School Annual Report 2013

Henley High School Annual Report

2013

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Context School Name: Henley High School School Number: 0809

Principal: Ms Liz Schneyder Region: Western Shores

Henley High School is an Internationally Accredited (CIS), DECD School situated in the Western Suburbs of Adelaide. The school attracts students from a wide range of primary schools as applications for enrolment continue to grow from students who are not in the Henley HS zone. The school offers a comprehensive educational program to cater for students who have diverse aspirations including tertiary pathways, pathways to apprenticeships and other skilled employment. The educational offerings at Henley HS include specialised programs in STEM (Science Technology Engineering and Mathematics), Specialist Sports, Advanced Technologies Project, Vocational Education and Training (VET) (in Arts, Technology, Physical Education and Home Economics) which allow students to access curriculum that enables them to achieve their preferred post school pathways.

Over the past 8 years Henley HS has had extensive upgrades of its facilities and infrastructure which include robust wireless networking infrastructure, purpose built Middle School areas, Training Centre, commercial kitchen, Visual and Performing Arts Centre and Senior Study Centre. In 2013 a 5th Middle School Sub School and Senior Study Centre were opened by the Honourable Jennifer Rankine MP and Dr Lowitja O'Donoghue, AC, CBE, DSG. The design and construction of both spaces used innovative research into learning spaces that support high quality teaching and looking to the future of connected learners. The 5th Sub School added to the existing Florey, Mitchell, Mawson and Oliphant was named Lowitja after the inspirational Dr Lowitja O'Donoghue. These two spaces are part of the visioning that Henley HS has undertaken in formulating the 10 Year Plan which shows the infrastructure changes that we believe will be needed to provide a high quality education into the future and establish Henley HS as a community hub by providing access to facilities that are in increasingly short supply in the local region. The plans include a state of the art STEM building, Boarding House, Function Centre and increasing access to Performing Arts, Gymnasium and other modern learning spaces.

The school is committed to a future utilising current research for our planning and use of productive learning spaces and technology to enhance student learning and has this been reflected in the 10 Year Plan, the focus on developing high quality teaching and learning and the continued implementation and evolution of the 1:1 laptop program which is supported by robust infrastructure, technical support and teacher professional development.

The school has a population of 1313 students with diverse interests who come from increasingly diverse backgrounds with students identifying 57 different cultural backgrounds mostly in small numbers. The school’s population has 36% of students who identify a cultural backgrounds other than Australian, with the largest groups being Italian (7%), Greek (5%) and Chinese (4%), there are also 3% of students who identify as Aboriginal or Torres Strait Islander and the International Student Program has grown to over 60 full fee paying international students. The population of the school also comprises 11% school card holders, 18% of students identify as having English as Another Language or Dialect(EALD), 28 students are accessing Flexible Learning Options (FLO) 6% of students have a Negotiated Education Plans (NEP) with a further 3% being identified as having learning difficulties. Henley HS has ‘child site’ Special Education Unit catering for 32 students with a range of intellectual disabilities. Enrolments in this Unit have been determined through the Western Region based process in consultation with Disability Services, this will change for 2014. There is a general trend that the enrolments in this unit have indicated that the degree of disability is increasing with new enrolments. Henley HS has a special entry Specialist Interest Sports Program offering eleven sports for students with proven, high level abilities and support and programs for elite athletes in sports other than those specifically offered by the school.

There is continued strong demand for enrolment at Henley HS with the significant numbers of students accessing the school from outside of the Henley HS zone through the special entry programs and the managed enrolment process. For the past 5 years Henley HS has experienced a significant waiting list of up to 60 students, this despite having a small zone and the variations in the enrolment numbers of year 7 students within that zone. The staff at Henley work very hard to ensure that students and parents experience a high quality learning community to ensure that retention and success of students is ensured. There was also an acknowledgement that Henley HS needs to celebrate and share it successes more overtly so that the community are aware of full range of innovative teaching practice and student success that are experienced. This is expected to support the continued view of parents that Henley is a preferred option for their children on the western side of Adelaide.

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2013 Highlights

Internationalism In 2013 Henley HS has strengthened its commitment to internationalism and the development of intercultural understandings amongst staff and students, ensuring that these priorities are included in renewed Site Improvement Plan and as an integral part of the strategic directions of the school. The International Student Program continues to go from strength to strength with an increasing demand for enrolments from study abroad (study in classes for up to one year) and graduate (complete their secondary education) students from varied countries of origin. Demand for enrolments from China remains strong but the school is experiencing an increase in demand for enrolments from other European, South East Asian and South American countries. Growth in 2013 enrolments indicates that in 2014 that the international student enrolment will continue to grow as Henley gains a reputation of providing a high quality, supportive program.

Graduates Country Numbers China 28 Hong Kong 13 Italy 1 Taiwan 1 Total 43

Study Abroad

Country Students Brazil 7 Denmark 1 Germany 15 Japan 5 Norway 1 Sweden 2 Thailand 1 Total 32

Coupled with the strong demand for study abroad and graduate enrolments there has also been a significant increase in the number of Study Tours (groups visiting for 1 – 2 weeks). In 2013 Henley hosted study tours for students, teachers, leaders and government officials. There were 7 student study tours

School Country When Students

Indonesian Study Tour Indonesia Term 1 21

Kofu Daiichi High School Japan Term 1 27

Assumption College Thailand Term 1 11

Jay Pritzker Academy Cambodia Term 2 6

Thai Ministry of Education Thailand Term 3 14

Koishikawa Junior High School Japan Term 3 20

Ritsumeikan Japan Term 4 14

and 6 professional development tours.

Group Country When Participants

Indonesian Training Program Indonesia Aug / Sep 6

Assumption College Thailand March 2

New Caledonia New Caledonia Nov 2

Bangkok Christian College Thailand Oct 23

Thai Ministry of Education (OBEC) Thailand Aug 2

Indonesian Training Program Indonesia Feb 3

The involvement of the broader Henley HS community is essential in being able to provide a high quality program that is attractive to overseas students. The importance of homestay families and the support they provide for the students they host cannot be underestimated as this a critical aspect of the experience that students and their families rely on in developing their intercultural understanding and language development. Henley has identified this as an aspect where we need to involve more of our enrolled families so that they too can engage in the development of greater intercultural understandings. At present the reliance on an existing pool of highly committed homestay parents is restricting the growth of the program. Henley is seeking to increase this highly valued pool of people to enhance the development the school is aspiring to achieve in the program.

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Plans are well underway for travel to Japan (2 groups) and Vietnam /Laos in 2014 and the continued participation of staff in overseas study tours (India, Japan, Korea, and Thailand). These highly valuable learning opportunities for staff and students enable a deeper and more mainstream development of intercultural understandings across Henley High School. The school is also continuing to pursue and consolidate ‘sister school’ relationships with schools in a range of countries encouraging the two way communication between students in different countries as a part of the everyday curriculum. 2014 will mark the 10 year anniversary of the sister school relationship with Kofu Daiichi High School, in 2013 an MoA was signed with the Ludwig Leichardt Gymnasium in Germany and the team are continuing to investigate and promote links with schools in China, Cambodia, Thailand and New Caledonia. Quality Teaching Quality teaching is seen as a continuing focus of endeavour at Henley HS supported by the appointment of 2 Band 1 leadership positions in 2013 to foster innovative and engaging teaching methodologies and support the staff to embrace new methodologies facilitated by the changing learning environment. In 2013 the imperative of the Australian Curriculum caused further revision and development of the Yrs. 8, 9 and 10 curricula and the associated teaching pedagogy. A priority in this development is to ensure that the learning activities are relevant and engaging for the current generation of students. For each of the Student Free Days in 2013 the priority focus was the sharing of good practice and the development of curriculum that meets the Australian Curriculum Standards. The staff at Henley HS have been working with innovative pedagogies such as flipped classrooms, in time feedback, use of virtual classroom and other methods of delivery that utilise the access to technology that is prevalent throughout the school. A key driver for these practises is using the extensive technology available as an effective tool to improve learning. As a consequence of the opportunities available to teachers at Henley, Jeremy Le Cornu was awarded the ‘STEM Early Career Educator of the Year’ at the Science Excellence Awards for South Australia for his work in utilising and sharing innovative teaching practice in science. To support the development of quality teaching and sharing of practice a new Performance and Development structure was implemented following a successful trial in 2012. This structure involves utilising the Australian Professional Standards for Teachers to develop personal, performance development plans that staff use when they are observing and providing feedback on each other’s classroom practice, seeking feedback from the students and in line management meetings that include examining the student feedback, student achievement and peer feedback in a holistic view of individual’s practise to identify areas for future development and associated training and development. Student Successes At Henley HS in 2013, 200 students sat for final assessments in Year 12 with 945 results presented to the SACE Board for final Assessment, this being an increase of over 100 student subjects for 2013. The efforts of the staff and students saw a 1% increase in A grades (A+, A, A-) and a 3 % increase in B grades. This continues to be an area of focus for the school. These results show success in the school’s B – A programme but also an indication that our efforts need to continue. There continues to be a reduction in the number of students who are not achieving satisfactory results with only 2% of all results below a C- standard. 97.07% of students achieved their SACE with the majority of the 3% of students who did not complete electing to do so after careful counselling and usually into a workforce pathway. 15 Students earned an Australian Tertiary Admission Rank (ATAR) of 90 or more

Michael Reschke 99.1 Ellen Swan 98.4 Leah Welstead 98.3 Brayden Claridge 97.1 Olivia May 96.9 Madeline Wormald 94.9 Emma Green 94.4 Megan Ford 94.4

Ali Mohammad Amin 94.0 Victor Gebarski 92.7 Caitlin Mutton 92.7 Lachlan Sheffield 92.2 Amy Donohue 91.3 Charlie Hender 91.1 Tahlia Treagus 90.0

Students at Henley HS have always been keen to participate in events, challenges and competitions throughout the year and 2013 was no different with students participating in events involving all curriculum areas, demonstrating their passion for their subjects and performing at exceptionally high levels. Some (but not all) of the highlights for students’ participation in these events in 2013 include: • Year 11 student, David Farran, won The Young Writers' Awards hosted by the South Australian English

Teachers' Association in the prose category and also the Elizabeth Butler Memorial Prize for creativity in this event. The event is a state wide, cross sector competition.

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• Henley students placed second for the second consecutive year in the annual engineering challenge hosted by Uni SA.

• One of the three Henley High School Teams placed first in the “love maths” Blackfriars First Arts Festival competing against 100 students from schools from across the three sectors.

• Billy Waqa & Jessica Johns were selected from a state-wide group of musicians to perform at the Class of Cabaret alongside some cabaret greats.

• Students from the SSP Dance class placed 1st in the Secondary School Hip Hop category at the Dance Star Spring Competition.

• Vasili Roumeliotis was the only Year 9 student to receive a Highly Commended certificate and Leon McCalla one of two students to receive a Commended certificate in the National History Challenge from all of South Australia. Vasili and Leon were the only two students in South Australia to receive Commended certificates in the special category of Indigenous History. Georgia Doecke and George Parousis were also awarded Commended certificates in the special category of Australia’s Heritage.

• The VET and Stage 2 Hospitality students catered for a number of high profile events including the Presidents luncheon at Sport SA, receiving high praise for the quality of the food and service.

In the sporting arena Henley HS continues to show high levels of participation and success. Students continue to represent the school on the National and International stages with • representatives in no fewer than 20 sports at a national level • 9 representing Australia in International competition. • Cheyenne Cameron (Taekwondo). • Victor Gebarski, Jayden Ellis, & Josephine Bulmer (Kayaking) • Stefan Norodom (Tennis) • Kamika Huynh (Pool Life Saving) • Leah Welstead (Hockey) • Tayla Gordon (AFL) • SSSSA State Champions in Tennis, Hockey, Football and Triathlon.

Henley High School has once again retained the Howard Mutton Shield which acknowledges outstanding participation and achievements in sport in Secondary School Sport SA's programs.

Report from Governing Council Congratulations to the students and staff of Henley High School on a very good 2013, with many academic, professional and sporting achievements being earned. It was very pleasing to see students achieving Academic and Outstanding Academic Achievements, some from the year level below that in which the achievements were earned. The school’s focus on Science, Technology, Engineering and Mathematics (STEM) delivered partnerships and relationships with local businesses and universities that will provide ongoing opportunities for our students. In 2013 the School Council of Henley High School finalised the process of becoming a Governing Council and at the Annual General Meeting on 27 March 2013 formally became the Henley High School Governing Council. Considerable effort by the chairperson of the Henley High School - School Council, Jurgen Prackelt, enabled this process to be quite smooth and successful. Many thanks to Jurgen for his long service as chairperson and member of the school council. As a Governing Council we now have a closer working relationship with the school principal and joint responsibility for governance of school operations. The 2013 Governing Council has seen firsthand how this closer working relationship can deliver tangible results with the completion of some classroom refurbishment. The Governing Council meets on the last Wednesday of each month with the AGM held in Term 1 of each school year. The makeup of the Governing Council is: • The Principal • 3 Teacher Representatives • 2 Student Members • 2 Community Members • 9 (minimum) – 16 (maximum) parents Total members minimum 17 – Maximum 22 On the physical changes, Henley High School has undergone some transformations during 2013 with the completion of the new Senior Centre and Lowitja middle school areas. Both spaces were well utilised during the year and we hope will be the beginning of a period of physical renewal at the school. The 10 year plan was published during this year with many ideas presented for discussion. The Governing Council will be working with school staff, City of Charles Sturt and other interested parties to progress these ideas to some

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Liz Schneyder: Principal

concrete outcomes, particularly with student numbers at record levels and looking set to stay high in the foreseeable future. Concerted effort has gone into the development and maintenance of a uniform and uniform policy that reflects the values of Henley High School and provides a uniform that is workplace appropriate being functional and cost effective. The Governing Council strongly encourages all families to continue supporting the school’s consistent approach to uniform. Many thanks to the uniform committee. Internationalism at Henley High School continues to grow, with many families participating as home stay hosts and a small group of students travelling to Cambodia as a reciprocating visit from a visit by 6 Cambodian students earlier in the year. Another small group was able to travel to Japan during the Christmas break. The feedback from these students was overwhelmingly positive and opened their eyes to the opportunities afforded most (but not all) Australian residents. Naomi Bond and her team must be congratulated on their tireless work in the area of internationalism. The efforts of the ICT team at Henley High School to deliver functioning laptops to the students (and staff) is to be commended, with the cost of 24x7 access to a laptop with warranty and onsite repairs in 2013 being $1.00 per day. This is outstanding value. The Finance team at Henley High School has worked tirelessly behind the scenes this year ensuring monies allocated to curriculum areas are spent at the right times, when students need it most, and also in the uncomfortable area of debt recovery. A heartfelt thanks to those families that have entered into early payment plans with the school to ensure the agreed school fees are paid to the school. It makes the thankless task of the finance team easier. If you experience hardship, please contact the school early to enter into a payment plan or to find out about applying for school card. Finally, thank you to the parents, community members, students and staff that participated on the Henley High School Governing Council during 2013, assisting to guide the school in achieving good results this year and planning to improve curriculum outcomes in future years, helping “C” students achieve “B’s” and “B” students to achieve “A’s”. Peter Evans Chairperson Site Improvement Planning HHS STRATEGIC PLAN 2012 – 2014 Henley values a diverse learning environment supporting all students to achieve their best as future global citizens. Our core values are: Respect Responsibility Equity Achievement Henley High School prides itself on its commitment to quality teaching, the continued improvement in student engagement, attendance and achievement across all year levels and the further development of links to the broader local, national and international community. The current Strategic plan will be the subject of a major review in 2014 that reflects the changes in DECD (Partnerships) and the school that continue to drive the development of the school’s priorities. PHILOSOPHY • Promotion of the school’s philosophy • Articulation of the alignment of all school policies and processes with the school’s philosophy • Review of its relevance during 2014. GOVERNANCE & MANAGEMENT A Governing council is constituted and promoted on the website; increase in parent and business participation is encouraged • CIS (Council of International Schools) accreditation protocols and processes are current • School uniform is reviewed • Streamlining of management processes CURRICULUM • Implementation of the Australian Curriculum • Data - NAPLAN(National Literacy and Numeracy) and SACE (Senior Secondary) - meets targets • Capabilities/cross curriculum perspectives are explicit in HHS curriculum documentation and teaching practice(including literacy and numeracy, work practices, working in teams, citizenship and resilience)

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• Collaborative and personal Virtual Classrooms are quality assured and include explicit differentiation/backward planning • Breadth of curriculum offerings offers choice and successful outcomes for all parents and students • The Advanced Technology Project (STEM) is maintained and targets met • The Career Development Program is implemented and career information is explicit in all curriculum documentation. • Assessment and Reporting policies and processes are aligned to the SACE and Australian Curriculum requirements and managed through Scholaris (Learner Management System) • Sustained learning between Henley students and those in other countries is facilitated • Adjustment to changes in SACE processes and structures COMMUNITY • Public Education system is promoted • Customer service is a priority • Participation in IES (International Education Schools) programs address multiculturalism and internationalism targets • Partnerships with all tertiary institutions are promoted • Employer support for workplace training is promoted • Partnerships with business and sporting organizations are acknowledged and promoted • Fundraising and sponsorship opportunities and scholarships are investigated and managed • Web site is the major promotional tool for 13 areas of the school including Quality teaching and learning, Middle School, Senior School, Arts, SPESSS, Home Economics and Community Services, Disability Unit, International Education, Trade Training, Information and Communication Technology, Community, ATP and CDP and Staff Well-being • Old Scholars network is formalised • Partnerships with other WASSN schools (Secondary Schools in Western Adelaide) support student learning • Partnerships with St Michaels and Immanuel Colleges are maintained, including Caica Cup • Partnerships with feeder Primary Schools are developed and promoted • Student and staff exchanges with interstate and international schools are consolidated • Community expertise is available on campus to support student choices/pathway STAFF • Quality teaching supports 21st century learners and is an emerging whole school priority • An agreed and accountable Performance and Development Program is implemented • Training and Development programs/funding reflect school priorities and the needs of teaching and non-teaching staff • Innovation and integration in teaching practice is encouraged • Focus is on the leadership capacity of current and aspiring leaders and succession planning • The Human Resource Profile, including the Leadership model and current Job & Person Specifications for leaders and SSOs, reflects the Enterprise Bargaining Agreement and school priorities, and includes a mix of experienced and graduate teachers and Middle School teaching teams. • Staff contributions and achievements are celebrated • Support is provided for Teacher Training programs, including internships, Teach SA and visiting international teams of teachers and leaders • Staff attire and attendance meets community expectations STUDENTS • Students are enrolled in courses that will provide successful outcomes, including full time, part-time, on and off campus • Middle School and Senior School cultures reflect a socially inclusive 21st century learning environment: the wellbeing and aspirations of all 21st century learners is respected and supported. including the gifted, those with a disability, those with English as a Second Language and aboriginal students • Transition processes into and from Henley meet needs of DECD and a wide range of students • Student leadership is promoted and student participation in school decision making processes encouraged • Student safety programs, including Cyber bullying and driver safety are in place: staff training in Child Protection is managed • Student achievements are celebrated and promoted • Reduced targets for student suspensions are realised • Student are actively involved in citizenship and internationalism activities • All students have a Career Development Plan

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RESOURCES • Learning Spaces reflect the needs of 21st century teachers and learners and the impact of emerging technologies: staff and students have a laptop/tablet with software, internet, peripherals and devices • A Virtual Library and e-book strategy is established • Consolidation of school facilities to cater for increased enrolments and needs for storage • Ambience of the yard is addressed, including management of litter, cleanliness, improved outdoor shade, seating and gardens • Negotiated resolution of the RES, including consolidation of all income and resolution of Tier 2 funding – for the Disability Unit, Aboriginal and ESL students • A business model includes sustainability funding for current and future major investments: the increased use of school facilities after hours, and User Agreements, could provide an income stream The site self-review of the strategic plan has shown that Henley HS has met many of the targets set and is still working towards others. The governance and management of the site has undergone some change over the past 12 months with a review of the leadership structure and many of the policies and processes. The leadership has been further refined to include a Deputy Principal (School Operations and Improvement) with a renewed emphasis in the development of processes and strategies to review and measure the improvement evident across the site and looking toward the implementation of the enhanced DIAf and preparation for the 5 year CIS review. There has been a further investment in the student welfare teams with the appointment of a new Senior School Assistant Principal, coordinator and senior school sub school managers (x5) it is believed this will further enhance the support for senior school students in an endeavour to improve the outcomes for all students in meeting their post school aspirations. A Coordinator Quality Teaching has been appointed to continue to encourage the development of innovative pedagogies that improve student engagement at all year levels. School uniform continues to be an area of review and development with the introduction of new uniform items that provide students with options for winter and for formal occasions. Students who participate in sporting activities can now also access a full tracksuit for these occasions. The school is working with the uniform contractors to ensure appropriate supply and quality of product for the students. The Australian curriculum implementation is in its advanced stages for the ‘Phase 1’ subjects with the development of teaching and learning programs and appropriate, diverse and authentic assessment tools. It is anticipated that the documents for the ‘Phase 2’ subjects will be complete early in 2014 for development throughout the year. The reporting against the Australian Curriculum began for ‘Phase 1’ subjects in term 4 and will be further developed for the ‘Phase 2’ subjects as they are developed in 2104. The NAPLAN data and SACE completion data continue to be above state and national averages and show a strong academic development for students in all areas of the school. A continued focus on STEM has seen the implementation of a ‘specialist stem’ group for Year 8s in 2014 and a strong growth in the demand for STEM subject through the 2013 course counselling process. There have been some areas for improvement identified in the schools communication with parents, however the feedback received regarding the operations of the school from the community is overwhelming positive. The International Program at Henley has continued to grow with the project 2014 starting enrolment at a new high. The feedback from IES and our international partners continues to be strongly positive with a projection of a greater number of study tours and study abroad students for 2014. This is contributing to the development of intercultural understandings across the school community with continued strong buddy and homestay support from students and families. The advent of the Partnerships model of organisation by DECD has renewed the collaborative planning and support with the local primary schools and secondary schools in the Western Shores Partnership. A continued commitment to the WASSN group that was established through the region provides opportunities to continue to collaborate with the secondary schools in the former Western Region. Further links with the broader community are being fostered through the use of the website, which will be relaunched in 2014, and the development of the 10 Year Plan which has a significant intention of engaging the community with the school by establishing the school as a community hub with access for local community groups to high quality facilities. The 10 Year Plan continues to gain promotion through the local media and the school is pursuing funding partners to make the plan a reality. Links with the three local universities has continued with joint programs in teacher training, STEM and SSP. 2013 saw the staff engage in the implementation of a redesigned performance and development process that is based in the Australian Professional Teacher Standards and which incorporates classroom observations and student feedback so that staff can critically reflect on their practices and improve Teacher Quality. The Quality Teaching program implemented in 2013 witnessed a significant increase in the sharing of innovative practise amongst staff with ‘show and tell’ events held during student free days showcasing some outstanding innovative strategies.

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The school environment has continued to improve with the design and execution of a plan to improve the school grounds resulting in an obvious improvement in the overall appearance of the school and the development of strategies to improve access to drinking fountains, seating and shaded areas for students. This coupled with the development of new learning spaces in the middle and senior schools have significantly improved the learning environment for students. The continued implementation of the 1:1 laptop program has been enhanced through access to a virtual library and through the integration of various technologies and partnerships that provide opportunities and tools to enhance learning outcomes. Student Achievement Henley High School has every reason to be proud of its endeavours to improve the performance of all students. It is by its nature a comprehensive school, offering an extensive range of subjects for its diverse group of students to study that enables them to fulfil their post school aspirations. The results are excellent in the middle school as evidenced by the NAPLAN results. At the senior secondary level Henley has a very good record of ensuring students gain their SACE and achieve their chosen post school pathway, be it a tertiary or workplace pathway. There has been a continuous focus over the recent years to minimise the number of students who do not meet satisfactory standards (D&E) and to increase the number of students who are achieving outstanding results (A). The data below is evidence of the fact that despite the work being inherently complex and difficult the staff and students are experiencing successes in both endeavours. NAPLAN

Student Proficiency Bands

Figure 1: Year 9 Proficiency Bands by Aspect

Table 1: Year 9 Proficiency Bands by Aspect

% Proficiency Band by Test Aspect

Year 9

Exempt 5 6 7 8 9 10 Numeracy 3.4 3.0 19.7 36.8 23.9 8.1 5.1

Reading 3.4 1.7 15.3 31.4 34.7 11.4 2.1 Writing 3.3 6.2 14.9 32.8 23.2 14.5 5.0

Spelling 3.3 1.7 10.8 29.0 34.9 17.0 3.3

Grammar 3.3 5.8 15.4 31.1 27.8 11.2 5.4

Figure 2: Year 9 Mean Scores

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Table 2: Year 9 Mean Scores

Mean Scores by Test Aspect Year 9 2011 2012 2013 Numeracy 572.6 577.7 572.9 Reading 573.1 572.6 581.2

Writing 568.7 563.8 576.6 Spelling 586.4 579.5 591.4 Grammar 568.9 570.2 580.2

Figure 3: Year 7-9 Growth

NAPLAN School Growth: Year 7-9

Table 3: Year 7-9 Growth

Growth by Test Aspect Year 7-9 Progress Group Site Numeracy Lower 25% 28.5 Middle 50% 50.5 Upper 25% 21.0 Reading Lower 25% 23.5 Middle 50% 49.2 Upper 25% 27.3

The NAPLAN results show that Henley HS students have improved in most areas over the past three years and continue perform equal to or better than students in like schools. In literacy in particular the students have achieved higher than state and national averages in all areas. The percentage of students in the upper quartiles of the Year 7-9 Growth data gives clear evidence that the middle school curriculum is servicing the students very successfully to develop the skills measured in the NAPLAN. A continued focus on the improvement of numeracy skills has been supported by the appointment of leadership and the implementation of a comprehensive numeracy and literacy plan for Henley HS.

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Senior Secondary

Figure 4: SACE Completion

Table 4: SACE Completion

YEAR Potential Completers (School)

Completers (School) % School % State

2013 205 199 97.07% 93.55%

Figure 5: Stage 2 Grade Distribution

Figure 6: SACE Stage 1 Results

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Henley HS has an exceptional SACE completion rate of 97.07% which is well above state average and better than or comparable with any like school. The student achievement in Stage 1 and Stage 2 continue to show a movement toward the A and B bands over the past 3 years. A concerted effort has been undertaken by the teaching and administrative staff to establish supportive systems and processes that enable students to continue to strive for better results. Increasing the number of students in the A band at Stage 1 and 2 continues to be focus the school with the allocation of further resourcing and review of curriculum design and delivery to support students to achieve in these grade bands. VET Pathways

As a critical aspect of the providing a comprehensive education for the students at Henley HS and those in the Western Region Henley offers a number of VET courses in a range of vocational pathways. Henley offered VET courses in Hospitality (6), Metal Engineering(6) , Construction(13), Sport and Recreation(11), Fitness (12), Furnishing(7), Electronics (17), Technical Production(6), Multimedia(5), Information Technology(12), Community Services: Child Care (8), Career Oriented Participation (14) and Sports Trainer (21). These courses are also accessed by students from other Western Region schools and Henley HS students also access VET courses in other Western Regional Schools. Henley HS also had 32 year 12 students who accessed Australian School Based Apprenticeships. Students in Yr. 12 Undertaking Vocational or Trade Training Most VET courses taught at Henley HS are delivered at years 10 & 11 for students completing Certificate 1 and II accreditation and Year 12 students access Certificate III courses. Certificate accreditation allows this training to contribute SACE completion with the Certificate III completion allowing students to count this in their ATAR calculations. The courses undertaken by the year 12 students include Cert III Fitness - 12 Cert III Sports Trainer - 21 Cert III Career oriented Participation - 14 Cert III Technical Production - 6 Cert III Sport & Recreation - 14 ASBA - 32. In 2013 9% of students used VET accreditation to enable them to achieve their SACE where as 63% of the students who completed their SACE participated in some form of VET Accreditation throughout their schooling. Student Data Attendance

Figure 7: Attendance by Year Level

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Table 5: Attendance by Year Level

Attendance by Year Level % Attendance 2011 2012 2013

Year 8 97.1 92.4 91.3 Year 9 96.5 89.6 89.4 Year 10 96.1 88.3 88.3 Year 11 97.5 89.2 90.0 Year 12 99.3 94.3 96.4 Secondary Other 99.4 91.7 93.5 Total All Year Levels 97.3 90.7 91.1 Total ACARA 1 TO 10 96.6 90.1 89.7

An examination of the data showing the attendance rates at Henley High School indicate that the data is somewhat skewed by the attendance of students who are absent from school for extended periods of time for family events and holidays. This contributes significantly to the overall lowering of attendance rates. Parents are often reminded of the need for the children to be engaged in their learning by ‘attending’ school but there is also an acknowledgement of the learning opportunities that exist for students in other environments and through other activities. We have recognised that the data from 2011 may be inflated due to the difficulties experienced in the transfer of data from the Learner Management System effectively due to the technical limitations of EDSAS. Continued spot checking of class rolls throughout the day via the Learner Management (Scholaris) system and greater examination of ongoing attendance data through the sub school managers has ensured students are accepting greater accountability for attendance. Henley High School reports a student’s absence to their Parent / Guardian on a daily basis via email and parents will be able to check attendance ‘live’ through the parent portal once it is active. This system has worked well and has limited truancy. The high attendance rates also indicate that students are positively engaged in their learning at Henley. Destination

Table 6: Intended Destination

Leave Reason 2012 School Region Index DECD No % % % % Employment 8 2.7% 1.4% 1.8% 2.9% Interstate/Overseas 32 10.8% 9.3% 10.5% 9.1% Other 4 1.4% 1.8% 0.8% 2.3% Seeking Employment 6 2.0% 1.8% 1.7% 3.3% Tertiary/TAFE/Training 14 4.7% 4.5% 5.3% 4.2%

Transfer to Non-Govt Schl 12 4.1% 10.0% 12.0% 9.8% Transfer to SA Govt Schl 32 10.8% 51.4% 46.2% 48.0% Unknown 187 63.4% 19.7% 21.6% 20.4%

Destination data continues to provide a challenge in obtaining valid data from students regarding their post school pathways. There have been a significant number of SSO hours utilised to gather this information with very little return. Of the 137 students that applied for Tertiary Placement 131(96%) received 1st round offers for local Universities and TAFE. The diversity of fields in which Henley students have been offered places is wide and reflects positively on the ability of Henley HS to cater for a wide range of students to support toward their preferred post school pathways. Henley HS continues to pursue more effective methodologies of seeking destination data from its former students.

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Behaviour Management

Figure 8: Suspensions by Reason

It can be clearly seen in Figure 8 that there is has been a significant reduction in the number of overall suspension at Henley HS over the past 3 years. Many of the suspensions can be attributed to a small number of students who experience repeated suspensions for ongoing behavioural concerns. The largest group of behaviours that are requiring intervention are those that relate to behaviour in the classroom and the reluctance to complete the work that has been set. Reflecting on this has prompted other strategies to be put in place as an intervention to reduce this concern including ‘Work Catch-up’ at lunch times and Saturday mornings. Henley has invested a significant amount of human resource into the supporting of students and the management of behaviour with 5 Sub School Managers, Band 1 and Band 3 leadership positions in the Middle School and for 2013 3 Sub School Managers, 2 Band 1 and Band 3 leadership. These teams work alongside the counselling service in the school which included a Band 1 leadership and a teacher counsellor. This high level of support has significantly reduced the overall number of serious behavioural matters despite normal variations in the behaviours of the student cohort. Within this high level of behavioural support there is a significant emphasis on the promotion of positive student/student and student/teacher relationships and a zero tolerance of bullying and violence of any form. In 2014 a review of the Student Services will be undertaken to ensure that the school delivers the most effective support for students, their academic and social wellbeing with subsequent recommendations to be implemented for 2015.

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Client Opinion Figure 9: Parent Opinion Surveys Figure 10: Student Opinion Surveys Figure 11: Staff Opinion Surveys By examining Figures 9-11 it can be seen that there is an overall positive outlook across all aspects of the school throughout the immediate school community as the data is skewed toward the ‘good’ and ‘outstanding’ categories of response. This reflects positively on the improvement agenda that we as a school are implementing. As the improvement agenda continues to be implemented it is expected that there will be some improvement in the data that is collected for 2014.

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Staff

Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 162

Post Graduate Qualifications 43

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff. Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0.00 88.52 0.99 31.81

Persons 97 1 40

Financial Statement Income by Funding Source Funding Source Amount

1 Grants: State $13,076,013.83

2 Grants: Commonwealth

$ 271,345.84

3 Parent Contributions $ 833,383.28

4 Other $708,260.76