annual school report · 2019-10-22 · students speak a language other than english at home and...

NSW Department of Education & Training

8550

2010 Annual School Report Fairfield High School

NSW Public Schools – Leading the way

Our school at a glance Fairfield High School is a comprehensive high school located in the heart of the Fairfield Municipality. Situated in the South Western suburbs of Sydney, the school is located on the fringe of the Fairfield CBD along The Horsley Drive. Fairfield is one of the most densely populated areas in Sydney containing residents from all over the world. The community is amongst the most multicultural communities in Sydney. Students There are over 60 different cultures represented in our student population. A significant proportion of the school are seniors as many of the students from the Intensive English Centre (IEC) enter the school into Years 10 or 11. Current enrolments indicate over 90% of our students speak a language other than English at home and approximately 42% of students speak an Arabic language at home. The IEC is an integral part of our school. Many of the newly arrived students are refugees who continue their education into the high school. The mainstream high school prides itself on the close working relationship with the IEC. Staff All teaching staff meet the professional requirements for teaching in NSW public schools. The staff at Fairfield High School have a strong commitment to improving the learning outcomes of all students and to their own professional development. There is a strong emphasis on improving student literacy and numeracy. The newly created Head Teacher Teaching and Learning has supported the staff to engage with the available data, including SMART data, on student performance and to use this data to inform improved teaching. The welfare team continues to be a central link between staff and students. This team is working towards effectively celebrating the successes of all students.

Executive professional development has provided opportunity for greater understanding of the executive role and has enhanced their capacity to drive faculty discussion and program development. Significant programs and initiatives The most significant initiative in recent times at Fairfield High School is our participation in the National Partnerships for Low Socio Economic Schools for 2011 – 2014.

Considerable planning towards the implementation of this program occurred through 2010 and implementation will occur over the next four years.

As well as National Partnerships the school has undertaken a number of different programs with staff and students in order to engage students and help teacher professional learning. Some of the major programs include:

• Strengthening our work with the community through the development of the Parent Café (now coordinated by our new Community Liaison Officer)

• Implementing Year 3 of the Digital Education Revolution. Stage 5 students now have individual laptops.

• Focusing in ICT activities for Teacher Professional Learning;

• Expanding our relationship and programs with Australian Business and Community Network by increasing the number of enhancement opportunities available to our students.

Student achievement in 2010 The dedicated work undertaken by staff through Teacher Professional Learning activities to improve the results of students will continue with deeper analysis of NAPLAN.

In 2011 the school will continue to focus on Teacher Professional Learning activities on the use of data from SMART 2 and the Board of Studies Results Analysis Package (RAP) to improve teaching and learning activities in the classroom.

1

Messages

Principal’s message 2010 was a year of opportunity when a number of programs that had been planned were moved into the implementation phase. The advent of National Partnerships has allowed us to bring forward and increase the number of initiatives and programs available to our students.

A number of new and refurbished physical learning spaces at our school have helped provide improved learning opportunities for our students. In particular, through the Building the Education Revolution we now have a new Commercial Kitchen, a Connected Learning Centre, a Language Centre and shortly, through the National Partnerships program, a new Senior Learning Centre.

As well, our Science Laboratories have been refurbished through the Building Better Schools Program (NSW). Our business partner, Stocklands, has helped improve the IEC areas of the school through their staff volunteering program. X Block has been further refurbished as part of the schools’ maintenance program. Further physical improvements will continue in 2011.

Our Special Education Unit staff have been moved to new staff facilities in close proximity to the student learning spaces which has allowed them to better interact with their students and more appropriate areas to work collegially and meet with parents as required.

Student welfare remains one of our primary concerns and in 2010 we continued to implement targeted programs to support the various needs of individuals, groups and the wider student population. Workshops with students focused on areas such as bullying (especially cyber-bullying), study skills and developing resilience, (especially with our young female students). Our Learning Support Team also continued to evaluate and refine data sharing with regards to our students. In particular, the IEC has improved the methods of capturing and reporting data on their students, which allows for more appropriate placement of students and a smoother transition to the mainstream high school setting.

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 for development.

Mr. Robert Mulas

P & C and/or School Council message Parents of Fairfield High School and IEC are eligible to join the parents and citizens meetings. The meeting is on every Tuesday week four of the term at the school library from 6:00pm to 7:30 pm. Interpreters in different languages are available to translate for parents. Parents enjoy discussing school issues, rules and procedures and the rights of parents and school students. Guest speakers give presentations to parents. It is of great benefit for each state school to have a P&C Meeting. This enables parents and citizens to meet together to determine the needs and aspirations of the school community.

The development of the Parents’ Café in 2010 provided another unique forum for parents of targeted student groups to meet and discuss issues.

Lilia Shimshon and Marlyn Nona

Student representative’s message 2010 has been one of the most successful years for the SRC. The year began with the very popular celebration of Valentine’s Day which was the followed by Jeans for Genes Day and Harmony Day. During the Christmas season, the SRC continued the tradition of raising money for the K-Mart Wishing Tree. With the aid of Ms. Tyler, Ms. Santangelo and Mrs. Dunn, the SRC bought an array of presents for less fortunate children. We were only able to do this because of the generosity of all FHS students. Our biggest challenge to date has been the total renovation of the school toilets – an issue important to students. After several weeks of hard work and sacrificed time, the members of the SRC managed to completely transform both the female and male toilets, giving them two fresh coats of paint and many bright splashes of

2

colour. The SRC has proven what hard work and good teamwork can accomplish. The group is now more determined than ever to continue making positive changes.

Jelena Djuric

School context Student information It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies. Student enrolment profile 2006 2007 2008 2009 2010 Male 567 552 516 573 557 Female 579 530 499 566 542

Student attendance profile

Year 2007 2008 2009 2010 School 7 92.4 90.5 8 89.1 87.5 9 88.5 87.3 10 88.8 86.6 11 86.6 80.8 12 87.3 83.6 Total 87.9 90.1 88.6 85.9 Region 7 92.9 93.7 8 90.9 91.5 9 89.4 90.4 10 88.9 89.1 11 89.6 89.6 12 89.6 90.0 Total 90.3 90.7 90.1 90.7 State 7 92.3 92.6 8 90.0 90.5 9 88.8 89.1 10 88.7 88.3 11 89.4 89.1 12 89.4 89.8 Total 89.9 89.9 89.7 89.9

Management of non-attendance In 2010, a designated Attendance Officer managed whole day non-attendance as well as truancy within the school timetable. The Attendance Officer met with the Home School Liaison Officer (HSLO) weekly to discuss and formulate action plans for students identified as of concern. Parents and students are informed of attendance requirements by letter. The Attendance Officer works collaboratively with Year Advisors and the Welfare Team to resolve attendance issues relating to particular students.

Retention to Year 12

SC04- HSC06

SC05-HSC07

SC06- HSC08

SC07- HSC09

SC08 - HSC10

School 79.9 58.4 69.2 70.6 80.5 SEG 71.6 67.0 70.9 72.0 73.5 State 61.1 60.8 60.3 61.0 62.7

0

500

1000

1500

2006 2007 2008 2009 2010

Stud

ents

School Enrolments

Male Female

83848586878889909192

2007 2008 2009 2010

School Attendance Yr 7-12

School Region State

0102030405060708090

SC04-HSC06

SC05-HSC07

SC06-HSC08

SC07-HSC09

SC08 -HSC10

Proportion Staying On (SC to HSC)

School SEG State

3

Post-school destinations

Each year the school seeks information that identifies the destinations our Year 12 students have taken after leaving the school. Below are the known post school destinations from the 2010 HSC cohort:

• University 47 (33 in 2009) • TAFE 41 (42 in 2009) • College 13 (16 in 2009) • Apprenticeship/Traineeship 4 (4 in 2009) • Work 11 (8 in 2009) • Looking for work 3 (10 in 2009).

Year 12 students undertaking vocational or trade training

In 2010, three students undertook a school based apprenticeship, one student undertook a traineeship and 41 students participated in School based Vocational Education and Training (TVET) courses.

Year 12 students attaining HSC or equivalent vocational educational qualification

In 2010, 154 students were awarded their HSC at Fairfield High School.

Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Staff establishment

The National Education Agreement requires schools to report on Indigenous composition of their workforce. Based on available data, in 2010 there are no indigenous members of the staff at Fairfield High School.

Position Number Principal 1 Deputy Principal(s) 2 Head Teachers 13 Head Teacher Mentor 1 Classroom Teachers 58.6 Teacher of Emotional Disabilities 1 Teacher of Mild Intellectual Disabilities 1 Teacher of Moderate Intellectual Disabilities

1

Learning Support Officers 3 Support Teacher Learning Assistance 1.8 Home School Liaison Officer 4 Teacher Librarian 1 Teacher of ESL 6.6 Careers Advisor 1 District Guidance Officer 1 Counsellor 2.2 IEC Deputy Principal 1 1 IEC Head Teacher 1 1 IEC Classroom Teachers 22.4 18.5 IEC Counsellor 1.2 Learning Support Officers (IEC) 6.5 School Administrative Managers 1 School Administrative Officer 9.8 School Administrative Managers (IEC) 2 School Administrative Officer (IEC) 0.5 General Assistant 1 Total 129.1

Staff retention

From 2009 to 2010, over 95% of staff were retained. It is anticipated that staff mobility will increase in coming years with the effects of retirement, transfer and promotion becoming more prevalent.

Teacher qualifications

Qualifications % of staff Degree or Diploma 100 Postgraduate 30

4

Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary: 30/11/2010Income $

Balance brought forward 782423.13Global funds 801725.51Tied funds 1034781.84School & community sources 304875.39Interest 39438.93Trust receipts 43538.80Canteen 0.00Total income 3006783.60

ExpenditureTeaching & learning Key learning areas 260089.52 Excurs ions 20086.63 Extracurricular dissections 88394.09Library 20972.17Training & development 1503.09Tied funds 800753.06Casual relief teachers 46461.60Administration & office 215319.06School-operated canteen 0.00Util ities 150481.50Maintenance 153740.46Trust accounts 44745.93Capital programs 108769.50Total expenditure 1911316.61Balance carried forward 1095466.99

A full copy of the school’s 2010 financial statement is tabled at the first meeting of 2011 of the school P&C. Further details concerning the statement can be obtained by contacting the school.

School performance 2010

Achievements Arts It has been another great year in the Arts field. Siolo Vaiusu from Year 12 successfully auditioned for the Sydney South West Talent Identification Program.

The school came second in “Bring it On” battle of the bands. Albert Ladewig, Rey Dayag, Eric Fifita and Tommy Riew performed an amazing rock song.

Fourth place was given to FHS in the Holroyd Talent Quest. Credit was again given to Albert Ladewig, Erica Fifita and Tommy Riew.

Merima Serifovic, Yr. 10 Drama, worked as an actress with Sydney Theatre Company on a production of ‘Leviathan’ which explored issues associated with migration to Australia.

James Gabrielle, Yr. 11 Drama, successfully auditioned for a short film called ‘Night Ride’ with Barry Gamba in collaboration with Fairfield Intergeneration Resource Centre, Powerhouse Youth Theatre (PYT) and Fairfield police.

Lana Tarek and Hala Sadik, Yr. 11 Drama, auditioned for ‘Short + Sweet’, the largest ten minute theatre festival in the world. It will take place at the Newtown Theatre or the Parade Playhouse at NIDA. Their placement is yet to be confirmed.

James Gabrielle and Lana Tarek, Yr. 11 Drama, have also submitted a performance to PYT for ‘Homebrand Curatorial Project’. This is a great opportunity for young emerging artists to showcase the best talent in Sydney’s west. PYT and Drama students of Yr. 7, Sharoon Sabokrooh, Taylor Wakely, TravisWakely, Clementine Elongo, Gemma Palmer, Laila Jodeh, Lucy Sukandar, Tara Rowley, Alyssa Whitter, Yr. 11 Martin Dinhka, James Gabrielle, Ameer Mohammed Saeed and Yr. 12 Phungsin Phuong and Eh So Gay Zu worked on a production called “Stand up Speak Out” in collaboration with Lurnea High School.

Some students were also involved in another production called “Can’t You Just See It My Way” which engages family members from three generations. This enabled participants to see life issues from the perspective of another generation.

Yr. 8 student David Duangdara, Yr. 10 student Samantha Lizama, Yr. 11 students Andy Lam and Lana Tarek and Samantha Lizama and Yr 12 student Sione Hehepoto, participated in Dance and Performing Arts activities with Guilford and Wentworthville Youth Services.

5

Debating In 2010 the fields of debating and public speaking continued to provide students with challenging situations and the opportunity to represent their school with pride.

Five teams were fielded in the NSW Premier Debating Challenge, one team each from Year 7 through to Year 11. This involved a total of 26 students across the school, each involved in three debates held at various schools. Year 11 found this particularly challenging as they debated against Cherrybrook Technology High and Girraween HS. Students were also given the opportunity to chair and time-keep. They also listened to adjudicator’s feedback. Of the 16 debates Fairfield students participated in, half were hosted by the school. This allowed whole classes to be the audience at a debate and provided them with invaluable induction to the formality of these occasions. Year 7 students participated in a debating workshop conducted in the school library. This consisted of an introduction to the main terms and issues in debating, followed by a series of mock debates. Mr Cameron Jackson also assisted with this training, allowing him to gain sufficient insight to become confident enough to then assume the role of a debating coach of a team.

The Year 10 debating team, consisting of Anna Tran, Elaine Yeo, Selma Tursunovic and Cassandra Chea, won all their debates and continued on to the next round where they were narrowly defeated. These girls are to be congratulated for their excellent work throughout the year.

Fairfield HS hosted the Junior Legacy Public Speaking competition, where 8 schools in the local region came together to compete for this prestigious award. Jade Coulton of Year 9, represented the Fairfield HS in the competition. This consisted of delivering a prepared five minute speech on the subject of your choice and delivering an impromptu two minute speech with limited planning time. Jade represented the school with pride, speaking confidently and taking time to edit her speech.

Presenting students with the opportunity to represent their school in an atmosphere of collegial argument and constructive discussion enhances students’ self esteem and allows them to mix with like-minded students from other schools. This, in turn, follows through to their

work at school and onto the student body as a whole. Debating and public speaking students are true role models of the school body.

Sport The Sport Faculty is dedicated to providing opportunities for our students to excel both academically and in their sporting pursuits. Faculty members are enthusiastic and provide a wealth of experience and knowledge in a range of sporting, fitness and health related fields.

In 2010 we continued to integrate sport via a very successful ‘round robin’ system. This has been a highly successful approach to sport, encouraging tolerance, fair play and cooperative competition. Further modifications will be made to enhance this philosophy.

Along with our round robin system we have seen great success in our carnivals and NSW Combined High Schools knockout events with hundreds of our students competing at either zone or regional level.

A major emphasis was placed on encouraging our Non English speaking Background (NESB) parents to support participation and cooperation in the YR 7 Learn to Swim program, which proved very successful and worthwhile. In 2011 we hope to continually develop this program with more focus on appraising positive contributions through awards ceremonies providing a variety of resources and opportunities for students to develop their skills, utilising community and department organisation such as local sporting organisations, community action groups and Knockout competitions.

There will also be a major emphasis on uniform policy (changing for PE/Sport) and full participation in physical activity.

The PDHPE faculty are doing their utmost to combat the ever increasing obesity epidemic across our country. We have been involved in studies performed by Sydney University, the Department of Health, the Cancer Council and the Heart Foundation. In co-operation with these studies the faculty runs a morning and lunch time fitness club for male and female students, assists with lunch time basketball and indoor soccer competitions and are in charge of a number of NSW CHS knockout sporting teams who train before and after school.

6

Academic 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.

Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7)

Yr 9: from Band 5 (lowest) to Band 10 (highest for Year 9)

and/or

In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).

Literacy – NAPLAN Year 7

Spelling – Year 7

Grammar and Punctuation – Year 7

Reading – Year 7

0

5

10

15

20

25

30

4 5 6 7 8 9

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 7 spelling

Percentage in band 2010

School average 2008 - 2010

SSG average 2010

State average 2010

0

5

10

15

20

25

30

35

40

4 5 6 7 8 9

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 7 grammar and punctuation



SSG average 2010

State average 2010

0

5

10

15

20

25

30

35

40

45

4 5 6 7 8 9

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 7 reading



SSG average 2010

State average 2010

7

Writing – Year 7

Numeracy – NAPLAN Year 7

Literacy – NAPLAN Year 9

Spelling – Year 9

Grammar and Punctuation – Year 9

0

5

10

15

20

25

30

35

40

45

4 5 6 7 8 9

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 7 writing



SSG average 2010

State average 2010

0

5

10

15

20

25

30

35

4 5 6 7 8 9

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 7 numeracy



SSG average 2010

State average 2010

0

5

10

15

20

25

30

5 6 7 8 9 10

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 9 spelling



SSG average 2010

State average 2010

0

5

10

15

20

25

30

35

5 6 7 8 9 10

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 9 grammar and punctuation



SSG average 2010

State average 2010

8

Reading – Year 9

Writing – Year 9

Numeracy – NAPLAN Year 9

School Certificate (SC)

In 2010, there was a positive improvement in student performance in literacy. As compared to the five year school average, there were significantly less band 1 and 2 results and the equivalent increase in band 3 and 4 results.

0

5

10

15

20

25

30

35

40

5 6 7 8 9 10

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 9 reading



SSG average 2010

State average 2010

0

5

10

15

20

25

30

35

5 6 7 8 9 10

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 9 writing



SSG average 2010

State average 2010

0

5

10

15

20

25

30

35

40

5 6 7 8 9 10

Perc

enta

ge o

f stu

dent

s

Band

Percentage of students in bands: Year 9 numeracy

Percentage in band 2010School average 2008 - 2010SSG average 2010State average 2010

0

10

20

30

40

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Performance band

Percentage of students in performance bands:

School Certificate English-literacy


School Average 2006 - 2010

9

In 2010, in mathematics, fewer students recorded band 1 results than the school’s five year average.

In 2010, in Australian history, civics and citizenship, there were less band 1 and 2 results than the school’s five year average. There was a corresponding increase in band 3 and 4 results.

0

10

20

30

40

50

60

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Performance band


School Certificate Mathematics



0

5

10

15

20

25

30

35

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Performance band


School Certificate Science



0

10

20

30

40

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Performance band

Percentage of students in performance bands: Australian History,

Civics and Citizenship



0

5

10

15

20

25

30

35

40

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Performance band

Percentage of students in performance bands: Australian Geography, Civics and

Citizenship



10

School Certificate relative performance comparison to Year 5 (value-adding)

In the 2010 School Certificate, in all subjects except science, there was greater value adding shown than the 5 year school average and greater than the average improvement shown in all schools across the Fairfield School Education Group

Higher School Certificate (HSC)

In 2010, in the majority of HSC subjects there was an improvement on the school’s five year average result. Most notable improvements occurred in Mathematics Extension, Senior Science, Legal Studies and ESL English. Subjects where improvement was not noted were Drama, Information Processes and Technology, Physics and Industrial Technology.

Course School 2010

School 2006 - 2010

SSG 2010

State 2010

Ancient History 72.5 68.0 65.0 70.5 Biology 74.4 67.1 67.0 72.2 Business Studies 71.3 65.3 70.0 72.3 Chemistry 80.2 72.7 66.0 73.8 Community and Family Studies 60.0 52.6 68.0 71.1 Drama 58.6 64.2 71.0 73.9 Engineering Studies 50.5 53.5 0.0 75.2 English (Standard) 51.7 55.3 57.0 61.8 English (Advanced) 80.3 78.5 74.0 79.9 English as a Second Language 68.1 63.7 67.0 72.3 Food Technology 57.8 62.3 60.0 68.8 Geography 46.0 46.7 70.0 72.1 Industrial Technology 51.8 56.2 62.0 68.8 Information Processes and Technology 55.8 57.5 67.0 72.2 Legal Studies 74.4 66.7 65.0 70.7 General Mathematics 60.2 50.4 65.0 69.0 Mathematics 71.0 66.1 68.0 75.0 Mathematics Extension 1 87.0 78.6 72.0 81.3 Modern History 70.8 66.1 66.0 73.7 Music 1 78.3 75.7 75.0 78.7 Personal Development, Health and Physical Education 68.8 64.3 70.0 73.4 Physics 67.4 71.0 68.0 74.4 Senior Science 63.0 52.7 72.0 74.4 Society and Culture 67.9 67.3 67.0 73.2 Textiles and Design 58.8 59.3 0.0 74.6 Visual Arts 77.0 78.2 73.0 77.4 Business Services Examination 65.4 65.4 0.0 69.8

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

English

Mathem

atics

Science

AHC

&C

AGC

&C

Com

puter skills

Rel

ativ

e gr

owth

School Certificate: Relative growth from Year 5 (value-added)

School 2010School Average 2006 - 2010SSG Average 2010

11

Higher School Certificate relative performance comparison to School Certificate (value-adding)

The value adding for students of all abilities is significantly greater than the value adding from years 10 to 12 in other schools in the Fairfield School Education Area.

Value adding for students considered to be of middle ability is strongest and in 2010 improved significantly when compared to the school five year average.

Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 7 students achieving at or above minimum standard

Reading 70.9 Writing

66.9

Spelling

59.9 Punctuation and grammar 53.5 Numeracy 67.1

Percentage of Year 9 students achieving at or above minimum standard

Reading 59.9 Writing

61.4

Spelling

67.1 Punctuation and grammar 63.9 Numeracy 70.6

Significant programs and initiatives Priority Schools Funding (PSP) Report PSP funding continued to provide significant time for teachers to work together, plan programs and explore how to best cater for students’ learning in developing teaching and learning which specifically targets the literacy and numeracy needs of student.

• The integration of literacy and numeracy in each faculty area continued to be a focus in 2010. Under the guidance of the Head Teacher, Teaching and Learning additional units of work were produced for each subject taught. Faculty ‘champions’ met regularly and explored ways to further improve student outcomes in the area of literacy and numeracy. The last Staff Development Day of 2010, focused on development and sharing of learning experiences targeted to improve our writing results in the 2011 NAPLAN tests. These lessons and units will be taught in 2011.

• Development of Individual Learning Plans for all students continues. In 2010, we have moved towards the use of computers to capture information provided during student planning sessions. This will better allow us to record and track student progress towards achieving their goals, more accurately analyse student progress and improve school accountability.

• With the Digital Education Revolution (DER) initiative expanding, Years 10 and 11 now have laptops. As a result, the use of laptops for learning in the classroom became a primary focus of the Connecting 4 Learning program. The development of learning resources was a priority and lessons, units and assessment tasks were all created to ensure that every KLA had focus on digital learning. In 2011, with the appointment of a Head Teacher Technology as part of our

-4.0-2.00.02.04.06.08.0

10.012.014.016.0

Low Middle High

Average HSC Relative Performance from Year 10 (value-added)

School, 2010


SSG average 2010

12

participation in National Partnerships for Low SES Schools and, with a third student cohort receiving laptops, our commitment to improving quality learning using technology will continue.

• A formal transition from the IEC to High School was trialed in 2010 and was successful in significantly reducing the disruption to learning for both existing and commencing students that resulted from a new group entering the school at the start of each term. The program will be expanded in 2011 and includes support before, during and following transition to high school.

• Overall literacy and numeracy results have shown some increases in the top bands and some improvements in the bottom bands. Our value added data shows high levels of growth in our students. Data shows many of our students scoring in the performance bottom bands have had little to no schooling before their arrival and they have missed out on the pivotal basics of primary school. Our value added data indicates that we are making positive difference for our students. In 2011, a school target will be to reduce by 50% the band 1 scores in NAPLAN, School Certificate and HSC.

• PSP allows students to engage more in their learning with structures and programs in place that specifically addresses the special learning needs of students in the school. PSP provides a great deal of time to build collaborative teams to build direction across the school that is shared and consistent.

Mentoring Project • A Mentoring project involving 18 staff and 36

students across years 7-10 was conducted throughout 2010. Students were identified by a staff survey and by consultation with the welfare team. The aim of the project was to provide support for the students who were struggling with their studies and who may also have difficulty establishing successful social relationships with their peers. The project involved training and development for the 18 staff who volunteered for the project. The District Behaviour Team, especially Mr. Victor Zeigler, assisted with the implementation of the project, the training and development of staff and the support of

the students involved. Students met regularly with their mentor teacher each week. Student /staff workshops were conducted to enable a rapport to be established between the student and the mentor. Evaluation of the project took place at the end of the year and outcomes were quite positive. Students improved their school and class attendance and application to their studies. Students valued the time given to discuss concerns with their mentor and the guidance they were given. This was evidenced by the interviews held during their Individual education Plan (IEP) process. Improvement was also noted in behaviour and attitude towards their teachers and peers.

Academic Excellence Assemblies Student achievement is recognised mid-year with a formal assembly in stage groups conducted in the school hall. The highest academic achievers in each class and/or year in the school is awarded a Special Principal’s Academic Award Certificate for their efforts during semester one.

Student achievement in term four is not formally recognised through an academic excellence assembly due to the official annual School Presentation Day held at the end of term four. The School Presentation Day Assembly recognises achievement in a broad range of areas such as academic, sporting, leadership and citizenship. Class teachers will nominate a student for recognition at the end of each term. The Welfare Head Teacher coordinates the collection of names, certificates and the award ceremony. Awards are announced by Year Advisers and Assistants and presented by members of the Senior Executive. Parents of students receiving awards are invited to attend.

Aboriginal Education The Head Teacher Welfare works closely with the Aboriginal Support person in developing and implementing a program of both cultural and educational activities designed to engage our indigenous students in school life.

The school’s cultural program is designed to help create a sense of self worth and value in our indigenous students. It gives them a chance to experience aspects of their culture as well as allow all of our students to experience indigenous Australian culture. Examples are our Aboriginal

13

Dance Group and Reconciliation Week activities, the Aboriginal Parent group and Mural Painting. Other future activities include career building programs and an Australian Native Bush Tucker Garden.

Linked to our cultural program are other educational activities including the literacy program aimed at bridging the gap between the performance of indigenous and non-indigenous students and providing one on one tutoring.

Multicultural education Fairfield High School is one of the most multicultural schools in NSW with a LBOTE population of 98% and approximately 60 different nationalities and 18 main language groups comprising the school’s population. Every opportunity is made to recognise and appreciate the students’ cultures and backgrounds. The school is very rich in multicultural perspectives and this is reflected in all Key Learning Area (KLA) programs. Multiculturalism is celebrated in a number of ways in the school throughout the year culminating in the school’s biggest event which is Multicultural Day. Held on Friday 31 July, the day actively involves all students including the IEC and all staff members. Special guests from different cultures are invited to perform as well as Fairfield High School students. This year an Australian Bush Band called Speewah taught students how to dance traditional country folk dances. The day focuses on harmony, belonging and tolerance and understanding of different cultures that comprise our nation. Highlight of the day is the international food fair where many students and parents prepare traditional food for all to share. Many students proudly wear national costume on the day and participate in the traditional Flag Ceremony.

Progress on 2010 targets Target 1

To ensure all ESL students are identified and incorporated into the school’s IEP regime.

Our achievements include: • Our IEP program has continued with all our

students. We have improved systems to

ensure that English as a Second Language (ESL) scales are accurate and that this drives the decision for programs of support for these students. As a result, the individual needs of ESL students are better catered for at our school.

Target 2 To increase student retention from Year 10 to Year 12 from 73% in 2008 to 75% in 2010. Our achievements include:

• We continue to have a large proportion of our school population concentrated in the senior years. In 2010, the number of students in Year 11 exceeded the number of students in the same cohort when they were in Year 10. (Population into 2011 place approximately 25% of the school will be in Year 11).

Target 3

To continue to improve the results of our students in their HSC and the SC by increasing the number of students in the top two bands by 3% and reducing those students in the lower two bands by 3%.

Our achievements include:

• Across all HSC subjects, in 2010 there was a reduction of 7.5% in the number of band 1 and 2 results when compared with the 2009 HSC;

• Across all HSC subjects, in 2010 there was a increase of 51% in the number of band 5 and 6 results when compared with the 2009 HSC;

Target 4

To target Teacher Professional Learning in order to continue the connected learning initiatives started in 2009 but focus on the training of staff to be able to use the interactive whiteboard that is being provided to the school in early 2010.

Our achievements include: • The school had three connected classroom

facilities provided in 2010. All staff were inducted into the use of the connected classroom at a School Development Day (SDD). Targeted learning support for teachers is ongoing and a school priority as part of National Partnerships.

14

Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2010 our school carried out evaluations of the Individual Education Plan (IEP) process, Social Sciences KLA, History KLA and TAS KLA.

Educational and management practice The Individual Education Plan (IEP) process Background The Individual Education Plan (IEP) process has been running since 2004. The program is designed so that students are given an opportunity to talk through issues that they might be having with their learning and their needs are provided for through referrals and feedback. The IEP Program was evaluated using online surveys which surveyed the school community. The responses represent teaching staff, head teachers and welfare team members. Findings The majority of respondents were very supportive of the IEP Program and saw educational and welfare benefits for students. The staff also saw the IEPs as a planning tool providing key information to assist staff in meeting a student’s individual educational needs and identifying specific learning outcomes to be prioritised for the student. The recommended future directions included some modifications to the process. These included: a review of the rostering of staff on the interview team involving a wider selection of staff from different faculties; training for staff that contained clear guidelines and a set of strategies used in the interview; and tailoring the IEPs more specifically to year groups; the storing of IEPs electronically.

Curriculum Social Sciences KLA

Background The Social Sciences Faculty is a vibrant faculty that offers a wide range of subjects to meet the varied needs of our students. The staff has a focus of extending student knowledge in all areas of Social Sciences through quality teaching and learning practices. The teachers have a strong focus on improving the literacy and numeracy outcomes of our students. The faculty is a dynamic team of dedicated staff that have a variety of skills, expertise and approaches to teaching and learning to improve student outcomes. Findings Resources for students continue to be revised and acquired. The faculty has recently acquired a set of LCD televisions for the delivery of Digital Education Revolution (DER) lessons.

The Social Sciences Faculty has taken a constructive and active approach to delivering lessons using the new DER laptops. The staff have received five of the laptops for learning, and have shown leadership and initiative in developing resources and classroom strategies to implement the Digital Education Revolution (DER). As a result explicit teaching of ICT skills is taking place in the classrooms.

Future Directions Future directions of the faculty offer exciting possibilities and growth in the areas of vocational education and training (VET), Work Skills HSC (Work Studies), DER and the implementation of the new Board of Studies Syllabus for Business Studies, Legal Studies and Economics. It was recommended that the Social Sciences Faculty: • Continue to implement a planned

resource acquisition procedure. • Continue curriculum development and

continue to implement a wide range of

15

teaching and learning strategies that cater for the needs of all students.

• Continue to address DER • Review the current management plan to

develop a strong vision and common goal for the faculty to forge forward for the changing nature of education in the future.

History KLA Background The History Faculty is characterised by a range of expertise and experiences. The staff employ a range of teaching styles and strategies. They are organised and are supported by a positive and approachable Head Teacher. The History staff are a highly motivated team of professionals who endeavour to meet the wide range of needs of our students. Findings The staff in the History Faculty work together with the Head Teacher to continually improve History faculty systems, processes and policies. Resources for students continue to be revised and acquired. The faculty has recently acquired a set of nine laptop computers that have been used to enhance and engage student learning. Teachers continue to seek improved teaching strategies to better meet the needs of students through internal and external professional learning activities. Future Directions It was recommended that the faculty continue to: • Implement a planned resource

acquisition procedure. • Develop curriculum that includes a wide

range of teaching and learning strategies that cater for the needs of all students.

• Develop a professional learning plan that meets the needs of teaching staff.

• Address DER and the new concepts therein.

Technology and Applied Studies KLA

Background The Technology and Applied Studies (TAS) faculty are passionate about their subjects and this infiltrates their pedagogy. The teaching staff’s range of expertise and experiences include specialisations in either Modern or Ancient TAS, and School Certificate and HSC marking. The staff regard the Head Teacher as demonstrating strong leadership and good communication skills. The TAS staff are a highly motivated team of professionals who endeavour to meet the wide range of needs of our students. Findings The staff in the TAS Faculty is working on evaluations of the syllabi in stages 4, 5 and 6, with specific references to the new National Curricula. Resources for students continue to be revised and acquired. The faculty is managing a set of ten laptop computers that have been used to enhance and engage student learning. The faculty will continue the incorporation of ICT skills as an integral component of Stage 5 outcomes, featuring the effective use of the Lenovo laptops for Years 9 and 10 classes and the computer lab in stage 6. The curriculum is enriched with a range of excursions. ‘TAS Alive in the Community’ programs include:

• Year 9 trip to Canberra, • the Harbour Bridge Pylon Museum, • a site study for Year 10 at the Easter

Show, • the Jewish Museum for Year 11, • the Police and Justice Museum for

Year 9 Elective, • Darling Harbour for Year 7 and 8 and • University Study Days and State

Library for Year 12.

Features of the junior program include incorporating Higher Order Thinking

16

Strategies for stage 4 and Archaeological skills in Stage 5. The faculty intends to utilise the new seminar/meeting room in S block to provide a suitable learning space for extension TAS lessons. The faculty aims that their students develop confidence in their strengths and learn to express their ideas, and appreciate the diversity and value of different societies and cultures. Future Directions It was recommended that the TAS faculty: • Continue to implement a planned

resource acquisition procedure. • Decrease the number of band 1 SC and

HSC results by 50% in 2011. • Continue curriculum development that

includes planning for the implementation of the National Curriculum.

• Continue to implement a wide range of teaching and learning strategies that cater for the needs of all students.

• Continue to focus on DER. • Develop a resource maintenance register

for machinery, tools and equipment.

Parent, student, and teacher satisfaction In August 2010, the school sought the opinion of parents, students and teachers about satisfaction with the school.

Forty eight parents, 101 students and 103 teachers participated in the survey. The survey was conducted on line using the surveymonkey tool for students and teachers. The survey was conducted in hard copy using interpreters to assist parents. Later, the parent results were entered into surveymonkey online for data collation.

As a result of the findings, a number of initiatives have been undertaken to address areas of concern for parents, students and teachers. Part of these strategies have been

integrated into the National Partnerships key goals from 2011.

Parents/community • 96.4% of parents surveyed agreed that

Fairfield High School knows about their family and the community it serves.

• 89% of parents agreed that the students are always or usually the school’s main concern.

• 89% of parents agreed that they were proud of the school.

• 99% of parents indicated that they felt that the school always or usually encourages their child to achieve their best.

• 95% of parents indicated that they felt that the school always or usually clearly communicates information about their child’s progress.

• 89% of parents indicated that they felt the background of all cultural groups are reflected in the school’s practices and activities.

• 82% of parents agreed that their child has access to a range of equipment and materials that helps them to learn.

• 62% of parents felt that the classroom activities are interesting and engage their child.

• Only 24% of homes have more than 20 books in the household.

• The majority of parents attend parent/teacher nights, read the school newsletter, school reports and read letters sent home from school. Only one quarter of parents visit the school website, and 55% call or visit the school about matters concerning their child.

• Parents/caregivers indicated the desire for more assistance in supporting their child’s learning at home.

• Parents/caregivers believe that student attendance needs to improve.

• Parents/caregivers identified a need for school to be a safe and happy place for their child.

17

Students • Around 90% of students are proud to be

at FHS and believe that new students are made to feel welcome. A large majority of students are happy at school, have positive, respectful relationships with their peers and their teachers.

• A large majority of students believe that they are treated fairly by teachers and they get the marks they deserve. Students see that the skills they acquire at FHS are useful when they leave school and they see themselves as successful students.

• The majority of students understood the importance of literacy and numeracy and see the need for significant improvement.

• 80% of students agreed with parents that the school knows about their family and the community it serves.

• 70% of students felt that students were the school’s main concern.

• The majority of students felt that the school usually or always is trying to improve what it does.

• 65% of students felt that the school listens to parents and the community.

• 69% of students felt that the backgrounds of all cultural groups are reflected in the school’s practices and activities. Staff identified that the school listens to parents and the wider school community and parents and wider community are encouraged to take leadership roles in the school.

• 61% of students feel that the cultural backgrounds of all groups are valued.

• The majority of students agreed that the school effectively communicates with students and with parents and the community.

Staff

• The majority of staff have been at the school for up to ten years and 84% have been teaching for longer than five years.

• Staff identified that the school listens to parents and the wider school community

and parents and wider community are encouraged to take leadership roles in the school.

• Staff indicated they have acquired additional skills while teaching at FHS and participate in additional learning to improve their classroom practice. Staff share their experiences and ideas with colleagues to improve classroom practice. Teachers want professional learning to be targeted, planned, systematic and effective.

• 97% of staff indicated that faculty teaching programs include explicit literacy teaching strategies and 94% said that faculty teaching programs include explicit numeracy teaching strategies. Teachers indicated that explicit criteria were used in student assessment and explicit feedback was given to students about their progress and how to improve. Teachers check students’ understanding of texts including vocabulary and metalanguage and explicitly teach the numeracy skills students need for lesson activities and assessment. Understanding of specific terms used in external examinations is taught explicitly by staff.

• Significant numbers of staff identified their need for targeted professional learning to ensure they know and understand the specific literacy, numeracy and ICT demands of their KLA and have the confidence and skills to teach all students and improve their skills. All staff need to take responsibility for developing and improving students’ literacy, numeracy and ICT skills.

• The majority of staff identified the need to improve access to computers and data projectors for classroom use and access to computer labs. The maintenance and functionality of all computers and equipment in computer labs needs to be improved.

• Both staff and students agree that computers make lessons interesting and 50% of teachers say they use technology

18

in class lessons between two and five days per week. Sixty percent of teachers rate their computer skills as “extremely good” or “above average”. Many teachers say they need to improve their computer and technology skills and use technology more effectively as a teaching and learning tool in classrooms.

• Staff believe that student welfare needs are reflected in school policies, processes and practices and the backgrounds of all cultural groups are reflected in school practices and activities.

• The needs, interests and abilities of students determine the school curriculum and organisation. The school is well organised, the current structure of the school day works effectively and staff understand the school improvement targets. Some staff identified aspects of school organisation that could be reviewed and improved including the school calendar, curriculum structures, subject selection process, new teacher accreditation and Academy.

• Staff survey responses identified some aspects of school culture that could be further improved including communication, high expectations of students and staff, the positive influence of school leaders, building relationships on mutual trust and respect, recognising and celebrating student and staff achievement and consistently supporting what is happening at the school. It is essential that the whole school community believes that students are the school’s main concern.

• Staff survey responses indicated that teaching and learning will be improved when all staff feel pride as a teacher at FHS, teach to the best of their ability and feel successful in their teaching; when all staff are happy to be at school and feel safe at school; when mutual respect underpins relationships between all members of the school community including visitors and casual teachers; and

when all teachers and students find teaching and learning enjoyable, interesting, relevant and purposeful.

• Staff and student attendance, punctual arrival to school and class and the level of student truancy were identified as significant issues for concern.

Staff, students and parents agreed that: • At FHS the backgrounds of all cultural

groups are valued. • Staff at FHS understand and respond to

their community. • The school needs to ensure that all staff

care about all their students and treat them all fairly.

• Staff should always praise and reward students who are successful.

• All teachers need to know what their students can do and what they need to learn. All teachers need to ensure that all students understand how they are being assessed.

• Staff need to always feel valued and supported.

Professional learning All staff at Fairfield High School have an individual professional learning plan which forms part of their annual Teacher Assessment and Review process.

Whole school literacy, numeracy and ICT remained a high priority in 2010, with a number of activities across the school designed to develop teacher skills in analysing and using data to inform their teaching practise.

Early career teachers are supported by the Head Teacher Mentor. A program of development ensures that these teachers are supported and assisted in all facets of the profession. A focus on attending to the accredited courses continues to support these teachers towards meeting requirements of the accreditation process.

A significant focus thoughout the past two years has been the development of teacher capacity to integrate the use of DER laptops into their teaching. This has been supported by additional

19

funding to allow maximum number of teachers to develop their skills in this area.

Professional dialogue was enhanced through faculty development sessions exploring areas in each faculty to improve the quality of strategy in the classroom and explore ways to engage students. Faculties further developed linking assessment to learning with a new standard across the school format for assessments.

Plans for 2011 include increasing our focus on building capacity and leadership density within our school. Another main priority is training of staff to enable them to better support the school towards meeting goals set as part of our participation in the National Partnerships for Low Socio Economic Schools.

School development 2009 – 2011

Targets for 2011

Target 1 The number of Band 1 SC and HSC results will be reduced by 50% as compared to 2010. Strategies to achieve this target include: • KLAs to develop explicit strategies for

addressing poor results in the HSC and SC, the middle Bands and extending the gifted and talented students.

• Each faculty develop and implement explicit strategies that eliminate Band 1 results in all SC and HSC subjects.

• All teachers are trained to develop multiple choice style questions for NAPLAN, SC and HSC to improve their capacity to support students towards improved responses to multiple choice examination questions.

• Establish a Senior Learning Centre to encourage more effective use of research and support for students and to increase student accountability for their learning.

Target 2

The number of students in the lowest two Bands in Year 9 NAPLAN reading and numeracy will be reduced by 5% as compared to 2010. There will be an increase in the number of students in the top 2 Bands of NAPLAN by at least 5% as compared to 2010. Strategies to achieve this target include: • Teacher Professional Learning – development

of staff in data analysis – NAPLAN with a particular focus on numeracy and explicit training in use of SMARTdata.

• All staff use the SMART2 and the Results Analysis Package to inform their teaching and learning.

• Each faculty to develop and implement explicit strategies that eliminate low Bands in Yrs 7 and 9 NAPLAN.

• Exemplar practice in classroom management & teaching strategies modelled by experienced and mentor teachers.

• All teachers develop consistency in lesson structure. This should include: stating the lesson purpose, language of instruction, focuses on either literacy, numeracy or ICT, an evaluation and/or conclusion of the lesson.

Target 3 Monitoring processes will identify an improvement in student and staff attendance by 3% and a measurable improvement in staff and student punctuality to class as compared to 2010 baseline data. Strategies to achieve this target include: • Whole school focus on improving attendance

and punctuality across all KLAs and increasing accountability of all staff for improvements in attendance and punctuality.

• Further develop the capabilities of Academy Attendance software for the high school and IEC to improve data collection and synthesis and to strengthen school accountability.

Target 4

20

Parent and community participation in the school activities will increase by 20% as compared to 2010 baseline data. Strategies to achieve this target include: • Appointment of a Community Liaison Officer

to work collaboratively with the Head Teacher Student Support to ensure greater participation of the entire learning community in supporting the school to meet educational needs of our students.

• Increase parents’ participation and support of the school in its policies which includes school uniform, attendance, homework and assessment tasks.

• Extend the Parent Café across a range of cultural groups, participation from the IEC and high school parents and caregivers.

Target 5 All teachers and students have received training in the use and application of identified technology. There is increased access to technology when compared to 2009 and teachers and students demonstrate improved ability to use and apply the technology to teaching and learning. Strategies to achieve this target include: • Appoint a Head Teacher Technology with the

responsibility to increase on site professional development opportunities with a focus improving teaching capacity to utilise ICT to support student learning to improve classroom outcomes.

• Teacher Professional Learning Plans to include training and strategies to assist in meeting student ICT needs. TPL to support integration of ICT into teaching practice.

• Increase the access to a computer room/bank of laptops for faculties.

• Investigate feasibility of interactive whiteboards and/or a data projector and laptop and/or mounted data projector for each faculty.

About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Mr. A. Johnston – Head Teacher

Mrs. K. Rosewell - Teacher

Ms. S. Elmir – Teacher

Ms. A. Medieros – Teacher

Mrs. R. Brown – Head Teacher

Mr. R. Mulas – Principal

Mrs. C. Duncan – Deputy Principal

Mr. N. Waesch – Head Teacher

Mrs. C. Weber – Head Teacher

School contact information

Fairfield High School

The Horsley Drive, FAIRFIELD 2165

Ph: 9727 2111

Fax: 9724 3496

Email: [email protected]

Web: Enter here

School Code: 8550

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:

http://www.schools.nsw.edu.au/asr

21

annual school report · 2019-10-22 · students speak a language other than english at home and...

Documents