meanand require additional support to improve the results.Each faculty and HSC teacher carries out a detailedanalysis of their specific subject results in order toimprove. Subjects at or above state average areEngineering Studies, Hospitality, Construction, PDHPE,Physics and Retail.


When analysing HSC results relative to State Averageand previous school averages, overall our results haveremained steady. Subjects at or above state averageare Engineering Studies, Hospitality, Construction,PDHPE, Physics and Retail. Subjects that are belowState average and require further analysis includeSoftware Design and Development, Chemistry andIndustrial Technology.

Parent/caregiver, student, teachersatisfaction

Staff and students participate in surveys each year toreview their satisfaction. The NSW Public SectorEmployee Survey– People Matter– to provide feedbackon a range of matters that affect their satisfaction withthe workplace. In this survey 52% of staff responded.The areas that showed a higher level of engagementwere : 91% stated they understood what their role was,74% state feeling a sense of personal accomplishmentand recognized that they received help and supportfrom colleagues. Of concern was only 20% ofrespondents stating they were able to keep their worklevels at an acceptable level, down from 47% theprevious year. In response, Tomaree High will beimplementing a Staff Well–Being program to be runthroughout the school year.

Students participated in Tell Them From Me Survey(TTFM). This is the third year Tomaree High hasparticipated and we are now able to see some trenddata. Of the three main drivers for school satisfaction –advocacy at school, expectations of success and senseof belonging– the results have remained fairlyconsistent. A small increase of 3% in advocacy atschool and for the other two areas a slight decrease of

2% shows that the status quo is being maintained. As aschool we want to challenge that and are activelyworking across the school to significantly raise thelevels of engagement and in particular expectations ofstudents. The parent TTFM survey has not yet beenused at this school. It is planned to be introduced in2019.

Policy requirements

Aboriginal education

2018 saw the continuation of employment of LisaMartin as AEEO. This provided our ATSI students withwellbeing and cultural support. The AboriginalEducation Team meets regularly each term. Parentsand community members are welcome to attend. Allstudents had a personalised learning plan (PLP)withgoals set for learning and culture.

Students continue to participate in the Junior AECGgroup, which is led by Mylyndah Jayne. The JAECGparticipates in speaking on Assemblies and representsthe school at community functions. Staff and studentsalso attend the local Youoong AECG meetings twice aterm. Three students received awards at the DeadlyAward evening at the end of the year.

There is a boys mentoring group that met everyWednesday with a team from Wandiyali, the boysparticipated in Aboriginal dance, cultural talks and workaround the meaning of respect.

Girls participated in the Shine program at Murrookcultural centre. This was a wonderful experience thattaught girls about self–worth, purpose and strength.

'Close the Gap' Health Checks were conducted at alocal medical centre. A team from Awabakal visited theschool and presented a variety of activities focused onfitness and health called 'Awabakal Strong'.

Gathang language (our local Worimi language) classesran over the year with more students participating andgetting involved. The students furthered their Gathangskills by making posters about trees and plants, makingrecordings of the Acknowledgment to Country andcreated books in our local Worimi language.

The NRL School 2 Work program was very successfulwith Joey Griffiths, a mentor from the NRL, comingtwice a term to work on resumes, covering letters andjob interview techniques with our students. Three Year12 students were supported and guided into TAFEcourses and an apprenticeship to start their careers.

We attended a Murrook Cultural Day at the end of 2018where 40 students took part in a fun and informativecultural day at Murrook.The students went for a sanddune walk where they learnt about the history andsignificance of land and how to dig for fresh water, aswell as art and boomerang throwing.

Staff attended the Connected to Country professionallearning throughout the year and the feedback from thishas been excellent. Another 18 staff members will


attend next year.

Multicultural and anti-racism education

In 2018 Tomaree High School continued to promotecultural diversity. Major achievements included: 57students enrolled with a language background otherthan English and consequently there are 31 languagesother than English spoken at home; initiatedMulticultural club meeting every second Tuesday Break2 to meet new people, understand other cultures andcelebrate own culture; Harmony Day and UnitedNations Day were discussed in pastoral care andcelebrated in school.. Students took part in theNAIDOC week celebrations; hosted 13 Chinesestudents and 3 teachers from Shanghai Minhang HighSchool, China on international study tour for 2 weeks.;integrated racism lessons in pastoral care and PBLlessons; hosted 3 foreign exchange students from Italy;continuous maintenance of Aboriginal Coming TogetherGarden; Year 10 Food Technology students have beenexploring the food habits and cuisines of cultures fromaround the world.

In late 2018, Adewale Kareem was trained as ARCOand developed the following plan for implementation in2019:

*Review the Anti–Racism Policy to identify priorityareas for action in our school;

*Develop an action plan to build staff awarenessthroughout Term 3 about the dimensions of racism andits impact on our students and staff;

*Compile a list of at least two resources from Racism.No Way! for each learning area and share with staff;

*Develop agreement on the ways to collect data oncomplaints of racism and how to communicate thisprocedure to all staff.


2018 tomaree high school annual report - amazon s3 · page 3 of 18 tomaree high school 8502 (2018)...

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