2016 Punchbowl Boys High School Annual Report€¦ · In 2016, Punchbowl Boys’ High School (PBHS)...

Punchbowl Boys High SchoolAnnual Report

2016

8184

Printed on: 14 May, 2017 of 15 Punchbowl Boys High School 8184 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Punchbowl Boys’ 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.

Robert Patruno

(Acting) Principal

School contact details

Punchbowl Boys High SchoolKelly StPunchbowl, 2196www.punchbowlb-h.schools.nsw.edu.aupunchbowlb-h.School@det.nsw.edu.au9708 6122

Message from the Principal

Our school’s success is underpinned by key elements that promote quality teaching and learning programs for ourstudents. All staff and students are encouraged to Dream more, Learn more, Do more and Be more.

The highly dedicated staff at Punchbowl Boys’ High School work together to provide an inclusive environment where allstudents are nurtured and encouraged to achieve their personal best in all that they do. Staff deliver proactive teachingand learning programs for students that support the strategic directions of the school plan; Educational Excellence,Creative Learners and Innovative Leadership.

Our students have been highly enthusiastic to learn and participate in the range of educational opportunities providedfor students at the school to support their learning and social outcomes. Finally, Punchbowl Boys’ High School enjoysproactive support and collaboration from our parent body and local community.

At our annual self–assessment and review meeting involving staff, students and community members the following keyfeatures of our achievements for Punchbowl Boys’ High School in 2016 were identified:

Academic Achievement – Continued strong value added growth in NAPLAN assessments and upward trends inachievement in the Higher School Certificate.

School Environment – The continued reinvigoration of the facilities of the school through the development of creative,flexible learning spaces. These included three outdoor gym stations to promote physical health and wellbeing.

School Programs – Excellence in the Creative and Performing Arts with theYear 9 Music group ‘320’ participating in thestate final of the Youth Rock competition.

Sporting Achievements – Six teams winning their grade zone competitions and two students achieving staterepresentation honours in Athletics.

I would also like to take this opportunity to thank the students, staff, parents, carers and key stakeholders of the schoolfor their outstanding work and contributions during the 2016 academic year.


School background

School vision statement

We inspire our students, teachers, parents and community to:

Dream more in a learning community that supports and encourages learners' aspirations and a strong sense of identityand belonging.

Learn more through a rich and challenging differentiated curriculum, delivered by dedicated teachers and role modelswho engage and motivate learners to achieve their full potential.

Do more with experiences and opportunities that spark curiosity, promote critical thinking and reflect educationalexcellence.

Be more as they become adaptive, resilient, empathetic and creative world citizens.

School context

Punchbowl Boys' High School is a growing comprehensive high school situated in South West Sydney. The school has aculturally diverse student population with 96.4% of the boys being from language backgrounds other than English(LBOTE), being predominately Arabic, Pacific Islander and West African.

Key programs that have been established at the school to meet the diverse learning and social needs of our studentsinclude: the implementation of Positive Behaviour Intervention Support (PBIS) that values Respectful, Responsible, andSafe Learners, Student Representative Council (SRC), Leadership Programs, Debating Programs, Year 11 LeadershipSki Camp and the Year 7 Camp and Mentoring program. Additionally, key areas of focus include: high growth in literacyand numeracy outcomes in NAPLAN, HSC results that demonstrate increases in student performance in the higherbands of achievement, whole school curriculum that is embedded with strategies that promote quality teaching andengaged learners, quality assessment informing all teaching and learning programs and maximising student attendancethrough strategic student wellbeing support strategies.

The school is a leader in promoting educational community partnerships, boys education and also in providing a safe andchallenging learning environment valuing academic achievement, equity, respect and citizenship. The mission ofPunchbowl Boys' High School is for all students to be engaged in 21st century learning, design thinking and achieveacademic and/or vocational success.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW inthe pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,Teaching and Leading.

In 2016, Punchbowl Boys’ High School (PBHS) engaged all key stakeholders, including students, staff, parents/carersand the community, in discussions about the School Excellence Framework and its implications for informing, monitoringand validating our journey towards educational excellence. Staff were actively engaged during School DevelopmentDays, Executive and Staff Meetings, where detailed professional learning on the School Excellence Framework wasdelivered. In addition, staff were provided opportunities to thoroughly examine the School Plan (2015–2017) to determine


the elements of the framework that our school most strongly addressed. Our self–assessment analysis provided animportant tool for staff reflection to ensure our improvement aligned with high level expectations across the threedomains of Learning, Teaching and Leading.

In the domain of Learning, significant focus was placed on ensuring that all students had an identifiable goal that theywere working towards (Dream more), an understanding of what skills they would need to obtain to realise that goal(Learn more), the practicable steps that would need to be taken to develop these skills (Do more), and the visualisationof what success would look like (Be more). This initiative was led through a number of school teams, including theStudent Wellbeing Team with each Year Adviser designing a ‘Dream Card’ for their cohort and working with individualstudents to personalise their learning intentions. This aspect of the Student Self–Awareness Wellbeing Program allowedevery student to know what long term goal they were working towards and became an excellent discussion point inmeetings with parents/carers and other key stakeholders about proactive strategies their child could adopt to improvetheir academic outcomes.

The Evaluation Team made significant improvements to the physical amenities of the school through the refurbishmentof the staff common room in order to facilitate the ability to run several concurrent meetings in break out areas. Studentsresponded positively to the construction of three outdoor gym equipment sites in the playground. These sites allow forstudents to increase their physical activity during break times but have also been used by classroom teachers for lessonson flexibility and resistance as well as push and pull forces across a number of key learning areas. The creation of thesemultipurpose learning sites allows the school to deliver flexible, innovative learning experiences for all members of theschool community.

In the domain of Teaching, emphasis was placed on building consistent practice across all faculties inimplementing systems and processes for monitoring the progress and performance of students in Stage Six as theymove through the preliminary and HSC courses. The collation of all relevant information from BOSTES into a single‘Supporting the HSC’ document allowed the school to streamline the monitoring process. The distribution of evidencefolders to each Stage 6 teacher allowed for Deputy Principals to have constructive transparent discussions around theprogress of students in each course. Teachers reported that this approach assisted them in giving effective feedback totheir class about student performance in the course.

The KLA Connections workstream placed a significant emphasis on exploring ways in which STEAM resources andteaching practise could be incorporated into existing pedagogy. A team with representation across various facultiesproduced a technologies and procedures manual for STEAM that set out how this approach to learning is currentlyreflected in existing faculty programs and opportunities for future expansion. In addition, the manual set out possiblelesson sequences that utilised new resources purchased or sourced by the school including a 3D printer, VR headsetsand coding software. The students who participated in STEAM centred lessons reported a high level of understandingnew content and their teachers reported strong levels of engagement during these lessons. The pursuit of best practiceteaching in STEAM is demonstrative of the commitment of the school to produce graduates with the critical and creativethinking skills to be successful in a dynamic future.

In the domain of Leading, staff were supported to develop Performance and Development Plans (PDPs) that were inalignment with the Australian Professional Standards for Teachers and the strategic directions of the School Plan(2015–2017). A particular emphasis was placed on the collection of strong evidence sets to demonstrate that theidentified goals of each teacher were being met. The school participated for the first time in the Tell Them From Me(TTFM) surveys with findings from the student surveys informing the development of teacher professional learningsessions during semester two on fostering student voice, maintaining high expectations and restorative practices.Systems Leadership continued to focus on the building of capacity among all staff to critically reflect on school progressthrough conducting School Excellence Framework self assessment within faculties and teams. This process facilitatedmeaningful conversations around the areas where the school was sustaining strong practice and areas to target forimprovement going forward.

This collaborative and ongoing approach to school planning, the significant support from all stakeholders of our schoolvision and strategic directions, supported by the new funding model, with the focus on students, continued to make asignificant impact on our school progress. The achievements and identified ‘Next steps’ are outlined inthe followingpages. Our self–assessment process will further assist the school to refine the strategic priorities in our school planleading to further improvements in the delivery of quality education to our students.


Strategic Direction 1

Creative Learners

Purpose

Our students will graduate from our school as creative, independent thinkers and life–long learners.

They will be equipped to be adaptive, resilient and empathetic citizens and leaders who make a positive contribution totheir community and beyond.

Overall summary of progress

The staff at Punchbowl Boys’ High School continued to engage in developing a Wellbeing Policy at the school level thatwould successfully support the cognitive, emotional, social, physical and spiritual wellbeing of students across our schoolcommunity. The school worked towards the annual milestone of a completely updated Wellbeing Policy and Proceduresmanual. Significant progress was made in training staff through Staff Development days in highlighting the importance ofbuilding connection between the student and the school, promoting high expectations as the criteria for success andproviding opportunity for all students to be leaders so they may thrive. The milestones of all students having apersonalised ‘Dream’ card and the Sentral Wellbeing system being used by all staff were both successfully achieved.

The Evaluation team delivered a number of creative, flexible learning spaces in 2016, including outdoor gym equipmentand a refurbished staff common room. The team identified several sites across the school for upgrades andrefurbishment in 2017 and 2018.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

By 2017, evidence from teachingand learning programs,extra–curricular activities andcommunity users will reflect theuse of creative flexible learningspaces developed across theschool.

Teaching and Learning programs continued to beupdated to take advantage of the increasingnumber of creative and flexible learning spacesavailable across the school. A teams approach tothis strategic direction ensured all executive staffwere informed of the progress of this project.

$75,000

Evidence of a strong school widebehaviour system (PBL) whichpromotes core values and ourschool vision.

The Student Wellbeing team began incorporatingthe results of the 2015 SET analysis conducted bythe Ultimo PBL Team into an updated SchoolWellbeing Policy. An initial step was updatingschool expectation posters in all classrooms.

$1,500

Next Steps

• Consolidate the ‘Dream’ card program but with an increased emphasis to be placed upon students identifying shortterm goals which are tracked by a mentor teacher.

• Continue to update the School Wellbeing Policy to communicate clearly to staff the process in supporting everystudent to connect, succeed and thrive.

• Continue to transform learning spaces across the school in order to facilitate flexible, innovative curriculumdelivery.

• Establish community partnerships with a variety of external agencies that will support existing and create newlearning opportunities and wellbeing programs across the school .



Educational Excellence

Purpose

Our school will become a benchmark in educational excellence.

We will realise this through the collaborative and reflective design, delivery and continuous monitoring of a differentiatedcurriculum. The high priority given to evidence–based teaching strategies will ensure every student can achieve their fullpotential.


Significant progress was made in preparing Stage five students for the work force with all Year 10 students completing astructured Work Experience program. Members of the Stage team who had assisted in the development of personalisedschool to work plans supported students on the work site. Feedback practices focused mainly on Stage six students andBOSTES requirements for monitoring progression through a course. The systems that were put in place allowedteaching staff to effectively provide feedback to parents/carers and students about their progression towards improvedlearning outcomes.

The ‘Educational Network Forum’ organised by the school and delivered by trends expert, Michael McQueen, allowed allstaff and many parents/carers, to build an understanding of the learning needs and habits of Gen Y and Gen Z studentsand for staff, begin adjusting their programs accordingly. A STEAM manual was finalised with many resources purchasedto support practicable‘Maker Movement’ inspired lessons. Differentiation of literacy and numeracy teaching will bereassessed in the light of the Stronger HSC Current State, Future State document.




By 2017, 100% of Year 9students will show growth inLiteracy and Numeracy NAPLANData.

Year 9 students showed rates of growth in theirNAPLAN literacy and Numeracy data above DoEand state averages.

$152,000

Employment of additionalDeputy Principal usingsocio–economic funding.

HSC Bands Data reflect anincreasing shift towards thehigher bands.

HSC band analysis indicates the positive trend intohigher bands continuing in subjects including LegalStudies, Society and Culture and Economics.

As above

Improved assessment practicesreflect effective and systematicfeedback procedures across allKey Learning Areas.

Faculties enhanced their feedback process toincorporate increasingly clear and concise feedbackto students.

As above

Curriculum programs andteaching practices across KeyLearning Areas are aligned toeffectively develop theknowledge, understanding andskills of all students.

Cross faculty input into the STEAM manualprovided a model of developing cross KLAconnections that can be replicated to further alignexisting programs.

N/A

Next Steps

• Continue to refine feedback processes with an emphasis on the achievement of students in Stage 4 against theliteracy and numeracy continuums and Stage 5 students against the Australian Core Skills Framework.

• Continue to empower staff to provide timely, effective feedback to Stage 6 students about their progressionthrough Preliminary and HSC courses.

• Examine ways to develop consistent literacy and numeracy pedagogy across the school. • Examine a learning and achievement framework to provide holistic educational and social outcomes.



Innovative Leadership

Purpose

Our school will facilitate the passion and commitment of staff, students, parents and the community to provide innovativeleadership.

Through high expectations, transparent processes, capacity development, the strategic use of resources and a strongemphasis on research and data we will become a transformative force in boys' education.


All staff completed the Performance and Development Plan process in 2016, with many pursuing external professionallearning based around concepts identified in the DoE’s What Works Best document. The data generated from the initialTell Them From Me survey conducted by the school informed professional learning on several Staff Development Days.

The Executive Team collated data from individual faculty self assessment against the School Excellence Framework andused this as evidence to update the school data wall to reflect the progress the school had made by the end of 2016. Theschool Intranet started to be phased out and all policies and procedures uploaded to Sentral to allow for ease of staffaccess and to ensure the consistent implementation of all school documents.




All staff will produce Performanceand Development Plans inalignment with AustralianProfessional Standards forTeachers and school’s strategicdirections.

All staff completed the PDP process aligning theirgoals with the strategic directions of the school andthe Australian Professional Teaching Standards.Faculties conducted internal self–assessment oftheir progress against the SEF with the data to beused to inform further improvement in 2017.

$152,000

Employment of additionalDeputy Principal usingsocio–economic funding

By 2017, an increase in studentleadership opportunities of which20% of students in each cohortwill participate in a leadershipopportunity on an annuallyrotated basis.

Students from all cohorts participated inopportunities for leadership around events heldwithin the school and formal leadershipopportunities through the Student RepresentativeCouncil.

As above

By 2017, all Key Learning Areasand school practices are alignedwith the School ExcellenceFramework (baseline to bedetermined in2015).

Faculties conducted an audit of current facultypractices against the School ExcellenceFramework. Each faculty identified areas of bestpractice as well as areas for further development.

N/A

Next Steps

• Staff to continue to foster ‘student voice’ in their classroom and activities to continue developing a distributedmodel of student leadership.

• Increase opportunities for staff at all levels of the school to network with colleagues and observe best practice. • Continue to build the capacity of staff to identify their own learning goals that align with the priorities of the DoE

and the strategic directions of the school. • Engage guest speakers and community organisations to strengthen the school philosophy and support milestones

within the School Plan (2015–2017).


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Aboriginal and Torres Strait Islanderstudents had a current Personalised Learningand Support Plan that was formulated withinput from parents/carers and students.

All staff have an understanding of theAboriginal Education policy and implementingstrategies, such as ‘the Eight ways ofAboriginal learning’ to engage Aboriginal andTorres Strait Islander students.

$437.61

English language proficiency All identified English as an AdditionalLanguage/Dialect students receivedwithdrawal support to assist their progressalong the ESL Scales as identified in theirPersonalised Learning and Support Plan.

$34,276.37

Low level adjustment for disability All students identified through the NCDDsurvey received adjustments to their learningconsistent with the goals identified with thestudent and his parent/carer in formulating aPersonalised Learning and Support Plan. Thisincluded 71 students in 2016.

$285,853.21

Socio–economic background Strategic Direction 1

Declines in partial attendance rates reflectincreased engagement with the learning cycleand the school community.

Emphasis placed on DoE Behaviour Codemaintained the high expectations across theschool community.


A significant percentage of Year 9 studentsdemonstrated higher than predicted growth inthe NAPLAN domains of Numeracy andReading.

Deputy Principals collated semester examsand conducted interviews with students andparents/carers focused on identifying transferable skills across subjects that couldbe improved.


All current policies and procedures uploadedon to Sentral platform to enhance consistency

$565,514.67


Socio–economic background of communication to all members of theschool community and track progress againstthe School Excellence Framework.

$565,514.67

Support for beginning teachers Beginning teachers had a reduced teachingload and access to in class assistance tosupport their transition into the teachingprofession. Additional Professional Learningopportunities were provided focusing onclassroom management, engaging studentsfrom LBOTE backgrounds and buildingproductive partnerships with students andtheir parents/carers.

Targeted student support forrefugees and new arrivals

All refugees and new arrivals were providedwith withdrawal and in class support from theschool’s Language/Dialect teacher. They hada Personalised Learning and Support Planthat was monitored each semester to reviewtheir progression towards identified learninggoals. These students were involved in thedevelopment and running of the school’sWorld Tribe Day

No funding received in2016.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 419 456 479 490

Girls 0 0 0 0

In 2016, the positive enrolment trend evident since2007 continued. The majority of students come from alanguage background other than English with over 35different language backgrounds represented throughthe harmonious multicultural community of PunchbowlBoys’ High School.

Student attendance profile

School

Year 2013 2014 2015 2016

7 92.3 93.9 92.2 87.3

8 86.8 89.2 88.7 88.5

9 88.8 85.7 86.2 84.6

10 85.4 83 81.2 81.9

11 80.9 88.5 82.3 81.4

12 84 82.2 85.6 84.5

All Years 86.6 87.4 86.3 85.1

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

Attendance continues to be a focus for the schoolcommunity. The impact of the school's attendanceaction plan saw an overall reduction in partialabsences. This was a result of students more regularlyarriving on time to school in response to support offeredto them and parents/carers in finding solutions toimprove their prompt arrival to school. The school willcontinue to work with students, parents/carers, ourHome School Liaison Officer and other communityorganisations to continue supporting students full

attendance at school.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

11.2 10.5 5.7

Employment 55.5 47.3 7.6

TAFE entry 0 5.2 19.2

University Entry 0 0 9.6

Other 33.3 20.9

Unknown 0 16.1 24.5

#Other includes students studying in private colleges asa pathway to university study.

The pleasing trend of graduates of the school going onto seek further learning opportunities continued in2016. Of the students engaged in further study, thevast majority had commenced a Bachelor or Diplomadegree at a university or tertiary college.

Year 12 students undertaking vocational or tradetraining

In 2016, one Year 12 student participated in a TAFEbased course.

Year 12 students attaining HSC or equivalentvocational education qualification

100% of the 60 Year 12 students enrolled in 2016attained their HSC qualification.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 6

Classroom Teacher(s) 25.9

Learning and Support Teacher(s) 1.9

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

8.08

Other Positions 5.4

*Full Time Equivalent

The Australian Education Regulation 2013 requiresschools to report on the Aboriginal composition as aproportion of their workforce. In 2016, the indigenouscomposition of school staff was 0%.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 87

Postgraduate degree 13

Professional learning and teacher accreditation

In addition to the events delivered internally at staffmeetings on Staff Development Days and professionalreadings unpacked in staff newsletters, 79 externalProfessional Learning opportunities were attended bystaff over the course of 2016. Total school expenditureon teacher professional learning was $27,656. Thiscomprised of course cost fees and casual salaries toallow staff to attend external courses.

School based Staff Development Days were attendedby all staff who participated in mandatory training in theareas of Work Health and Safety, Child Protection,Anaphylaxis and e–Emergency Care training. Inaddition to these areas considerable time was spent onstaff exploring the implications of the School ExcellenceFramework and external validation reforms and howthey could collect and exhibit evidence that

demonstrated improvements in practice. Ongoingexamination of the Wellbeing Policy, changes tosyllabus' and monitoring requirements for Stage 6course were also collaboratively explored by staff.

Following the success of the Michael Carr–Greg eventin 2015, the school engaged global trends andGeneration Y expert Michael McQueen to lead twosessions. The first session, also attended byparents/carers and members of our partner primaryschools examined changes in the ways that membersof Generation Y and Generation Z interact with peersand view the world. The staff session examined waysthat are proven by research to engage contemporarylearners in their learning. Feedback from both sessionswas extremely positive.

Over the course of 2016, two members of staffcompleted the process of accreditation with BOSTES.An additional 19 staff continued to maintain theiraccreditation.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

This summary of financial information covers funds foroperating costs to 31 December, 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

2016 Actual ($)

Opening Balance 768 194.68

Revenue 6 483 557.48

(2a) Appropriation 6 355 709.43

(2b) Sale of Goods andServices

24 244.32

(2c) Grants and Contributions 98 175.55

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 5 428.18

Expenses -6 483 630.92

Recurrent Expenses -6 483 630.92

(3a) Employee Related -5 945 109.51

(3b) Operating Expenses -538 521.41

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

-73.44

Balance Carried Forward 768 121.24


The school’s financial management processes are theresponsibility of the school finance team and arecarried out in accordance with financial policyrequirements. A significant portion of equity fundingwas directed towards additional staffing positions inaccordance with priority areas outlined in the schoolplan. Savings carried forward are for planned additionalstaffing positions and anticipated projects andprocesses in 2017 in accordance with School Planstrategic directions.

Financial summary equity funding

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

2016 Actual ($)

Base Total 5 294 584.54

Base Per Capita 32 565.67

Base Location 0.00

Other Base 5 262 018.87

Equity Total 886 081.86

Equity Aboriginal 437.61

Equity Socio economic 565 514.67

Equity Language 34 276.37

Equity Disability 285 853.21

Targeted Total 1 719.84

Other Total 104 563.88

Grand Total 6 286 950.11

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.

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

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

NAPLAN Year 7 – Literacy

In 2016, 95 students completed the NAPLAN test(s). Inthe domains of literacy comprising the components ofreading, writing, spelling, grammar and punctuationresults indicated that student performance continue toshift away from the lowest band (Band 4). A majority ofstudents achieved greater than predicted improvementin their performance between Year 5 and Year 7although student growth for all candidates is yet to beachieved. Future directions for the school will bereading comprehension skills and a continued focus onsustained writing skills.

NAPLAN Year 9 – Literacy

In 2016 a total of 77 Year 9 students sat the NAPLANtests. In all domains that comprise the Literacycomponents of the NAPLAN exam, there was evidenceof a continued transition away from students scoring inthe lower bands. A number of students attaineda higher than expected growth above the NSW DoEstate average.

NAPLAN Year 7 – Numeracy

In the domain of Numeracy, the transition away fromthe bottom band was much more pronounced and agreater number of students exceeded their predictedgrowth. An item analysis has informed the need for staffto work on literacy within numeracy tasks in order toimprove student outcomes.

NAPLAN Year 9 – Numeracy

In the domain of Numeracy, there was a pronouncedimprovement in the reduction of students scoring in thelowest band and students achieved greater thanexpected growth at a percentage 1.23% higher than theNSW DoE average growth.

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.

In accordance with the Premier’s priorities: Improvingeducation results, schools are required to report ontheirstudent performance for the top two NAPLAN bands inreading and numeracy.The 2016 performance forstudents at Punchbowl Boys' High School issummarised below.

Year 7 Reading – 1.1%

Year 7 Numeracy – 4.3%

Year 9 Reading – 1.3%

Year 9 Numeracy – 2.6%


Higher School Certificate (HSC)

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

Parent/caregiver, student, teachersatisfaction

• Each year schools are required to seek opinionsof parents/carers, students, teachers andcommunity members about the school. Theopinions of these stakeholders were soughtthrough the following methods;

• Interviews conducted with members of the schoolcommunity including staff, students andparents/carers and community members

• Discussion forums at Parent and Citizensmeetings

• Individualised focus groups scheduled to gainfeedback from key stakeholders

• Student, parent, carers and staff surveys focusingon teaching strategies literacy and numeracyskills and strategic directions within the schoolplan

• Surveys conducted with staff through GoogleForms on the effectiveness of professionallearning and future directions of school programs

• The school had students complete the Tell ThemFrom Me survey 1

Their responses are presented below. • The combining of subject selection night with

report distribution and parent teacher meetingssaw a high amount of participation.Parents/carers reported a high level ofsatisfaction with the detailed amount of feedbackprovided to them at these events about theprogress of their son. In addition, all families whoattended individual subject selection meetings forYear 10 into Year 11 reported satisfaction with thedetail staff went into in discussing the mostappropriate subject choices for their sons.

• Our well attended Parent and Citizens meetingscontinued to offer support for the strategicdirections of the school and support events thatbuilt upon student learning and wellbeing. Thesuccessful World Tribe Day was an initiative thatwas developed from a suggestion at a P&Cmeeting. Parents, carers and communitymembers also reported a high level of satisfactionwith the expert forum they attended led byMichael McQueen. Many attendees found theforum allowed them to better support their sonstechnology use and raised an awareness of theimportance of teaching their children cyber safetyskills.

• Staff feedback on Professional Learning activitiescontinued to express a high degree of satisfactionwith the programs offered and the opportunitiesfor collaborative learning. In response to stafffeedback additional faculty meetings were heldthroughout semester two to allow faculty teams tocomplete projects and compliance requirements.

The initial TTFM surveys reflected a high degree ofbelonging at school is felt by our students. Data fromthe survey also indicated that bullying was an issueacross the Year 8 cohort. This led the school toimplement a number of proactive interventions to


reduce incidents related to bullying and build studentresilience. The success of these programs will bedetermined when the survey is issued again in 2017.

Policy requirements

Aboriginal education

Indigenous students were supported through thePersonalised Learning and Support Plan process todevelop short and long term learning goals with theirprogress monitored by staff within the Teaching andLearning faculty. All subject areas incorporatedAboriginal perspectives into their teaching and learningprograms with staff also receiving professional learningaround the Eight ways of Aboriginal Learningpedagogy. In a first for Punchbowl Boys’ the WorldTribe Day event commenced with a smoking ceremonyand ‘Welcome to Country’ conducted by a localAboriginal elder with assistance from a student ofAboriginal heritage. The school will look to extendstudents’ understanding of Aboriginal and Torres StraitIslander cultures through increasing involvement, inschool events including Close the Gap and NAIDOCweek.

Multicultural and anti-racism education

The school has a Multicultural Education Policy thatpromotes cultural diversity across the schoolcommunity. The policy provides programs to increaseintercultural understanding and community harmony byaddressing the specific needs of students and familiesfrom culturally diverse backgrounds.

Multicultural education is embedded across all keylearning areas within teaching and learning programs.This allows our students to develop the understandingthey require to become strong Australian and globalcitizens.

The school promotes social inclusion and cohesion inall its practices. In particular this can be seen in theannual events of a Ramadan Iftar and a Christmascelebration. Both events, led by studentvolunteers, were attended by students and staff fromvarious ethnic and faith backgrounds as a show ofacceptance and respect for the beliefs of all membersof the school community. An inaugural World Tribe Daywas held in Term 4. The event saw students attend intraditional cultural dress and with the support of staff,run a series of food stalls offering traditional foods fromaround the world. One group of students used theevent as a fundraising drive for refugees living withinour local community. This successful fundraising effortwas the culmination of a cross Key Learning Areaproject based learning program that allowed students toindependently examine issues that cause people toseek refuge in Australia and the challenges they face.This particular project, like the whole event, builtunderstanding and empathy for peoples of variousbackgrounds and circumstances.

Staff at Punchbowl Boys’ High School are strongly

committed to reducing racial discrimination of any formand actively take responsibility for their obligationsunder the Anti–Racism Policy, NSW anti–discriminationact and Commonwealth Anti–Racism laws. In 2016, anew sign was erected at the entrance to the school thatwelcomes students and community members in 35different languages. This sign sends a positivemessage about inclusion across the school community.Many teaching and learning programs, particularlywithin the English and HSIE faculties examine thedebilitating effects of racism in individuals andcommunities. These programs promoted studentdiscussions on how to reduce racial discriminationwithin Australian society.

Other school programs

Student Voice and Leadership

The school actively continued to encouragea innovative leadership model in 2016. Crucial to thesuccess of this model was raising awareness amongstaff to provide opportunities to gauge ‘student voice’.In addition to students hosting the Year 12 GraduationCeremony and Annual Presentation Day, studentsorganised, budgeted and ran the school’s Iftar andChristmas celebrations. Further, students wereconsulted over the development of the exam timetablesfor each semester and a suggestion obtained throughstudent voice resulted in the school’s successful WorldTribe Day.

Achievements in Music

The resurgence of Music within the school continuedapace in 2016, driven by two notable achievements inparticular.

* A group of students from the Year 9 Music electiveclass successfully auditioned for the ‘Youth Rock’competition and pleasingly won through the qualifyingrounds to the state final.

* This fantastic result allowed a member of the band tobe selected to perform as a featured soloist at theDepartment of Education Schools Spectacularconcerts.

Achievements in Sport

Punchbowl Boys’ High School continued its strongtradition of representation and elite performance innumerous sporting endeavours in 2016. Participation atall three school carnivals continued to grow across theyear with the school sending a large contingent ofcompetitors to both zone and regional levels. Thisincreased participation resulted in two studentsreaching state level for field events. Grade sport teamswere again well supported with six teams declaredzone champions across the course of the threeseasons.


2016 Punchbowl Boys High School Annual Report€¦ · In 2016, Punchbowl Boys’ High School (PBHS)...

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