2018 Warners Bay High School Annual Report · Soiree, ANZAC Day, Cultural Food Days and Charity...

Warners Bay High SchoolAnnual Report

2018

8440

Printed on: 8 May, 2019 of 23 Warners Bay High School 8440 (2018)

Introduction

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

Dr Sharon Parkes

Principal

School contact details

Warners Bay High School1 Myles AveWarners Bay, 2282www.warnersbay-h.schools.nsw.edu.auwarnersbay-h.school@det.nsw.edu.au4954 9488


School background

School vision statement

Warners Bay High School is a valued, dynamic learning community which enjoys strong support from the localcommunity and from its Alumni.

Students are actively engaged in their learning, resulting in assessment capable learners with high expectations whochallenge themselves to achieve their personal best.

A suite of specialised programs support the full range of learners providing quality education for all to ensure futurefocused learners. Extensive co–curricular and extra–curricular programs reflect the value of diversity by responsible,productive citizens.

Ongoing professional learning for staff fosters a culture of passion, enthusiasm and continuous improvement in studentlearning outcomes.

School context

Warners Bay High, situated on the eastern side of Lake Macquarie, is a comprehensive 7–12 school with an enrolmentof over 1300 students. The school was established in 1966 and enjoys a good reputation in the community for theprovision of a "Quality Education for All."

The student profile is predominately Anglo–Saxon with 3.2% of students from an Aboriginal background. 6.9% ofstudents come from non–English speaking backgrounds. The most prevalent of the 33 languages represented areAfrikaans, Cantonese, French, German, Italian, Spanish and Tagalog.

The staff and parent community are relatively stable, with many staff and families having a long and strong connectionwith the school. The attendance profile for students has consistently been above state average for over ten years.

External data from the HSC, NAPLAN and VALID indicates good value – added growth.

Overall in each external measure students' results are often below the state average and percentage in Same SchoolGroup (SSG) of each measure in the highest band.

Student results in the bands immediately below the top band are consistently and significantly above the percentage inthe state and SSG. The previous School Plan 2015–2017 incorporated a number of initiatives and programs to lift theperformance of students into the top two bands in the HSC, NAPLAN and VALID. These programs and initiatives,together with additional initiatives will continue and are documented in the 2018–2020 School Plan.

Internal data collected through surveys of staff, students and parents (2018), along with student focus groups as part ofthe Visible Learning Initiative, identified staff professional learning, staff reflections and analysis of external data,indicates a strong valuing of the school's rich and varied curriculum. These, together with the extensive co–curricularand extra–curricular initiatives and activities strengthen student learning outcomes. Of significant note, students indicatethe wealth of cultural programs to develop student and staff knowledge and tolerance of individual difference. Theseinclude, but are not limited to NAIDOC celebrations, Sorry Day, Harmony Day, Student Exchange, MADD Nights,Soiree, ANZAC Day, Cultural Food Days and Charity Days. The range of sporting programs was valued most highly byall year groups.

Staff survey responses indicate strong support for and commitment to co–curricular programs to support and extendstudent learning and development. These include and are not limited to VLE/Brainfood, QLE, Student Interviews,Mentoring, HSC Study tutorials, the Bridging Course, Numeracy programs, Student Welfare and Homework Help.

Technology, computer accessibility, BYOD practices and on–line learning access through MOODLE and GoogleClassroom are an integral component of school life in some faculties but are not yet consistently applied across thewhole school.

Together with the four partner primary schools, Warners Bay High School implements programs across the Communityof Schools (CoS) to develop a co–ordinated approach to curriculum transition, a focus on student feedback, writingand student leadership programs to support Aboriginal students through our Junior AECG.


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.

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

Within the Learning Domain, the self–assessment of school progress was identified as Sustaining and Growing.Evidence included expansion of the curriculum to include delivery of Science, Technology, Engineering, Art andMathematics (STEAM) across Years 8–12 with a significant percentage increase in the number of girls taking up STEAMcourses; regular staff professional learning using external facilitators to improve staff skills to differentiate the curriculum;100% take up of Google Classroom providing a means to deliver formative assessment with increased opportunities forfeedback; a focus on audio feedback; student surveys and focus groups to obtain student voice; and external dataanalysis using SCOUT software.

Within the Teaching Domain, the self–assessment of school progress was identified as Sustaining and Growing.Evidence included NAPLAN and HSC data; student work samples; extensive professional learning programs for staff;coaching and mentoring programs; Hub School initiatives; Community of Schools (CoS) programs; and strong links withthe University of Newcastle.

Within the Leading Domain, the self–assessment of school progress was identified as Sustaining and Growing. Evidenceincluded an extensive range of co–curricular and extra–curricular programs; programs to support student wellbeing anddevelopment in all years; and strong community links including a Junior Aboriginal Education Consultative Group(JAECG).


Strategic Direction 1

Students as Future–Focused Learners

Purpose

Warners Bay High School (WBHS) aims to produce highly successful lifelong learners through rigorous academic andrich extra–curricular and co–curricular programs, resulting in a high public profile of success. We endeavour to haveevery student actively engaged in meaningful, challenging and future–focused 21st Century learning experiences.Students achieve and thrive as creative and resilient learners and leaders, as well as confident, productive citizens.

Overall summary of progress

A range of strategies have been completed to provide professional learning for staff in pedagogy, assessment andprogramming to ensure our students have the mindset of future–focused learners.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• The school is moving towardsstrong value–added resultssignificantly above state averageand SSSG. • Increased percentage ofstudents scoring in the top twobands for NAPLAN • Staff survey indicates 4C's(creative thinking; collaboration;critical thinking; andcommunicating clearly in diversemediums) incorporated into atleast one lesson per week for100% of staff. • Visible Learning Walkthroughsindicate students present asengaged learners with highexpectations and a growthmindset when questioned.

$44681 – ProfessionalLearning

• Initiated a whole school Literacy Program andprioritised Literacy and Numeracy in the WBHSSchool Plan as a key learning and teachingStrategic Direction, supported by the creation of awhole school Literacy Plan to inform professionallearning, classroom practice and future planning,underpinned by an audit of school literacy practices. • Audited literacy teaching practices of staff andrecorded that 72.4% of staff reported teachingliteracy at least once a week. 50% of audited staffexpressed an interest in learning how to evaluateNAPLAN data using SCOUT and Insights. 53.2% ofaudited staff regularly use Super Six strategies andA Learning And Responding Matrix (ALARM).78.7% of staff responses reported that shortanswers are a common assessment style and63.8% indicated that they made use of essay–styletasks. The Literacy Team responded by creating auniform structure for short answer and essayresponses. 87.2% of staff reported providingexemplars to students prior to assessment tasks.Meanwhile, 25.5% of staff indicated a need forfurther support in using comprehension strategies inteaching. • Drafted Procedures and Guidelines in LiteracyPractices document to be reviewed by teachers andexecutive prior to publication in 2019. • Analysed school performance in NAPLAN withdetailed item analysis to identify strengths andweakness of students in Years 7 and 9. Thispresentation was delivered to 18 executive and 75staff to enable targeted teaching in areas of deficit. • Created the Literacy Team with onerepresentative from each faculty attendingfortnightly meetings to plan professional learning forStaff Meetings. • Adopted a model of instructional leadershipwherein Literacy Team members were providedwith opportunities to deliver professional learning instaff meetings, sharing best practice pedagogies inliteracy across all 10 faculties. Twenty professionallearning sessions were implemented.






• The school is moving towardsstrong value–added resultssignificantly above state averageand SSSG. • Increased percentage ofstudents scoring in the top twobands for NAPLAN • Staff survey indicates 4C's(creative thinking; collaboration;critical thinking; andcommunicating clearly in diversemediums) incorporated into atleast one lesson per week for100% of staff. • Visible Learning Walkthroughsindicate students present asengaged learners with highexpectations and a growthmindset when questioned.

• Utilised Staff Meetings to train all school teachingstaff in paragraphing structures, short answerresponses, vocabulary reinforcement activities,sentence types and the mode continuum. • Reviewed Super Six strategies in teachingcomprehension of texts during the Term Three StaffDevelopment Day. • Trained the Literacy Team in the procedures ofBest Start Year 7 2019 online implementationprocesses. • Received 43 Future Focused Learning Plansubmissions which were used to prioritise trainingand development. As a result these teachers wereable to receive targeted support that enabled themto deliver highly engaging lessons that focused on21st Century skills for learning. • Initiated team teaching partnerships across anumber of faculties to support teachers in thedelivery of Future Focused Learning initiatives,using the Instructional Leader Future FocusedLearning and Technology Support Officer. Thisdeveloped confidence in teachers and students andensured that support was available as newconcepts, procedures and technologies wereutilised for the first time. • Implemented two optional ProfessionalDevelopment afternoons and several ad hocpresentations for teachers to engage with newtechnologies and reinforce the use of GoogleClassroom, Google Suite and Future FocusedLearning Strategies. This resulted in severalteachers obtaining accreditation in Google Suiteand the delivery of engaging lessons for students.

Next Steps

Through whole school professional learning and individualised support, staff will be encouraged to focus on the 21stCentury skills for learning for students in their classes.



Strong Community Support and Satisfaction

Purpose

Data collected from students, staff, parents and the community indicate satisfaction with the school's contribution to thecommunity as a leading organisation for its impact on learning programs and continuous improvement.


Through the use of technology parents and the school community are provided with information relating to the school'spriorities and directions.





• Parent, student and communitysatisfaction is improved. • An increasing number ofAlumni provide mentoring,coaching and support forstudents and staff

$1366 – Skoolbag applease

$165395 – University ofNewcastle Hub projectexpenditure

• Rolled out the new update for the Skoolbag App.Its use has continued to grow with up to 5,575current app downloads and consistent use evidentin over 100,000 views. • Facilitated a parent forum on digitalcommunication addressing how the school couldfurther improve their processes to meet the needsof all stakeholders. This focus group resulted in ashift away from a sole reliance on phonenotifications and now incorporates emails. 24,157emails were sent in the last 60 days of the 2018school year. • Stimulated growth in the online participation ofparents and whole school community with over1000 likes of the flagship Facebook page –Warners Bay High School. This has created acontinuous feed of fun and vibrant school images,videos and albums. The reaction of parents hasbeen 100% positive and all participants haveengaged with the Facebook site in the spirit inwhich it was designed. Parents and carers are ableto show support for all students while the nature ofphoto submissions means that photo privacy ismaintained.

Next Steps

A continued focus on involving the school community including harnessing support from the school's Alumni willstrengthen community support for the school's programs and initiatives.



Teachers as Leaders of Learning

Purpose

Warners Bay High School aims to ensure that students are motivated, supported and inspired by teachers who arepassionate about their subject area. Teachers will practice and plan for the ongoing learning and development of eachstudent in their classes through evidence–based teaching strategies. Teachers will enthusiastically and willinglycontribute to the school learning culture and the sharing of skills expertise through mentoring, coaching and observing ofeach other's practices. Teachers will maintain professional awareness, actively engage in their ongoing professionallearning and development, and share their learning with colleagues and staff in other schools.


Teachers have willingly engaged in professional learning in and out of school hours to strengthen their skills to supportstudents in their learning.





• Research and evidence informsteaching practice. • Teaching and Learningprograms show evidence ofaction based on feedback onteaching practices • Leadership opportunities areprovided to all staff.

$20,000 – University ofNewcastle Hub money

$44681 – ProfessionalLearning

• A suite of after–hours leadership programs wereimplemented for Early Career Leaders, aspiringleaders and other interested staff membersinvolving 18 staff participating in a series of 6after–school workshops for each leadershipprogram.

Next Steps

The school focus on teacher professional learning driven by data analysis and current research will continue as a solidplatform for ongoing school improvement.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $31,247 • Conducted Personalised Learning Plan(PLP) meetings with 20 students, with at leastone parent or carer in attendance. All PLP'swere updated and placed onto the networkdrive for staff to access and implement. • Organised six Junior AECG meetings withan average of 14 students attending eachmeeting. As a result of the discussions atthese meetings, students planned NAIDOCweek activities and a Sorry Day address, andincreased their cultural connections. • Organised and co–ordinated whole schoolcelebrations for NAIDOC Day. This included aceremony led by the Junior AECG for Years 7and 9 students, morning tea with parents, fourpartner primary school representatives andcommunity members, and performances bythe Warners Bay High School Dance andDidgeridoo Groups. • Organised for Junior AECG students toaddress the whole school on Sorry Day. Thisincreased staff and students' awareness ofthe impact of the Stolen Generation onAboriginal People today and the significanceof the Apology in 2008. • Developed and uploaded content for theAwabakal, Warners Bay Community MGoalspage. This promotes and informs parents andthe community about cultural events occurringin the school. • Released three staff to participate in theKumaridha Local AECG Connecting toCountry professional learning program. Thisincreased staff awareness about Aboriginalculture and how best to support theeducational outcomes of our Aboriginalstudents. • Provided the opportunity for three staff toattend a Cultural Capacity Training workshopwith Speaking in Colour. This workshopincreased their cultural understanding andtheir ability to incorporate Aboriginalperspectives into the classroom.

English language proficiency $10,331 Throughout the year six students weresupported by 0.4 English as a SecondLanguage or Dialect (EAL/D) teacher working2 days per week. One day per week wasfunded through Equity funding.

Low level adjustment for disability $98,306 • Co–ordinated and implemented thesuccessful Years 6–7 "Leapfrog" TransitionProgram for 26 students. The program wasdeveloped for students requiringindividualised attention and support whenmoving into a large comprehensive highschool. Anecdotal Parent and studentfeedback has continued to be positive,particularly in relation to the effectivecollaboration with partner primary schools. • Collaborated with the School Counsellor todeliver a Transition Program for studentsrequiring significant support to adjust to thesize and demands of a high school setting. Allstudents gained confidence in navigating their


Low level adjustment for disability $98,306 way around the school, reading timetables,locating staff from different faculties andunderstanding the day–to–day running of alarge high school. • Conducted 12 Learning and Support Teammeetings for students with disabilities and/orsupport needs who will be attending WarnersBay High School in 2019. All students have aLearning Support Plan which will becommunicated to staff prior to the studentsbeginning high school. • Communicated and liaised with teachingstaff to implement the reasonableadjustments needed to support studentsidentified as being at risk through theLearning and Support Team meetings.Meetings are held weekly with the DeputyPrincipals, Head Teacher Welfare, StageHead Teachers, the School Counsellor andLearning and Support Teacher in attendance.Teachers have expressed satisfaction inaccessing current information about studentsin their classes who need additional supportfor a variety of welfare reasons. • Catered for the daily needs of studentsexperiencing a range of complex issues,utilising strategies such as time–out andmentoring through contact with the SchoolCounsellor, Head Teacher Welfare, StageHead Teachers and Year Advisers. Manystudents accessing daily support demonstrateimproved emotional wellbeing and thereforeeducational success. • Developed 69 individual Health Care Plansin consultation with parents and carers. Theseplans were implemented and supported byour First Aid Officers for 69 students. Reviewof Health Care Plans occurs annually or asneeded. • Liaised with Eastlakes Youth Services toprovide individual mentoring through highlytrained Youth Workers supporting studentswho were at risk of not completing theirRecord of School Achievement. 80% of thesestudents either attained their RoSA or wereable to gain employment in their chosen areaof interest resulting in positive outcomes forthese students.

Socio–economic background $134,921 • Co–ordinated the REACH workshop for 234Year 7 students seeking to improveawareness of behaviours and the individual'simpact on peers and the environment.Students completed a survey about theeffectiveness of the program in enhancingstudent self–awareness, confidence, positivechoices, help–seeking, empathy and makingconnections, with the majority of studentsexpressing positive feedback. • Implemented the REACH workshop for 240Year 8 focusing on student identity andinfluence. This workshop empoweredstudents to gain a greater sense of self and tounderstand what influences their identity.Students completed a survey about theeffectiveness of the program in enhancingstudent self–awareness, confidence, positivechoices, help–seeking, empathy and making


Socio–economic background $134,921 connections with over 78.9% of studentsexpressing positive feedback. • Delivered the student 'Self–esteem andPositive Peer Dynamics' REACH workshop to237 Year 9 students. The workshop aimed toshift the peer dynamic to encourage mutualrespect, empathy and individual expression.Students completed a survey about theeffectiveness of the program in enhancingstudent self–awareness, confidence, positivechoices, help–seeking, empathy and makingconnections with over 55% of studentsexpressing positive feedback. • Facilitated the REACH program 'Bird Cageand the Locker Room'. Male and femalestudents were separated and challenged toexplore and critically question expectationsand ideas about gender in society. Over 90%of the students provided positive feedbackabout the program, such as 'it helped usunderstand more about bullying', 'I got tounderstand people around me in my yeargroup' and 'It made me think about what I'msaying to others'. • Co–ordinated the Crossroads Program for167 Year 11 students focusing on 'SafeTravel'. Roadwhyz empowers students withthe knowledge and skills needed to stay safeon the roads. Students completed a surveywith 86% stating that the program enhancedtheir understanding of the impact of poordecision making on their own and others' liveswhen driving. • Delivered the 'Sexual Health' component ofthe Crossroads Program to all Year 11students, providing education in safe sexualrelationships, respect and consent andmanaging the individual's physical andemotional wellbeing as a young adult. • Supported students in Year 8 to develop anawareness of mental illness, break down themyths of mental illness and understand howpeople with a mental illness can leadsuccessful lives using Headspace, a nationalevidence–based service that provides supportto secondary students who may be affectedby a mental illness but also raise awareness. • Implemented the Top Blokes Program for56 selected male students requiring socialeducation and mentoring to improve theirmental health and social wellbeing. Theprogram was highly effective in fosteringyoung men's inclusion, building theirresilience and empowering them to reachtheir full potential. • Identified that over 11 differentparagraphing styles were being used acrossthe school and implemented a plan tostandardise one model for Years 7 to 10. • Launched a whole school writing initiativeinvolving cross–curriculum collaboration andthe adoption of a school–wide paragraphingstructure (TEEEL) with accompanying visualsupport via the display of posters in allclassrooms. • Planned for the implementation of 2019Best Start Year 7, a literacy and numeracyassessment that occurs in Weeks 1– 5 of


Socio–economic background $134,921 Term One. Best Start Year 7 provides asnapshot of a range of literacy and numeracyskills and understandings that students bringto secondary school. It also allows for theidentification of students who need additionalsupport and targeted teaching strategies thatmeet the learning needs of students. • Supported student learning by placingsupport staff in classes and using groupwithdrawal methods to remediate and supportthe consolidation of basic skills.

Support for beginning teachers • Provided professional development andassistance to five Early Career Teachers andtwo Casual staff members who subsequentlysatisfied requirements for accreditation asProficient Teachers. • Provided support to three experiencedpermanent members of staff who successfullyapplied for maintenance of accreditation asProficient Teachers with NESA. • Developed and implemented a structuredprofessional development program to buildthe capacity of seven Early Career Teachers. • Facilitated the accreditation of a furtherthree members of staff as Supervisors ofPre–service Teachers, bringing the totalnumber of WBHS teachers who havecompleted online training with the AustralianCurriculum , Assessment and ReportingAuthority (ACARA) to 48. • Provided professional experienceplacements for 24 Teacher EducationStudents from the University of Newcastle,providing in excess of 700 hours ofprofessional guidance, mentoring andcoaching support. • Facilitated the induction of 25 TeacherEducation Students (TES) from the Universityof Newcastle into a school setting. The TESwere welcomed into each of the faculties andshadowed staff as they carried out theactivities associated with a typical school dayat Warners Bay High School. • Provided ongoing professional developmentto all staff to increase skills in coaching. TheTerm One School Development Day featuredworkshops led by consultants from "Coach ina Box" to develop further skills in mentoringand effective communication. All executiveparticipated in a further workshop on "HavingDifficult Conversations" to further enhanceleadership skills. • Facilitated the participation of 20 teachersin a University of Newcastle designedmulti–phased course with an emphasis onquality teaching practices, coachingstrategies, leadership and teacher wellbeing.This course was presented by members ofthe University of Newcastle School ofEducation. • Initiated and conducted in consultation withexecutive staff, an audit of the Early CareerTeachers mentoring procedures, based onsupport procedures in 2017. This resulted ina new set of school procedures designed tomore effectively address the needs of earlycareer teachers across all faculties.


Support for beginning teachers conducted a multi–phased professionallearning course to increase leadership skillsand knowledge. The course was presentedby the Principal, Stage 6 Deputy Principal,Head Teacher Teaching and Learning andthe HUB Co–ordinator. Participants reportedgreater confidence in leadership capabilities.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 623 611 636 671

Girls 684 676 643 620

Student attendance profile

School

Year 2015 2016 2017 2018

7 95.1 94.4 94.5 94.2

8 91.4 92.1 92.1 93

9 91 91 92.2 91.9

10 92.7 90.1 91.3 90.7

11 93.4 91.6 91.8 91

12 93 92.4 94.1 93.3

All Years 92.7 91.9 92.6 92.4

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

Non–attendance is managed through an SMSmessaging service to parents/carers of students whoare absent; individual contact with parents/carers byDeputy Principals and Head Teacher Welfare;correspondence with parents/carers; and HSLOintervention as required.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 4.5

Employment 0 0 6.5

TAFE entry 0 0 2.5

University Entry 0 0 79

Other 0 0 3.5

Unknown 0 0 4

Year 12 students undertaking vocational or tradetraining

The Year 12 was comprised of 162 students completingtheir Year 12 studies. Of this cohort: • 5% of students have enrolled in TAFE courses • 6.5% of students have been successful in gaining

an apprenticeship or traineeship • 6.5 % of students were unable to be contacted

Year 12 students attaining HSC or equivalentvocational education qualification

100% of Year 12 students attained their HSC orequivalent vocational education.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 14

Classroom Teacher(s) 65.7

Learning and Support Teacher(s) 1.3

Teacher Librarian 1.4

School Counsellor 1

School Administration and SupportStaff

17.17

Other Positions 1

*Full Time Equivalent

Three full time Aboriginal teaching staff, comprising of3.5% of our staff, mentor, advise and support our 42


Aboriginal students.

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 0

Professional learning and teacher accreditation

Staff undertook twelve hours of Professional Learningin lieu of the last two Staff Development Days. Optionalcourses included: ICT Workshops; EPAC; NESA;Roadshow; G–suite; Google classroom; CPR; ALARM;Uni Hub; and Having Difficult Conversations. Teachersengaged with new technologies and reinforced the useof Google classroom, Google Suite and FutureFocused learning strategies. This resulted in severalteachers obtaining accreditation in Google Suite andthe delivery of engaging lessons for students.

15 staff members are in the process of gainingaccreditation at the Proficient stage of the AustralianProfessional standards for Teachers, with 70 staffmembers maintaining accreditation at the Proficientstage.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 922,483

Revenue 13,609,644

Appropriation 12,908,809

Sale of Goods and Services 31,398

Grants and Contributions 648,071

Gain and Loss 0

Other Revenue 9,323

Investment Income 12,043

Expenses -13,356,368

Recurrent Expenses -13,369,053

Employee Related -12,040,063

Operating Expenses -1,328,990

Capital Expenses 12,686

Employee Related 0

Operating Expenses 12,686

SURPLUS / DEFICIT FOR THEYEAR

253,276

Balance Carried Forward 1,175,759

Within the balance carried forward, $788,000 is forplanned capital expenditure. The infra–structureenhancements include re–surfacing of the basketballcourts; multiple screens for the Multi–Purpose Centre(MPC); Extension of the Year 7 Covered Outdoor Area(COLA) and undercover walkways to thedemountables. All projects are being actioned by AssetManagement Unit in Term 1, 2019.

The balance carried forward also includes $245,818Commonwealth money GTIL (University HubPartnership); and $8,241 funds remaining in theMyGoals Aboriginal project.

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 10,954,682

Base Per Capita 248,414

Base Location 0

Other Base 10,706,268

Equity Total 410,152

Equity Aboriginal 31,247

Equity Socio economic 134,921

Equity Language 10,331

Equity Disability 233,653

Targeted Total 842,162

Other Total 144,557

Grand Total 12,351,553

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 7 and 9 Literacy and Numeracy assessmentsare reported on a scale from Band 1 to Band 10. Theachievement scale represents 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.

The percentage of students scoring in the two bandsbeneath the top band (Band 9 for Year 7; Band 10 forYear 9) accounts for the majority of studentperformances with very few students scoring in thebottom bands. Results in writing for both Years 7 and 9indicate a need for continuing intervention in 2019 atthe school and Community of Schools (CoS) level.


Data indicates a 4% decline in the percentage ofstudents scoring in the top band (Band 9 for Year 7 andBand 10 for Year 9) from Year 7 to Year 9 in NAPLANNumeracy.


In Year 7, 27% of students scored in the top two bandsin Grammar & Punctuation; 33% of students scored inthe top two bands in Reading; 38% of students scoredin the top two bands in Spelling; and 15% of studentsscored in the top two bands in Writing ( the school andthe partner primary schools have an initiative toaddress this issue).

In Year 9, 7% of students scored in the top two bandsin Reading; 23% of students scored in the top twobands in Grammar & Punctuation; 17% of studentsscored in the top two bands in Spelling; and 7% ofstudents scored in the top two bands of Writing.

In Year 7, 28% of students scored in the top two bandsof Numeracy. In Year 9, 12% of students scored withinthe top two bands of Numeracy.

Four Aboriginal students are in the Year 7 cohort.NAPLAN results indicated the following:

In Literacy: • Spelling – 3 students were "at or above expected

growth". • Grammar & Punctuation – 2 students were "at or

above expected growth". • Writing – 1 student were "at or above expected

growth".In Numeracy: • 3 students were "at or above expected growth".

Eleven Aboriginal students were in the Year 9 cohort.NAPLAN results indicated the following:

In Literacy: • Spelling – 5 students were "at or above expected

growth". • Grammar & Punctuation – 8 students were "at or

above expected growth". • Writing – 4 students were "at or above expected

growth". • Reading – 7 students were "at or above expected

growth".In Numeracy: • 7 students were "at or above expected growth".

Percentage of students in the Top Two Bands:

Year 7

20% – Numeracy

25% – Spelling

Year 9

33% – Grammar & Punctuation

13% – Numeracy

28% – Reading

11% – Spelling


Higher School Certificate (HSC)

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

The following 19 HSC courses were above the SimilarSchool Group Average (SSG) 2018; Ancient History;Biology; Business Studies; Community and FamilyStudies; Design and Technology; Economics; English(Standard); Geography; Industrial Technology; LegalStudies; Mathematics; Mathematics General 2; ModernHistory; Music 1; PHDPE; Physics; Senior Science;Society & Culture; Visual Arts.


The following 21 HSC courses were above the StateAverage 2018: Ancient History; Biology; BusinessStudies; Community and Family Studies; Design andTechnology; Drama; Economics; English (Advanced);English (Standard); Geography; Industrial Technology;Legal Studies; Mathematics; Mathematics General 2;Modern History; Music 1; PDHPE; Physics; SeniorScience; Society & Culture; Visual Arts.

Parent/caregiver, student, teachersatisfaction

In 2018, the school sought the opinions of parents,students and teachers about the school's programs andactivities. All indications showed that they weresatisfied with the school programs. The schoolcontinues to implement improvements based on anextensive survey of staff, students, and parentsconducted in 2017 resulting in the Strategic Directions2018–2020.

Policy requirements

Aboriginal education

• Facilitated the attendance of nine JAECGstudents and three teachers at NAIDOCceremonies at our partner primary schools. Thisprovided a leadership opportunity for thesestudents and strengthened community and schoollinks.

• Organised for six students and two staff to attendWalk a Mile Koori Style. This event raisedawareness of domestic violence in the communityand provided students with the opportunity tostand with others against domestic violence.

• Provided an opportunity for 20 students to attenda Cultural Workshop with an Aboriginal Elder.This workshop enabled students to learn moreabout their heritage and the use of culturallyappropriate images.

• Facilitated the continuation of an AboriginalDance Group, led by an Aboriginal person in thecommunity. Ten students met every fortnight andlearnt four traditional Aboriginal dances. Thisincreased and supported their culturalunderstanding.

• Facilitated the continuation of a DidgeridooGroup. Eight male students met once a week andhave learnt how to circular breathe and play arange of animal sounds. This has increased andsupported their cultural understanding.

• Facilitated the continuation of a Contemporary ArtGroup. Six students met once a week and learntabout technique and colour. This increased andsupported their cultural understanding.


Multicultural and anti-racism education

The school student profile is predominantlyAnglo–saxon with 6.5% students coming fromnon–English speaking backgrounds. The mostprevalent of the languages represented are Spanish,German, Cantonese, Mandarin, Italian and Tagalog. Tosupport a culture of valuing cultural difference within theschool, WBHS: • facilitated the provision of a designated

Anti–racism officer who supported students tobuild a culture of valuing individual difference.

• facilitated the celebration of Harmony Day, withstudents and staff organising festivities in theMPC featuring international food vendors anddrumming.

Other school programs

• Celebrated the nomination of one HSC Music 1student for the Encore showcase. This studentwas nominated for their outstanding Viva Voceduring the HSC Music Examination undertaken by4486 students.

• Celebrated the selection of one HSC Musicstudent to perform as an instrumental soloist onthe trumpet at Reprise 2019. This musical concertcelebrated the success of HSC Music studentsfrom across the Hunter Region.

• Celebrated one nomination for ARTEXPRESSwith one HSC Visual Arts student from 8772students in NSW selected in the area of painting,thus maintaining the high standard and reputationof success that is embedded in the Visual Artsprogram at Warners Bay High School.

• Celebrated the selection of eight HSC Visual Artsstudents to participate in the First Class Exhibition2019 in the areas of design, painting, sculpture,drawing, ceramics and collection of works. Thisexhibition celebrated the success of HSC VisualArts students from across the Hunter Region.

• Celebrated the achievement of one HSC VisualArts student who was awarded the S&S CreativityAward at ARTEXPRESS.

• Celebrated the achievement of one HSC VisualArts student who had their Body of Work selectedto be purchased for the 2018 NSW EducationStandards Authority (NESA) Chairperson'sCollection.

• Celebrated the achievement of one HSC Music

student who was awarded the Lions ClubScholarship for excellence in Music.

• Celebrated the achievement of one HSC Musicstudent who was awarded the Lake MacquarieWinds Scholarship for excellence in Music.

• Organised the participation of seventeen Musicstudents from the Vocal Ensemble to perform atthe Boolaroo–Speers Point ANZAC Day DawnService at Speers Point. The performance wasbroadcast live on KOFM.

• Created three mini exhibitions at CharlestownLibrary showcasing 24 Year 10 Ceramic students'Teapot and Organica works and 50 Year 10Visual Arts students' Still Life drawings.

• Provided sixteen students from Years 7, 8, 9 and10 with the opportunity to perform in the regionalperformance initiative STARSTRUCK. The groupperformed two dances.

• Facilitated the participation of two students inSTARSTRUCK as featured dancers.

• Provided an opportunity for all Year 7 Musicstudents to participate in an African Drummingand Rhythms workshop with Musica VIVA.Students were given the opportunity to play avariety of traditional African drums, typical ofAfrican culture.

• Facilitated the involvement of 180 students in 28Combined High Schools and other organisation –sponsored knockout competitions, resulting in;winning the Years 9/10 Boys Touch AustralianNational Schools Cup , CHS Gold Medallists inthe 4x50m Freestyle and Medley Relays, CHSmedallists in Trampolining, Athletics, CrossCountry and Swimming, Hunter RegionChampions in CHS Open Boys Football, HunterRegion Indoor Soccer Champions in Years 7 and8 boys and the Under 15s Girls Netballprogressing to the CHS Finals in 2018.

• Celebrated the success of 14 students awardedplacings medals at the NSW Combined HighSchools major carnivals including Swimming,Athletics and Cross Country.

• Celebrated the success of 7 students awardedHunter Sport Blues acknowledging theirachievements in representing the Hunter Area.

• Continued expansion of WBHS's professionalrelationship with the University of Newcastle toidentify best practice regarding TeacherEducation Student placements. Ongoingevaluations of the experiences of both preserviceteachers and our school's co–operating teachersconfirmed the 2017 identification of a specific listof effective factors leading to successfulplacements. These findings were shared withProfessional Experience Co–ordinators of Hunterschools at a University of Newcastle organisedmeeting and 40 high school principals at ameeting of the Hunter Secondary Principal'sCouncil. Ten schools have met with the WBHSHUB co–ordinator seeking further informationregarding the research results and use of thesupport documents developed at the school.

• Supervised 28 Teacher Education Students fromthe University of Newcastle in their educationalplacements. 27 of these preservice teacherssatisfactorily completed their placement.


Feedback from these preservice teachers praisedthe support and commitment of their co–operatingteachers, the support from other teachers and theengagement of our students.

• Participated in a University organised Master ofTeaching school visit. The University organisedfor WBHS to host an immersion day during Term1. 55 Teacher Education Students visited WBHS.Following presentations by the staff on Universitynominated topics the Teacher Education studentswere split into groups of 3 to 4 to observe at least2 classes. 30 WBHS classroom teachersparticipated in this program. Evaluations by theUniversity Students were overwhelmingly positive,praising the energy and skill of teachers andexpressing great appreciation for their support.

• Nominated as a "Most Valuable Partner" as partof the University of Newcastle 2018 StudentEngagement Awards.

• Developed lesson observation sheets to assistTeacher Education Students in their observationof WBHS teachers. Slightly modified versions ofthese sheets were used by the University in theirown programs.

• HUB Co–ordinator participated in the University ofNewcastle GLEN Symposium, an internationalforum to highlight programs in teacher educationfrom across the world. The HUB Co–ordinatoralso participated in training for UniversitySupervisors in the new University initiated"Teaching Performance Assessment" procedures,new government introduced procedures to ensurethe development of effective classroom teachersentering the teaching profession.

• Facilitated teacher professional learning with 12optional professional learning sessions developedand led by various teaching staff and conductedoutside school hours. Topics included using ICTto engage students; Project Based Learning;Future Focused Learning; ALARM Matrix; NESAStandards/accreditation; GOOGLE classroom;and Managing Difficult Conversations.

• Conducted 18 professional learning sessions for85 staff during scheduled Staff Meetings coveringtopics such as coaching; library digital resources;Code of Conduct; Teachers' Mutual Bank; MentalHealth; and Literacy.

• Conducted an optional Professional Learningprogram for four Early Career Head Teachers.

• Facilitated the presentation of a three hourworkshop relating to Teacher Management andPerformance for 18 executive staff.

• Facilitated a Community of Schools (CoS)professional learning program – "Christine Anu –In Conversation and Song" for 85 teaching staffand 30 AECG parents and students.

• Developed and implemented a Leadership andDevelopment program spanning ten sessions forstaff aspiring to Leadership positions. Sessionsincluded "A Passion for Leadership"; FacultyLeadership; The Leadership Framework; TeamBuilding; The Front Office Demystified;Accountability; Programming and Registration;Coaching; Communication Principles; andNegotiation/Mediation.

• Prioritised Literacy and Numeracy in the WBHS

School Plan as a key learning and teachingstrategic direction, supported by the creation of awhole school Literacy Plan to inform professionallearning, classroom practice and future planning,underpinned by an audit of school Literacypractices.

• Audited Literacy teaching practices of staff andrecorded that 72.4% of staff reported teachingliteracy at least once a week. 50% of audited staffexpressed an interest in learning how to evaluateNAPLAN data using SCOUT and Insights. 53.2%of audited staff regularly use Super Six strategiesand A Learning And Responding Matrix (ALARM).78.7% of staff responses reported that shortanswers are a common assessment style and63.8% indicated that they made use ofessay–style tasks. The Literacy Team respondedby creating a uniform structure to short answerand essay responses. 87.2% of staff reportedproviding exemplars to students prior toassessment tasks. Meanwhile, 25.5% of staffindicated a need for further support in usingcomprehension strategies in teaching.

• Drafted Procedures and Guidelines in LiteracyPractices document there is to be reviewed byteachers and executive prior to publication in2019.


2018 Warners Bay High School Annual Report · Soiree, ANZAC Day, Cultural Food Days and Charity...

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