2018 Narrabri High School Annual Report

Narrabri High SchoolAnnual Report

2018

8170

Printed on: 8 May, 2019 of 18 Narrabri High School 8170 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Narrabri 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.

Dinos Charalambous

Principal

Cover photo: The Aboriginal boys dance group at MADD night, with the support of Clinton Lamb.

School contact details

Narrabri High School2 Gibbons StreetNARRABRI, 2390www.narrabri-h.schools.nsw.edu.aunarrabri-h.school@det.nsw.edu.au6792 1633


School background

School vision statement

At Narrabri High School we: • are committed to the provision of effective learning in a caring, supportive and safe environment. • value and respect the individual and the talents of each student. • have high expectations and are committed to academic endeavours. • seek to develop self–esteem and positive attitudes to ensure each student is empowered to reach their potential. • are inclusive of the school community in preparation of our students to be active, responsible citizens.

When our students leave school they will be :

Effective, ethical and responsible communicators: will appropriately convey information clearly and successfully.

Respectful: will display positive regard to self and others based on awareness and knowledge.

Responsible: will accept accountability for their actions to people and the environment.

Critical thinkers: will analyse, evaluate, make judgements and employ sound reasoning.

Cooperative and Resilient: will willingly and persistently work in accord with others to achieve a common goal.

Honest: will be truthful, trustworthy and fair to all.

School context

Narrabri High School is a comprehensive co–educational high school that provides educational opportunities for studentsfrom the town and adjacent rural areas. Students generally proceed to Narrabri High School from associated localprimary schools. These include Narrabri Public School, Narrabri West Public School and smaller schools like Bellata andFairfax. Narrabri High School caters for a student population of 513 students.

A broad and comprehensive curriculum is provided which caters for students with a wide range of abilities. There arealso numerous opportunities for students to experience and achieve success in sports, the visual and performing arts,student leadership and a range of other extra–curricular activities. Vocational education and workplace life beyondschool are focus areas in this plan.

The school has a well–developed welfare network to support students. We believe in teaching students behaviouralexpectations, with our key focus for all students being – Respect, Involvement, Success and Engagement.

Our direction into the future continues to be on Quality Teaching to improve overall academic achievements through theexplicit teaching of A4L and future focused mindsets, capabilities and learning habits to prepare our students for life, theworld of work and being global citizens in an ever changing world.

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.

The school is making notable progress in Learning Culture, Learning and development and School planning,implementation and reporting. The increased understanding of the use of data has led us to select student performancemeasures and Professional standards as areas to focus on in 2019.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.


For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Community connections

Purpose

To foster strong, positive relationships as an educational community, maintaining a culture of collaboration, engagementand communication between students, staff and the community in order to provide every student with the opportunity tosucceed.

Overall summary of progress

The group worked cohesively and via a well planned survey have valuable data on which to base some strategies. Apositive from the survey was the level of confidence which the majority of respondents had with the growth in the HighSchool.. There are also specific areas that indicate that improvement is required.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased communication andcontact between the communityand the school using a widevariety of tools. (Facebook,Google classroom, Skoolbag app,webpage,parent visits, P & Cmembership etc)

Additional costs absorbedby volunteer staff.

Data clearly indicates the massive uptake of userswho regularly consult the Facebook page.

All students engaged invocational education willappropriately demonstrate andexplain their connections andlearning partnerships withbusinesses, educationalproviders and communityorganisations.

Employment of VET supportofficer–$70,000

TAFE payment for Year 9CDEP –$41,000

The CDEP program for Year 9 was successful. For2019 this will be expanded into both Year 9, andYear 10 with TVET.

With reference to the SchoolEducation Framework (SEF)move from delivering tosustaining and growing or better,in the area of communityenagagement by addressing thefollowing:

– Community satisfaction survey

– Responding to communitysuggestions in the areas oftimely, well explained, consistent,and being responsive tofeedback.

Canteen voucherspurchased for students whocompleted the survey (needto find out how much wasspent) $500

There was a strong indication that the school wasmaking progress in this area. This is indicated bysurvey data, facebook analytics and informalcomments, phone calls and letters.

Next Steps

Present findings at a staff meeting

Develop new milestones (action items) based on survey findings.

It is suggested that year 7 will be targeted as a year group in a pilot program. This strategy will use many forms of digitalcommunication to provide quality feedback to parents, more often and to provide avenues for immediate feedback.



Quality learning

Purpose

To enable our teachers to be active, resourceful and collaborative learners who utilise data to inform teaching andlearning. This will lead to a differentiated curriculum facilitating greater student engagement and learning growth.


A focus in the first year was the upskilling of staff to be able to find and analyse student data. It is pleasing to note that anumber of classroom teachers took leadership opportunities and presented staff development activities.





All staff analyse external andinternal data to evaluate studentgrowth and communicate thisinformation to the schoolcommunity .

Photos, PDFs, Lessonplans etc

This training will continue next year to aid ininforming their teaching.

All students are meeting orexceeding expected growth inliteracy and numeracyachievement. if on an individualbasis, this is not achieved, a clearexplanation is documented and aplan is in place to address theconcerns.

ALARM presentercosts–$500

More explicit use of learning goals and successcriterias to continue in 2019. HSC results to beanalysed to see if ALARM has made any differenceto results.

Next Steps

To continue with the analysis of data and further implement ALARM in the school. To work with EducationChangemakers to enhance teaching and learning opportunities.



The wellbeing of the school community

Purpose

To create a positive and supportive environment which is respectful of individuals and groups leading to learning growth.The School community has a wellbeing policy that is in alignment with the DoE Wellbeing Framework.


This group has been working on evaluating current practice to ensure consistency. It is clear that the school offers manyWellbeing programs.





To increase the percentage ofpositive behaviours and decreasethe percentage of targetedbehaviours on millennium andimprove student engagementlevels in terms of wellbeing

Nil cost. Faculty time andexecutive meetingdiscussions and strategies.

There were a number of wellbeing initiatives like theLennox 1000, and "Be a farmer" drought supportafternoon.

To increase communityinvolvement and understanding inthe process of building NHSWellbeing policy throughprofessional development andongoing small group activities

Nil Strategic direction group 3 are working on this area.

All staff will confidently engage inand apply procedures andsystems.

Nil Ensuring consistency is a difficult process. Theevaluation and publication of student expectationsis assisting in this area.

Next Steps

Continuation of these programs, reviewing their effectiveness and considering what we can add – Clontarff

We may need to consider a way to measure the benefits to students, staff and the community

Continue to reinforce positive behaviour

Evaluation of Discipline, Anti–Bullying, Anti Racism and Wellbeing policies.

We will investigate an exciting opportunity funded by the University of New England to support both staff and studentwellbeing called Flourishing at School (Flourishing DX).


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $117, 428 The AEO (Aboriginal Education Officer) andthe SLSO supporting Aboriginal studentsworked hard to improve educationaloutcomes. The introduction of the YESprogram, in conjunction with TAFE, createdunity and cultural pride.

Low level adjustment for disability $275,207 SLSOs were employed to provide targetedsupport both in class and in withdrawalgroups in Years 7–10. Individual studentswere better engaged in their learning

Quality Teaching, SuccessfulStudents (QTSS)

Funding was not providedin 2018

Socio–economic background $244,614 Funding was provided to establish a secondDeputy principal and a Teacher to supportYear 7 transition. Both were able to deal withmatters in a timely manner and liaise withoutside agencies

Support for beginning teachers $57,535 The beginning/new teacher program wasaligned to the accreditation project with onestaff member providing significant supportand guidance. Six beginning teachers wereaccredited as proficient.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 315 292 248 230

Girls 272 259 260 257

In February 2018 the total school enrolment was 508which was a reduction of 18 students from 2017.

Student attendance profile

School

Year 2015 2016 2017 2018

7 92 90.6 91.9 87.3

8 90.1 87.5 87.6 85.9

9 86.3 88.4 84.7 81.3

10 83.2 83.6 86.7 75.8

11 86.1 80.5 84.1 81.5

12 91.3 89.3 81.1 84.1

All Years 87.8 86.4 86.2 82.8

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

School attendance is monitored by the Head Teacherof Administration. All class rolls are marked digitally toensure accuracy and up to date data. An SLSO isemployed for the first half of the day to support theHead Teacher and make follow up phone calls toparents when students are absent. Fractional truancy isadministed by the Head teacher o English for years7–8, and the head Teacher o Administration for theremaining years. The HSLO (Home School LiaisonOfficer) is utilised when students absences become anissue and there is a lack of response to ourcommunication.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 3

Employment 0 0 52

TAFE entry 0 0 3

University Entry 0 0 20

Other 0 0 5

Unknown 0 0 16

Year 10

Of the 84 students who commenced Year 10 in 2018,nine students did not complete the year. Of these, twostudents left to take up apprenticeships. Five studentstransferred to other schools.

Years 11

10 of the 86 students originally enrolled in Year 11 atthe start of 2018 left the school. Two of these studentscommenced an apprenticeship while another fourgained other employment. Including the apprentices,three students took up TAFE courses. One studenttransferred to another school and one student could notbe tracked.

Year 12

64 students were enrolled in the 2018 Year 12 cohort atthe start of their HSC year. Of these 8 withdrew duringthe year. • 20% (13 students) have enrolled in university

courses. This includes part–time, distance andexternal courses NB: An indeterminate number ofstudents also deferred their enrolment until 2020or 2021.

• 52% (33 students) have taken up some form ofemployment. Some students are also undertakingtertiary study part time while maintaining casualemployment.

• 3% (2 students) entered apprenticeships ortraineeships.

• 3% (2 students) were seeking work or taking abreak from paid employment

Year 12 students undertaking vocational or tradetraining

Hospitality 9 (14% of Yr 12 enrolled at the start of 2018)


Primary Industries 5 (8% of Yr 12 enrolled at the start of2018))

Total 14 (22% of Yr 12 enrolled at the start of 2018)

Year 12 students attaining HSC or equivalentvocational education qualification

Achieved Cert II Hospitality 5

Achieved Cert II Agriculture 3

SCA Towards Cert II Hospitality 4

SCA Towards Cert II Agriculture 2

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Head Teacher(s) 7

Classroom Teacher(s) 31.1

Learning and Support Teacher(s) 1.8

Teacher Librarian 1

School Counsellor 1

School Administration and SupportStaff

11.68

Other Positions 2

*Full Time Equivalent

Narrabri High School has new scheme andexperienced teachers who are all well supported by acapable SAS staff, SLSOs, a general assistant, farmassistant, TSO and a schools worker. The schoolfunded a second deputy principal, and a transitionteacher for the 7 silver class.. At Narrabri High Schoolthere were 4 staff who identify as Aboriginal. Theseinclude teaching staff, HSLO, the AEO, an and in classtutor.

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 10

Professional learning and teacher accreditation

All staff completed the mandatory training includingCode of conduct, CPR and anaphalaxis training. Inaddition VET teachers completed their mandatorytraining. The school funded staff members(0.4 FTE) toassist with accreditation. As of this year all staff exemptfrom the accreditation process in previous years, havebegun their maintenance period of accreditation.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 1,355,588

Revenue 7,932,040

Appropriation 7,638,185

Sale of Goods and Services 13,380

Grants and Contributions 264,352

Gain and Loss 0

Other Revenue 5,977

Investment Income 10,146

Expenses -7,450,287

Recurrent Expenses -7,450,287

Employee Related -6,518,819

Operating Expenses -931,467

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

481,753

Balance Carried Forward 1,837,341

The school budgeted well and was able to remainwithin its financial means. Whilst the school paid foradditional teaching resources, some savings weremade due to the difficulty in 2018 of fully staffing theschool. Furthermore, the school staff are still learningthe new SAO system and eFPT budgeting tool. As a


result, the school was conservative in some initiatives.

Financial summary equity funding

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

2018 Actual ($)

Base Total 5,622,879

Base Per Capita 100,931

Base Location 90,674

Other Base 5,431,274

Equity Total 637,246

Equity Aboriginal 117,428

Equity Socio economic 244,612

Equity Language 0

Equity Disability 275,207

Targeted Total 535,410

Other Total 253,596

Grand Total 7,049,132

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.


Students performed satisfactorily in most areas ofNAPLAN when compared to the cohorts from the last 3years. Whilst most of the literacy areas were consistentof the past three years, the percentage of students inbands 4 and 5 compared to the higher bands indicatesthat work must be done in this area. The ALARM–ALearning and Responding Matrix was successfully usedacross the whole school in 2018, which hopefully seean improvement in students writing results. It ispleasing to note that in Year 9 that there aren't anystudent is in the bottom 4 bands in reading, spelling orgrammar and punctuation.

Band 4 5 6 7 8 9

Percentage of students 18.2 27.3 19.3 22.7 4.5 8.0

School avg 2016-2018 15.4 21.2 24.2 24.2 7.7 7.3


Band 4 5 6 7 8 9


School avg 2016-2018 13.3 20.1 30.2 21.6 10.4 4.3

Band 4 5 6 7 8 9


School avg 2016-2018 13.9 15.8 29.3 21.2 16.1 3.7

Band 4 5 6 7 8 9


School avg 2016-2018 23.8 31.9 24.2 11.7 7 1.5


Band 5 6 7 8 9 10


School avg 2016-2018 22.4 23.6 25.6 18.8 6.4 3.2

Band 5 6 7 8 9 10


School avg 2016-2018 16.5 25.7 24.9 18.9 11.2 2.8

Band 5 6 7 8 9 10


School avg 2016-2018 20.4 18.4 28.8 22.4 7.6 2.4


Band 5 6 7 8 9 10


School avg 2016-2018 40.2 23.9 20.7 10.8 3.6 0.8

Numeracy results are satisfactory across the schoolwith no student in Year 7 in the bottom 3 bands and nostudent in Year 9 in the bottom 4 bands. There stillneeds to be some work to improve the percentage ofstudents achieving in the top 2 bands. In Numeracy ourstudents in Year 9 students at or above expectedgrowth was above the state average .

Band 4 5 6 7 8 9


School avg 2016-2018 7.5 23.9 29.9 25 9.3 4.5


Band 5 6 7 8 9 10


School avg 2016-2018 2.9 29.3 37.2 20.5 7.9 2.1

In 2017 we did not have any Aboriginal students in thetop 2 bands for Numeracy or Reading in Year 7 butwere able to improve these figures in 2018. We still didnot have any Year 9 students in the top 2 bands andthis is an area that the school needs to work on. Wehave been implementing QuickSmart which willhopefully see an improvement in 2019.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). There was a pleasing improvement in thenumber of band 5 and band 6s achieved in 2018. In2017 we had 2 band 6s and 16 band 5s compared to 6band 6s and 35 band 5s in 2018. This includes onestudent who topped the state In human services with anexam mark of 99. Band 6s were achieved in a variety ofsubjects – mathematics, music, business studies,PD/H/PE, physics and human services by 4 students.


Subject School2018 SSSG State

SchoolAverage

2014-2018

English(Advanced)

69.8 74.6 77.5 69.5

English(Standard)

53.5 62.6 65.0 59.0

MathematicsGeneral 2

58.4 61.5 65.1 60.9

Modern History 56.9 61.5 69.5 58.7

PersonalDevelopment,Health andPhysicalEducation

69.5 64.9 69.5 69.5

The school was above the state average in SeniorScience and Business Studies are within the 5 points ofthe state mean in Chemistry, Industrial Technology,Music 1, PD/H/PE, Software Design and Development,Hospitality, Primary Industries. Our results comparedto the state in English and Mathematics could beimproved by the encouragement of students in to theappropriate course. Our results in English Advanced in2018 where better than our average results for the last4 years which indicates that strategies such as ALARMare having an effect.

Parent/caregiver, student, teachersatisfaction

In 2018 Narrabri High School participated in the TellThem From Me Surveys. Strategic Direction group 1also created a survey assessing the level ofengagement and satisfaction in the school.. Bothsurveys indicated that the majority of parents believedthat the school is doing a good job in providing ageneral education for their children. Furthermore, theirlevel of satisfaction, particularly in the area ofcommunication has increased in recent years. Manypeople noted that the school has many committed, hardworking staff members, but some staff need to improvetheir application.

Students from Year 7 to 12 participated in the survey.Narrabri High school has higher participation rates inextra curricular activities than other DoE schools andtheir grades in English, Maths and Science is on par orslightly higher than like schools. The survey reportedthat students find the classroom instruction iswell–organised, with a clear purpose, and withimmediate and appropriate feedback that helps thathelps them learn. Staff felt that they were setting highexpectations for students. Staff use assessments tohelp students improve and try to link new concepts toprevious material. The People Matter survey wascompleted by some staff, who in general were happywith the leadership being provided.

MADD (Music, Art, Dance and Drama) night washugely successful, as was Presentation night, withmany members of the community directly contactingthe school or voicing their positive opinions on socialmedia and the newspaper. They clearly recognized thetalent in the staff and the way that staff and studentsworked together to achieve outstanding outcomes. Thiswas also the case with Presentation night, and a varietyof wellbeing themed days to support students and thecommunity in general. Thanks must be give to the SRCfor its leadership.

Policy requirements

Aboriginal education

This year saw a significant focus on enhancing theprofile of Aboriginal Education. The Deputy Principal,Mr Leo Kolmajer, in conjuction with the AEO, JackieJones and TAFE, introduced the YES program. Thisactivity enabled the students to connect with their


culture, take pride in their culture and provided themwith important life and work skills. Through theexpertise of TAFE and other community members, abeautiful Aboriginal outside area was planned andcreated by the students.

The Year 10 Aboriginal studies class continued toembrace leadership opportunities. They presented at anumber of community events, with the school receivingmany positive comments.

A boys Aboriginal dance group, under the guidance ofClinton Lamb performed at a variety of community andschool functions. These boys showed impressiveathleticism as well as cultural sensitivity.

Jacqueline(Cora) Smith completed her Year 12 HSC,achieving very good results. She also was awarded theprestigious Auscott scholarship, which provides herwith funding to enable her to complete further tertiarystudies.

Multicultural and anti-racism education

Narrabri High School continues to incorporatemulti–cultural perspectives across all learning areas. Inparticular, languages other than English, History, FoodTechnology and English classes were used as vehiclesto implement aspects of the multicultural educationpolicy and celebrate Australia's multicultural heritage.

Three staff are trained as anti–racism officers and arean integral element of the school's wellbeing processesand are available to address concerns of students orstaff. There were a few minor occasions where theARCO's supported students to solve issues in 2018..

As noted in the section on Aboriginal education, therewere many occasions in 2018 that Aboriginal culturewas celebrated and enthusiastically received by thewhole of the school.


2018 Narrabri High School Annual Report

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