Colyton High School Annual Report · 2019. 6. 10. · Introduction The Annual Report for 2018 is...

Colyton High SchoolAnnual Report

2018

8443

Printed on: 29 May, 2019 of 19 Colyton High School 8443 (2018)

Introduction

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

Daryl Butler

Principal

School contact details

Colyton High School37-53 Carpenter StSt Marys, 2760www.colyton-h.schools.nsw.edu.aucolyton-h.school@det.nsw.edu.au9623 2789


Message from the Principal

Schools have become increasingly busy places and Colyton High School is no exception with so many things happeningon a daily basis and across the whole year. 2018 was the first year of implementation of our exciting, new School Plan(2018–2020). Our revised strategic directions, including developing "connected, successful, thriving learners" and "greatteachers leading inspired learning", are keeping us firmly on the road to excellence, centred on initiatives around thethree key areas of Learning, Teaching and Leading.

I was very pleased about the number of conversations I had this year with students who had identified and describedstrong levels of improvement in their classes due to teachers embracing engaging teaching practices and effective use ofnew technology. It has been a great start but there is still much to do as we continue to implement our existing teachingand learning models including Curiosity and Powerful Learning, Reading To Learn and Choice Theory. These models willbe supported by our newest model of successful, best practice, the Berry Street Education Model, which brings the bestof student wellbeing theory to our wellbeing programs at Colyton High School. This cannot happened withoutconsiderable support across the school and I thank all the Teachers and their Head Teachers, supported by ournon–teaching staff, for their relentless pursuit of excellence in their classrooms.

A major focus of our work in 2018 was around new ideas and practices in the domain of Leading. Our Strategic Directionin this domain is expressed simply as "Everyday Leadership". We are committed to developing students as "everydayleaders" across the school and into the community. There has been some outstanding work performed in this domain atColyton HS in 2018 across SRC, House Leadership, Cultural Leadership and "everyday leadership" by students in theareas of uniform and conduct; being outstanding public ambassadors for Colyton High School. There is much more to doand we look forward to continuing with our work here in 2019 and beyond.

2018 was another year of outstanding achievements of students and staff who represented the school in various fields ofarts and sport. Our students proudly represented at zone, regional and state levels as well as the many knockoutcompetitions. Our students play hard and fair and represent the school with distinction. Colyton High School provides anextensive range of extra–curricular opportunities for students to engage and excel, or simply just participate and havefun. These opportunities are an important part of our endeavours in developing the whole student.

At the end of 2018 we acknowledged and celebrated the incredible work of two long serving staff members who aretaking leave before retiring and won't be with us in 2019. Ms Parfoot is retiring from her position of Head TeacherCreative Arts while Ms Taylor is retiring from her position of English Teacher. The legacy they leave behind will be themany students who have passed through Colyton HS, benefiting from the nurturing and quality teaching by these twooutstanding teachers and becoming better people for it.

I must acknowledge the outstanding work our Senior Executive team, Miss White (DP Years 8/11), Mr Kanaan (DPYears 7/10) and Ms Gibson (DP Years 9/12) who again worked tirelessly in supporting you and your children this year. Ithank my School Administrative Manager, Ms Susan Morrissey for her professional and committed implementation of ournew finance and human resource systems, keeping our school functioning efficiently as part of a huge bigger system.We could not operate without the support of our SASS staff in front of office, across the school and in the classrooms.

And finally, thank you to our students and you, their parents and carers, for your valued support this year in making 2018a very successful school year. I also thank our P&C Executive and Members for their genuine partnership in schoolgovernance and support of school strategic directions and initiatives, as well as their greatly appreciated and generousfinancial support for students. There is a very positive buzz in the local and broader community about the good thingshappening at Colyton High School and enrolments are steadily rising each year because of the increased interest. Welook forward to continuing our relentless pursuit of excellence in 2019 and working in partnership with you once more,keeping our excellent progress rolling on.

Kind Regards

Daryl Butler, Principal


Message from the school community

In an everchanging educational environment the past year has been significant due to changes in the landscape whichhave had a significant flow on to the Colyton High School community and the P&C. There are the growing demands bythe community and Education Department for teachers to engage the students more and for the students to respond byimproving educational outcomes. There are also environmental effects due to the socio–economic constraints within thearea.

Challenges we faced are;• Engagement of students in wearing uniform• Competition from other schools enrolling students in our drawing area• Communicating to the community that our school is a good educational opportunity• Healthy school canteens initiative• The cafe being run in competition to the canteen• Reduced revenue streams from the canteen due to students being out of school at different times of the year and

the lack of student population. To maximize revenue opportunities there would need to be an increase to the school population. Needs to be over 900 to get the economies of scale required to turn a profit.

Thankfully due to some creative thinking by Tania and the canteen team they have minimized any loses we have facedin the canteen. This has been through changes to menus, rostering and always trying to find the most economicalsolutions to replacement or repair of equipment. EFTPOS has continued to grow and is making purchases at the canteenand uniform shop more convenient and helping to minimize cash handling.

As the President of the P&C I am glad to report we have been able to support the school in contributing resources whichallow Colyton High School executive to use the funding they receive in other educational areas.

The things that we have been instrumental with aiding Colyton High School with are;• Stile program – $4604• Christ Mission donation – $500• Science Week rewards – $200• Bring it On – $800• Buy–a–Bale –$812• Year 12 Yearbooks – $1330 For a total of $8246.00

However, as reported, the lack of revenue from the P&C generated activities has forced us for the first time in manyyears to have to dip into the savings generated from previous years to pay for basic business requirements such asWorkers Compensation insurance, audit fees and other required expenses. This has minimized what we have been ableto contribute back to the school. It also brings into focus the economic constraints faced by the P&C and whether we cansustain the loses of revenue and continue trading.

As President of the P&C I would like to specially thank Tania Anger, Barry and Kathy Armitage for their years of tirelessservice in making the canteen and P&C successful with their individual contributions of time and effort in solvingchallenges we have faced. They have over the years done this in their own time and at their own expense due to adeep–seated love of the school and what it contributes to the community.

We look forward to more success in 2019 and the ongoing support of the parents who attend our meetings and arecontributing to make this a better school.

Kindest regards

Mr Paul Robinson


School background

School vision statement

Our vision is to be recognised as an excellent school across the education, local and wider communities, successfullypreparing our students for rewarding lives in an increasingly complex world, achieving improved performance for everystudent, every teacher, every leader, every year.

School context

Colyton High School is a proud, comprehensive 7–12 high school with a current and increasing enrolment of over 680students including 9% Aboriginal and Torres Strait Islander, 22% EALD and 40% LBOTE students. Colyton High Schoolis committed to providing comprehensive quality learning opportunities for all students providing an innovative andengaging curriculum within a developing Positive Behaviour for Learning (PBL) environment. Students are offered adiverse range of academic courses of study, supported through the delivery of school and TAFE delivered VETopportunities utilising outstanding trade training facilities. The school offers a wide range of extra curricula programsincluding sporting, creative and performing arts programs. The school embraces technology at all levels and studentshave good access to in–school technology in addition to a growing, 'Bring Your Own Device' environment. There is astrong emphasis on student leadership programs and effective student representation. The school runs a highlysuccessful Personalised Student Assistance program to assist literacy and numeracy acquisition for Aboriginal andTorres Strait Islander students. Colyton High School is part of the Colyton Learning Community, producing successfulmiddle school programs with partner primary schools. The school proactively builds and benefits from strong parentpartnerships as well as community partnerships with local businesses, tertiary education institutions andnon–government organisations.

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 theSchool Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence byproviding a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

Colyton High School continues to make steady progress towards school excellence. Our three strategic directions in thisnew and current 2018–2020 School Plan, are about developing students as "connected, successful and thrivinglearners"; developing "great teachers leading inspired learning"; and building "everyday leaders" across the schoolcommunity and beyond.

In the Domain of Learning our self assessment identified Colyton High School was achieving at an excelling standard inwellbeing, delivering high quality programs and student wellbeing support, on a daily basis, with clear strategic directionfor further improvement. We self–assessed at a sustaining and growing level in the key elements of learning culture,curriculum and student performance measures . We identified there is some room for growth in assessment andreporting as we seek to enhance the use of assessment for teaching and learning and the value and effectiveness offeedback for individual student, academic improvement. This being explicitly addressed in this new School Plan(2018–2020) and annual milestones for 2019.

In the Domain of Teaching, Colyton High School was achieving at a sustaining and growing level in the key elements ofcollaborative practice, learning and development and professional standards. Room for further growth was identified inelements of effective classroom practice and data skills and use. Strategies to explicitly address these elements appearin the School Plan and progress is purposeful and steady.

In the Domain of Leading, Colyton High School was achieving at excelling levels in key elements such as leadership,school planning, implementation and reporting and school resources. School, Faculty and Project Plans are clearlyarticulating a strong vision and processes to achieve this. The school is forward thinking in its planning and use ofresources., while adopting a reflective approach in regularly evaluating and adjusting its plans. There is an ongoingculture of self–reflection by management teams and a culture of ongoing improvement exists, based on frank, criticaldiscussion in a range of forums.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students. For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Connected, Successful and Thriving Learners

Purpose

Students who experience a sense of belonging to school and community and achieve academic and social success, willbe better enabled and more motivated to take ongoing responsibility for their learning and wellbeing in a thrivingcapacity.

Overall summary of progress

Colyton High School has made good progress in the first year of the 2018–2020 School Plan, commencing our worktowards developing our students connected, successful and thriving learners. There have been many significantachievements in academic data across the external tests, especially some very encouraging value–added results inNAPLAN Tests, as well as external surveys conducted throughout the year. Our local school–collected data, through ourwellbeing systems, show ongoing significant improvement. Our Naplan "value added data" showed encouraging growthfor a second successive year for students 7–9 and 9–12, providing strong evidence of the effectiveness of our wellbeingprojects and teaching and learning initiatives. There is a clear direction evolving for the future as we consolidate and addto these programs and utilise the momentum that has been established. We have revised our PBL strategy andimplementation and this is being embedded across school practices. In 2018 we aligned with partner primary schools,adopting the PBL banner of Safe Respectful Leaners and we strengthened our student mentoring and monitoringsystems in line with this. We further enhanced our valued student recognition program in line with House Leadershipsystems and look forward to further embedding this in 2019.

A key focus in 2018 was embedding key practices in our classrooms around teaching and learning models includingCuriosity and Powerful Learning", Reading To Learn, Choice Theory, ENVOY and Differentiated Learning. While there ismuch work to be done across the school to ensure every classroom is an inspiring space with engaged, thriving learners,we continue to make good progress. Our Positive Education planning progressed further and we continued work towardsmore explicitly providing effective mental health and wellbeing support. Senior Executive and key staff members weretrained in the Berry Street Education Model and this has set up school wide implementation in 2019 with training for allteachers and SLSO's. Student Advisers were trained in Mental Health First Aid.

There is some evidence that our new strong, student leadership structures and genuine leadership opportunities beingembedded in parts of the culture of school continue to help connect students to school. As such there is more than acoincidental connection between Strategic Directions 1 and 3. This continues to support and encourage a thrivingpositive school culture as reflected in positive growth in our Tell Them From Me student surveys, particularly in the areasof Advocacy, Belonging and Student Expectations. Students were successful in transitioning to university and TAFE,post HSC and there is ongoing evidence of a more aspirational student culture, supported by a strengthened Careers /Transition Team following the appointment of a full–time Careers Adviser and the development of a quality careersprogram.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improved student achievementin internal and externalassessments, includingNAPLAN, HSC and VALID

o Increased % of students intop two bands

o Decreased % of students inbottom two bands

Speech Pathologist time$10000

Additional Teachers andSASS staff $65000

Achieved increase in students in top two bandsNAPLAN. Some strong areas of NAPLAN datashowing growth above state average. Upwardtrends consolidating.

Above expected growth across more than 50% ofstudents in VALID.

Working towards improved HSC results particularlyat the top end.

Improved student wellbeingdata • Tell Them From Me • AWE • Sentral • Attendance

AWE Survey $2000; BerryStreet Training (ExecGroup) $2500;

Tell Them From Me data continues to supportsignificant improvement in student wellbeing inareas of Advocacy, Belonging and Expectationsacross most cohorts except one. School–basedSentral data shows significant gains in wellbeingdata. Still room for ongoing improvement across all







groups.

Next Steps

Planning within the new School Plan has identified the need to continue to focus on intensive and sustained supporttowards helping students thrive by including an intensive focus on strengthening student connections with their schooland their education, supporting them academically and socially towards early and sustained success in academic andextra curricular areas. We will relentlessly support the full implementation of our identified teaching and learning modelssuch as Curiosity and Powerful Learning", Reading To Learn, Choice Theory, ENVOY and Differentiated Learning.



Great Teachers Leading Inspired Learning

Purpose

An embedded culture of collaborative professional learning, will develop teachers as experts in pedagogical practice andinspirational leaders of motivated learners .


Colyton High School has made strong progress throughout 2018 as we worked towards developing our teachers as"great teachers leading inspired learning". There have been many significant achievements in academic data across theexternal tests especially NAPLAN where student achievement in Numeracy and key areas of literacy are showingsustained growth. Achievement identified through valued added data showed many students in areas of numeracy wereachieving above state average growth. There were some very positive and encouraging trends across aspects ofliteracy. Writing, in line with a state–wide trend, remains of concern and will increasingly become a targeted area forimprovement over coming year and is being built into our plans for 2019 and beyond.

In 2018 our focus was to consolidate and build on the 2017 achievements. We continued to embed research–basedteaching and learning models into our professional learning structures, ensuring they were well–resourced, progress wasevaluated and implementation continued to be adjusted to ensure maximum effectiveness. These programs includedReading to Learn, Curiosity and Powerful Learning, Differentiation and Choice Theory. A key focus in Year One of thenew School Plan was in the areas of Positive Education, student mental health and wellbeing and trauma informededucation. This is being addressed under our new Stronger Minds Strategy, implementing the successful Berry StreetModel to build teacher capacity to better support student wellbeing and support a common vocabulary. In 2018, SeniorExecutive and some key staff were trained as an advance group prior to all teachers and SLSO's being trained in 2019.All Student Advisers and Senior Executive were trained in Mental Health First Aid to provide higher level support forstudents at risk.

In 2018 we built on the initial Choice Theory training held in 2017 in order to build capacity of teachers to effectivelymanage and support positive student behaviour and engagement with the school and their learning. A key focus groupwill again be beginning and early career teachers moving towards their appropriate levels of accreditation. We will furtherupdated our teaching and learning technology across all classrooms in 2018 and built further capacity in all teachers toeffectively engage their students through competent and engaging use of technology in their lessons. The TechnologyManager led this training and including wonderful innovations including Virtual Reality technology being successfullyused in some classrooms, paving the way for wider application. Building further teacher capacity in 2018 was achievedthrough the ongoing revision of our professional learning structures, using PDP processes and strategic planning tomake further improvements, ensuring our PL programs were timely, engaging and effective, significant to the wholeteaching group, as well as faculties and individuals. There has been widespread acceptance and high levels ofengagement by staff in this training and feedback at this early stage remains very positive, with evidence it is making adifference in many classrooms.








Technology Managerposition $114000; Software$23000; Consumables$17000

Evidence of increasing levels of studentengagement particularly in Years 7–9.

Achieved increase in students in top two bandsNAPLAN. Some strong areas of NAPLAN datashowing growth above state average. Upwardtrends consolidating.

Above expected growth across more than 50% ofstudents in VALID.

Working towards improved HSC results particularlyat the top end.

Improved student wellbeingdata

Technology Managerposition $114000; Software

Tell Them FromMe data continues to support significant






• Tell Them From Me • AWE • Sentral • Attendance

$23000; Consumables$17000

improvement in student wellbeing inareas of Advocacy, Belonging and Expectationsacross most cohorts except one.School–based Sentral data shows significant gainsin wellbeing data through increased engagementand higher expectations. Room forongoing improvement.

Next Steps

Our focus in 2019 and beyond will remain as a relentless pursuit of "great teachers leading inspired learning". We willcontinue to further embed recent training in the key models being applied at Colyton HS to ensure all teacher's reachgood levels of competency or beyond. This will done through effective and planned use of our regular ProfessionalLearning (PL) Meetings, engaging the expertise of staff and external presenters. A targeted area for 2019 will be buildingthe capacity of our Head Teachers and Project Leaders to lead and implement change at classroom level. We plan totrial the implementation PL support systems through an external software package, Educator Impact. We plan to identifythe coaching and mentoring needs of Head Teachers to increase their capabilities around building capacity in theirteachers.

In 2019, all teachers and SLSO's will be trained in the Berry Street Education Model to support enhancements inteachers capabilities around forming and utilising positive relationships with their students as well as increasing theircapabilities in assisting with educating and developing students in essential skills around building their own positive peerrelationships, managing life stressors effectively, de–escalation and self–regulation.

All new teachers will engage in training across other models to bring them up to speed with previous training.



Everyday Leaders

Purpose

Connected, successful leaders develop a strong sense of ownership of their school, committing to a genuine partnershipin improvement goals, extending their leadership influence into their community.


In 2018 our focus with "Everyday Leaders" was to consolidate and build on the 2017 achievement, integrating them intokey programs and strategies. This has led to the relocation of our student leadership initiatives from Strategic Direction 1to its own priority as Strategic Direction 3. This brought our School Plan into line with the School Excellence Framework's3 domains of Learning, Teaching and Leading.

With the other two strategic directions addressing Learning and Teaching, Strategic Direction 3 began to explicitlyaddress the challenges and need to improve a most significant aspect of our school leadership and that was aroundstudent leadership. We identified this as a most significant vehicle to improve the school as it would create opportunityand incentive for students themselves to make direct contributions to school improvement through becoming a key playerin school improvement through having a voice and developing a sense of ownership of the school and its directions.

2018 was a year that worked to successfully establish structures and draft policies around student leadership includingestablishing a project team and exploring the concept of leadership across staff and students. Key but isolatedleadership projects were brought under the management of this new team and this began to facilitate improvedcoordination of student leadership projects and ensure adequate resourcing. The team successfully engaged withexternal coaches through the Fair Educations Schools Plus initiative and established strong networks with communityand business organisations. We employed a Community Liaison Officer one day per week to assist teachers withnetworking.

Major initial improvements were successfully achieved in the are of House Leadership with a vibrant House Sportscompetition throughout the week at lunchtime, House Leadership election structures and processes were implementedand planning commenced for further enhancements in 2019.

A robust planning process was established to strengthen implementation of Everyday Leadership in 2019 followingsuccessfully gaining considerable support from teacher project leaders.








5000 Additional TeacherSupport $2000 MentoringInitiatives $3000 LeadershipCamp Activities $2000Catering for Parent /Community workshops

Some positive evidence of increased engagementlevels. Achieved increase in students in top twobands NAPLAN. Some strong areas of NAPLANdata showing growth above state average includingAboriginal and EALD students. Upward trendsconsolidating. Above expected growth across morethan 50% of students in VALID. Working towardsimproved HSC results particularly at the top end.


$10000 Teacher Relief formeetings and conferences$5000 Additional TeacherSupport $1500 MentoringInitiatives $ 1000Leadership Activities incl.*African LeadershipProgram * $30000 LivenDeadly AboriginalLeadership Program *SRC

High levels of participation by students in leadershipprojects and positive culture evident in key sectionsof the school. Tell Them FromMe data continues to support significantimprovement in student wellbeing inareas of Advocacy, Belonging and Expectationsacross most cohorts except one.School–based Sentral data shows significant gainsin wellbeing data. Room forongoing improvement.


Next Steps

In 2019 we will continue to embed Everyday Leadership programs and structures into our strategic planning dailyoperations to meaningfully and effectively engage students but also, increasingly, parents and the community inleadership opportunities for our students. We will have clear leadership policy and procedure documents and studentforums will be in full operation and commence engaging with each other as well as the School Senior Executive Team.Student leadership teams will be contributing more to the debates and discussions around ongoing school improvementand be the "student voice". Communication channels between students and the school executive will be clearer andtwo–way. An increasingly visible student leadership group will be evident and genuinely contributing to decision makingforums.

We continue our full review of our communications and engagement with our community and address key areas forimprovement to ensure our parents/carers and the wider community are key stakeholders and contributors to theongoing achievements of Colyton High School. We are also planning to continue to strengthen our Colyton LearningCommunity (CLC)student leadership partnerships with our partner primary schools in order to build a strong andcohesive partnership and transition process, fully utilising existing community partnerships with a new leadership focusand establishing some new partnerships.

We regard Everyday Leadership as one of the most important projects that will have a massive, positive impact onschool culture, student esteem and engagement and a strengthened sense of belonging.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Liven Deadly CulturalProgram $30000;AIME$2000; AboriginalLeadership Program$1000;Aboriginal Tutor $30000;SLSO $10000

• Aboriginal backgroundloading ($61 000.00)

Achieved Highly functioning AboriginalSupport Program (Cultural and Academic);Engaged students, transitioning toemployment, higher education. Studentsconnected to and practising culture at school,sharing culture with community.

English language proficiency EALD Teacher $104000;SLSO $40000

• English languageproficiency ($141 000.00)

Achieved Highly functioning EALD support.Practices to identify students and needs. PLdelivered for teachers. Ongoing professionallearning in EALD through networks.

Low level adjustment for disability Additional Teachers$315000 ; AdditionalSLSO's $140000

• Low level adjustment fordisability ($432 000.00)

Delayed due to personnel changes. AchievedLearning Support Team highly functioningand providing effective support for students.Students engaged and making academicprogress.

Socio–economic background DP3 Higher Duties $22000;HT Wellbeing Higher Duties$32000; HT LearningSupport Higher Duties$32000; Additional staffteachers $416000;Additional staff SLSO /SASS $250000

• Socio–economicbackground ($1 000000.00)

Achieved Additional staff in place embeddedinto timetables and structures to provideadditional student wellbeing and learningsupport. Improvements in NAPLAN resultsand wellbeing data.

Support for beginning teachers Teacher Relief $35000 andPL course costs $5000.

• Support for beginningteachers ($45 000.00)

Achieved Embedded support structures andongoing monitoring processes in place.Workshops held throughout the year.Teachers working towards or achieving"proficiency" accreditation. Attended "catchup" PL sessions re T&L whole school modelsto bring in line with the rest of the staff.Change of personnel mid year has improvedthe structures, processes and support.Planning in place for 2019.

Targeted student support forrefugees and new arrivals

EALD Teacher Time; $1000PL Refugee Background;$2000 Teacher Relief forplanning and training

• Targeted student supportfor refugees and newarrivals ($7 000.00)

Achieved EALD learning support embeddedin learning support structures. Culturalleadership group established and planningcompleted for 2019


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 391 391 372 380

Girls 312 315 305 304

A recent downward trend in enrolments has beenreversed as enrolment interest, re–invigorated bypositive "word of mouth" community discussion aroundrecent innovations and enhancements that have formedpart of the past two School Plans, continues to rise.There is renewed interest in Colyton HS as a viableoption for parents/carers of students in our partnerprimary schools. Enrolments have been slowly andsteadily increasing and 2018 continued this trend.Enrolments increased in 2018 to a level of just under700 students after that downward trend in recent years.We anticipate this trend to continue and go over the700 mark in 2019. This will increase our entitlement tostaff and budget resources. In 2018 Colyton HighSchool also agreed to establish a Support Unit withclasses for students with disability such mild intellectualdisability and autism, to meet local need. Establishmentcommenced in 2018 for implementation in 2019 andthis should further enhance enrolments. There hasbeen considerable positive feedback about decisions toestablish this unit.

Student attendance profile

School

Year 2015 2016 2017 2018

7 88.2 90 91.6 88.1

8 82.7 81.9 86.7 83.4

9 82.8 82.1 84.8 79.2

10 75.8 79 80.6 78.8

11 80.8 83.9 86.5 76.6

12 82.3 90.4 86.4 86.7

All Years 81.7 84.4 86.2 81.9

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

Colyton High School recognises that studentattendance is a vital component of student wellbeingand has addressed individual and group attendanceissues with significant additional resources. Theseadditional resources and related programs includingimproved communication between school and home, aswell as more effective and timely individual casemanagement have shown encouraging signs ofimprovement. The school continues to work closely withparents and carers to boost attendance patterns andeffectively support students at risk due to poorattendance. Strategies to improve attendance will forma major part of the 2019 plans and in partnership withDepartment of Education specialist support personnel,there will be a renewed and relentless focus onimproving attendance in 2019 and beyond. This will besupported by a full review of current processes andsystems, exploring successful models in operation inother schools and strategic planning for improvement.This planning commenced in 2018 for fullimplementation in 2019.


Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 5 16

Employment 90 75 40

TAFE entry 10 10 10

University Entry 0 0 20

Other 0 10 4

Unknown 0 0 10

Colyton HS is committed to supporting studentstowards developing higher aspirations and establishingclear goals and an exit plan to achieve them.Aspirational students will be more connected to theirschool and more engaged in their learning and this willcontinue to lead to improved post school options beingaccessed, including higher education. We havestrengthened our transition team with a Head Teacherand a new full–time Careers Adviser and ongoingschool funded Transition Coordinator, supportingstudents to a full range of post school destinations.Colyton HS offers a variety of vocational (VET) options,access to School to Work planning for every student,access to external services in Job Quest and disabilityservices such as NOVA. We have strong partnershipswith our local university including partnerships tosupport students with disability or socio–economicdisadvantage.

Year 12 students undertaking vocational or tradetraining

Colyton High School provides quality opportunities forstudents to develop trade skills in key areas such asConstruction, Hospitality, Business Services, RetailOperations and TVET programs. It supports students inaccessing School Based Apprenticeship(SBAT)opportunities. In 2017 48% of Year 12 studentsand 72%of Year 11 students were actively engaged invocational training programs or courses. The school isalso an active member of the Apprentice EngagementForum working in partnership with employerrepresentatives, TAFE and the Department of Industryto promote career opportunity in the Constructiontrades. In 2017 Colyton HS delivered a range of tradeawareness opportunities and work placementopportunities to develop student interest and skill in thisvocational area. In 2018 we commenced a partnershipwith the Master Plumbers Association in delivering anon–site VET Plumbing program. We are an activepartner in the Apprentice Engagement Forum and haveestablished strong links with local employers. Studentsalso have access to School Based Apprenticeship andTraineeships. Students are supported towards anappropriate pattern of HSC study to assist them with asmooth transition to work or further study post–school.

Year 12 students attaining HSC or equivalentvocational education qualification

In 2018, 66 Colyton High School students completedtheir HSC. Many students were the first in their family tocomplete the HSC. Some of these students were thefirst to matriculate to university programs. A smallnumber of students left Colyton HS after Year 10 andcompleted their HSC but at an alternative school.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 9

Classroom Teacher(s) 36.2

Learning and Support Teacher(s) 2.8

Teacher Librarian 1

Teacher ESL 1

School Counsellor 1

School Administration and SupportStaff

9.28

Other Positions 1

*Full Time Equivalent

Colyton High School has one staff member thatidentifies as Aboriginal. This teaching staff member isan active member of the local AECG and provides astrong link between the AECG and Colyton HS.

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

Robust and strategic professional learning plans andstructures are embedded in our professional practice atColyton HS. All staff received mandatory trainingincluding Child Protection and Workplace Health and


Safety. They also engaged in ongoing professionallearning in key areas such as differentiation, literacy,numeracy and student engagement and studentmanagement. Teaching and learning models beingimplemented at Colyton High School include Readingto Learn, Curiosity and Powerful Learning andDifferentiated Learning. Training in the Berry StreetEducation Model commenced in 2018 for fullimplementation in 2019. These are all strong,well–researched and successful models. Individualteachers have engaged in targeted programs based ontheir individual need in the context of PerformanceDevelopment Plan(PDP) discussions with theirsupervisors and in the overall context of the SchoolPlan. All teachers have developed their individualPerformance and Development Plans and these formthe basis on ongoing dialogue between teachers andtheir supervisors, designed to build capacity of teachersto be more effective in supporting students towardsbetter academic and social outcomes. The school isworking towards the enhancement of the teacherlearning community, training teachers to act as peermentors in supporting and developing their colleagues.Ongoing professional learning and improvementremains a high priority for Colyton HS.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 298,623

Revenue 8,980,939

Appropriation 8,819,663

Sale of Goods and Services 1,071

Grants and Contributions 154,966

Gain and Loss 0

Other Revenue 0

Investment Income 5,238

Expenses -8,879,890

Recurrent Expenses -8,879,890

Employee Related -8,182,677

Operating Expenses -697,214

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

101,048

Balance Carried Forward 399,671

Colyton HS has successfully navigated theconsiderable challenges of implementing the new SAPfinancial and HR systems across 2017 and 2018, beingable to embed efficient practices to receive and plan forthe strategic spending of available funds in line withSchool Plan initiatives and in accordance with theDepartment of Education's Strategic Plan andaccounting processes. The Principal works in closeprofessional partnership with the School AdministrativeManager to remain informed of the school's financialposition and monitor financial processes.

A Finance Committee meets regularly throughout theyear and is kept informed of the school's financialposition and makes decisions regarding any significantbudget adjustments throughout the year. The school'sP&C are kept informed through regular P&C meetingsand are consulted annually prior to finalising budgetdecisions and in regard to ratifying the school's budgetdecisions in implementing the School Plan that hasbeen endorsed by the P&C. The school's executiveteam is kept informed through regular ExecutiveMeetings throughout the year and are consulted at keytimes about significant budget decisions in relation tothe implementation of the School Plan.

Key personnel have received training in the newsystems. DoE processes are closely followed to meetaudit requirements and accountabilities. Executive weretrained in financial planning and budget monitoring inregards to their own faculty or project budgets whichform part of the overall school budget.

The school strategically spent close to 100% of SBAR2018 funds as made available and intended for suchuse. The major spending was on additional staffresources to support students more effectively andimplement key projects to improve the school. Thesewere outlined in the School Plan and the 2018 Budget.A small balance in SBAR funds remained due to someuncertainty and caution in relation to the new systemsbeing used for the first time in 2018. This also meantthere was a balance remaining in school andcommunity funds leaving the school with a positivebalance moving in 2019. This balance is expected toreduce in 2019 being marked for expenditure onadditional resourcing for the implementation of theSchool Plan for 2019, including additional staff andschool environment improvement projects. The schoolwill be more familiar with planning, budgeting andaccounting processes and this will further improve thestrategically planned expenditure of funds.

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 6,582,071

Base Per Capita 130,911

Base Location 0

Other Base 6,451,160

Equity Total 1,652,428

Equity Aboriginal 61,512

Equity Socio economic 1,016,806

Equity Language 141,701

Equity Disability 432,409

Targeted Total 104,515

Other Total 142,482

Grand Total 8,481,496

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

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

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

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

Our 2018 were encouraging in key areas wheresignificant progress was made towards improvingresults from 2017 or consolidating improved resultsfrom previous years, strengthening the upward trend.For the second consecutive year our value added placeus in the "sustaining and growing" range with theupward trend in results continuing. Year 7 girls growthin spelling was particularly strong being above state

average as were Year 7 EALD students. EALDstudents in Year 7 were close to state average acrossother areas of literacy. Year 9 male students achievedgrowth above state average in grammar andpunctuation. Average NAPLAN scores across all areasof literacy mostly followed state trends of increase ordecrease. In Year 7 spelling and reading, results weachieved were in a positive way, against the state trendbeing trending up when state when down, consequentlyclosing a gap. We also closed gaps in Year 9 grammarand punctuation and spelling by increasing averageNAPLAN scores while state averages showed adecrease. While growth in most areas of literacy andnumeracy were below but within range of stateaverages, real concern remains around unmetchallenges to improve writing. Although this presentsas a challenge to schools across the state, it is clearthat writing needs to be urgently addressed with somestrategic, intensive support and as such will be apriority area to address in 2019 and beyond. This willinclude professional learning for teachers and SLSO'saround the explicit teaching of writing skills. Additionalresources will be directed to this focus area throughplanning and budgeting.

Encouraging results across some key areas ofnumeracy highlight a consolidation previous yearswhere our value added results, above state average,indicate effective pedagogy across the years leading upto Year 9. It is in Year 9 where we are experiencingstrong value added and in 2018 Year 9 numeracy, bothmales and females, was above state average for valueadded. This also held true for Aboriginal students,though not for EALD students. The percentage ofstudents in the top bands for numeracy increased forYear 9 students from 2017 into 2018, while middlebands consolidated.


Band 4 5 6 7 8 9

Percentage of students 7.9 36.8 36.8 14.0 1.8 2.6

School avg 2016-2018 8.1 39.5 33.8 14.6 3 1.1

Band 5 6 7 8 9 10

Percentage of students 11.6 38.0 36.4 9.9 3.3 0.8

School avg 2016-2018 7.8 42.7 36.4 10 2.5 0.6

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.>

Colyton HS progressed in a positive way towardsaddressing the Premier's Priorities: Improvingeducation results and State Priorities and Betterservices – Improving Aboriginal Education Outcomesby achieving an increase in the number students in thetop two bands in 2018. The groups contributing most tothis were across both Year 7 and Year 9, in particular,males, Aboriginal students and EALD students. Thiswas a positive achievement and we will be looking toconsolidate and build on these results in 2019 andbeyond.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). We are continuing to work towardsimprovements in our HSC results.


Subject School2018 SSSG State

SchoolAverage

2014-2018

BusinessStudies

53.7 63.7 69.3 56.5

English(Standard)

61.1 60.7 65.0 59.8

IndustrialTechnology

53.8 59.6 66.2 58.9

Legal Studies 55.1 60.6 71.2 59.1

MathematicsGeneral 2

55.4 59.2 65.1 49.5

Modern History 47.6 62.0 69.5 46.8

PersonalDevelopment,Health andPhysicalEducation

60.5 61.4 69.5 60.5

Visual Arts 71.5 71.9 78.0 70.7

27% of HSC students in 2018 followed an ATARpattern of studies, with the majority of the cohortelecting to follow a vocational pathway. 20% of the2018 cohort achieved entry offers for universitypathways. In 2018 Colyton HS improved to achieve anaverage HSC score which was better than an identifiedgroup of similar schools. Highest average results wererecorded in the Creative Arts KLA, Visual Arts, wherethe average result was higher than the state average.Improvements were made in moving students from the

bottom two bands in Biology, Hospitality, Mathematicsand PDHPE. We are continuing to work towardsimprovements in our HSC results, particularly in the toptwo bands. This remains an ongoing focus for 2019 andbeyond..

Parent/caregiver, student, teachersatisfaction

Colyton HS has an active and supportive P&C. Theycontinue to contribute to, endorse and support thedirections taken by the school and the initiativesimplemented. The DET Communications andEngagement Team in partnership with Colyton HSconducted surveys and workshops in 2017 involvingschool community stakeholder groups and theserecommendations and initiatives were implementedthroughout 2018. Ongoing surveys, formal andinformal, involving sample groups of parents ofstudents currently at the school and parents in ourpartner primary schools. These parents help the schoolidentify some key strengths of the school and areas forfurther improvement. They have observed significantimprovement in key areas of culture and schoolleadership and are supportive of the school's ongoingwork towards further improvement in key areas such asschool uniform and discipline. These comments havebeen echoed by students including those in the StudentRepresentative Council. At the time of publishing thisreport, data collected from students through the TellThem From Me surveys shows that student satisfactionand belonging are increasing as a consequence of theschool planning for and implementing new strategies.This information continues to inform the school 'splanning process for 2019. These positive partnershipswith parents and the wider school community reflect theongoing commitment of the school to improvecommunication and actively engage these groups in theeducation of Colyton HS students. Teachers haveremained very supportive of and committed to theschool's recent strategic directions in words and actionsand this is reflected in the stability of staff employmentat Colyton HS. Staffing of the school remains verysettled with most staff movement being related topromotions and there are no current active transfers.Staff remain motivated and significant numbers ofteachers articulate their aspirations for promotion.

Policy requirements

Aboriginal education

Aboriginal education at Colyton High School wasfurther strengthened in 2018. Ongoing programsincluded a cultural awareness program, Liven Deadly,which actively connected Aboriginal students withAboriginal culture and created significant opportunitiesto share and celebrate this. These opportunitiesincluded a highly successful and personal NAIDOCcelebration at school and student and communityengagement in some major community activitiesincluding the Healing Feeling Gathering sponsored byBlacktown City Council, CLC Showcase WelcomeDance, Year 7 Welcome Ceremony and NAIDOCactivities for partner primary schools. Aboriginal


students from Colyton HS and partner CLC primaryschools jointly and authentically practiced culture on thegrounds of Colyton HS in preparation for major, jointceremonies. Self esteem and self image of thesestudents continues to grow considerably and theprogram was highly valued and very positivelyevaluated by student and staff participants.

To support Aboriginal students academically, thestudents continued their engagement in a partnershipwith Western Sydney University's Aboriginal IndigenousMentoring Experience (AIME),connecting thesestudents with the university and developing theirknowledge of opportunity and access to a tertiaryeducation. This supports Senior Aboriginal students inaccessing university programs after their HSC. Inlearning support at Colyton High School, academicsupport programs were strengthened through theongoing employment of tutors who developed andimplemented individual learning plans for students, aswell as additional Student Learning SupportOfficers(SLSO's) and Speech Pathologists. Theseprovided additional learning support for targetedAboriginal students, including those with additionallearning needs.

Our NAPLAN data for Aboriginal students showsevidence of positive group across key areas of literacyand numeracy though there is ongoing attention tocontinuing to support improved academic outcomes forAboriginal students needed. This is built into SchoolPlanning and Budgeting processes. For individualstudents there has been considerable growth in culturalawareness, pride and capacity to practice and shareculture as cultural leaders. The projects achieving thisnow form part of our student leadership programs.

Multicultural and anti-racism education

Colyton High School has an embedded multiculturaland anti–racism focus in its structures, policies andprocedures. The different multicultural groups remainwell represented in student leadership bodies andacademic leadership groups at the school. In 2018Colyton High made further gains in academicallysupporting students from EALD backgrounds. Studentsbenefited from targeted use of additional StudentLearning Support Officers and Speech Pathologists.Students receiving additional support achieved higherHSC results as a result. Culturally, the school continuedits implementation of the highly effective and positivelyevaluated African Leadership Program to support the

connecting of African students with their culture, eachother and the school and surrounding community. Thiswas extended in 2018 through the commencement of aPacifica Leadership program employing a similar modeland connecting with our local university through thePATHE program. A number of these students werepreviously identified as disconnected, disengaged andat risk, prior to their engagement with thisschool–based program. Improved outcomes wereclearly identified for these students in our wellbeingdata improvements. The programs will undergoconsolidation and enhancements under EverydayLeadership in 2019 with plans to implement a culturalcouncil led by students from the different culturalgroups that constitute Colyton High School as well aslinking our cultural groups to students of the samebackground in our primary partner schools throughleadership and cultural programs. We will alsocommence linking cultural leadership groups throughactivities to practice and share culture.


Colyton High School Annual Report · 2019. 6. 10. · Introduction The Annual Report for 2018 is...

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