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Cumberland High SchoolAnnual Report

2016

8905

Printed on: 26 May, 2017 of 22 Cumberland High School 8905 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Cumberland High School as an account of the school'soperations and achievements throughout the year.

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

Mechel Pikoulas

Principal

School contact details

Cumberland High School183 Pennant Hills RoadCarlingford, 2118www.cumberland-h.schools.nsw.edu.aucumberland-h.school@det.nsw.edu.au9871 7718


School background

School vision statement

Our vision at Cumberland High School (CHS) is to nurture a vibrant and positive learning culture that enables students toemerge as empowered and resilient individuals, equipped with life effectiveness skills and able to contribute positively ascitizens of the 21st century. At CHS, we seek to maintain a whole–school focus on 21st century pedagogies as anintegral component of quality teaching and the achievement of personal best through our core values of Respect,Responsibility and Excellence. Our learning community believes in the provision of collaborative leadership that supportsprofessional learning and a diverse curriculum with an emphasis on student and staff leadership, strong partnerships andongoing personal growth. Cumberland High School is committed to the values of public education and inspiringcommunity confidence in it.

School context

Cumberland High School is a comprehensive high school located in Carlingford in north western Sydney. CumberlandHigh School (639 population) is currently enjoying a growing student enrolment trend with students from diverse culturaland socioeconomic backgrounds forming our exceptional student body. Cumberland High School is a Positive Behaviourfor Learning (PBL) high school that provides strong whole–school wellbeing initiatives for all students including studentsfrom a non–English speaking background, gifted and talented and Aboriginal and Torres Strait Islanders. Our school isdriven by the core values of Respect, Responsibility and Excellence. These values permeate the teaching and learningenvironment and provide the context that enables the attainment of academic, sporting and cultural success. The staff atCumberland High School consists of highly qualified and committed professionals who inspire students to achieve theirpersonal best.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.

Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring goodconditions for student learning.

Well–developed and current policies, programs and processes identify, address and monitor student learning needs.

The school consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment.

Quality teaching and professional practice are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development.

Students care for self, and contribute to the wellbeing of others and the wider community.

Curriculum provision is enhanced by learning alliances with other schools and organisations.

The school actively collects and uses information to support students’ successful transitions.

Teachers involve students and parents in planning to support students as they progress through the stages of education.

There are systematic policies, programs and processes to identify and address student learning needs.

The school has developed explicit processes to collect, analyse and report internal and external student and schoolperformance data.

Student reports contain detailed information about individual student learning achievement and areas for growth, whichprovide the basis for discussion with parents.

Students use assessment and reporting processes to reflect on their learning.

The school has analysed school performance data and a range of other contextual information and is aware of trends instudent achievement levels.

Parents have an understanding of what their children are learning and receive regular information to support progressionto the next level.

The school: achieves good value–added results, and/or –around 20 per cent of students achieve at high levels ofperformance on external performance measures.

Students are showing higher than expected growth on internal school performance measures.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their ownteaching practices.

Teachers provide explicit, specific and timely formative feedback to students on how to improve.

Teachers incorporate data analysis in their planning for learning.


Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps forimprovement.

The school leadership team engages the school community in reflecting on student performance data.

Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular studentgroups.

Teachers provide and receive planned constructive feedback from peers, school leaders and students to improveteaching practice.

Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice.

The school identifies expertise within its staff and draws on this to further develop its professional community.

Teachers actively share learning from targeted professional development with others.

There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activitiesfocused on building teachers’ understandings of effective teaching strategies in these areas.

Teachers are actively engaged in planning their own professional development to improve their performance.

Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals.

Teachers work beyond their classrooms to contribute to broader school programs.

The school solicits and addresses feedback on school performance.

Leadership development is central to school capacity building.

The school leadership team makes deliberate and strategic use of its partnerships and relationships to access resourcesfor the purpose of enriching the school’s standing within the local community and improving student outcomes.

There is broad understanding of & support for, school expectations and aspirations for improving student learning acrossthe school community.

Staff are committed to, and can articulate the purpose of, each strategic direction in the school plan.

Monitoring, evaluation and review processes are embedded and undertaken routinely.

Clear processes, with accompanying timelines and milestones, direct school activity towards effective implementation ofthe school plan.

Workforce planning supports curriculum provision and the recruitment of high quality staff.

Strategic financial management is used to gain efficiencies and to maximise resources available to implement the schoolplan.

Physical learning spaces are used flexibly, and technology is accessible to staff and students.

There are opportunities for students and the community to provide constructive feedback on school practices andprocedures.

Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

OPPORTUNITIES AND LEADERSHIP

Purpose

To build leadership capacity and enable both staff and students to work collaboratively to design and embraceopportunities that facilitate innovation, professional and personal growth and ongoing self–evaluation and improvement.To utilise both the Australian Professional Standards for Teachers and the Performance and Development Framework aseffective tools to enhance pedagogy and further develop our positive and collegial learning community.

Overall summary of progress

Overall, in 2016, a number of specific leadership initiatives and opportunities were developed to enhance the individualand collective capacity of students and staff.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% staff belong to an ActionLeadership Team and ensurethat decision–making processesare evidence–based, and informteam planning and evaluationprocesses.

All staff have actively engaged as a member of atleast one of the schools action teams working atachieving the schools strategic directions.

N/A

All staff have completed theirPerformance and DevelopmentPlan and have engaged in peerobservation

All staff have successfully completed, submittedand reviewed with their supervisor their PDP.Teachers have been involved in peer observationand have used the observation tool aligned to theAustralian Standards for Teachers to providefeedback.

N/A

100% professional learning isframed around the AustralianProfessional Standards forTeachers

All professional learning activities are aligned tospecific standards and enable staff to build upontheir understanding and demonstration of theAustralian Standards for Teachers.

Refer to overall PLexpenditure

Increased number of staffseeking accreditation at higherlevels.

All staff have engaged in reaching proficiency asrequired under NESA and the ProfessionalStandards. A number of early career teachers havecommenced their maintenance under thesupervision of an executive member whose role isto guide and mentor these staff. Two members ofstaff have commenced seeking their higher levelof accreditation (i.e. lead). A number of other staffhave indicated an interest in the future to alsoseek higher accreditation.

LDI $5000

Increased student involvement inleadership programs/initiativesincluding the Helmsman Project,Optus Program, Leo's LeadershipClub, Duke of Edinburgh, YoungWomen’s Leadership Initiativeand PBL.

A number of programs to encourage and developthe leadership capacity of students have beencommenced or being enhanced. These programare made available to students either throughindividual or staff nomination, merit–basedapplication or gender–based criteria.

$22 000

Next Steps

Professional Learning will continue to focus on the mastery of the Australian Professional Standards for Teachers andexplore avenues to support teachers pursuing accreditation at the higher levels with guest speakers including Brian


Miller.

PDPs will continue to align with school strategic directions and 2017 will mark the beginning of the development of a newplanning cycle for the development of the 2018 – 2020 School Management Plan.



EXCELLENCE AND ENGAGEMENT

Purpose

To provide authentic assessment in a highly engaging learning environment so as to ensure that teacher expectationsare clearly articulated and teacher/student feedback supports ongoing improvement in the mastery of academic literacyfor each learner. To provide 21st century pedagogies to ensure that students are equipped with the skills to workcollaboratively, problem–solve effectively, develop their self–regulation and resilience so that they are able to achievetheir personal best.


Excellence and engagement were primary focus areas for the entire school community with an explicit focus on thedevelopment of academic literacy for all learners as well as an upward shift in performace and academic results.




Implementation of whole–schoolassessment policy andassessment schedules for allyear groups including thedevelopment of commonassessment tasks with specificmarking criteria

The whole school assessment policy hasbeen refined and has been effectively implementedand evaluated with specific focus on qualityfeedback.

$2800

Improved HSC results withincreased number of subjectsperforming above State averageand increase in number ofstudents achieving Band 6 resultsfrom 2% to 4% by 2017

Executive worked with faculties to deconstruct HSCRAP data and workshop ways in which to improveHSC results.

N/A

Higher challenge/greatersatisfaction of students in RedClass across 7–10 cohort

Student have been engaged in focus groups toinform strategies and teaching practices that wouldenable higher challenge and higher results.

Tell them from Me survey results reflectedenhanced student satisfaction from Yrs. 7 – 10 with100% of students in our gifted stream continuingtheir education in this setting into Year 11.

N/A

Cross–curriculum project–basedlearning assessments created foreach Red class (Year 7–10)

Rich tasks with a focus upon career developmentwere implemented in Stage 5 across PDHPE,English and Learning Design Faculties with a verypositive impact.

$8000

Development and implementationof whole–school literacy strategywith explicit focus on writingdevelopment and academicliteracy which lifts results in thewriting domain – NAPLAN

The literacy action learning team worked across theschool with staff to implement a whole school focuson writing development.

CSWE course

+

Litearcy resources

$18 000


Next Steps

Employment of a Head Teacher Learning Design with the formation of a faculty formed to extend and support alllearners, and a specific whole school literacy portfolio.

Explicit literacy lessons and employment of Bernard Cohan as writer in residence to assist students with creative writingskills development.



PRODUCTIVE, POSITIVE PARTNERSHIPS

Purpose

To nurture and sustain strong relationships and develop ongoing, meaningful and positive partnerships with externalagencies and the Cumberland Community Connection that will grow our community. To strengthen the student, staff andcommunity connection and collaboration so that we are able collectively to improve and enrich the learning experienceand empower our learning community.


Community partnerships were successfully nurtured in 2016. Our Community of Schools program (CCC) was able tothrive as our school communities united to engage in combined professional learning and improved learning outcomesacross our school communities.




Development of commonCommunity of Schools(CCC–Cumberland CommunityConnection) targets andstrategies to enhance teacherquality, learning outcomes andschool promotion across ourcommunity.

287 staff across the 9 schools involved in the CCCparticipated in the combined SDD and combinedtwilight sessions with guest presenter Dan Haesler.Ongoing CCC meetings were held together with 'PLon the Move' initiative allowing PL for teachersacross our schools.

$18 000

All teaching and learningprograms across all stages andacross the CCC will includeexplicit and evidence–basedteaching strategies and learningexperiences, success criteria andexplicit feedback.

CCC engaged in Hattie's research with a specificfocus on effect–size. Assessment data wascollected and evaluated with a focus on explicitcriteria and ongoing feedback.

N/A

Effective leadership programs forstaff and students through theestablishment of curriculum andextra–curricular networks andK–12 combined studentrepresentative leadership groupand forums.

Focus groups enabled student leaders to designrich projects that would be implemented across ourschools. One of these was the Sculptures on theSchool Trail project that provided a rich leadershipopportunity for students and teachers across ourschools as did the Science Enrichment Programthat enabled student leaders from the High Schoolto showcase their scientific knowledge and skills totheir peers from the Primary Schools.

$6000

The Cumberland CommunityConnection website will celebratecollective achievements for staffand students across ourCommunity of Practice.

The website was established and successfullyreflects the collective outstanding progress ofpartner schools.

N/A

Consolidation of externalpartnerships including: Optus,The Helmsman Project, TheLions Club, CommunityMentoring Program

The school was involved in enrichment programswith external partners and communityrepresentatives. All programs were evaluated verypositively.

Refer to overall leadershipexpenditure

School promotion strategy withrebranding of the school forincreased enrolments.

Promotions Officer was employed to enhanceschool profile, focus on rebranding the school andstrengthen community ties and involvement.

$5000





School promotion strategy withrebranding of the school forincreased enrolments.

Building rejuvenation project was also utilised as apromotional tool.

Next Steps

Liaising with the DoE's marketing team to complete demographic analysis and report on community perception of ourschool.

Launching of new school façade after completion of building project.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All programs were deemed successful withvery positive feedback and outcomes for theindigenous students who participated.

$20782.46

• Aboriginal backgroundloading ($22 135.94)

English language proficiency The purchase and implementation of CSWEtogether with Additional English electivessupported EALD mastery.

$20,985.90

• English languageproficiency ($18 187.78)

Low level adjustment for disability Employment of additional LAST and SLSOssupported student individual need.

$43,601.00

• Low level adjustment fordisability ($34 531.08)

Socio–economic background Leadership opportunities and fundedprograms enabled students to accessadditional resources to enhance success.

$44,757.70

• Socio–economicbackground ($57 920.95)

Support for beginning teachers These funds were utilised to releasebeginning teachers with their mentors topromote professional growth.

$38,997.97

• Support for beginningteachers ($44 354.68)

Targeted student support forrefugees and new arrivals

This incorporated additional individual supportand provision of resourcesto enable accessand success.

$77 089.20

• Targeted student supportfor refugees and newarrivals ($77 089.20)

International Students Program These funds allowed for InternationalCoordinator allowance as well as additionalCLOs staffing to support transition of ourInternational students.

$274,159.51

• ($274 159.51)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 377 388 385 411

Girls 225 243 237 243

In December 2016 our enrolment was 654 students.The Year 7 intake in 2016 was 106 with CumberlandHigh trending upward in student numbers from 2014 to2016.

There were 92 international students enrolled makingup 15% of our student population. During the yearstudent transfers totalled 148 (includes Year 7) andtransfers out totalled 159 (including Year 12).

105 Year 12 students graduated at the end of 2016.

Student attendance profile

School

Year 2013 2014 2015 2016

7 94.6 95.2 93.5 93.5

8 93 93.3 91.5 94.2

9 91 91.4 91.6 90.1

10 89 89.3 87.6 91.7

11 90.5 87.5 89.3 91.5

12 90 89 87.7 93

All Years 91.3 90.6 89.9 92.3

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

Our attendance rate continues to be high.

Roll marking takes place each morning, with most CHSstudents in home room within their year groups. Thereis also a Prefect home room (for 13 Year 12 students),

3 international student home rooms and a PeerTutoring home room for approximately 20 Year 7 and20 Year 10 students.

School procedures for 2016 were amended to includean 8.45am bell and increased role of executive staff inmonitoring the problem of lateness. Head Teachersreceived a lateness printout every 2 weeks and issueda formal school detention for 3 unexplained late entries.

Parents are informed by 9.30am, via a text message, iftheir son/daughter has not been marked present atschool for the day. Front Office Administration staff, theHT Administration and the Deputy Principal work toresolve issues which are picked up through this system.

Management of non–attendance also involvesproviding targeted support for students and includesencouragement to attend school, counselling orlearning support. Teachers also implement individualwork plans to assist students to catch up on any missedwork.

Ms Chris Walsh was appointed as relieving HomeSchool Liaison Officer (HSLO) during 2016and conducted fortnightly meetings with studentswhose attendance is of concern. Letters were also senthome flagging attendance concern withparents. Chronic non–attenders will be formally referredto the HSLO for further investigation and follow–up.Often, the HSLO and HT Administration put students ona 2 week unofficial attendance improvement program,which has achieved significant results.

An official Attendance Improvement Plan over 20 daysis developed with undertakings from the school,student, family and HSLO to improve attendance.

In 2016, only 3 HSLO referrals were made regardingstudents from Years 7 to 11. That is a decline from 15in 2011 and 9 in 2012, but up by 1 in 2015. Suchreferrals were only made after parent interviews andsubsequent attendance improvement plans wereineffective.

Every endeavour is made to get students into a regularattendance pattern. However, if attendance does notimprove, the case will be passed onto the Departmentof Education and trained legal advisers. Certainly, thestaff provision of our school’s breakfast program actsas not only an enticement for student attendance andpunctuality but also provides sustenance for a goodstart to the day.


Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

20 5

Employment 33 40 6

TAFE entry 7

University Entry 49

Other 20 18

Unknown 67 20 16

The great majority of CHS students, after successfullycompleting their formal schooling, continue theireducation in tertiary institutions such as TAFE,university and private colleges. The two most populartertiary institutions among CHS graduates wereWestern Sydney University and The College (19%) andMacquarie University (15%), with other popularinstitutions being University of Technology Sydney andUTS Insearch, UNSW, TAFE NSW, and SydneyUniversity.

The two most popular fields of post–school study for2016 graduates were business (17%) and science(16%). Most of the remaining students were spreadbetween education, information technology, hospitalityand engineering.

Year 12 students undertaking vocational or tradetraining

As part of the VET curriculum offerings in 2016, CHSoffered Construction and Hospitality for delivery in Year11 and 12. 21% of year 12 students undertook a schooldelivered VET course as part of their pattern ofstudy. Two year 12 students participated in the TVETprogram offered through TAFE NSW.

Year 12 students attaining HSC or equivalentvocational education qualification

There were 105 students who sat for the HSC in 2015with 9 identified as having a pattern of study that wasNon–ATAR. 99% received a Higher School Certificate. 24% of students received a Certificate II VETqualification. 2% of students received a Certificate IIIVET qualification and 2% of students received aStatement of Achievement towards a Certificate II VETqualification.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1.6

Head Teacher(s) 8

Classroom Teacher(s) 32.5

Learning and Support Teacher(s) 1.1

Teacher Librarian 1

Teacher of ESL 3

School Counsellor 1

School Administration & SupportStaff

9.28

Other Positions 3.8

*Full Time Equivalent

One member of the staff identifies as Aboriginal orTorres Strait Islander.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 13

Professional learning and teacher accreditation

Professional learning is not an end in itself; it is, or atleast it should be, a means to an end and that end isimproved student learning outcomes. The prime objectis to improve what teachers and school leaders do, notmerely what they know. (Hargreaves, 2011)

Cumberland High School is committed to providing aneducation that enables all students to achieveexcellence, and develop their talents. Professionallearning is valued and recognised as a majorcontributing factor in improving the learning outcomesof students.

In order for our teachers to continue to meet the needsof our students, Cumberland High School implements avariety of whole school and differentiated professionallearning experiences for all staff. Professional learning


refers to all training and development opportunities,formal and informal, individual and shared, thatprovides opportunities for professional discourse,mentoring, practice, reflection and analysis. All staffhave a responsibility to undertake ongoing professionallearning which can occur face–to–face, online orthrough other flexible modes of delivery.

In 2016, we made the decision to implement 4 xthree–hour Super Sessions throughout the year in lieuof the two days allocated for professional learning atthe end of year. This is in addition to our regularafternoon professional learning sessions andafter–school meetings. This allowed us to have moretime to work together throughout the year to bettermeet the needs of our students. This model workedextremely well with outstanding commitment from ourstaff and allowed greater engagement and collaborationwith our Community of Schools.

At Cumberland High, we have a growing cohort ofbeginning teachers. In 2016, twenty four members ofour teaching staff (53) are “New Scheme Teachers”.Based on current research, Cumberland has createdand implemented a contexualised induction programaligned to the Australian Professional Standards forTeachers to cater for the needs and professionaldevelopment of our early career teachers. The programfocuses on the requirements for achieving andmaintaining accreditation at Proficient with BOSTES.The school is also committed to support colleaguesseeking voluntary accreditation at higher levels. Severalexperienced and expert teachers are involved in theinduction program which also supports temporary andcasual staff. Utilising principles and funding associatedwith the Great Teaching Inspired Learning initiative,beginning teachers benefit from a variety of strategiesto maximise their potential to become capable andconfident professional teachers. Strategies includereduced teaching load, trained mentor support, lessonobservations, demonstration lessons, team teaching,feedback sessions and targeted professional learning. In 2016* Six New Scheme Teachers were workingtowards accreditation at Proficient* Eighteen NewScheme Teachers were maintaining accreditation atProficient* One teacher seeking voluntary accreditationat Lead.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.


Income $

Balance brought forward 314 598.36

Global funds 582 415.91

Tied funds 328 985.00

School & community sources 841 308.30

Interest 7 934.60

Trust receipts 18 579.00

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 209 074.61

Excursions 106 139.01

Extracurricular dissections 192 059.77

Library 25 530.73

Training & development 87 207.44

Tied funds 248 722.63

Short term relief 115 450.95

Administration & office 441 405.76

School-operated canteen 0.00

Utilities 103 674.67

Maintenance 93 524.97

Trust accounts 19 881.62

Capital programs 139 423.00

Total expenditure 1 782 095.16

Balance carried forward -1 782 095.16

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

School performance

NAPLAN

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


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>

Higher School Certificate (HSC)

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

<You may choose to use this text box to commenton relative performance comparison (averagedifference) and statistical information from BusinessIntelligence>

Delete text not required.

Parent/caregiver, student, teachersatisfaction

Fundamental measures of school performance are thelevels ofsatisfaction of students and their parents andcarers and of school staff. In 2016, Cumberland HighSchool ran two surveys (in April and August) conductedby the Tell Them From Me Learning Bar Inc. for the firsttime. This provided detailed data on student outcomesand the school climate. This data provides abase linefrom which trends can be drawn in future surveys.

The system included a dynamic web–based student,parent and teacher survey. It provided leadingindicators of student engagement and wellness and theaspects of classroom and school learning climate thatresearch has shown affect student engagement andlearning outcomes.

Students. – 78.4% of students from years 7 to 12completed the surveys.

The measures of student engagement covered social,institutional and intellectual engagement. Cumberlandstudents were equal to or above the NSW Governmentnorm in social engagement. This was the same withinstitutional engagement. Similarly, students met NSWGovernment norms in intellectual engagement ofinterest and motivation, effort and appropriatechallenge. Students found classroom instructionrelevant to their lives 6.1 out of 10 while the NSWGovernment norm is 5.8. 67% of students have a highlevel of academic self–concept, just above the NSWGovernment norm while 8% have a low level.

Four school–level drivers of student engagement:quality instruction, teacher–student relations, thelearning climate and expectations for success, were allabove the NSW Government norm. For example,positive student–teacher relations were rated 6.3 out of10 compared to the NSW Government norm of 5.7.

86% of students had aspirations for finishing highschool and 76% of students plan to pursue apost–secondary education while the NSW Governmentnorm is 67%.

37% of students are mostly happy with their life, 42%had medium levels of happiness and 21% had lowlevels of happiness compared to the NSW Governmentnorms of 31%, 43% and 20%.

Teachers. – 46% of teachers completed the survey.

Teacher satisfaction can be gauged by the retentionrate which is increased when staff have a sharedcommitment towards the same goals, pedagogy andcurriculum. Cumberland staff movement is stable, withteachers leaving due to promotion or retirement, withmost teachers having taught at the school for 6 to 15years. Staff absenteeism is also low. In 2016 staff tookan average of 7.73 sick days compared to the stateaverage of 8.31.

The Tell them From Me survey indicated a 6.5 out of 10level of satisfaction with leadership, particularly in


relation to creating a safe and orderly schoolenvironment (8) but a 5.4 out of 10 for useful feedbackabout teaching. Collaboration with other Teachersquestions rated 7.6 and the Learning Culture questionsrated 8. Teachers results with the Parent Involvementquestions of 5.9, indicates that this is an area to beaddressed. 52% of teachers agree that staff morale isgood while 26% either disagree or strongly disagree.91.3 teachers agree that the school leaders clearlycommunicate the strategic vision and values for theschool.

Parents. – 95% of parents completed the survey.

The Partners in Learning Parent Survey is based on acomprehensive questionnaire covering several aspectsof parent’s perceptions of their children’s experiencesat home and at school. This included seven separatemeasures, scored on a 10 point scale. Despite aconcentrated effort to encourage parents to completethe survey, the response was disappointing with 21responses. Despite the small sample size, the datagives some indication of parental perceptions. Parentsfeel welcome–9.1.; Parents are informed – 8.3; Theschool supports learning – 8.3; Support for positivebehaviour – 8.1; Safety at school – 7.4; Inclusion atschool – 6.8. Additionally, 83% of parents said theywould recommend Cumberland High School to primaryschool parents and 96% are satisfied with the school’scommunication methods.

The Parents and Citizens Committee is representativeof the whole parental body and is very supportive of theschool’s vision. Their active involvement in the school ishighly positive. Parental attendance at school events,award presentations and graduation presentations,information meetings and workshops is always highand presents a positive indication of parentalsatisfaction with the school and its approaches to theirchildren’s learning.

Policy requirements

Aboriginal education

At Cumberland High School, our Aboriginal EducationProgramfocuses on supporting and encouragingstudents of Aboriginal and Torres Strait Islanderbackgrounds to achieve better personal andeducational outcomes. We strive to provide a caringand sensitive environment that recognises the disparityin educational and social attainment betweenindigenous and non–indigenous students. The focus ofthis program is to engage Aboriginal students in allaspects of life and ensure they realise their fullacademic potential inorder to make appropriate careerchoices for their future.

This year, the Aboriginal Educational Program hasbeen very successful as our numbers of identifiedAboriginal Students has increased to 17 across years7–12. Students are more engaged in their academicsand are more enthusiastic to apply for programsexternally. In particularly, Zenae Powell (Year8)recently took part in the Nura Gili Indigenous Scienceand Engineering Program where she spent three days,developing her knowledge in Science and Aboriginalculture.

In Week 9 of Term 4, Makaila Wilcox in Year 10 tookpart in her second year attending UTS: GALUWAAnimation and Visual Communication Experience. Thisprogram was conducted over 5 days on site where sheparticipated in graphic novel and animation workshopsand worked with a blend of traditional and newtechnologies. This program was a great experience forour students to explore new opportunities in comic andanimation design and engage them in possible careerpathways in University. Makaila Wilcox comments “Thisprogram was a great experience to further explore myartistic and creative abilities and develop my skills incomic design.”

At the beginning of every Semester, each studentcreates an Individual Learning Plan (ILP) which assiststhem to work towards individual goals. Students takethe initiative for developing these goals based on theirown perceptions of their strengths and weaknesses.The ILP’s are accessible to all staff who is encouragedto implement appropriate support structures inorder tofacilitate the achievement of personal goals. Anotherform of contact is how we communicate each studentsneeds to staff is through our Cumberland Confidential.

The Individual Sponsorship component of the NortaNorta Program is available to students in year 11 and12 and participation in the program is embedded in thestudent’s Individual Learning Plan. The funding for thisprogram allows the school to employ a LearningSupport assistant to provide additional support in areasof need identified by the students themselves. This hasbeen most successful this year as one student wassupported in his preparation for the Higher SchoolCertificate.

In 2016, the Aboriginal Educational Programimplemented old and new programs to enhance thelearning and engagement of our Aboriginal Students.


The programs mentioned below have significantlyhelped our students in the way they approach andengage in school:

• Youth Club (tutoring program) (Optional) –Students meet every Wednesday for an hour aftersport. Students get further assistance in the subjectsthey wish to improve in. The Youth Club is an additionalprogram to assist students in the Norta NortaComponent, in particular focusing on the key areasLiteracy and Numeracy. This program has been verysuccessful as demonstrated in their academic resultsthroughout the year and through teacher evaluations. Iwould like to thank staff on behalf of the students fortheir time and effort in tutoring these sessionsthroughout the year. It is greatly appreciated andvalued!

• Macquarie University: NgamuruProgram–This program was implemented early in Term1 2016. The Ngamuru program aims to develop skillssuch as identity, engagement within schools, socialskills and resiliency. Cumberland is continuing to buildstrong connections with Macquarie Uni and this year, ithas been very successful through Ngamuru.

• Indigenous Science and Engineering 3 DayProgram (ISEP) – This program was offered to ZenaePowell in Year 8. This was Zenae’s second yearattending as the coordinators from 2015 were soimpressed with her development on her first visit. Shethoroughly enjoyed the experience and developedunique skills in the area of Science across the threedays.

• Optus Women’s Leadership Program (Year10)– This program was conducted in Term 3. Two ofour Year 10 Indigenous students took part in thisprogram: Makaila Wilcox and Nikita Van Gelder. Theprogram inspires and empowers young women to buildself– confidence and Leadership Qualities in varioussettings. This was an amazing program as I observed asignificant growth in our student’s confidence anddecision–making capabilities. These skills have beentransferred to their academic studies, where they areachieving positive outcomes.

• Tribal Warrior Cultural Cruise– This excursionbuilt more awareness to our Indigenous heritage. It wasa two hour cruise around Sydney Harbour, discoveringthe stories of the Eora, Cadigal, Guringai, Wangal,Gammeraigal and Wallumedegal people and way ofliving (food, shelter, language, culturalactivities–dancing). The excursion was offered to all ourIndigenous students at Cumberland and the studentshad an amazing experience. Thank you to Mr Diamondfor accompanying Miss East on the day.

• Aboriginal Cultural Arts Workshop IncursionTerm 4 with Daren Dunn (Indigenous Artist)– As anincentive, students attended a 3 day Indigenous ArtWorkshop dedicated to developing their knowledge andunderstanding about Dreamtime Stories and AboriginalArt. Across the three days, students worked with DarenDun to design and create their own Didgeridoo (males)and Clap Sticks (females). Students were taught thedifferent techniques on how to play these items and the

responsibility and respect that should be upheld whenhandling them. Students designed and created someamazing murals for the school and they’ll be displayedearly Term 1 2017. This is a great opportunity forstudents to build stronger connections with theirheritage and develop new social connections with theirpeers. A big thank you to Miss Roots and Mr Diamondfor accompanying Miss East and the students for thethree days. Cumberland is very fortunate to have madethis wonderful connection with Daren Dun as he is anamazing Indigenous Artist who designs the NRLIndigenous jersey’s and is a well– renownedIndigenous Artist across the world. We are very excitedto announce, Cumberland High School will becontinuing the Cultural Workshops with Daren in 2017.

• UTS:GALUWA Animation and VisualCommunication Experience: This program was offeredto Makaila Wilcox in Year 10. The program ran for 5days in Week 9 at UTS where they explored comic andanimation design. This was a great opportunity forMakaila to express herself artistically and explorepossible pathways for her future.

• Australian Indigenous Mentoring Experience(AIME): This program was our biggest incentive thisyear. These programs are for students from years 7–12and focus on empowering the students to engage inschool and make the most of the opportunities that theyhave. This program ran throughout the year wherestudents explored and spoke about different issues intoday’s society and built close connections with theUWS. I would like to thank Mr Diamond, Miss Frew, MsBovill and our amazing bus drivers for chaperoning thestudents when I was unable. It is greatly appreciated.

In 2017, the Aboriginal Educational Program hopes tomodify and implement new programs which willcontinue to cater the learning needs of our students.Cumberland has been very fortunate to have workedwith amazing organisations and individuals this yearand we’re going to continue to work with MacquarieUniversity, UWS (AIME), UTS and ISEP in order toenhance the learning of our Indigenous students. Theprogram also hopes to continue to collaborate with ourschool Aboriginal Art (Indigenous Tribe Totemsinspired) murals so they’ll be ready early Term 1 2017,a first Indigenous Camp (possibly in Term 2 2017) andtake part in the festivities of Multicultural Day andHarmony Day.

I would like to thank everyone who was involved thisyear in the programs and supported the students andmyself in this role. Without your support, we could notachievethe amazing outcomes we have accomplishedin 2016.

Multicultural and anti-racism education

Cumberland High School encourages and supportsdiversity and inclusiveness for all. The school corevalues of Respect, Respect, and Excellence areunderpinned by the principles of multiculturalism andanti–racism. This is supported in the school with arange of policies and procedures, includingAnti–bullying Policy and Code of Conduct, to ensure a


and caring learning environment. There are studentsand staff from over 50 different nations making up theschool population. This creates a richness of culturaldiversity and sharing. The school recognisescultural diversity both within curriculum delivery and thevarious school celebrations and events. One suchevent is the annual multicultural soccer tournamentwhich draws many students together to compete inharmony, as each team must comprise a minimum of 3different cultural backgrounds and of a mixedgender. The school traditionally has conducted abiannual multi–cultural day, involving foods, music andperformance, and a flag ceremony recognising ourcultural diversity.


2016 Cumberland High School Annual Report - Amazon S3 · Cumberland High School is a comprehensive...

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