2016 Rouse Hill High School Annual Report...• Senior and Middle school wellbeing support...

Rouse Hill High SchoolAnnual Report

2016

8291

Printed on: 1 May, 2017 of 15 Rouse Hill High School 8291 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Rouse Hill 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.

Kim Chapman

Principal

School contact details

Rouse Hill High School105 Withers RoadRouse Hill, 2155www.rousehill-h.schools.nsw.edu.aurousehill-h.school@det.nsw.edu.au9836 3602


School background

School vision statement

Rouse Hill High School develops dynamic, accountable, resilient and engaged learners. To support our purpose, thisschool plan focuses on developing insightful thinkers through purposeful learning with a future focus.

School context

At Rouse Hill High School we offer challenging and diverse learning programs providing excellent opportunities forindividual success. Knowing our students and their learning needs allows us to help them on their pathway to success.Our senior students benefit from unique, flexible Higher School Certificate pathways with wide subject choice and theopportunity for Year 12 subjects in Year 11. Strong educational leadership and dedicated teachers create a supportive,dynamic learning environment. Since opening in 2009, our dedicated staff members have actively engaged in highquality professional development, investing strongly in all aspects of our vibrant public school.

Rouse Hill High School is a medium sized comprehensive high school located in the rapidly developing north–westcorridor of Sydney. The school serves an above average socio–economic community with a Family Occupation andEducation Index of 64, the FOIE mean being 100. Of our students, 26% are from a language background other thanEnglish and less than 1% are Aboriginal. Currently, the school has an enrolment of 840 students and 59 teaching staff.

Developing leadership and engagement programs and building confidence, resilience and success in our students is apriority. Analysis of data shows we have made progress in these areas but still have room for growth, particularly in thearea of student voice. The school has above average attendance, students wear full school uniform and the culture of theschool is viewed as a positive place to learn.

Since opening, the school has shown high growth in NAPLAN results, however, results have not been consistent. 2013was the first year that external data for the HSC was available for analysis. The data shows the school has more work todo in consistently improving value–added results for students and moving students from the middle achievement bandsto higher achievement levels.

The Parents and Citizens Association works closely with the Principal to determine the strategic directions of the schooland support the school in many ways including purchasing resources, providing advice on school programs andstructures, initiating community activities to increase parental involvement and actively participating in the selection ofstaff. Links with the local community and wider educational community are priority areas within this plan.

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,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.

In the domain of Learning our priorities have focused on curriculum and learning, and learning culture. During 2016there has been a demonstrated commitment within the school community to strengthen and deliver on school learningpriorities. Through Project Flourish, teachers collaboratively reflected on how they were embedding school priorities intotheir lessons and how to improve their own and each other’s practice. The impact Project Flourish had on teaching wasshared with Principals and members of the Schools of the Future Project with all faculties demonstrating growth. Theactive partnerships established with the Mitchell Institute and the University of Technology Sydney has helped topromote continuity of learning for students and reinforce the school's focus on developing future focused learners. TheRouse Hill High School Learning Support policy was formalised in 2016 unifying programs and processes to betteridentify, address and monitor student learning needs. This has enabled a targeted approach to tiered learning andwellbeing supports delivered by teachers, the Learning and Support Team and Year coordinators. Staff furtherembedded effective questioning, growth mindset feedback and Raising Responsibility into their teaching, providingstudents with opportunities to connect and succeed in their learning and personal growth. In 2017 the school will focuson reviewing and consolidating student leadership and wellbeing policies and programs with the aim of developing athree year plan for inclusion in the 2018–2021 school plan.


In the area of Teaching, our efforts have focused on data skills, collaborative practice, and learning and development.Professional learning delivered throughout 2016 focused on rethinking and redesigning assessment practices across theschool to focus on embedding the general capabilities and moving towards learning continua. To support this shift,teachers developed their understanding and ability to interpret data and how to design assessment for differentiationthrough ongoing professional learning. In Term 3, all staff worked in faculty based professional learning communities toembed professional learning delivered throughout 2015 and 2016 and the priorities outlined in the school plan. Facultiesincorporated data analysis in their planning for learning with teachers actively sharing learning from their classrooms andtheir observations of practice. Teachers provided and received planned constructive feedback from peers and studentsto improve teaching practice. In Term 4, the English and Mathematics faculty led targeted professional learning focusingon building teachers’ understandings of effective teaching methods in the areas of literacy and numeracy. In 2017,professional learning communities will monitor and share practice on the implementation of these literacy and numeracyteaching strategies.

Our focus in the area of Leading has been on leadership and school planning, implementation and reporting.Throughout 2016 the school has solicited student feedback on how their teachers have implemented school priorities inthe classroom. This has enhanced the information provided to the school from the Tell Them From Me survey andformed one of several assessment tools used to measure the impact of teaching. The Rouse Hill High School facultyexcellence framework was implemented in 2016, providing a clear description of the key elements of high qualityproducts and practices outlined in the school plan. Faculties utilised this framework to self–assess and plan fordifferentiated professional learning to meet the needs of their faculties and individual teachers as they progressed fromdelivering to excelling. Executive staff completed professional learning through Growth Coaching International to developskills in building staff capacity. Through modeling and ongoing coaching meetings with Executive staff, these skills werefurther refined to enable school leaders to confidently use the eight steps of coaching and principles of effectivecoaching. In 2017 the school will focus on providing a minimum of 10 hours of NESA approved professional learning andestablish school based systems to support the maintenance of accreditation for all teachers from 2018.

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.

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

Student engagement in school life is reflective, resilient and insightful.

Purpose

To foster successful student participation in school life by investing in raising individual responsibility for learning andbehaviour through a growth mindset approach. A focus on participation, recognition, feedback and reflection is required.

Overall summary of progress

• Staff further embedded effective questioning, growth mindset feedback and Raising Responsibility into theirteaching, building on professional learning delivered throughout 2015. To support implementation, school widesystems reinforced these initiatives including: aligning behaviour monitoring processes with the ABCD model;ensuring report comments reflected a growth mindset philosophy; using posters to promote the ABCD model in allclassrooms; providing information regarding the ABCD model to the community through school publications;information sessions and training students in Raising Responsibility.

• Staff and students initiated a pilot study as part of the school’s involvement with the Mitchell Institute’s YoungEntrepreneurial Program. The pilot involved establishing seminar groups with a cross–section of students fromYears 7–12. The pilot aimed to improve student engagement by; providing opportunities for senior students tomentor middle school students and delegating student responsibility in delivering a student driven wellbeingcurriculum.

• Staff evaluated the use of effective questioning, growth mindset feedback and Raising Responsibility throughcollaborative professional learning structures, as part of Project Flourish. Staff shared their practice in facultygroups by critically reflecting on their observations of classrooms, student work samples and data from the StudentLearning Survey, to collectively improve the effectiveness of each faculty’s practice.

• Senior and Middle school wellbeing support structures were reviewed and adjusted to reflect the Department ofEducation Wellbeing Framework for schools (WFFS). In 2016, the Senior School seminar lessons were aligned tothe central themes of the WFFS; connect, succeed and thrive. Middle School seminar lessons focused onrelationships, positive mental health and diversity. Year coordinator roles were redefined allowing staff to progresswith their year groups and emphasising the importance of developing positive and respectful relationships. Inaddition, Year coordinators initiated targeted and cohort directed programs to build personal success.

• In 2016, The Rouse Hill High School Learning and Support Policy was established, amalgamating and refiningcurrent school practices. The policy outlines the school's tiered support model (intensive, targeted and universalsupport) and the responsibilities of the teachers, Learning and Support Team and Wellbeing teams in supportingthe needs of all students. Additional curriculum and wellbeing based supports for students in the intensive andtargeted tiers were delivered throughout 2016 including, MacqLit – an explicit and systematic reading interventionprogram, and Raise Mentoring – a 20 week community based mentoring program.

• The P&C funded four shade shelters that have added to the available break out spaces for outdoor learning andprovided shaded options for students during recess and lunch. Flexible learning spaces were established throughthe purchase of furniture for the library and two communal teaching spaces. This has allowed teachers to configureclassrooms for specific learning experiences and support collaborative student projects.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Tell Them From Me data showsimprovements in socialengagement and institutionalengagement measures by anincrease of 15%

Tell Them From Me data shows static growthoverall in social and institutional engagementmeasures. Key points include; • Student participation in extracurricular activitieshas increased by 3% • Girls with positive relationships has increased by6% • Students with a positive sense of belonging hasdecreased by 4% • Students with positive behaviour at school hasincreased by 3% • Students that value schooling outcomes hasdecreased by 4%.

RAM Socio–economic –$2000

TPL – $12000

RAM Aboriginal background– $1076

RAM Low disability –$30000

Millennium data shows a • Behaviour resulting in suspension has remained RAM Socio–economic –





decrease in student behaviourreferrals

fairly consistent with small variations in most yeargroups. • There was a 64% decrease in suspensions forstudents in Year 9 and a small reduction in bullyingincidents in some grades.

$8000

Attendance data is maintained at,or above 92%

• Attendance data has been maintained at 92%.See Student attendance profile p13 for furtherdetails.

Next Steps

• Implement targeted wellbeing programs in Senior School to address student stress levels and their capacity toinitiate and maintain effective study programs

• Realign school discipline and anti–bullying policy to reflect a Raising Responsibility approach and the WellbeingFramework for Schools

• Implement QuickSmart mathematics intervention program for students requiring intensive support • Redefine the role of School Learning and Support Officers to include facilitating small group literacy and numeracy

programs • Review seminar pilot study to determine future directions • Research strength based approaches and positive psychology models to plan and develop a professional learning

program for implementation in 2018



Student learning is dynamic, personalised and connected in a purposeful way.

Purpose

To deliver learning that is personalised for each student within a connected KLA approach. It is linked with real worldproject based learning and encourages students to: take ownership of and risks in their learning; challenge them in newways; and move beyond 'the known' toward higher order literacy, numeracy and critical and creative skill development.


• In partnership with the University of Technology Sydney, Rouse Hill High School trialled the UTS–REVIEW webtool to assist in reporting and tracking the development of general capabilities. The trial identified the suitability ofthe software for the needs of a high school and the professional learning requirements for staff to participate in apilot research project. A research proposal was submitted to UTS and staff participated in a collaborative workshopdeveloping skills in writing assessment criteria based on capabilities.

• Staff participated in a collaborative professional learning structure known as Project Flourish. Based on DylanWiliam’s ‘Teacher learning communities’, staff were responsible for reflecting on the professional learning deliveredthroughout 2015 and 2016 and embedding this into their classroom practice. Staff and faculties identified wherethey were operating against indicators in our Rouse Hill High School Faculty Excellence Framework. ThroughoutTerm 3, faculties met weekly to discuss their classroom practice drawing from observations of classrooms, studentwork samples and data from the Student Learning Survey to inform their critical reflection. Faculties and individualsreported on their growth in all areas of the school plan 2015–2017 and published their improvement against theFaculty Excellence Framework.

• In 2016, Rouse Hill High School was selected as part of the Schools of the Future Project led by the FutureLearning Directorate. The team of teachers involved in the project helped to define our school’s case for change,analysing a broad range of quantitative and qualitative data sources. The project also developed staffunderstanding of design and evaluative thinking, prototyping, and scaling and diffusion. This has informed thedesign of Project Flourish and will be utilised in future professional learning programs and curriculum reviewprocesses in 2017.

• All staff have embedded Google Apps for education into their teaching. The effective use of Google Apps has beenenhanced by professional learning as part of Project Flourish, illustrations of practice by leading practitioners, andthe introduction of the ClickView curriculum library.

• Google Apps for Education were used to enhance student collaboration and effective collection of diagnostic datafor use in differentiation. As part of our Transition Program, Year 7 students have developed knowledge andunderstanding about how to be a responsible digital citizen.

• The focus of whole school professional learning throughout 2016 was developing students’ literacy, numeracy andcritical and creative thinking skills. To support this focus, professional learning developed staff knowledge,confidence and understanding in the following areas;

1. using formative assessment to improve the responsiveness of teaching to student need, 2. assessing skills and using the ACARA learning continua to report on skill development,3. designing pre–tests and assessments to allow and cater for differentiation,4. developing strategies to teach collaboration and creative and critical thinking skills, 5. using z scores, effect size and data analysis to measure our impact as teachers,6. delivering targeted literacy and numeracy skills to address areas of need identified in student NAPLAN data.




Tell Them From Me data showsimprovements in intellectualengagement measures by anincrease of 15%

• Intellectual engagement measures increased by14% for Yr 11 and 12 throughout 2016. The samemeasure was static for Years 8 and 10 and fellbelow state average for Year 7 students. Rigour,relevance and effective learning time all increasedduring 2016. These measures were 10% abovestate average by the end of 2016.

TPL – $21000





Tell Them From Me data showsimprovements in intellectualengagement measures by anincrease of 15%

• Measurement of effective student differentiationon the high skills – high challenge measureincreased from 37% to 41% during the year. • A pilot was completed with a Year 7 class in ajoint project with UTS on self assessment andreflection across achievement of skills andcapabilities.

HSC results in all courses areequivalent to, or better than stateaverage

• In the 2016 HSC 12 out of 20 subjects performedabove state average compared to 15 out of 21 in2015.

TPL – $8000

85% of students achieve orexceed expected growth ininternal and external measures

• 59% of Year 9 students achieved or exceededexpected growth in numeracy in 2016 with 50% inreading. The percentage of students achieving inthe top two NAPLAN bands rose from 13.8% in2015 to 17.4% in 2016 in numeracy, and from13.1% in 2015 to 15.5% in 2016 in reading. 59% ofYear 10 students achieved or exceeded expectedgrowth in VALID. • 100% of teachers demonstrated growth againstthe Faculty Excellence Framework through 2016. • Internal student data shows growth in the use ofwriting and numeracy strategies in classrooms andin student confidence using writing and readingstrategies.

Literacy grant – $2158

English language grant –$5000

TPL – $10000


Next Steps

• Year 7 students and staff, collaborate with UTS on the research project, The Integration of Capability Assessmentand Reporting for Stage 4 Student Work in NSW Public Secondary Schools

• Project based learning delivered across all Middle School classes • Staff analyse external and internal data sources including diagnostic pre and post testing and assessment and

survey results, to measure and report on the impact of their teaching • Guardians are provided with weekly updates of their child’s Google Classroom activity through Google Apps for

education • The Project Flourish, professional learning community model is adopted to support staff embedding the following

into teaching and learning programs;

1. Whole school and faculty specific literacy and numeracy strategies2. Professional learning program, Differentiation in action3. Practices outlined in the faculty excellence framework and school plan 2015–2017



Students thrive in a sustainable, accountable and future focused school community.

Purpose

To enhance positive school experiences through the development of 21st century skills by supporting collaboration,technology, engagement and the wider community, and supportive school structures within a culture of professionalpractice.


• All staff have embedded Google Apps for education into their teaching practice. The effective use of Google Appshas been enhanced by professional learning as part of Project Flourish, illustrations of practice by leadingpractitioners, and the introduction of the ClickView curriculum library. A Technology consultant was appointed in2016 to provide ongoing support as staff developed their skills in engaging with Google Apps for Education. Aspart of our Transition Program, Year 7 students have developed knowledge and understanding in how to engagewith technology responsibly and ethically as a digital citizen.

• Senior School students engaged in seminar programs focusing on study skills, ethical responsibility throughout theHSC and issues of health, safety and wellbeing at a time when they face significant changes and challenges intheir lives. Senior School workshops, excursions and Careers lessons have helped students build connectionsacross year groups and develop their confidence in transition beyond high school.

• In 2016, a Professional Practice Mentor was appointed to lead the Beginner Teacher Induction Program andsupport executive and early career teachers in the accreditation and maintenance of accreditation process. As partof this role the Professional Practice Mentor also provided guidance to teachers on the process for completingaccreditation at highly accomplished and lead levels.

• All Executive staff completed ongoing professional learning relating to growth coaching. Coaching conversationsand the underlying principles of growth coaching were utilised by Executive staff to build capacity of teachersthroughout the annual performance and development process. In determining performance goals, staff mapped tothe Australian Professional Standards for Teachers then recorded and monitored progress towards theachievement of their Performance and Development Plans through BlueSky Education online software.

• A Rouse Hill High School Facebook page was initiated in 2016 in response to feedback from the school P&C.Professional learning to all staff has enabled the effective and responsible use of this medium which has beenused as a communication and promotion tool by all faculty areas. Facebook has enhanced the school'scommunication strategies which include the Skoolbag App, Website, Newsletter, Email and paper notifications.

• Throughout 2016, Rouse Hill High School strengthened our engagement with the wider community through ourinvolvement with the Mitchell Institute Young Entrepreneurial Program, UTS Review project and the Schools ofThe Future Project. These initiatives have provided authentic opportunities to work with experts in innovation andinform our school based practices. Local community engagement projects included: MADD, a combined arts basedcurriculum showcase with partner primary schools; and DARE week, a whole school project involving all staff,partner Primary schools, local businesses and a P&C led trivia event. These projects provided positive schoolexperiences for students and staff and promoted a sense of belonging.




Parent perception of their child'sexperience at school improves tostate average in all areas. (TellThem From Me survey)

• 76% of respondents strongly agree or agree tothe statement, "I would recommend my child's highschool to parents of primary school students" • Rouse Hill High School Skoolbag app has beenloaded to 1432 devices • 606 users like the Rouse Hill High SchoolFacebook page with the highest post reaching over1800 users • 78 943 views of our Rouse Hill High Schoolwebsite throughout 2016 with 8548 unique views ofour homepage • Parent perception of their child's experiences atschool has increased towards state average. TTFMdata indicates:1. School supports learning increased by 3%

Computer Coordinator –$35000





Parent perception of their child'sexperience at school improves tostate average in all areas. (TellThem From Me survey)

2. School supports positive behaviour increased by2%

3. Safety at school increased by 5%

4. School inclusiveness increased by 5%.

95% of students planning tertiaryeducation when leaving school

• 80% of students plan on finishing high school • 34% of students plan on completing a VET orTAFE course • 64% of students plan on going to university

School to Work – $6884

The school provides opportunitiesfor teachers to show growth in asupportive and professionalenvironment.

• All staff contributed to professional learning offaculty and reported growth against FacultyExcellence Framework through Project Flourish • Staff participated in 294 external professionallearning activities to support teacher PDPs and theimplementation of school priorities • Five teachers completed accreditation processesat proficient level • 96% of teachers have reported greaterconfidence and use of technology in their teachingpractice • Student survey data shows high levels ofeffective technology use in classroom for teachingand learning • All executive staff completed growth coachingprofessional learning


Beginning Teachers –$129000

Next Steps

• School based systems established to support school wide maintenance of accreditation from 2018 • Establish collaborative partner primary school literacy and numeracy approach for implementation throughout

2018–2021 School Plan cycle • Continuation of the Entrepreneurial Learning Program in collaboration with 12 Western Sydney schools to: develop

student networks; engage in creative and entrepreneurial product oriented learning experiences; and benefit localand global communities

• Guardians are provided with weekly updates of their child’s Google Classroom activity • Staff enhance high quality teaching and learning strategies through ongoing use of assignment, questions and quiz

functions of Google Classroom. • NESA approved professional learning designed and delivered to address learning needs specific to Rouse Hill

High School • Faculty registration processes established to monitor and improve the quality of curriculum documentation • Stage 6 and post school destination readiness is improved through:

1. an evaluation of Careers lessons and work experience program2. accessing PAT Reading and Mathematics benchmarks to guide HSC subject selection3. the introduction of HSC student shadow program for Year 10 students


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The seven Aboriginal students at Rouse HillHigh School had personalised learning plans(PLPs) in place and support provided toencourage success at school. Our Aboriginalcoordinator utilised professional learningaddressing the 8 Aboriginal Ways of Learningin the development of these PLPs. The schoolfacilitated the connection to the Aboriginalcommunities by continuing theAcknowledgment of Country at all formalassemblies and embedding Aboriginal historyand perspectives in curriculum.

$3179

Low level adjustment for disability The Learning and Support Team havecoordinated support for students withdisabilities. This has included: • access to Student Learning SupportOfficers and Itinerant Support officers inclassrooms settings, • inclusion in targeted literacy and numeracyprograms, Scaffolding Numeracy in theMiddle Years and MacqLit – readingintervention program, • providing special provisions forassessments and examinations, • monitoring and evaluating the effectivenessof Personalised Learning and Support Plans.

$48412

Socio–economic background Financial support has been provided tostudents from low socio–economicbackgrounds. This has included providingassistance for school fees, camps andextracurricular activities, uniforms, laptopsand other school supplies. Some studentsfrom low socio–economic backgrounds havereceived additional support based on theirperformance in NAPLAN and in internalassessment data. These students have beeninvolved in MacqLit and accessed the supportof Student Learning Support Officers withinclassroom settings.

$34011

Support for beginning teachers In 2016, Rouse Hill High School supported 10beginning teachers, 7 in their first and 3 intheir second permanent year of teaching.Beginning teachers and their mentors wereprovided with release time to develop theirunderstanding and application of theAustralian Professional Standards forTeachers. As part of their induction process,beginner teachers met with the ProfessionalPractice Mentor fortnightly to collectivelydiscuss their practice and provide each otherwith ongoing support.

$113547


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 318 335 351 379

Girls 324 351 369 384

Student attendance profile

School

Year 2013 2014 2015 2016

7 94.8 95.2 94.6 94.6

8 94 95 92.4 93

9 94 92.5 92.7 91.2

10 92.8 92.9 90.1 89.1

11 94.2 93.8 92.2 92.5

12 92.2 91.2 90.7 91.7

All Years 93.9 93.6 92.2 92

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

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 1

Employment 12 11 17

TAFE entry 15 43 22

University Entry 51 42 55

Other 1 0 1

Unknown 20 5 3

There is one student from Year 12 still seekingemployment. Students are combining employment withpart–time and full–time study. Some students havechosen to defer enrolment in University due to eitherfinancial circumstances, overseas travel or familyreasons.

Year 12 students undertaking vocational or tradetraining

• In 2016, 59% of students in Year 12 undertookvocational or trade training with some studentsachieving more than 1 qualification.

• The short course qualifications undertakenincluded First Aid Certificate and White Cardcourses (Working Safely in the ConstructionIndustry).

• Students enrolled in TVET completed certificatesin Animal Care and Retail.

• 22 students completed Certificate II in Hospitality– Food and Beverage.

Year 12 students attaining HSC or equivalentvocational education qualification

In 2016, 79 students achieved their HSC with 28% alsoachieving a vocational educational qualification as partof their HSC. Vocational education qualificationsachieved in 2016 included the following courses: VETHospitality –Food and Beverage, Retail and AnimalCare.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 8

Classroom Teacher(s) 39.3

Learning and Support Teacher(s) 1

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

11.08

Other Positions 2.5

*Full Time Equivalent

In 2016, Rouse Hill High School had two staff with anIndigenous background.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 51

Postgraduate degree 49

Professional learning and teacher accreditation

• 5 beginning teachers completed accreditation atproficient level.

• Rouse Hill High School provided 33.5 hours ofprofessional learning at a whole school level.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 2016 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 869 947.68

Global funds 483 533.31

Tied funds 378 861.42

School & community sources 396 117.80

Interest 20 194.89

Trust receipts 54 306.78

Canteen 0.00

Total income 2 202 961.88

Expenditure

Teaching & learning

Key learning areas 76 906.86

Excursions 159 204.04

Extracurricular dissections 107 442.65

Library 5 549.18

Training & development 0.00

Tied funds 387 059.51

Short term relief 189 543.96

Administration & office 131 344.07

School-operated canteen 0.00

Utilities 20 033.23

Maintenance 6 123.15

Trust accounts 53 983.64

Capital programs 35 803.12

Total expenditure 1 172 993.41

Balance carried forward 1 029 968.47

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.

• Premier's Priorities: Improving education results – In 2016, Rouse Hill High School achievedimproved percentages of students in the top twoNAPLAN Bands for reading, languageconventions and numeracy. In 2017, the schoolwill continue to focus on embedding writingstrategies into teaching and learning programs inall KLAs.

• State Priorities: Better services – ImprovingAboriginal education outcomes – In 2016, threeAboriginal students at Rouse Hill High Schoolcompleted NAPLAN. One student exceeded stateaverage in all areas and another in reading andlanguage conventions. The third student hasbeen supported through the MacqLit readingintervention program and Scaffolding numeracy inthe Middle Years program.

Higher School Certificate (HSC)

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


The proportion of students achieving two band 5–6results is 35% which is comparable to similar schools at40%. This year had our strongest performance withstudents gaining better results each year. 90% ofstudents who completed the HSC were eligible for anATAR. This compares to 84% in similar schools.

Policy requirements

Aboriginal education

The seven Aboriginal students at Rouse Hill HighSchool had personalised learning plans (PLPs) in placeand support provided to encourage success at school.Our Aboriginal coordinator utilised professional learningaddressing the 8 Aboriginal ways of learning in thedevelopment of these PLPs. The school facilitated theconnection to the Aboriginal communities by continuingthe Acknowledgment of Country at all formalassemblies and embedding Aboriginal history andperspectives in curriculum.

Multicultural and anti-racism education

Multicultural and AntiRacism Education has been led bythe Senior School Leadership Team. They haveimplemented a number of fund raising activities andcoordinated Harmony Day celebrations successfullyplacing a school wide focus on promoting respect,fairness and a sense of belonging for everyone in adiverse community. The Middle School Team haveembedded the focus areas into the seminar programundertaken by students each week. The schoolcontinues to support multicultural education withteaching and learning programs incorporatatingmulticultural values and culturally inclusive teachingpractices. In 2016, students and staff promoteddiversity through the China Club and visited our sisterschool in China, Ningbo No.15. The AntiRacismContact Office (ARCO) has completed professionallearning throughout 2016 to strengthen theirunderstanding of issues relating to racism within theschool environment.


2016 Rouse Hill High School Annual Report...• Senior and Middle school wellbeing support...

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