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2020Harvey Senior High School Annual Report
‘Quality Education Close to Home’
Our 2020 Annual report is written to provide you with information about the 2020 school year.
2020 will go down in history as one of the most unsettling years in recent history. The global pandemic, COVID-19 has had an impact on us all. Here in Harvey and Western Australia, we have been very fortunate to escape the full impact of this virus with case numbers, relatively speaking, very low in the South West.
It was during this time that our staff worked tirelessly to create a range of options to assist our students during this time. Whether it was online packages, hard copy packages or catering for those students who needed to attend school, staff went above and beyond to make it right for their students. I am very proud of their efforts. Our students and their families also played their part.
Despite all the world events, we have continued on our improvement journey with our student attendance at an all-time high and continuing on the upward trajectory. Our Engagement programs are catering for all student needs because as we know, in Education, one size does not fit all and as such, our literacy and numeracy results are improving thanks to the enrichment and remediation opportunities provided to students. The Board, staff and Student Council all contributed to the development of the new 2021 – 2023 Business Plan, which was endorsed at the final 2020 Board Meeting.
Our community continues to support our school by providing opportunities for Workplace Learning, Traineeships and Apprenticeships. This year, we have had six students who obtained School Based Traineeships, whereby the students attend the work place for one paid day per week. These traineeships see students attain either a Certificate II or Certificate III and adds to the student’s employability prospects. Throughout 2020 nine of our senior school students obtained full-time employment. We continue to find alternative pathways for students for whom schooling is not meeting their needs.
The Class of 2020, will forever be an important part of the history of Harvey SHS. They were the first ever Year 7 cohort attending Harvey Senior High School. From this cohort we had three School Captains. Thank you and well done to Ella Morgan, Brylin Bonner and William (Baz) Barron, who represented the student body extremely well and were important contributors on the School Board.
Our Business Plan is grounded in our Moral Purpose and Aspiration. These drive our school improvement journey.
Our Moral PurposeAll our actions and
behaviours focus on student achievement, progress and success
Our AspirationTo be a school of choice by
increasing our enrolments and improving school performance
measures such as NAPLAN, OLNA and WACE,
behaviour and attendance from “like” schools to matching or exceeding WA Public School
measures
Our BUSINESS PLAN AND STRATEGIC DIRECTIONS
Business Plan and Strategic Directions 2018 – 2020 final results
METRIC USED TO MEASURE PROGRESS
BASELINE DATA 2017/2018
2019 TARGET 2019 ACHIEVEMENT
2020 TARGET 2020 & FINAL ACHIEVEMENT
KPIs for Overall Aspiration
Grade progression (RTP P – 10)
2017 - The % of students moving from a C grade to a B or A grade was 24% 2018 SEM 1 - The % of students moving from a C grade to a B or A grade was 28%
The % students moving from a C grade to achieve an A or B grade will be 35%
24%The % of students moving from a C grade to achieve a B or A grade will be 40%
In Semester 1 2020 grades were not allocated due to COVID-19 disruptions.Semester 2 = 25%
This KPI has remained constant across the three years. In 2021 all teachers in all Learning Areas will need to complete a Class Reflection and Planning sheet, set targets and include milestones and strategies to improve student achievement and progress in their Learning Area Plans. In 2021, Learning Area Plans will be monitored every 5 weeks as per the self-assessment cycle.
NAPLAN1. Numeracy School 563 (25) Like Schools 556 State 588 2. Reading School 547 (26) Like Schools 544 State 573 3. Writing School 497 (42) Like Schools 499 State 539
The mean scores that are:Within 5 NAPLANs of STATE mean for NumeracyWithin 10 NAPLANs of the STATE mean for ReadingWithin 15 NAPLANs of the STATE mean for Writing
Numeracy – 41 below STATE
18 below LIKEReading – 34 below STATE 9 below LIKEWriting – 74 below STATE
41 below LIKE
2018 – Results were better than or “at” Like Schools for Reading and Writing
Year 9 mean scores that are: 1. At the mean for State in Numeracy 2. Within 5 NAPLANs of the State mean for Reading 3. Within 10 NAPLANs of the State mean for Writing
NIL DUE TO NO NAPLAN IN 2020
Our NAPLAN data is inconsistent over the three years. This is reflected in the Longitudinal Progress and Achievement Data. Diagnostic testing and interventions at both ends of achievement have been implemented in 2019 and 2020. We look forward to the 2021 NAPLAN data for a comparison and evidence of improvement. NAPLAN data was not completed in 2020 due to COVID-19.
SEN ANALYSIS – RTP
No data for 2017 No data for 2018 Semester 1 2018 Semester 2 - 51 SEN plans in place
70% of students will have achieved their SEN objectives 52.6%
80% of students will have achieved their SEN objectives
49.6%
All students in our Lower School Engagement Program are reported on using SEN reports. While the program is successful in meeting its targets, more regular monitoring of student achievement and progress against the SEN objectives will be addressed in 2021 in line with our Moral Purpose.
Student Engagement
STUDENT ENGAGEMENTImprove Trends in Social-Emotional outcomes
Tell Them From Me Survey
50% of students had a positive sense of belonging,
69% of students had positive peer relationships &
mean of 6.0 for positive teacher-student relations
70 % positive sense of belonging,
75 % positive peer relationships
mean of 7.0 for positive teacher-student relations
53 % positive sense of belonging
75% positive peer relationships
7.0 mean positive teacher-student relations
90% of students had a positive sense of belonging,
80% of students had positive peer relationships
mean of 8.0 for positive teacher-student relations
58% positive sense of belonging
75% positive peer relationships
6.1 positive teacher-student relationships
Over the last three years, Student Services has initiated a range of proactive programs in the school to promote and develop resilience, improve relationships and providing skills to teach students to self-regulate. Despite not reaching our target, our students’ sense of belonging and positive peer relationship have improved since 2018. This survey will be repeated in 2021.
ATTENDANCE – SAR data
Semester 1 2018 - Regular (90% or more of the time) = 47.7%. Overall attendance = 85.8%
Semester 2 – Regular (90% or more) = 55%Overall attendance = 89%
Regular attendance = 47.6%Overall attendance = 82%
Semester 2 - Regular (90% or more of the time) = 60%; overall attendance = 91%
Semester 2 – Regular 47.5%Overall attendance 81.6%
Our overall attendance data has significantly improved since Semester 2, 2018. Through having a unified and strategic focus on attendance, everyone knowing their role and responsibilities and continuous monitoring, we have achieved significant gains and improved not only our unexplained absences from 49% to 32%. It has been as low as 29% at the end of 2019. The upward trend with our regular attendance has improved throughout 2019 and 2020. Data is included in the Annual Report
Consistent and positive learning environment
Tell Them From Me Survey
69% of students had positive relationships (Q4), 64% students had made efforts in their performance(Q11) and 54% have Intellectual Engagement Composite (Q9)
Student satisfaction and engagement with learning activities will increase from 64/69% to 75% (Q4.11) and from 54% to 65% (Q9)
Intellectual engagement = 53%
Interested and motivated = 25%
Student satisfaction and engagement with learning activities will increase from 75% to 90% (Q4.11) and 65% tp 90% (Q9)
Intellectual engagement = 52%
Interested and motivated = 30%
Student survey data indicates that students are more interested and motivated than they were in 2019. With 52% of students feeling they are being intellectually engaged with a third of students being interested and motivated, this remains a focus in our 2021 – 2023 School Improvement and Business Plan.
Enrolments – Schools Online
Total enrolments 2016 - 212 2017 - 216
Intake Year 7 2016 - 40 2017 - 42 Retention Year 10 to Year 11 2017 - 71%
2019 SEM 2 Total enrolments 230 Intake Year 7 2019 42 Year 10 – 12 Retention 2019 80%
222
Year 7 intake 2019 = 42
90%
2020 SEM 2 Tot enrolments = 235 Intake Year 7 2020 = 45
Year 10 – 12 Retention 2020 = 85%
Sem 2 Total Enrolments at = 209.Year 7 intake = 39
Year 10 – 12 Retention 2020
Our enrolment data is lower due to our focus on providing meaningful pathways and exit strategies to ensure students are involved more students leaving throughout the school year for employment, full-time TAFE, Apprenticeships etc. Fifteen students in Years 11 and/or 12 who commenced the school year, departed at some stage during the year to take up a range of options to better prepare themselves for their future pathways.
High Quality Teaching
Classroom Observations
– agreed practices to
be demonstratedUse of agreed
No agreed whole-school instructional model in place. No agreement on what classroom practices to be observed in formal observations.
Classroom observation protocols of pilot program finalised by the end of Term 3. Complete pilot program and present findings to staff by
The pilot program did not go ahead. Instead we formed an Explicit Direct Instruction committee (PLC) of 11 members. All participants engaged in classroom observation
Train all staff in agreed lesson design including EDI and observation protocols by end of Term 4. 15 teachers (75%) practicing agreed lesson design structure including EDI and contributing to resource
COVID-19 disruptions and staff movement have delayed the achievement of this KPI. The roll out of EDI and an agreed lesson design has been incorporated into the
lesson design end of term 4. Establish Professional Learning Communities (PLC) lead by teacher leaders by the end of Term 4. Establish resource bank by the end of Term 4
whilst conducting EDI lessons and daily reviews. 16 Classroom observations were conducted by the Deputy Principal in Term 4 using the same protocols.A resource bank was established in the Explicit Direct Instruction Connect Community during Term 4 2019. Staff are continually adding to this bank.
bank by end of Term 4. next strategic directions document 2021-23. This will include, more professional learning, the inclusion of senior teacher leaders, classroom walkthroughs, lesson observations and the continuation of EDI team meetings and Connect community.
Creating the Conditions for LearningReduction of behaviour referrals, Respectabl
SIS, TTFM TTFM – 85% students have positive behaviour
90% students will have recorded more positive than negative behaviours
91%95% of students will have recorded more positive than negative behaviours
Metric Change to CompassPositive to negative ratio of 9:1
es and other positives increased
This is an area of improvement. With the introduction of our new Student Management System, Compass, we are better able to track the positive to negative ratio. With the introduction of our Good Standing Policy this has enhanced and promoted a positive school environment, thus creating the conditions for learning.
Effective and consistent management of student behaviour
SIS Behaviour1607 negative behaviours to 7835 positive behaviours (80%)
87%10 000 positives2 336 negative behaviours78 suspensions (21 students – 5 “one time” offenders75% positive – 25% negative50% negative behaviours for minor incidents
90% students have more positive than negative entries
Data now reflects what is available on Compass3910 positives538 negatives53 suspension13 students 1 time offenders12% of recorded behaviour is negative 88% positive
Strong Leadership with clear consequence management processes
OHI Survey – Accountability and Leadership
Performance Contracts = 3rd QuartileConsequence Manage’t = 3rd quartileSupportive L’ship = 3rd QuartileStrategic Clarity = 4th
Quartile
Improvement within 3rd Quartile
Performance Contracts = Top decileConsequence Management = 2nd QuartileSupportive L’ship = top decileStrategic Clarity = top decile
Top quartile Performance Contracts = Third Quartile – no change from 2018Consequence Management = Bottom Quartile – down from 2018 (this is a perception due to interpersonal relationships within the school)Supportive L’ship = third quartileStrategic Clarity = top quartile
Our data clearly shows our progress and effectiveness across the nine outcomes and the practices within. We will continue to develop these in our 2021 to 2023 School Improvement Plan.
Year 12 WACE 2020 ResultsThe following table outlines the achievement of our 2020 Year 12s. Once again we achieved 100% attainment whereby all students achieved at least one Certificate II. We are performing above “like” schools and “at” or “above” all WA Public schools. These are the markers of success as we are exceeding our aspirational target.
WACE ACHIEVEMENT2020 2019 2018 2017 2016
WACE achievement 92% 94% 100% 89% 90%
Like Schools 82 80 76 78 79
Public Schools 89 89 89 88 90
ATTAINMENT RATE2020 2019 2018 2017 2016
Attainment Rate (Cert II or higher) 100% 100% 100% 100% 100%
Like Schools 93 91 90 94 96
Public Schools 96 96 96 96 98
CERTIFICATION2020 2019 2018 2017 2016
Cert IV 0 (1) 4% (1) 3% (1) 5% (1) 3%
Cert III (4) 15% (2) 2% (6) 21% (3) 16% (1) 3%
Cert II (16) 59% (19) 70% (16) 55% (12) 63% (12) 35%
3+ quals (1) 4% (2) 7% (1) 3% (4) 21% (3) 9%
2+ quals (12) 44% (9) 33% (11) 38% (1) 5% (4) 12%
Our students had the benefit of choosing from a wide range of vocational and training courses and have made the most of the opportunities. 15% or four Year 12 students achieved Cert III courses and 44% (12 students) achieved two Certificates, with one achieving three or more. Students successfully completing two, three or more certificates by the completion of Year 12 is steadily increasing each year.
The multiple pathways undertaken by our students, including those who complete a general/vocational pathway or an engagement/vocational program pathway provide all our students with positive options post school. Despite our student not completing any ATAR courses in 2020, we had one student entering university via an alternative entry pathway. The importance of our students accessing Certificate III and IV Certificate courses through our VET program enables our students to broaden their post-school options.
ATTENDANCE
Our commitment was to increase our overall attendance and to collect usable data regarding student absenteeism. We resolved to create a proactive and consistent attendance focus that targeted every student and ensure parent and community engagement.
Through having a unified and strategic focus on attendance, everyone knowing their role and responsibilities and continuous monitoring, we have achieved significant gains and improved not only our unexplained absences from 49% to 32%. It has been as low as 29% at the end of 2019. The upward trend with our regular attendance has improved throughout 2019 and 2020 as seen in the data from Student Attendance Reporting in IKON. NB. The 2020 data is COVID-19 impacted!
HIGHLIGHTS
Highlights of the year included Country Week Mini Carnival, Aqua Spectacular, Naidoc Week, Harmony Day, Lightning Carnival and transition days with local primary schools.
SEEKING FEEDBACK FROM STUDENTS, PARENTS AND TEACHERS IN 2020
NATIONAL SCHOOL OPINION SURVEY
Parents were offered the opportunity to provide feedback using the National School Opinion Survey. This data was used in the development of the new 2021 – 2023 Business Plan.
From the parent’s perspective our students feel safe (3.9) and like being at Harvey SHS (3.9); parents can discuss their concerns (3.9) and acknowledge that teachers care about their children (3.9). The area identified with the least favourable response (3.4) was how behaviour is managed.
OCCUPATIONAL HEALTH INDEX – A survey completed by staff. This comparison indicates significant improvement in our overall health. In 2018 our overall health index was 53 (bottom quartile) improving to 73 (second quartile). We were only two points from being in the top quartile.
Over the last three years we have seen the relationship between organisational health and student health grow, albeit slowly. There is a stronger focus on what is happening in classrooms and there is a very clear direction with the development of a school plan with clear roles allocated. Regular 5-weekly reviews have greatly assisted with our improvement and transformation of Harvey SHS.
1 17,741.00$ 17,741.25$ 2 31,010.00$ 27,864.81$ 3 228.00$ 228.17$ 4 11,445.00$ 11,243.60$ 5 -$ -$ 6 -$ -$ 7 316.00$ 315.60$ 8 24,241.56$ 24,196.26$ 9 38,636.68$ 38,422.73$
10 -$ -$ 11 Farm Revenue (Ag and Farm Schools only) -$ -$ 12 -$ -$
123,618.24$ 120,012.42$ 96,813.00$ 96,813.11$
Student Centred Funding 393,732.00$ 393,732.13$ 614,163.24$ 610,557.66$
-$ -$ 614,163.24$ 610,557.66$
57,077.83$ 393,732.13$
315.60$ Other 24,196.26$
38,422.73$ 513,744.55$
1 21,335.06$ 18,682.30$ 2 1,700.00$ 1,233.45$ 3 208,732.63$ 201,012.59$ 4 54,745.37$ 52,190.93$ 5 150,735.73$ 137,111.72$ 6 33,398.94$ 32,586.00$ 7 103,865.00$ 103,865.00$ 8 24,169.95$ 22,976.32$ 9 -$ -$
10 -$ -$ 11 -$ -$ 12 Farm Operations (Ag and Farm Schools only) -$ -$ 13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$ 14 Camp School Fees to CO (Camp Schools only) -$ -$
598,682.68$ 569,658.31$ -$ -$
598,682.68$ 569,658.31$ 15,480.56$
Bank Balance 379,435.28$ Made up of: -$
1 General Fund Balance 40,899.35$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 344,788.28$ 5 Suspense Accounts (1,717.35)$ 6 Cash Advances (150.00)$ 7 Tax Position (4,385.00)$
379,435.28$
Residential Operations
Expenditure - Cash and Salary
Payment to CO, Regional Offi ce and Other Schools
AdministrationLease PaymentsUtilities, Facilities and Maintenance
Professional DevelopmentTransfer to ReserveOther Expenditure
Buildings, Property and EquipmentCurriculum and Student Services
ActualBudget
Total Bank Balance
Cash Position as at:
Residential Boarding Fees to CO (Ag Colleges only)
Cash Budget Variance
Total Forecast Salary ExpenditureTotal Expenditure
Total Goods and Services Expenditure
0
5
10
15
20
25
30
35
40
45
$000
Revenue Source
Locally Generated Revenue - Budget vs Actual
Budget Actual
Locally Raised Funds11%
Student Centred Funding
77%
Other Govt Grants0%
Other 5%
Transfers from Reserves
7%
Current Year Actual CashSources
0
50
100
150
200
250
$000
Expenditure Purpose
Goods and Services Expenditure - Budget vs Actual
Budget Actual
10
60
110
160
210
260
310
360
$000Cash Position
Insert your School Logo Here or Delete if not
required
FINANCIAL INFORMATION
1 17,741.00$ 17,741.25$ 2 31,010.00$ 27,864.81$ 3 228.00$ 228.17$ 4 11,445.00$ 11,243.60$ 5 -$ -$ 6 -$ -$ 7 316.00$ 315.60$ 8 24,241.56$ 24,196.26$ 9 38,636.68$ 38,422.73$
10 -$ -$ 11 Farm Revenue (Ag and Farm Schools only) -$ -$ 12 -$ -$
123,618.24$ 120,012.42$ 96,813.00$ 96,813.11$
Student Centred Funding 393,732.00$ 393,732.13$ 614,163.24$ 610,557.66$
-$ -$ 614,163.24$ 610,557.66$
Locally Raised Funds57,077.83$ Student Centred Funding393,732.13$ Other Govt Grants 315.60$ Other 24,196.26$ Transfers from Reserves38,422.73$
513,744.55$
1 21,335.06$ 18,682.30$ 2 1,700.00$ 1,233.45$ 3 208,732.63$ 201,012.59$ 4 54,745.37$ 52,190.93$ 5 150,735.73$ 137,111.72$ 6 33,398.94$ 32,586.00$ 7 103,865.00$ 103,865.00$ 8 24,169.95$ 22,976.32$ 9 -$ -$
10 -$ -$ 11 -$ -$ 12 Farm Operations (Ag and Farm Schools only) -$ -$ 13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$ 14 Camp School Fees to CO (Camp Schools only) -$ -$
598,682.68$ 569,658.31$ -$ -$
598,682.68$ 569,658.31$ 15,480.56$
379,435.28$
Revenue from Co, Regional Office and Other Schools
Actual
Other Revenues
Commonwealth Govt Revenues
BudgetRevenue - Cash & Salary Allocation
Voluntary ContributionsCharges and FeesFees from Facilities Hire
Total Locally Raised Funds
Fundraising/Donations/Sponsorships
Opening Balance
Total Cash Funds Available
Camp School Fees (Camp Schools only)
Transfer from Reserve or DGRResidential Accommodation
Other State Govt/Local Govt Revenues
Total Salary AllocationTotal Funds Available
0
5
10
15
20
25
30
35
40
45
$000
Revenue Source
Locally Generated Revenue - Budget vs Actual
Budget Actual
Locally Raised Funds11%
Student Centred Funding
77%
Other Govt Grants0%
Other 5%
Transfers from Reserves
7%
Current Year Actual CashSources
0
50
100
150
200
250
$000
Expenditure Purpose
Goods and Services Expenditure - Budget vs Actual
Budget Actual
10
60
110
160
210
260
310
360
$000Cash Position
Insert your School Logo Here or Delete if not
required
Actual Expendi-
ture95%
Expenditure Remaining
5%
Expenditure
Actual Revenue Received
99%
Revenue Shortfall/Surplus
1%Revenue
One Line Budget –Salaries Component (Workforce Plan) Dec 2020Carry Forward: 76,397Student-Centred Funding: 3,867,952Transfers: -336,184Department Adjustments: Total Salary Budget: 3,608,165
Actual YTD ForecastEXPENDITURE Appointed Staff: 3,257,361 3,257,361Casual Payments - General: 91,857 91,857Casual Payments – Leave Relief: 107,588 107,588New Appointments: Other Salary Expenditure: 1,434 1,434Total Salary Expenditure: 3,458,239 3,458,239 Unallocated / Over Allocated (-): 149,926
