2019 Plumpton High School Annual Report · Plumpton High School 2019 Annual Report 8514 Page 1 of...

Plumpton High School2019 Annual Report

8514

Printed on: 29 May, 2020 of 30 Plumpton High School 8514 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Plumpton 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.

School contact details

Plumpton High SchoolHyatts RdPlumpton, 2761www.plumpton-h.schools.nsw.edu.auplumpton-h.school@det.nsw.edu.au9625 7020


School background

School vision statement

The school's vision is based on the premise that excellence comes when students and staff commit to becoming the bestthey can be, contributing to the local and global community in a meaningful way. Plumpton believes this goal can be bestrealised within a supportive, innovative, creative and stimulating educational environment focussed on buildingintellectual capacity, positive relationships, strong self–concept, leadership capacity and high quality reflective practices.

School context

Plumpton High School is located in an urban area serving a diverse population within a low socio–economic context. In2018, 1022 students attended the school, representing over 65 different nationalities, including 102 Aboriginal students.

Our students are able to take advantage of a range of subjects that include elective choices from year 7 to 12 and a widevariety of VET courses. Extra–curricular opportunities include performing arts, student leadership, science, technologyengineering and mathematics (STEM), and the Duke of Edinburgh Awards scheme. The school is widely recognised forits commitment to providing high quality support for Aboriginal programs and education.

Our strong community partnerships have been strengthened through our alliance with the Australian BusinessCommunity Network (ABCN), Citi Group, AMEX, the ABC, Blacktown City Council, Western Sydney University, theIndigenous AFL Academy, AIME and organisations such as Rotary, the Beacon Foundation and the local businesscommunity. With committed neighbourhood spirit, we work strategically with our local primary schools (PEC – PlumptonEducation Community) to deliver innovative, future–focussed teaching and learning projects and shared values.

As a result of our daily work students graduating in 2018 were rewarded overall with pleasing HSC results, with thehighest ATAR in the area. One third of the year 12 cohort received early offers from universities prior to the HSC. OurVice Captain was selected to join the NSW Government Youth Advisory Committee, and one of the Year 11 Prefectswas chosen as the 2018 Blacktown City Council Youth Ambassador following on from 2017. In 2018, three of our year 10students received national ABCN scholarships 2018–2020 (three of thirty–two across Australia) Plumpton High Schoolhas also been recognised in the past receiving the Director–General's Award for Outstanding School Achievement, theRegional Director's Award for School Achievement for our work with PEC and the Regional Director's Award forInnovation in Technology.


Self-assessment and school achievement

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 and participated in an externalvalidation. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into thefuture. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report. Every five years,our school undergoes an external validation process.

During the external validation process, an independent panel consisting of a Principal School Leadership and a peerprincipal considered our evidence and assessment of our school's progress against the School Excellence Framework.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Excelling

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Excelling

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Excelling

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Excelling

LEADING: School planning, implementation andreporting

Excelling

LEADING: School resources Excelling

LEADING: Management practices and processes Excelling


Strategic Direction 1

Build and consolidate intellectual infrastructure

Purpose

We foster future focussed, adaptable and confident learners capable of flourishing and solving real world problemsthrough collaboration, innovation, creative and critical thinking.

Improvement Measures

Students are able to articulate their learning, the building of capability and ability to transfer and apply their learning indifferent contexts.

Increased percentage of students achieving value–add and/or improved band performance in NAPLAN,School–based Literacy/Numeracy initiatives and HSC.

Overall summary of progress

Students are becoming more aware of the need for authentic learning that is relevant to their lives and enables them towork collaboratively and solve problems together to find solutions. The staff have worked very hard over the past twelvemonths to ensure that programming is meeting the standards set by NESA in terms of compliance. The PHSprogramming model goes well beyond NESA compliance. Our programs are evidence–based and targeted towardsbuilding capabilities for 21st century learning. All KLAs are now using the PHS teaching and Learning program modeldeveloped over the past three years to ensure that surface and deep learning is occurring and formative checkpoints areutilised at various points to ensure student understanding. The PBL program is now embedded in stage 4. Thestrengthening pathways team has had some personnel changes and has not made as much progress as planned in thedevelopment of a student learning portfolio.

Progress towards achieving improvement measures

Process 1: Compliance plus/Differentiation

Evaluating and consolidating programming frameworks to support teaching and learning and NESAaccountabilities.

Evaluation Funds Expended(Resources)

Using the criteria as a tool to measure impact of teaching and learning wholeschool will be a focus throughout 2020. Given the delays in the coachingtraining and the focus on external validation, it was not realistic to placegreater pressure on staff and executive to complete this as first anticipated.There is agreement amongst the team though that this document will serveas a handbook for teaching and learning across the school, ensuring that thequality in the design of programs and assessments is there. The team willstart 2020 looking at sharing this document with all staff and then beginningto use it within their faculty to further guide and build capacity of all staff,particularly as new staff enter the school.

Coaching PL

Process 2: Project Based Learning (PBL)

Implementing and evaluating PBL frameworks to enhance future–focussed student learning andengagement.


The PBL Leadership team used Thomas Edison and the Edison effect as theconcept for the PBL Primer. The notion of failing several times gets you onestep closer to success resonated with staff who had indicated that they wereat times feeling various levels of success with PBL. It also provided anopportunity to share data that reinforced that despite these feelings, staff andtheir delivery of PBL was having positive effects on student engagement,



assessment submission and both exam and assessment results. All staff alsoengaged in the opportunity to provide feedback to inform future directions forprojects themselves using the PBL Evaluation Tool and for whole school PBLimplementation by completing the Google form. These will be analysed bythe PBL leadership team to inform directions for 2020 to best cater for theneeds of staff in building their capacity.

Process 3: Strengthening pathways

Navigating successful transition at all stages (3–4, 4–5, 5, 6 and beyond) to enable student success inand beyond school


Planning for 2020 incorporating VET into Futures Centre operations. Settingup of VET teams, processes and protocols. Heads of House joined the teamand much of the focus throughout the year has been about building profile ofthe house captains and houses within the school and developing protocolsfor selection of leadership positions. This has led to a significant shift inschool culture as the Houses are established through the Merit system,acknowledging academic, sporting, community and personal achievement.The Pacific islander and Community Liaison Officer combining with theAboriginal Education Officer, Chaplain and Family referral service hasassisted greatly in reaching out to our community and providing support. InTerm 4 a Community Liaison position was established to assist with the workof the Futures Centre, expanding and strengthening out Businesspartnerships that provide leadership and volunteering opportunities for ourstudents. The establishment of this group working with the FuturesCoordinator and Principal celebrates an increase in University Early Entryoffers for our Year 12 cohort.

0.4 FTE Project officer (T4)

1.0 FTE Futures Coordinator

1.0 FTE PICLO

1.0 FTE SASS Staff

Twilight PL 2 hours All teaching staff

Next Steps

• Evaluate the Project Based Learning Initiative. Develop coaching model for support of staff programming forProject Based Learning.

• Monitoring the celebrating success merit system and its alignment with the House System. Investigating thepromotion and uptake of the system with PL for staff and students.

• Evaluate the Strengthening Pathways initiative and reassess the planned activities to further develop the StudentLearning Portfolio.



Build and consolidate relationships

Purpose

We create and nurture a school community that is courageous, inclusive and supportive developingpositive self–concept. Advocating for positive and respectful relationships encourages our students to connect, succeedand thrive within and beyond school.


School community articulates and contributes to a positive culture reflecting positive relationships that are measuredby reduced referrals, improved attendance, increased recognition of achievement and success.


The Positive Psychology team readjusted its focus in 2019 due to personnel changes in the leadership and theintroduction of the High Resolves Program that was not previously planned for. The Principal viewed this programthrough Professional Learning and introduced the initiative to the school in Term 1. Positive Psychology lessonscontinued to support the wellbeing and emotional needs of our students through its timetabled curriculum. The PositivePsychology teachers continued to support individual students and families throughout the year with the support of theRelieving HT Wellbeing and Deputy Principals. The Positive Psychology team continued to assist the staff throughprofessional learning and the development of the Handbook. these proactive measures use common language that canbe applied to any situation within the school and provides a consistent approach for the students. The Merit System in2019 became embedded in the daily work and organisation of the school and the team has continued to developresources for staff and students to communicate the benefits of the system in recognising and acknowledgingachievement. The Intercultural Understanding/PACE team planned events throughout the year to promote inclusivity anddiversity. This was done through celebrating and commemorating Harmony Day, Sorry Day, NAIDOC and Multiculturalday. Much of the team's efforts in semester 2 was in planning the highly regarded Multicultural celebration in Decemberto be a truly international event.


Process 1: Positive Psychology

Developing a goal setting and evaluation process to enable students to connect, succeed and thrive,whilst facilitating a shared understanding of positive psychology principles across the school community.


Whole school Wellbeing strategies were rolled out through Professionallearning at the Term 2 Twilight and four forums throughout the year. Ahandbook for staff was produced by the team to ensure access to a variety ofstrategies that are common across the school for assisting staff in managingstudent conflict, behaviour, routines and protocols that are consistent. Term 3Twilight the school staff were introduced to the internationally recognisedHigh Resolves program that will underpin PP in 2020. The HSC studentsparticipated in a highly evaluated entry event from High Resolves to increasetheir global awareness and cultural inclusivity. Evaluations of the PPprograms were undertaken in term 4, whilst planning for 2020 to include theHigh resolves program into PP lessons. Faculties also looked at elements ofthe High Resolves program for inclusion in their KLAs.

Positive Psychology (1.4) FTEteachers allowance $156,872

High Resolves PL Twilight Term 3 andstudent sessions $2738

Process 2: Celebrating Success

Developing and implementing a holistic system that recognises and celebrates success and enhancesleadership opportunities.




The staff survey informed the refining of the merit system and additionalsupport was provided for staff to utilise the system. As a result of thefeedback adjustments were made to the levels and new awards wereincorporated. Each week a student is recognised at the assembly for thephoenix award draw. The House Leaders and Heads of House wereinstrumental in assisting with the PL update for staff and students.Throughout the year the team worked on the development of posters toprovide a visual representation of the levels and opportunities for awards.Posters have been printed and will be placed in classrooms for 2020. Theteam will take over all awards ceremonies for 2020 and beyond. Shadowingprocesses occurred for the Term 4 ceremonies. he level of some awardswere changed and we incorporated some new awards.

Class Posters x 60

Process 3: Expanding Intercultural Understanding

Developing learning and wellbeing infrastructures to support the expansion of interculturalunderstanding across the school community (diversity and inclusivity principles, pedagogies)Recognise, consider and value


A survey was sent out to all staff for feedback on multicultural day. Most staffreported that they believe the day contributed toward the milestone of parentsand students recognising, considering and valuing diversity, and there washigh demand (all responders) for multicultural day to return in the future aseither an annual event or two year event (Intercultural Milestone). There wasalso a high level of agreement that the day provided greater opportunity forparents and students to engage within the school community (another focusof the IU milestones).

The Inclusivity Values survey was also offered to parent and communitymembers for additional feedback on supporting students from diverse culturalbackgrounds, as well as asking for their views on the potential interculturalschool values.

Flags/Performances/Food Costs

Funding Sources: • Socio–economic background($3322.00)

Next Steps

• Amalgamate the activities of our Support staff with the Positive Psychology team to provide a comprehensivecoverage of support for the students. Evaluate the Positive Psychology curriculum and align it with the HighResolves program, finding opportunities for faculties to use some of the lessons to further support and embedpositive psychology strategies to use in the classroom through content.

• Evaluate the merit system implementation. • Finalise the inclusivity and diversity principles the team has been working on over the past two years to embed

them in the school learning culture.



Build and nurture reflective practices

Purpose

Our learning community engages in genuine reflection based on current research to bring about choice and change.


Increased student engagement, higher order thinking

85% of students demonstrate increased student engagement through progress of learning as a result of reflectivepractices, feedback, assessment submission and, accelerated reader, IPI and external sources. (examples of productdevelopment through a variety of mediums)

School community regularly engages in reflective practices that demonstrate measureable improvement in studentlearning outcomes and teaching practice. (Professional learning, faculty meetings, PDPs, action learning teams,self–assessment process).


The school has continued to engage with the Instructional Practices Inventory (IPI) which observes student engagement.Data is collected once a term and we have seen a significant shift in our student engagement since we began collectingdata in 2016. The work of the school plan through building our intellectual infrastructure in programming and Projectbased learning and the development of relationships through Positive Psychology, the merit system and our interculturalunderstanding has contributed to the positive shift in student engagement. the Observation and Feedback team haveworked very hard over this year to revitalise the Blackboard Configuration. Through research and collaboration andpiloting the product we now have a Learning Map for each lesson that gives every student a clear indication of theexpectations, success criteria and learning intentions. Teachers are able to use Bloom's taxonomy to differentiate theirlessons by providing students with opportunities to be successful at their own level. the Data team spent much of its timethis year collecting, triangulating and analysing data both objective and subjective in order to provide a comprehensiveexternal validation report using the School Excellence Framework.


Process 1: Observation and feedback

Research, design, develop and implement systems and processes that facilitate the provision ofevidence–based strategies of observation and feedback to measure impact and growth for staff andstudents.


The team conducted research on Learning Intentions and success criteria inorder to support the redesign of the lesson overview. The Learning Map hasnow replaced the BBC and has Blooms taxonomy incorporated into itsdesign. Staff PL was held over two twilight sessions. Feedback from staff waspositive and Learning Map has been adjusted for Senior and Junior lessons.Due to the roll–out of ALARM as a literacy strategy the team has examinedvariations of the Map to incorporate the language of the various frameworksand pedagogies the school uses. The team has researched six feedbackmodels using two different structures – one for incorporation into the LearningMap and the other a long term reflection process for students. The team hasdesigned drafts of a model and will look at piloting these in 2020.

Two twilight sessions whole staff PL

Process 2: Data systems to support reflective practices

Design and implement data systems that engage the whole staff in gathering data and regular schoolself evaluation to reflect and practice, measure impact and validate our performance.

Evaluation Funds Expended



Evaluation (Resources)

Much of this year has been devoted to gathering and analysing data forexternal validation and the Professional learning required to ensure theprocess was followed. We changed direction several times in the course ofthe year as to how to best represent our school's progress in relation to theSchool Excellence Framework. After meeting with the team from Rooty HillHS we reduced our Evidence sets from 6 to 3 and create a case study foreach set and relate each element in the framework to our work. This madethe process much more explicit and the Validators commented that it wasobvious our team had been immersed in the process. Time has been spentreflecting on putting systems in place to capture data to ensure there iscontinuity of the process on a yearly basis.

Executive meetings in Term 3dedicated to the EV process

Funding Sources: • Socio–economic background($250.00)

Next Steps

• The observation team will work on feedback models for teachers and students over the next twelve months inorder to assist with building a model for staff/staff, staff/student and student/student use.

• Feedback models have been researched and will be trialed in KLAs during 2020. • The data team will look at refining the schools evidence bank and collation of data so that self–assessment and

evaluation can be done formatively instead of as a summation.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading AEO 1.0 FTE $68,574

operational expenses $300

Lessons were provided across all year groupsto celebrate Sorry Day and harmony Day in2019. These were enthusiastically supportedby staff and students both at the assemblyand in class. The AEO supported by theIntercultural team provides a safe andwelcoming environment for all students.Teachers in the team support the AEO to runPDPs and set realistic goals whilst embracingculture. The Aboriginal student conferencewas again successful in 2019 with 100students participating from Yr 7–10. Fivestudents gained Aurora scholarships tosupport their learning with technologyresources and uniform through high school.Our involvement with AIME continues toflourish with 20 students actively engaged inthis program. Year 7 and 8 students havebeen supported every week at lunch and afterschool by AFL Indigenous Academies. Theprogram exposes students to a variety ofsports and life skills whilst meeting studentsfrom other local high schools.

English language proficiency Teacher (1..6) FTE + (0.1)SLSO $170,745

ESL English HSC and Preliminary classeswere funded and supported students thatwere integrated into mainstream classes. fortheir other subjects. Provided a resource inthe Senior Study to ensure that EALDstudents were supported. SLSO supportedtargeted students with assistance in coursework for RoSA, Preliminary and HSC. Acombination of in–class support andwithdrawal occurred for students in years7–10

Low level adjustment for disability Head Teacher T/L (1.0)FTE$139,824 / Learningsupport teachers (3.0) FTE$320, 148 / IntegrationSLSO (1.0) FTE $60,947

The Learning and Support Team was led bythe HT Teaching and Learning and supportedthree classes of students from Yr 7–9 withidentified learning needs. Year 7 studentswere targeted through ACER testing inReading and Numeracy during transitionprograms and information gained byenhanced enrollment procedures. Year 8 and9 students were identified on theirachievements in 2018. Targeted use ofintegration funding and the RAM enables theschool to provide three unique classes thatare supported by an SLSO and have theirwork specifically differentiated to better meettheir needs. The running of a Mac Lit programassists with the development of reading andwriting. with identified students. This team hasalso supported 12 Out of Home Care studentsand provided advice and support for thedevelopment and implementation of Life Skillsacross the school in Year's 7–12 for 18students. An SLSO was employed to supportour students with Integration funding leadingto significant academic and wellbeing gainsfor the three students.

Socio–economic background Deputy Principal (1.0) FTE$163,254 / PICLO (1.0)FTE $ $83,715 / Clerk 7/8

The employment of the third Deputy Principalenables the school to provide an even greaterlevel of substantial support to students and


Socio–economic background (1.0) FTE $49,173 / SAO(1.0) FTE $69,908 /Paraprofessional (0.4) FTE$70,380 / GA (0.4) FTE$36,490 / SLSO 5 part timestaff $147,005 / GATstaffing allowance $127,972 / Positive Psychology(1.4) FTE teachersallowance Strategicdirection 2.

IT support (0.6) $48,116 /Technology resources$301,503

Student Assistance $8,572

families from disadvantaged backgrounds.This also provides leverage in terms ofsupervision of staff and the running ofprojects across the school plan for the schoolto meet its commitments in terms of theimprovement measures and strategicdirections. The employment of our PICLO hasprovided our Pacific Islander Community withan extra level of support and link to culture forfamilies to support their children's schooling.This position provides proactive support forthe Deputy Principals in dealing withbehaviour management and issues ofattendance and engagement. Administrativestaff serve to support the tracking ofattendance and programs run by theseportfolios. The SLOS support our teachers(low level adjustment for disability) andstudents in the learning and support team toassist in the classroom track differentiationand adjustments to classrooms andparticipate in formulating CollaborativeLearning Intervention Plans. The teachingstaff loads are adjusted to accommodate ourten Gifted and Talented clubs that run lessonsfor Yr 5–9 between 3 and 5 pm threeafternoons a week. This initiative culminatedin an awards ceremony to celebrate the workof those students throughout the year. In2019 we received 315 applications and 186students participated in our GAT program.Positive Psychology see strategic direction 2.The school provides technology for studentsacross the 8 KLAs and senior study to utiliseand runs a sustainable program ensuring thatdevices are maintained and rolled–over withina four year time frame. Our technology issupported by the employment of the 7/8 Clerkand Full circle service. Every teacher has alaptop to in order to provide quality lessonsusing technology and the google classroom.Student assistance was provided for familiesin need of support for uniform and resourcesfor learning.

Support for beginning teachers HT allowance $11,250/Professional LearningEnVoy training $1000 /Teacher Training Australia$2122

Beginning Teachers were consulted with thedraft PHS Observation model. Feedback fromthe team has informed further refinement ofthe model for 2020. The ProfessionalLearning provided through this team has beenevaluated highly by the Beginning Teachersand a much greater understanding of schoolprocesses and structures. All staff have beeneager to use the TTA platform to accessprofessional learning to increase their hoursfor accreditation. Scaffolds and tools havebeen created to support beginning teachers tomeet the new accreditation guidelines andPDP goals.

Assessment and Reporting Staff and google drive forcommunication

Surveys were conducted throughout the yearwith parents, business partners students andstaff to ascertain information required forreporting. Two models were suggested andtrialed and new format will be rolled out in2020.

Literacy/Numeracy Team 0.2 FTE $22000 embedded Professional support and learning from a


Literacy/Numeracy Team allowance to fund RMFstrategy.

Professional Learning$4000 Mathematics Faculty

retired Principal provided the platform for theintroduction of the ALARM writing strategy.School Development Day sessions andTwilight PL were dedicated to thedevelopment and implementation of theALARM scaffold in KLAs. MacLit providedintensive reading support for improvement instudents with high need. Minimum standardsattainment in 2019 was Year 10 Reading 160,Writing 122, Numeracy 134. Year 11Reading 138, Writing 126, Numeracy 126.This demonstrates the school's significantsuccess from the implemented literacy andnumeracy strategies that will be built on in2020.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 435 459 487 494

Girls 472 475 474 480

Student attendance profile

School

Year 2016 2017 2018 2019

7 90.9 90.3 93.8 91.3

8 88.3 87.6 90.9 89.6

9 89 88.8 89 84.4

10 85.3 88.2 88.6 83.6

11 80.5 83.8 90.7 87.2

12 84.5 90.2 85.9 87.1

All Years 86.4 88.2 90 87.3

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 8

Employment 0.5 2 46

TAFE entry 0.5 0.5 14

University Entry 0 0 32

Other 0 0 0

Unknown 0 0 0

In 2019, Plumpton continued its strong growth in post HSC student exit data with 61 University placement offers. Ourearly entry system supported 50 of the 61 students seeking to go to University to be offered positions through Universityearly entry programs. This reflects our dedicated focus in creating a curriculum that is based on student needs andinterest. In stage 4 and 5, students are provided with opportunities in electives that provide interest in their learningbeyond mandatory subjects. In stage 6 students curriculum offering is diverse offering all traditional HSC and Preliminarycourses with the inclusion of multiple School based VET courses (9), School Based Traineeships, e–vet TAFE courses,high quality teaching and learning, and leadership programs. Stage 5 and 6 are supported by our innovative FuturesCentre that is focussed on providing opportunities and advice for students' futures, setting up work experience,traineeships, pre–apprenticeship courses and course advice.

In 2019 there were 4 captains, 29 School Prefects and 84 students across the school in years 7–10 engaged in studentleadership. A Student Futures and Career strategy has been implemented, where all Year 10 students develop a CareerPath Plan linked to Senior Curriculum choice which develops students' capacity and includes targeted work experienceand TAFE taster programs.,often leading to re–engagement and retention. An integral part of the Futures strategy is thesignificant corporate partnerships the school has developed with companies such as Citi Group, the ABC, Microsoft,Amex, Commonwealth Bank, JP Morgan Chase, and TAL. These partnerships as an example provide students in years9–12 with the essential leadership skills and other capabilities required to engage in a successful, meaningful career.Executive role models from these companies mentor the students developing their skills, building their confidence,encouraging them to aspire to senior roles in business and in the community. Many of these students hold leadershippositions at Plumpton High School or are members of the Student Executive Council already, and aspire to be SchoolCaptains and Prefects in Year 12. Students in Years' 7 and 8 also benefit from these corporate partnerships, beingengaged in significant projects around various aspects of technology in areas such as robotics, computer science,engineering and problem solving.

Year 12 students undertaking vocational or trade training

47.06% of Year 12 students at Plumpton High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

89.8% of all Year 12 students at Plumpton High School expected to complete Year 12 in 2019 received a Higher SchoolCertificate or equivalent vocational education and training qualification.

In 2019, Plumpton continued its strong growth in post HSC student exit data. This reflects our dedicated focus in creatinga curriculum that is based on student needs and interest. In stage 4 and 5, students are provided with opportunities inelectives that provide interest in their learning beyond mandatory subjects. In stage 6 students' curriculum offering isdiverse offering all traditional HSC and Preliminary courses with the inclusion of multiple School based VET courses (9),School Based Trainee–ships, e–vet TAFE courses and leadership programs. Stage 5 and 6 are supported by ourinnovative Futures Centre that is focused on providing opportunities and advice for students' futures, setting up workexperience, trainee–ships, pre–apprenticeship courses and course advice. Student leadership has continued to betransformed from a largely symbolic role to one that undertakes significant actions to solve problems worth solving in theworld. It is standards based, ensuring any student who is willing to develop the skills and attributes can be part of theStudent Executive Council Leadership Team and as such become a school leader. It involves understanding anddeveloping the capacity to implement the Gazelle Project Management structure, a commercial program. Students thenimplement initiatives/projects with a focus to improve lives at the school/local community, state, national and internationallevel.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 12

Classroom Teacher(s) 51.3

Learning and Support Teacher(s) 3

Teacher Librarian 1

Teacher ESL 1.6

School Counsellor 2

School Administration and Support Staff 16.77

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.

In 2019, Plumpton High School continued to provide high quality professional learning for staff to build their capacity aspractitioners and leaders in education. Our professional learning is based on learning from evidenced–based practice


and experts in their field, planned and contextualised for our school. Our professional learning takes place in a variety offormats and is closely aligned to the school's strategic directions. In 2019 our teachers participated in three schooldevelopment days (Terms 1 , 2, 3) three twilights after school (3:30–7:30 –Terms' 1, 2, 3) and forums (3–4) after school,provided staff opportunities to develop their skills as designers and presenters of contextualised professional learningand to participate in professional learning that assisted them to develop their skills as practitioners. Our schoolpartnership with the Teacher Training Australia (TTA continued in 2019). Teachers were able to access online coursesthat suited their needs in developing their skills and maintaining accreditation hours. Our Mentor Head Teachersupported our Beginning Teacher and Induction programs through fortnightly meetings to support and provide in depthsupport and understanding for our school frameworks. Beginning Teachers are also assisted to develop their portfolios togain accreditation at proficient. A session on developing our evidence bank in line with the School plan for externalvalidation. A session on School attendance and wellbeing strategies to improve attendance. The Support Unit HeadTeacher provided a session on the operations of the Support unit and supporting students with disabilities. A ProjectBased Learning was held to support teachers in the continued development of programs and projects in stage 4. Theafternoon session was dedicated to staff developing their Performance and Development Plans for the year with goalsthat were linked to personal capacity building and the school plan.

A twilight professional learning was held in March and focused on the further development of Feedback through theLearning Map. The session focused on recognising and developing success criteria and learning intentions. As a result,the Learning Map was trialled in faculties and further developed in the next twilight in term 2 in linking with BloomsTaxonomy and the ALARM writing strategy.The other two sessions looked at further refinement of the Wellbeing systemand external validation and the setting of milestones.

School Development Day 2 focussed on Teams across the school and a two hour session on supporting students withspecial learning needs

School Development Day 3. We hosted a guest presenter, expert Principal to lead the staff in the ALARM Strategy. Staffthen worked in KLAs developing an ALARM scaffold for Stage 6 and later in the day had a choice of three workshopsthat included Converting the BBC to Learning Maps creating student Learning profiles and Lesson design using ALARM.The Twilight in Term 3 was dedicated to the implementation of the High Resolves Wellbeing program to support PositivePsychology and the further development of the writing strategy ALARM.

Staff reported a high degree of value in the professional learning provided at each of the School Development Days andTwilight evenings.

Executive professional learning was dedicated to building the capacity of our team leaders to analyse and triangulatedata and synthesize it into evidence sets and case studies. Executive engaged in a session with our professional partnerRob Stones to develop their EQI through Myers Briggs and linking it to the school's leadership strategy.

The school continues its strategy of increasing the number of trained and qualified teachers delivering VocationalEducation Frameworks. The goal is to have two trained teachers in being able to deliver each framework. During 2019Hospitality, Business services, Construction, Primary Industries and Retail all had staff undertake the qualificationthrough the local Registered Training Organisation (RTO).

Ten teachers completed their proficiency level of accreditation through the Beginning Teacher Program.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,785,474

Revenue 13,070,509

Appropriation 12,665,548

Sale of Goods and Services 40,104

Grants and contributions 335,450

Investment income 18,165

Other revenue 11,243

Expenses -12,743,229

Employee related -11,052,728

Operating expenses -1,690,501

Surplus / deficit for the year 327,280

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 748,441

Equity Total 1,736,004

Equity - Aboriginal 91,704

Equity - Socio-economic 944,979

Equity - Language 212,303

Equity - Disability 487,019

Base Total 8,924,694

Base - Per Capita 229,012

Base - Location 0

Base - Other 8,695,683

Other Total 668,535

Grand Total 12,077,674

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

The equity loadings have been addressed through the school's key initiatives and the school plan strategic directions.The vast majority of funding has been used to staff the school to run programs that cater for individual student needs. Inmeeting student needs in the 21st century it has been necessary to continually upgrade the school's infrastructureincluding technology, physical learning environment and through the engagement of specialist expert staff.


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 4 5 6 7 8 9

Percentage of students 8.7 29.2 16.9 30.8 9.2 5.1

School avg 2017-2019 13.4 26.5 24.1 24.6 8 3.4


Band 4 5 6 7 8 9


School avg 2017-2019 9.8 23.8 32.1 26.3 6.4 1.5

Band 4 5 6 7 8 9


School avg 2017-2019 6.3 11.6 25.6 31.7 19 5.8


Band 4 5 6 7 8 9


School avg 2017-2019 13.7 29.4 32.8 17.8 6 0.4

Band 5 6 7 8 9 10


School avg 2017-2019 20 28.8 26.9 17.1 5.1 2.1


Band 5 6 7 8 9 10


School avg 2017-2019 11.2 29.5 31.5 20.9 6.5 0.4

Band 5 6 7 8 9 10


School avg 2017-2019 9.4 16.6 37.3 22.6 11.1 3


Band 5 6 7 8 9 10


School avg 2017-2019 35 26.5 20.9 14.3 2.8 0.4

Band 4 5 6 7 8 9


School avg 2017-2019 5.7 21.5 41 21.1 9 1.7


Band 5 6 7 8 9 10


School avg 2017-2019 3.7 35.7 40.5 15 3.7 1.3

Literacy: • Year 7 – The school has experienced a positive shift in all areas of literacy for 2019 with shifting students into

higher bands compared to the school average from 2017–2019. • Year 9 – We would have hoped for a better result in reading considering the time and resources allocated to

Accelerated Reader. Unfortunately, students do not recognise how valuable this program is in building their skillsin reading and are reluctant to engage. There has been significant growth in reading for some individuals howeverthat has not transferred to the cohort as a whole. Given the overall results the extra period in English lessons instage 5 requires evaluation of the strategy. The 2019 cohort have demonstrated that there has been a positive shiftin Literacy.

Numeracy • Year 7 – There has been a positive shift into the upper bands compared with the average of the last three years • Year 9 – The cohort demonstrated a positive trend to increasing the percentage of students from band 8 into 9 and

10. Numbers in the lower bands have decreased.


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.


Subject School 2019 SSSG State School Average2015-2019

Ancient History 65.8 64.9 69.9 62.8

Biology 65.4 64.9 69.9 64.5

Business Studies 62.7 63.3 68.6 62.1

Community and Family Studies 68.3 71.6 72.2 68.4

Drama 65.6 69.5 75.0 65.3

Economics 59.8 69.7 75.9 61.5

English (Advanced) 77.9 74.6 80.0 80.9

English (Standard) 67.5 64.2 67.3 68.4

English Studies Exam 43.4 45.6 48.1 43.4

Geography 48.7 61.7 70.6 48.7

Hospitality Examination (Food andBeverage)

65.2 67.6 71.1 69.8

Legal Studies 61.5 66.0 70.6 61.6

Mathematics 65.4 69.5 76.9 65.3

Mathematics Standard 2 62.1 63.2 67.7 62.0

Modern History 65.5 62.7 70.2 62.2

Music 1 71.9 78.2 79.9 72.0

Personal Development, Health andPhysical Education

65.3 67.7 70.5 66.3

Retail Services Examination 63.9 65.3 68.0 66.1

Visual Arts 79.4 76.2 78.8 77.0

Most of the HSC courses have remained consistent with our school average, however with the exception of Visual Artsand English Standard who performed above the state average most courses have not been able to meet thatbenchmark. Six courses; Ancient History, Biology, English Advanced and Standard, Modern History and Visual Artsperformed above schools with a similar makeup to ours. A number of the courses that require extended responsequestions have not performed as well as others and justifies the school's response in implementing the ALARM scaffoldto support essay writing.

The Head Teachers of the KLAs perform a very thorough analysis of their HSC results and student performance eachyear. The Senior Study offers support to HSC and preliminary students to further assist them with the rigours of courses.The Futures Centre offers personalised service in choice of courses that are tailored to suit their ability, and theiraspirations beyond school. However at times students don't always select the appropriate courses and find themselvesstuck in a subject that is not to their taste that impacts on their achievement levels.

We have introduced a whole school literacy strategy designed to increase students' skills in writing extended responsequestions and it is hoped that this will serve to improve HSC results over the coming years.


Parent/caregiver, student, teacher satisfaction

The school uses the Tell Them From Me Survey each year to gauge overall satisfaction with our school. Throughout theyear the school surveys students, staff and parents about a range of topics and the information gained from thesesmaller surveys provide us with data to inform adjustments to our school improvement plan and or programs. In 2019there has been an increase in advocacy at school reported by students in the Tell Them From Me Survey and we areahead of Similar Schools in terms of Advocacy, Expectations for success and a sense of belonging. Parent engagementhas been strong and we have been well supported for our Information evenings that ran throughout 2019. Examplesincluded Year 6 into 7 orientation, stage 4, 5 and 6 curriculum choice, Year 7–12 reporting, Year 7 Meet and Greet andvarious Project Based Learning events and Showcases. Attendance at Parent Teacher evenings has been increasingeach year since 2017, however was down 300 in 2019 with 1583 online bookings. The school has continued its focus onthe promotion of achievements to the community through the Linked In Newsletter and social media accounts, studentnewsletter The Howler and a student led online blog. The school has also taken the opportunity to support the LocalPress by placing regular advertisements highlighting the achievements of the students and staff at the school. During2019 we increased opportunities for students to be involved in leadership increasing the numbers in the StudentExecutive Council and Prefect elect. The House system continues to build it's presence in the school and is working wellwith the Merit System. Parents were surveyed at various events throughout the year and indicated strong support for theschool. We have increased our presence of Facebook in 2019 with many questions being asked through the Facebookmessenger service.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Over the past four years our Aboriginal student attendance has been significantly higher than those schools similar toours. In 2019 the attendance rate for our Aboriginal students remained above the state average. This indicates thesignificance of support and engagement opportunities offered to Aboriginal students at Plumpton High School. We areindebted to our Aboriginal Education Officer, Karlene Rex who continues to work tirelessly in our community ensuring ourstudents and their families were well supported throughout 2019. Our students participate in AIME (20), NAIDOC, AFLIndigenous Academies and are assisted by the Aboriginal Employment service in traineeships. As is the case every year,the school commemorates Sorry Day, where students participate in authentic lessons to increase their understanding.Students participate in an assembly where stories are shared and then participate in activities specifically designed tosupport empathy and culture.

In order to engage and support our Aboriginal and Torres Strait Islander students and their peers the school held its thirdAboriginal Student Conference in Term 3, 2019. Our school partners, AIME, AFL Indigenous Academies and AboriginalElders Uncle Wes and Uncle Greg who once again provided rich learning opportunities about culture, history/art, identityand sport. As with 2017 and 2018, the students invited a non–aboriginal student friend to join with them in buildingintercultural understanding across the school community. The conference material was highly regarded by students andreflection and feedback questions indicated strong support for the conference to continue as an annual event. Year 7 and8 Aboriginal students participate with Rooty Hill and Doonside High Schools in a weekly program of exposure to sportand cultural activities provided by the AFL Indigenous Academies. This program has a high attendance rate and studentsare engaged and look forward to it every week. The coordinators meet with the schools in the program each year toevaluate the program and research further opportunities for our students. The engagement of our Aboriginal students inour programs is a key indicator of our success backed up by our Aboriginal attendance rate The staff at Plumpton areacutely aware of the need to ensure equity for all students and have embraced the school developed Learn2Learn skillsand incorporate elements of 8 ways pedagogy to underpin their lessons and planning. Staff are able to access thestudents 'PLPs to assist them with their planning and for engaging students in their classrooms. A number of Aboriginalstudents are active members of the Student Executive Council and in Term 3 2019, the Vice Captain for 2019/2020 is anAboriginal student.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Our three Deputy Principals fulfilled the joint role of ARCO ensuring that cultural differences and conflicts were mediatedand managed appropriately throughout 2019.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

Underpinning our professional learning is a strong focus on managing and meeting the needs of our multicultural school.The school community acknowledges the need to be respectful with regard to multicultural diversity. Our current school


plan has broadened the focus to incorporate intercultural understanding and diversity. The Intercultural understandingteam met four times each term to ensure that our focus on building intercultural understanding was kept at the forefrontof our daily work. The team planned and led professional learning for staff highlighting the Learn2 Learn skills to continuethe building of teachers' knowledge and understanding of how to incorporate these into lessons on a regular basis. Workwith staff and students continues in developing the mission statement of inclusivity and diversity. The Student ExecutiveCouncil formed a Diversity team to work with the whole school Intercultural Understanding team to coordinateMulticultural Day in 2019. In 2019, the school community celebrated Harmony Day, Sorry Day, NAIDOC, and ANZACday. The employment of our Pacific Islander community liaison officer has been an excellent resource for our school.Lance works tirelessly for the Pacific Islander Community but includes all students in his brief, sourcing food packs andbreakfasts to provide for families in need.

Other School Programs (optional)

Administration, Hospitality and Open Learning Space Block Upgrade

The school principal budgeted funds over several years to pay for the upgrade and extension of the poorly designedAdministration Block. The block did not meet work safety and health standards for students, staff or parents. The projectwas managed locally and completed in three terms. The building works required the administration staff to be relocatedto a portable at the front of the school and to various office spaces around the school. The building was finalised for thebeginning of term 3 enabling the HSC students requiring special provisions to use the vacant portable building for theirexams. The new build now has four interview rooms; a professional learning space with audio and visual technology;upgraded facilities and offices for the day to day administration of the school; a purpose built hospitality space and andoutdoor sun protected seating space for 64 senior students and break out area for the Senior study and undercoverseating downstairs for a further 64 students.

Completion of Library Upgrade

The library upgrade was finalised in 2019. It serves as an excellent resource and technology learning space for studentsand staff. It has been repainted re–carpeted and provides four separate learning spaces.

Technology

The school acquired another 240 laptops for the KLAs to increase opportunity for students to access technology in faceto face learning on a daily basis should the need arise. This forms part of the sustainable program that ensures therollover of laptop technology in cyclical and manageable through considered planning and budgeting.


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