HOLROYD HIGH · PDF filereport on Holroyd High School, ... teachers were involved in lesson...
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HOLROYD HIGH SCHOOL Annual School Report 2014 School Code: 8424
Transcript of HOLROYD HIGH · PDF filereport on Holroyd High School, ... teachers were involved in lesson...
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HOLROYD HIGH SCHOOL
Annual School Report 2014
School Code: 8424
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School context statement
Holroyd High School is a small, comprehensive, co-educational secondary school, with a focus on successful, high quality learning in a safe, well-disciplined and supportive environment, which enables all students to grow and progress as learners while developing the skills necessary for active citizenship. The school has an Intensive English Centre for newly arrived students of non-English speaking background and a support unit for intellectually disabled and autistic students.
Holroyd High School has developed a flexible, innovative curriculum to meet individual student needs, including academic and vocational education and training pathways. The success of these programs has led to a high rate of enrolment in post-secondary education, particularly university studies. The school has consistently strong value-added results in NAPLAN and Higher School Certificate.
Principal’s Message
Holroyd High School is a highly successful school, both in terms of its educational outcomes, and in the ways in which it builds a sense of engagement and civic participation among its students, many of whom have only recently arrived in Australia, often from challenging circumstances, and many of whom are young refugees. The majority of students are of language backgrounds other than English.
Holroyd High School is a positive, cheerful and harmonious school, where the cultural and linguistic diversity of the students is valued and celebrated, and students are valued for themselves.
Fundamental to the positive and peaceful ethos of the school are the core values of respect and responsibility, which have enabled the school to build a culture of openness, inclusiveness, trust, collaboration and participation.
Holroyd High School offers students a broad, innovative curriculum within a climate of high expectations, where students take responsibility for their own learning. Every student at Holroyd High School takes part in a range of mentoring and enrichment activities and programs to extend and deepen their learning experience and
prepare them for the future. Student leadership is fostered and developed, with students playing an active part in the governance of the school.
The school culture of high expectations and commitment to learning has resulted in outstanding value-added results between NAPLAN testing and the Higher School Certificate, and a high uptake of post-secondary study, particularly tertiary study. The proportion of students gaining entry to university is consistently significantly higher than the national average for all Australian students.
The school operates strategically to overcome the disadvantage of many of its students and to enhance their learning outcomes and life opportunities. To this end, there is a strong emphasis on teacher quality and the continual improvement of teaching practice.
I certify that the information in this report is the result of a rigorous self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.
Dorothy Hoddinott AO FACE
Student information
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Student enrolment profile
Holroyd High School has an atypical pattern of enrolment, with four major enrolment periods each year, reflecting enrolments and exits into and out of the IEC, and enrolments into Years 7-11 from the IEC. The school has a small enrolment into Year 7 each year and grows from that point.
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200
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600
2008 2009 2010 2011 2012 2013 2014
Stu
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Year
Enrolments
Male Female
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In 2014, there was a net increase in enrolments over the year. At the beginning of the year, there were 305 students in Years 7-12 (163 boys and 142 girls), and 208 students in the IEC (120 boys and 88 girls). There were twenty students in the support classes (17 boys and three girls). By the end of 2014, there were 365 students enrolled in Years 7-12 and 210 students in the IEC. The table reflects census date information, not the increase in enrolment throughout the year.
Student attendance profile
Although there has been substantial improvement in overall attendance rates since 2005, when the school introduced its SMS attendance messaging system, in 2014 the school’s attendance rate was lower than the previous year, as a consequence of a number of students taking unauthorized overseas leave for extended periods, and the unresolved, persistent non-attendance of a small number of students under the school leaving age of 17.
These students cannot be removed from the school’s records until either they have turned 17 or have enrolled in another school.
Neither the school nor the Department of Education was successful in returning these students to school. In 2014, the school’s attendance rate was 92.3% compared with 90.2% for the state.
The Department of Education does not provide attendance data for the IEC; however, review of available daily attendance data indicates an average attendance rate of 94.7% for the IEC in 2014
Management of non-attendance
The management of student attendance includes the use of an SMS messaging system to parents, for absence, lateness, early leavers and truancy. Attendance and lateness are monitored closely,
with detentions issued for regular lateness and truancy, and warning letters sent home in relation to unexplained absences. Referrals are made to the home school liaison officer concerning individual student attendance patterns.
The school’s SMS messaging system is not used in the IEC, but there are regular attendance checks, and where there are concerns, parents and the home school liaison officer are contacted.
Post-school destinations
Post-school destinations
Year 10
%
Year 11
%
Year 12
%
seeking employment
0 2 2
employment 2 5 14 TAFE entry 0 0 6 university entry 0 0 58 other 0 0 12 unknown 0 0 8
The school was able to contact 61 of the 65 students who sat the HSC in 2014: 58% achieved a university place in 2015, compared to the national average of just over 30% and 15% for students of low socio-economic status backgrounds; two students have deferred enrolment until semester 2, 2015. Six per cent are studying in TAFE and private colleges, and 14% are in employment. 78% of the 2014 HSC cohort is in full-time post-secondary education in 2015.
Of the 2014 Year 10 cohort, including the bridging students, 97% have returned to school to study for the Preliminary HSC in 2015. 1% has enrolled in other schools and 2% have enrolled in TAFE.
In 2014, 170 IEC students exited to other schools. Eight enrolled in TAFE, eleven returned overseas, five transferred to other IECs, one left for personal reasons and twenty left without notifying the school.
Year 12 students undertaking vocational or trade training
In 2014, 44% of all senior students undertook a VET course at school (23% of Year 12 and 51% of Year 11), and 3% studied a TVET course at TAFE. 30% of the 2014 HSC VET cohort achieved Certificate II. All other VET students achieved a statement of attainment in their VET courses
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Student attendance rates
School State DEC
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Year 12 students attaining HSC or equivalent Vocational educational qualification
All Year 12 students attained the HSC in 2014. In addition, 69% of students studied at least one VET course. Certificate II was achieved by six students in hospitality, ten students in building construction, three students in sports coaching and twelve students in business services. Ten students received a statement of attainment towards Certificate III in information, digital media and technology.
Workforce information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number
Principal 1
Deputy Principal(s) 2
Assistant Principal(s) 0
Head Teachers 7
Classroom Teacher(s) 42.8
Teacher of Reading Recovery 0
Learning and Support Teacher(s) 1.5
Teacher Librarian 1
Teacher of ESL 4
School Counsellor 2.8
School Administrative & Support Staff 18.6
Total 80.7
The table reflects the staffing entitlement at the beginning of the school year based on the school census. Adjustments are made throughout the year to teacher staffing to reflect the fluctuations in enrolment at the school.
The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their work force In 2014, there were no indigenous members of staff at Holroyd High School
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100
Postgraduate 25
NSW Institute of Teachers Accreditation 33
Professional learning and teacher accreditation
The focus of professional learning in 2014 was in support of areas targeted in the school’s management plan 2012-2014: quality teaching and learning, skills for the digital education revolution, literacy and numeracy and the implementation of the Australian curriculum for Years 7-10 in English, mathematics, science and history.
Teaching staff attended a variety of conferences and workshops, with funds spent as follows: 17% welfare and equity programs; 13% Australian curriculum; 17% syllabus implementation, 13% leadership and career development; 9% incorporation of ICT into teaching and learning; 9% quality teaching, 7% literacy and numeracy; and 15% early career teachers. The average per capita expenditure for teaching staff on professional learning was $814. Additional funding for teacher professional learning came from the funding for the implementation of the Australian National Curriculum and Low Socio-Economic Status School Communities National Partnership Reform Extension Initiative. A teacher mentoring program was implemented mid-year in response to the Grattan Institute’s report on Holroyd High School, as part of the Grattan Institute’s Resourcing Teachers’ Professional Learning project. The program promoted active collaboration between teachers to enhance professional learning. Three teacher mentors were given release time to provide individual mentoring and work with small groups of teachers to complete online learning modules in team teaching, classroom observations and collaborative planning. Forty-five teachers successfully completed this training.
Teachers applied strategies from their training to team teaching and classroom observation. This included consultation both before and after the shared lessons. In most cases, teachers were released from class to allow them to work together with a single class. Thirty-eight teachers took part in classroom team teaching, and sixteen teachers were involved in lesson observation and collaborative planning.
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Administrative and support staff engaged in a number of professional development activities, including conferences, network meetings, seminars and workshops. The average per capita expenditure for administrative and support staff was $280.
Beginning Teachers
Beginning teachers received additional release time to work with a teacher mentor to complete the documentation for teacher accreditation at proficient level. Regular fortnightly professional learning sessions were held after school to work together on requirements for accreditation.
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2014
Income $
Balance brought forward 465500.46 Global funds 497454.58 Tied funds 1279083.86 School & community sources 228157.46 Interest 21946.04 Trust receipts 81677.40
Total income 2108319.34
Expenditure
Teaching & learning Key learning areas 120740.60 Excursions 32153.45 Extracurricular dissections 61360.27
Library 14021.39 Training & development 4004.01 Tied funds 889279.21
Casual relief teachers 128378.94
Administration & office 220212.96 School-operated canteen 0.00 Utilities 104979.95 Maintenance 45779.82 Trust accounts 85229.32 Capital programs 12755.47
Total expenditure 1718895.39
Balance carried forward 854924.41
The summary combines high school and IEC income and expenditure, and includes transitional equity funding (formerly priority schools program funding); new arrivals program
funding; immigration detention student funding, (paid six months in arrears); Improving Literacy and Numeracy National Partnerships funding (ILNNP); and other tied funds, such as integration support, after-school homework support for refugee students, and funds for the professional learning of teachers. Trust funds are moneys held in trust, such as scholarships and Year 12 Formal payments.
Tied and trust funds may only be used for specific purposes, and expenditure may carry over from year to year. All funds carried forward at the end of 2014 are fully committed in 2015.
The school is dependent on government funding and has few other sources of income, apart from the canteen lease, voluntary school and subject contributions and a very small amount from community use. The school is not able to generate any income from community use of the gymnasium, as the conditions of use imposed by Holroyd City Council prevent its hire.
A full copy of the school’s 2014 financial statement is available from the school on request.
School performance 2014 Other school based assessments
Essential Secondary Science Assessment Forty-three Year 8 students attempted the Essential Secondary Science Assessment (ESSA) test in November. Sixteen per cent of the students who sat the ESSA test at Holroyd High in 2014 had been in Australia less than two years when they undertook the tests. In 2014, 11.6 % of the students achieved at level 5, compared to 10.5 % in 2013. Seventy-nine per cent of the students achieved at level 3 and above in extended response questions in 2014. Boys improved by 8% from 2013 in the test overall. A high percentage of the students were disadvantaged because of their poor literacy skills and lack of science knowledge and skills, due to missed education and having been in Australia only a short period of time
Academic achievements
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and
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numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7)
Year 9: from Band 5 (lowest) to Band 10 (highest for Year 9)
The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.
NAPLAN Year 7 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
Percentage of Year 7 students achieving at or above minimum standard (exempt students
excluded)
Reading 64.5
Writing 56.0
Spelling 67.7
Grammar & Punctuation 54.8
Numeracy 80.7
NAPLAN Year 7 - Numeracy
NAPLAN Year 7 Numeracy Results
2013 2014
School State School State
Band 4 0 2.8 19.4 2.8
Band 5 29.6 16.2 41.9 15
Band 6 40.7 25.4 29 26.2
Band 7 25.9 24.8 6.5 24.5
Band 8 3.7 16.3 3.2 16.6
Band 9 0 14.6 2.9 14.8
In 2014, our school performed below state average. In terms of the scaled mark, our school’s results dropped significantly from the previous year by almost 30 marks. The above table indicates that we are below state average in achieving the top 3 bands and 60% of our students have achieved the bottom two bands. A positive achievement is that approximately 31 % of our students achieved higher than expected average growth of 53.1%, thus falling into the 75th percentile of student growth. Student responses in the area of number patterns and algebra” as well as data, measurement, space and geometry” were significantly lower than the state average.
Analysis of the results indicates that students need additional support developing skills and an understanding of concepts related to all strands of the mathematics course offered in Stage 4. The following strategies have been implemented in order to improve student learning outcomes:
The mathematics faculty have used Mathletics and homework booklets to revise NAPLAN-style examination questions on a regular basis
Individual teachers have carried out an analysis and identified weaknesses and strengths for their students in particular strands. As a result, teachers have incorporated lessons into their programs to address these weaknesses.
Teachers are supporting the numeracy coordinator to address weaknesses and gaps in student learning by carrying out diagnostic
testing. This has led to the implementation of strategies such as adapting programs to allow for students to enhance their numeracy skills and successfully solve mathematical problems.
Introducing whole school initiatives such as mathematics homework help, and peer tutoring groups during lunchtimes.
These strategies have been implemented to improve student outcomes and help students achieve higher band results in the 2016 NAPLAN numeracy test.
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NAPLAN Year 9 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
Percentage of Year 9 students achieving at or above minimum standard (exempt students
excluded)
Reading 66.0
Writing 58.0
Spelling 68.0
Grammar & Punctuation 56.0
Numeracy 84.0
NAPLAN Year 9 – Numeracy
In 2014, NAPLAN results indicated that the scaled mark has grown overall from 507.5 to 523.6 marks, whereas the state only grew marginally by one mark. The average score growth of the school is 10% above state average. Almost 70% of students scored greater than or equal to their expected growth, in comparison to 50% of students state-wide. From the table above, it is evident that students achieved below state average in the top 3 bands, as there was a significant shift towards the bottom two bands in 2014, consistent with results from 2013. In 2014, one student achieved Band 10 due to excellent results in the areas of measurement, data, space and geometry.
NAPLAN Year 9 Numeracy Results
2013 2014
School State School State
Band 5 37 7.9 16 2.9
Band 6 28.3 17.4 42 17.2
Band 7 21.7 24.4 32 26
Band 8 13 20.4 4 24.6
Band 9 0 13.6 4 15.1
Band 10 0 16.3 2 14.1
There has been a significant improvement from 2013, with 37% of students achieving Band 5 and 50% of students achieving Bands 6 or 7. In 2014, 16% of students achieved Band 5 and 6% of students achieved the top two bands compared
to none in 2013. Overall, Year 9 students showed greater than expected growth and achieved above state average growth.
Higher School Certificate (HSC)
In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).
Sixty-five Holroyd High School students completed the Higher School Certificate in 2014, with one student completing a Pathways Higher School Certificate. Eighty-eight per cent were eligible for an ATAR, compared to 59% in similar schools and 70% in government schools in general. Forty-two per cent of candidates sat the HSC less than three years after arrival in Australia.
English
In 2014, 65 students studied English for the HSC: 19 students studied Standard English, and 46 students studied English as a Second Language.
Of the 19 students who studied Standard English, three students or 15.8% achieved band 4, which was an increase of almost 16% when compared to 2013.
Standard English students also achieved significantly higher across all bands, compared to 2013, with a 13.5% reduction in students achieving band 1, and a 17.5% reduction in band 2, compared to 2013.
Forty-six students completed ESL English, with 15.2% achieving in the top two bands, 5 and 6;
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HSC: Relative performance from NAPLAN
Year 9 (Cohort Progress)
School 2014 SSG Average 2014
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56.3% of students achieved band 4 or higher, 5.2% higher than the state average and an increase of 20.4% when compared to 2013. Overall, ESL students have achieved at a higher level than in 2013, with an 8.2% reduction of students achieving in the lowest bands 1 and 2, and no students receiving a band 1. Students undertaking ESL English at Holroyd High School have consistently achieved close to the state average.
Mathematics
Last year’s results indicate a shift of students from the bottom two bands towards the higher bands. In 2014, 41% of students achieved Band 4 compared to 14% in 2013, and 18% of students achieved Band 5 compared to 9.5% in 2013.
In 2014, 63% of students who sat the extension 1 mathematics paper achieved an E3 grade which is above state average. There was an increase in the number of students achieving E3 or E4 grades from 2013 to 2014; 75% of students achieved E3 or E4 grade compared to 65% in 2013.
Five students undertook the extension 2 mathematics course, the most complex mathematics course offered in the HSC, compared to one student the previous year. Sixty per cent of students achieved an E3 grade, which is well above state average and one student achieved an E4 grade, the highest grade offered for this course.
In the general mathematics course, the scaled average score of 52.7% was below the state average of 69%. Of the 23 students who took the course, 13% achieved band 3 or higher.
The mathematics faculty has implemented a number of strategies to improve understanding of mathematical concepts, including tutorial assistance at lunchtime and after school hours, and providing a bank of examination-style questions online to provide practice and familiarise students with the style of questions used in examinations.
Science
In 2014, forty-three students studied science: chemistry, physics, biology and senior science. Anh Vi Luong achieved band 6 in chemistry and nine students achieved band 5 in science. In biology, 79% of students achieved band 3 or above, with 57% of students achieving band 4 or
above, compared to 40 % in similar schools. No student achieved band 1 in biology.
One hundred per cent of chemistry students achieved band 4 or higher in 2014, compared to 75.4% across the state. The school average mark of 81.3% showed an 8.4% improvement on the 73.4% average in 2013. Fifty per cent of students in chemistry achieved bands 5and 6, compared to 30% in 2013. In physics, 100% of students achieved band 4 and above in 2014, compared to 66.3% across the state. The average school physics score was 76.4%, 2.5% above the state score. In senior science, 70.5% of the students achieved band 3 or above, compared to 56.3% in 2013. There was an increase of 16.9% in students achieving band 5. The majority of students undertaking this course had spent less than four years in the Australian school system by the time they completed the HSC, and lacked a science background in pre-senior years
Human Society and its Environment (HSIE)
In 2014, 83 students studied six courses in the HSIE key learning area: modern history, ancient history, business studies, business services, economics and legal studies. Thirteen students studied modern history, with 38% of students achieving band 4 or higher, a significant improvement from 2013, when no students achieved above band 3. Ten students studied ancient history with 50% of students achieving bands 3 or 4, equivalent to the state average. Business studies had a candidature of nineteen students, of whom 63% achieved bands 3 or 4, higher than the state average of 51%. Twelve students studied business services, with 75% of achieving bands 3 or 4 and one student achieving band 5, representing a growth in student achievement compared to 2013. Fourteen students studied economics, with 19% achieving band 3, higher than the state average of 18%.
Of the fifteen students who completed the legal studies course, 13% achieved band 5, compared with no students in the 2012-2013 data. Twenty
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per cent of the students achieved band 3, compared with the state average of 18%. Data from 2012-2014 shows a 40% decrease in the number of students achieving in the lower bands.
Technological and Applied Studies
Ten students studied engineering studies in 2014, with 50% achieving band 3 and above. One student achieved band 5 and two students achieved band 4. These results are significantly below the state average for these courses.
Personal Development, Health and Physical Education (PDHPE)
Fourteen students sat the HSC examination in community and family studies in 2014 with 64% achieving band 3 and above. Two students achieved band 4 in this course.
Twelve students studied personal development, health and physical education with 58% achieving band 3 or above. Two students achieved band 4. Overall, performance was below the state average in this key learning area.
Creative and Performing Arts (CAPA)
Twelve students studied visual arts in 2014, with all students achieving band 3 and above, comparable to the state; six students achieved band 4. In 2014, nine students studied drama. Sandy Hanna received an OnStage nomination for her individual performance. Four students achieved band 3, with an equal number achieving band 4, above the state average.
Languages Other Than English (LOTE)
Students who studied LOTE for the HSC generally demonstrated higher than average achievement in their courses. Eight students studied six languages at the Saturday School of Community Languages: Arabic continuers and extension, Chinese background Speakers, Indonesian background speakers, Persian background speakers, Tamil, and Turkish, with one student achieving band 6 in Persian. Four students achieved band 5 results, and three students achieved band 4.
Vocational Education and Training (VET)
The HSC VET industry curriculum frameworks, give students the opportunity to gain credit towards the NSW Higher School Certificate (HSC) and credit towards national vocational qualifications under the Australian Qualifications Framework (AQF). The majority of students who studied a VET course in 2014 achieved Certificate II. The remaining students received a statement of attainment. In 2014, the VET subjects studied were: hospitality - food and beverage, construction, information and digital technology, and sports coaching. All students completed 70 hours of mandatory work placement and twelve students received work placement merit awards on the recommendation of their employers. Examination at HSC is optional for VET courses. All students in construction and information technology elected to complete the examinations, whilst one student elected not to sit the hospitality examination in 2014. There was no optional HSC examination in sports coaching. Twelve students studied business services in 2014, with 75% achieving band 3 and above. One student achieved band 5 and two students achieved band 4. All students obtained a Certificate II in Business Services. Six students studied hospitality – food and beverage in 2014, with all students achieving band 3 and above. One student achieved band 6, one student achieved band 5 and one student achieved band 4. These results were above the state average. All students obtained a Certificate II in hospitality – food and beverage. Ten students studied construction in 2014, with 50% of students achieving band 3 and above. Three students achieved band 4. These results were below the state average; however, all construction students completed the Work Cover-approved construction site safety course, enabling them to commence work immediately in the building industry, and all obtained Certificate II in construction pathways. Ten students studied information technology in 2013, with 70% achieving band 3 and above. Five students achieved band 4. All students achieved a
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statement of attainment towards a Certificate III in information, digital media and technology.
Three students completed the sports coaching course in 2014 and achieved Certificate II.
Other achievements
Creative and Performing Arts
Syed Mosawi, Year 12 2013 had his major work for visual art exhibited in Art Express at Maitland Regional Art Gallery. In October, fifty students from Years 7-12 visual arts and the IEC visited Sculpture by the Sea and attended workshops with practising artists, sponsored by the Brennan Foundation. Eight students from Year 11 were involved in a STARTTS-sponsored animation workshop, guided by film producer Alejandra Canales.
Sandy Hanna received an Onstage nomination for her individual performance in HSC drama. This is the first time a Holroyd student has received this nomination. Students from stage 5 drama were involved in a theatre program sponsored by the Australian Business Community Network (ABCN), called Parramatta Now. Students were assisted by an artist in residence in developing a piece of original theatre. This culminated with a performance of the work, Around the Fire at the Parramatta Riverside Theatres in September.
Stage 6 students were also involved in a theatre project with the Bell Shakespeare Company, working with members of the company to adapt Shakespeare’s Twelfth Night for a contemporary context.
An inter-schools’ writers’ forum was held in November for Years 10 and 11 students from Holroyd and neighbouring schools, focusing on the English curriculum area of Belonging. Authors Thomas Keneally, Rosie Scott and Mark Isaacs, and journalist Ngareta Russell took part in a panel facilitated by Professor Nina Burridge, UTS.
Sport
Maria Okereafor was awarded the Australian Olympic Committee’s Pierre de Coubertin Award for all-round sportsmanship. This is the school’s sixteenth Pierre de Coubertin Award since 1997.
Prospect Zone age champions in cross country were Mohammad Ali Rahimi 1st, Mustafa Kamil 3rd place, Maria Okereafor 2nd place, Yasir Ibrahimi 1st place, Zabi Merzaie 2nd place and Bashir Hussaini 3rd place. Mohammad Ali Rahimi was successful at the regional championships and was selected to represent Sydney West at the NSW state cross country championships as a combined high schools’ state representative. Prospect Zone age champions in athletics were Haidar Ali Kamali 3rd place in 14 years boys and Justin Ram 2nd place in 18 years boys. Haider Ali Kamali represented Sydney West at the state athletics carnival in long jump, high jump, and in the 100, 200 and 800 metres races. Justin Ram represented Sydney West at the state athletics carnival in 100 metres and long jump. Prospect Age champion in swimming was Robert Carter, 2nd place 14 years boys. The school entered eight teams in the NSW knockout competition in 2014, with the open boys cricket team receiving team of the year: Ali Wahajat, Mehdi Shafar, Haidar Ali Kamali,Taimoor Ali, Abbas Kadiwala, Arif Sharifi, Sharanaraj Ashokan, Ammar Baig, Hamza Baig, Ben Wong, Mohammad Ali Rahimi, Robert Carter, Ifran Ali Shafai, and Mohamed El Mahmoud.
All Years 8, 9 and 10 students participated in and successfully completed the NSW Premier’s Sporting Challenge in 2014, with Scott Hong receiving the Premier’s Sporting Challenge medal.
Years 7 and 8 and the support unit students took part in a 10 day swimming program, sponsored by Guilford Leagues Club.
Chess was a strong feature of school life again in 2014, with strong participation in the chess club games at lunchtime, and participation in interschool competitions. In August, the school held its own invitational chess competition, with 46 players taking part, including 15 students from Holroyd. More than 100 students participated in chess club activities each semester. Mustafa Al
Saeidi received the school’s 2014 most outstanding chess player of the year award.
Haider Ali Kamali and Clara Aiello were Sportsman and Sportswoman of the Year 2014.
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Other
2014 was an outstanding year for achievement in science. For the third year running, the school contested the National Titration Competition, a highly competitive event, testing chemical knowledge and high order thinking skills. Year 12 students, Anh Vi Luong, Gursimran Cheema and Salman Kamali, came 4th in NSW out of 368 teams, with Anh Vi Luong achieving a perfect score. The Holroyd High School team achieved 23rd place Australia-wide and was one of only seven public schools in the first thirty place winners nationally, and the only disadvantaged school. Thirty-seven students attempted the ICAS science competition, with Anh Tran, Anh Vi Luong, Jack Su and Salman Kamali achieving credits and Jason Nong, Narjess Tlais, Jiang Yufeng and Gursimran Cheema achieving merits. Fifty-nine students attempted the Big Science competition, with Gursimran Cheema and Chenyao Yu receiving distinctions and Zachary Cox, Mujda Akbury and Haider Ali achieving credits. Nine Year 10 students attempted the UWS Australian Neuroscience Brain Bee competition in March, and Year 9 students attended science, technology, engineering and mathematics (STEM) workshops at the University of Sydney. In December, four students attended a gifted and talented science and mathematics workshop at UWS and 39 students received bronze certificates from CSIRO for their open-ended science investigation projects. In 2014, students from Years 7 to 11 participated in the Australian Mathematics Competition, with three students achieving a credit: Justin Do, Lucy Tran and Mickey Juang. Students also entered the International Assessments and Competitions for Schools (ICAS) tests in Term 3, with Mickey Juang achieving a distinction and Mujiur Rahman and Yuping He achieving credits
Holroyd High School was well-represented in the Holroyd City Council Australia Day 2014 Faces of Holroyd Awards: Sayed Moosawi, visual art; community service, for their work with the Red Cross Blood Bank.
Head Teacher Science, Mrs Nirupma Kumar, was short-listed for the Prime Minister’s Prize for Excellence in Secondary Science Teaching, one of five national awards for science given each year. IEC teacher, Mrs Catherine Smith, was awarded an Australian College of Educators’ (ACE) World Teachers’ Day Recognition Award in October for her service to Holroyd High School and the IEC.
Ms Kim De Deckker, School Counsellor, received a Premier’s Teaching Scholarship to research adolescent depression in USA and Australia.
Principal, Mrs Dorothy Hoddinott AO FACE, was conferred an Honorary Doctor of Letters (Litt.D.) by the University of Western Sydney in March, and was awarded the Australian Human Rights Medal for her work with disadvantaged students, particularly refugees and asylum seekers, in December.
Significant programs and initiatives – Policy and equity funding
Aboriginal education
Holroyd High School implements the Department of Education’s Aboriginal Education and Training policy, the Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) and the Partnership Agreement between the Department of Education and the Aboriginal Education Consultative Group (AECG).
In 2014, students learned about changes in policy in relation to assimilation, citizenship and reconciliation, the stolen generations, and the struggle for recognition of basic human rights for Aboriginal people, including land rights. In English, students explored indigenous writing and dreamtime stories. In visual art, students explored indigenous themes in art and representation. The school has embedded Aboriginal perspectives into the curriculum and into daily and ceremonial practice. The Aboriginal flag is flown each day and acknowledgement of country is used on all formal occasions.
There were three Aboriginal students enrolled at the school in 2014.
Multicultural education and anti-racism
Holroyd High School is a multicultural school. In 2014, 85.7% of students in Years 7-12 were of language backgrounds other than English (LBOTE), and 42% of LBOTE students had been in Australia less than three years at the time of the
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ESL survey. 238 students were identified as needing English as another language or dialect (EAL/D) support, with 207 students included in the EAL/D program. There were four EAL/D teachers in the high school.
All the students in the IEC are LBOTE and all have been in Australia less than a year. IEC students are exempted from the NAPLAN tests.
The school has a commitment to teaching cultural understandings as part of the successful integration of newly arrived young people into Australian life. Cultural understandings are embedded into the high school and IEC curriculum at all levels and in all key learning areas, and students provided with a wide range of experiences to broaden their understanding of mainstream Australian culture.
The Stage 4 Board of Studies school-developed content-endorsed course, Australian (Cultural) Studies, assists students in Years 9 and 10 in developing their understanding of English and life in Australia.
The school has two anti-racism contact officers (ARCO), one for the high school and one for the IEC.
Interpreters are provided for interviews, information sessions and parent-teacher events, and documents translated where appropriate. The school employed two community liaison officers (CLOs) in 2014 for the Arabic and Farsi/Dari school communities.
The IEC held four parent-teacher days in 2014, and translated the IEC newsletter and other documents into five languages. The IEC employed 10.5 school learning support officerss to support students in the classroom.
Holroyd High School and IEC were again available to provide support to other schools in NSW and interstate in relation to new arrivals and support for refugee students.
The school held its biennial Multicultural Day in September. The theme for the day was Together We Are One. The day started with a formal assembly and flag ceremony, (33 national flags represented) a program of cultural performances (music and dance), international food stalls and a bush dance complete with a bush band.
Learning and Support
The Learning Support Team (LST) is responsible for the provision of support for student learning in Years 7-12. The team is comprised of the Deputy Principal, counsellor, learning and support teachers (LAST), careers adviser, transition adviser, welfare coordinator, student welfare officer, literacy coordinator, numeracy coordinator, head teacher with responsibility for attendance, and the refugee transition adviser.
A range of initiatives were implemented in 2014, including:
Continuation of Stages 4 Rainbow reading program, which allowed students to receive extra support in reading for fluency and comprehension.
Continuation of the Multilit Reading Tutor Program which targets students who are at least two years or more behind in their reading. Multilit is a data driven which aims to assist students to improve their reading skills using a systematic and intensive approach.
Students referred to the LAST were assessed and subsequently provided with support with class work and assessments.
The LAST uses a data driven approach to assessing student needs and eligibility for personalised support.
Individual learning plans were developed in collaboration with all stakeholders for students who required more individualised support.
Behaviour plans for individual students with behaviour issues were developed in collaboration with all stakeholders to assist teachers with their management in the classroom.
Fortnightly LAST meetings were held to discuss referrals, assess levels of support, develop programs and implement systems and policies.
Regular liaison with external agencies such as the Children’s Hospital Westmead, Anglicare Reconnect Youth Services, Ability Links NSW, Northcott, STARTTS, Chemtronics Direct, Mogo Wheelchairs and Family and Community Services.
Provision of information to staff to assist them in their development of teaching and learning resources.
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Delivery of professional development to staff in regards to making reasonable adjustments for students with disabilities and learning difficulties and the requirements of the Disability Discrimination Act and the Disability Standards for Education 2005.
Learning and Support team participation in the annual welfare and learning and support conference to develop role statements, proformas and future directions for the Every Student, Every School implementation.
Participation in the Nationally Consistent Collection of Data (NCCD), trial period during 2013 and 2014.
Analysis and interpretation of NAPLAN data in order to identify areas for improved student learning
Support Unit
In 2014, the school established an additional autism class. The support classes became a support unit and a head teacher support was appointed on merit. Eleven students were enrolled in Year 7, nine students in Year 8 and one student in Year 10.
The support classes participated in whole school activities with mainstream students, including peer support, sport, excursions to Taronga Zoo, the Royal Easter Show and the school camp. Three students were integrated successfully into Year 7 mathematics classes and two students were integrated into Year 8 mathematics classes.
Five of the support students participated in NAPLAN in 2014. The NAPLAN data helped provide key focus learning areas for 2015, including improving student writing and comprehension skills.
All the support students participated in community access once a week and were exposed to a variety of new learning situations, including travel training, banking, shopping, and reading and interpreting maps and floor plans. Students took part in the 2014 Athletes with Disabilities Athletics Carnival at the Campbelltown Athletics Centre, competing in track and field events.
Student Well Being
The school has a comprehensive welfare program to support students in their learning. Students are actively encouraged to take responsibility for their own behaviour and learning, and to develop a sense of civic and social responsibility. The school welfare team meets every two weeks to discuss welfare issues and develop strategies to assist students. The welfare team also holds an annual planning conference to support the development and maintenance of a whole-school approach to student welfare. The school’s 2014 welfare plan continued to focus on restorative justice and positive behaviour intervention support programs, workshops for Years 7-10 on digital citizenship, anti-bullying and teasing, conflict resolution, inter-personal relationships, and study skills. Years 11 and 12 students completed legal seminars presented jointly by Macquarie Legal Centre and the NSW Police. As part of the Crossroads program, Year 11 students attended the Rotary Youth Driver Awareness program at Sydney Olympic Park. All Year 8 students successfully completed the High Resolves program, which included a focus on global citizenship, social justice and encouraged students to begin developing community projects. Twelve Year 11 students were successfully trained as High Resolves group leaders, and nineteen Year 11 students conducted peer support workshops in Term 1 to assist Year 7 students settle into high school life. Students with special needs were catered for through the literacy and learning program, integration support, work transition, Life Skills HSC and HSC Pathways, and the school’s Work
Ready HSC. IEC students attended experiential excursions in Sydney and the Blue Mountains to introduce them to life in their new country. Forty-three students attended an overnight camp in September at Wooglemai environmental education centre, where students were able to experience the natural environment of Australia, learn more about geography and participate in team building games to develop personal confidence and the ability to work in groups. The
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experience of assisting with meal preparation and interacting in group situations were also new life skills development opportunities for many students.
Counsellors continued support programs, such as settling in and social skills programs. The school continued its association with the Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS) in support of refugee students and their families. STARTTS became the school’s funding recipient for the National Chaplaincy program in 2014. A part-time student welfare support position was funded through the NCP 2012-4.
The IEC secured the services of the Refugee Health Nurse program in 2014 one day a week to provide an initial point of contact with the health system for newly arrived refugee and asylum seeker students.
In 2014, Year 7 students received the human papillomavirus vaccine (HPV) and diphtheria, tetanus and pertussis vaccine (dTpa). The vaccination coverage rates for Holroyd High School were well above the state average. The target rates for NSW are 75% and Holroyd High school successfully achieved above this rate. In Year 7, 90% of year 7 students received the dTpa vaccination and 100% of girls and 80% of boys received the first dose of the HPV vaccination, with above 75% completing the three dose course. A Year 8 catch-up program will be offered in 2015 for those students who commenced 1st dose HPV vaccine during 2014, but did not complete the three dose course.
In May, at the Public Education Foundation Awards at Sydney Town Hall, 2014 Vice-Captain, Bashir Yousufi, spoke about his journey to Australia as an asylum seeker and the importance of education. Bashir received the 2014 Unions
NSW Scholarship, and Elaf Khaleef, Mohammad Khaleef, Syed Mosawi, Mohsen Hussaini, Alibaba Sabiri and Mohadeseh Jafari received Friends of Zainab scholarships. In December, a further twelve students from Holroyd High School received Public Education Foundation Friends of Zainab scholarships: Faduma Abdikadir, Zahra Afzaly, Tahir Ahmadi, Ali Gulzari, Ali Haidari, Tahereh Jafari, Ahmed Khaleel, Arifa Mousawi, Atika Mousawi, Mujibar Rahman, Rahan Uddin, Matin Wafa and Mahdia Zahidi. In June, Auburn Diversity Services held the Western Sydney Refugee Youth Awards at Auburn Town Hall. Bashir Yousufi received the community leadership award and Mahdia Zahidi received the academic achievement award. Alibaba Sabiri received a Department of Housing scholarship in 2014. Thirteen students received Gold Merit Awards in 2014.
Student Leadership and Participation
Leadership is actively promoted as a whole school value. The school encourages and fosters students in developing their leadership capacity, both at school and in the wider community. Students are provided with opportunities to engage in big picture issues, and have the full support of the school in their endeavours.
Student leadership and participation in school decision-making are fostered through the Student Representative Council (SRC). In 2014, students were represented on the school’s curriculum, finance, PSP and self-evaluation committees and took part in the development of the school’s management plan. Throughout the year, SRC students from various years attended numerous regional and State SRC meetings to discuss leadership opportunities and progress of the schools SRC. SRC fundraising in 2014 included: The World’s Greatest Shave, the Leukemia Foundation; Pink Ribbon Day; Daffodil Day; and Bandanna Day, Jeans for Genes Day; Red Nose Day; and World Vision.
Ali Gulzari, 2014 school captain, and Omid Jamshidi were selected as Australian Red Cross Club Red Youth Ambassadors. This initiative is
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aimed at encouraging staff and students to donate blood regularly and compete for the Vampire Shield.
Refugee Transition and Welcome Programs
The Refugee Transition program (RTP) is a support program for refugee students with limited or no schooling prior to their arrival in Australia. Students are supported via the work education elective in Years 9 and 10 and study periods in the senior years. A variety of excursions were organised for students in 2014 to support students in appropriate educational and vocational pathways, including careers expos and field trips. Students in Year 10 participated in the exchange program with Abbotsleigh School for Girls. The Welcome Program supports students making the transition into high school. The Welcome Program meets once a week over one term with a designated teacher to facilitate and support the transition of new students to the school.
Outcomes from the RTP and welcome program included improvement in student attendance and the completion of class work and assessments, a decrease in discipline referrals, and improved student engagement, and a more cohesive school community, the sense of belonging.
Primary Links
Holroyd High School hosted Year 6 Open Day in March, with 240 students, parents and teachers from six primary schools attending to participate in a variety of activities in drama, technology, mathematics, music, visual arts and science.
Holroyd High School strengthened links with Widemere Public School through a mathematics program for Year 5 students in Term 1.
University Links
Holroyd High School was one of nine schools originally selected to take part in the University of NSW’s ASPIRE program. In 2014, all students in Years 8-12 participated in seminars and workshops with students from UNSW, covering educational pathways, courses and careers, learning styles and time management skills.
Targeted students in Years 9 and 10 visited the UNSW campus for the Uni for a Day program, and selected students in Years 11 and 12 were involved in shadowing university students in March. Five Year 11 students completed the Step Up program in June. Five students completed the u@nsw program which involved attendance at a three day workshop in the October and summer holidays. Fifteen Year 9 students took part in the University of Western Sydney’s Fast Forward program, attending an awards ceremony and a skills day at the University of Western Sydney’s Parramatta campus. Fifteen Year 10 students extended their knowledge of university life with a second skills day and mentoring by UWS students at school, while Year 11 students completed their third day at the UWS campus and examined possible future career paths. Year 12 students attended an HSC conference at Penrith in February. All Fast Forward students in Years 9-11 took part in mentoring sessions at school with their university mentors. All students from Year 10 participated in the Widening Participation program with Sydney University. The university staff visited the school and presented lectures with the aim of developing a greater knowledge of further education. The students involved in the program later attended the university campus for a guided tour and an opportunity to experience learning in the university lecture and tutorial style. Students from years 8 -12 were involved in the University of Sydney’s Compass program. Each of Compass' activities builds confidence, motivation and an understanding of the value of higher education. Activities are designed to complement the general capabilities identified in the National Curriculum Framework. Twenty-five students attended the Year 8 Investigating Uni day; thirty students attended the Year 9 science, technology, engineering and mathematics day; and Year 11 and 12 students attended scholarship writing workshops.
Holroyd High School is an Associate School of the University of Sydney, and participates in Macquarie University’s Master Teacher program.
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The school hosts student teachers from all metropolitan and some regional universities.
Australian Business Community Network (ABCN)
The Australian Business Community Network provides opportunities for schools through mentoring, partnering and support programs. In 2014, Holroyd High School took part in ABCN’s GOALS (Growing Opportunities and Leadership Skills) program for Year 9 students with Optus, CSR and Fuji Xerox; the FOCUS leadership program for Year 11 girls with Norton Bright; the Arts Access program for drama students in Years 10 and 11; and the ABCN Career Choice Day.
Beacon Program
Holroyd High School completed its second year in the Beacon Program in 2014. The Beacon Foundation is a national non-profit organisation that seeks to inspire and motivate students either to stay at school to increase their educational engagement and attainment, or choose a positive pathway that enables successful transition to employment, further education or training. Beacon events in 2014 included mock interviews for Year 10 students, speed careering, the Polish and Uncovered programs with Stocklands Merrylands, Clayton Utz, Staples, SKM Engineering and the Intercontinental Hotel. The year concluded with the Business Breakfast and a Year 10 charter signing.
South West Connect Parent Engagement Forum
The school is involved in a partnership with South West Connect to help increase parental engagement at Holroyd High School. Two parent engagement forums were held terms 1 and 4 in 2014 These forums were supported by a number of organisations, including Ability Options, Auburn Youth Centre, Holroyd City Council, TAFE NSW, MTC Australia and STARTTS.
Equity Funding
In 2014, the school received equity funding as part of the new Resource Allocation Model (RAM). This funding replaced the former priority schools program and a number of other equity program funds. The RAM funding included a base component, and funding for the four RAM equity loadings for socio-economic background,
Aboriginal background, English language proficiency and low-level adjustment for disability. In 2014, the school used the funds to support the employment of additional staff to assist with the implementation of the school targets in relation to literacy and numeracy, attendance and engagement, community participation in the life of the school, and for the implementation of a teacher mentoring and teacher development program, developed through the school’s collaboration with the Grattan Institute in Term 1 2014.
Aboriginal background
In 2014, there were three Aboriginal students enrolled at Holroyd High School. Funding was used to support these students in their learning through the provision of targeted tutorial assistance.
Socio-economic background
The RAM equity loading for socio-economic background is calculated using information on parental level of education, highest non-school qualification and occupation. This is then converted into two indices to identify level of need and allow comparison with similar schools: the ICSEA (Index of Community Socio-Educational Advantage) and the FOEI (Family Occupation and Education Index). Holroyd High School had an ICSEA of 916 and a FOEI of 135 in 2014. These indices are lower than for similar schools.
English language proficiency
The RAM equity loading for English language proficiency is calculated using the annual English as an additional language or dialect (EAL/D) learning progression survey.
The majority of students at Holroyd High School are LBOTE (language background other than English). In 2014, 85.7% of students in Years 7-12 were LBOTE, compared to 22% of students in similar schools; 38% had been in Australia less than three years and almost 70% less than seven years. All the students in the IEC are LBOTE and all have been In Australia less than a year.
Of the 288 LBOTE students in Years 7-12, 238 were identified as needing EAL/D support. Of these students, 207 were included in the school’s EAL/D program. The school has four EAL/D teachers.
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In 2014, EAL/D students were supported in all Years 7-12 through collaborative programs in science, history, geography, visual arts and mathematics; parallel English classes in Years 9 and 10; Fundamentals of English and the HSC ESL English course in Years 11 and 12; and the Stage 4 Board of Studies school-developed content-endorsed course, Australian (Cultural) Studies.
The school used its RAM equity funding in 2014 for the employment of: a student transition teacher to work with students at risk; an additional 0.4 EFT support teacher and part-funding of two part-time SLSO positions for the school’s literacy support program; 0.8 EFT Arabic and Dari/Farsi speaking community liaison officers (CLOs) to facilitate communication with parents and the community through regular parent contact, interpreting, and translation of school documents and notices; additional administration support in the school library, and TAS and science faculties. RAM funds were also used to employ 0.2 EFT administration support for management of the school’s SMS parent information system, which provides daily information to parents regarding attendance and notification of school events; and to “top up” SLSO integration funding for three students in wheelchairs.
RAM funds were used for the 0.6 FTE release of three teacher mentors, and funding of a whole-school program of classroom observation and feedback on classroom practice as part of the school’s quality teaching initiative developed in collaboration with the Grattan Institute early in 2015.
As well, RAM funding was used to provide financial support for students in need , replacing the former student assistance scheme; and subsidised experiential excursions for IEC students in line with the school’s commitment to cultural understandings and the successful integration of recently arrived students into the community.
Improving Literacy and Numeracy National Partnership (ILNNP)
Holroyd High School participated in the Improving Literacy and Numeracy National Partnership (ILNNP). The target group was Stage 4 students in the High School, IEC and Support Unit.
In aiming to improving Stage 4 students’ performance in numeracy, ILNNP funding was used to identify areas where support was needed and where improvement has occurred, through monitoring and analysis of numeracy performance; and to improve the capability and effectiveness of numeracy teaching.
The ILNNP has supported the appointment of a numeracy coordinator at the school, and a numeracy team has been established, comprising representatives from every faculty, the IEC and the support unit. The numeracy coordinator has worked with the numeracy team to develop a work plan for building a whole-school approach to numeracy in 2013-2014.
Other significant initiatives
School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:
Surveys of staff, students and parents/carers.
Analysis of HSC, NAPLAN and ESSA data
School planning 2012-2014:
School priority 1
Literacy and Numeracy
Outcomes from 2012–2014
Evidence of achievement of outcomes in 2014:
All students met or exceeded expected growth in literacy and numeracy.
A reduction in the percentage of students represented in the lower two bands in numeracy (NAPLAN).
All staff using SMART data to inform teaching and learning in their key learning area.
Strategies to achieve these outcomes in 2014:
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ILNNP numeracy program continued throughout 2014, including whole school numeracy team and numeracy coordinator position.
Establishment of a whole school literacy team and implementation of a whole school literacy plan.
Analysis of NAPLAN, ESSA and HSC data to inform planning and programming, through executive and faculty meetings, and literacy, numeracy and learning support team meetings; training in use of data to inform teaching and learning; use of SMART and RAP programs to support data analysis.
Implementation of the Taking off with Numeracy program for all Stage 4 students across Years 7-12, IEC and support unit.
Planning for implementation of Australian Curriculum for Years 8 and 10 in 2015 to incorporate specific literacy and numeracy strategies and outcomes.
Alignment of IEC curriculum frameworks with the Australian Curriculum.
Focus on building teacher capacity and quality teaching through the implementation of the Grattan model in 2014.
School priority 2
Student engagement and attainment
Outcomes from 2012–2014
Evidence of progress towards outcomes in 2014:
Improvement in attendance in all years, to meet or exceed school network and state averages.
All students in Years 7-12 involved in mentoring, engagement and/or leadership programs.
Ninety-five per cent of students involved in extracurricular activities in 2014.
All Year 12 students to complete HSC satisfactorily, as demonstrated by 65% of students achieving at or above band 3
Reduction in N awards in Stages 5 and 6.
Strategies to achieve these outcomes in 2014:
Close monitoring of attendance, particularly Stage 6 students.
Continued employment of transition advisor in 2014 to support students at risk.
Continuation of refugee transition program in 2014 to support refugee students in their education and settlement into Australia.
School offers a wide range of extra-curricular activities.
Consolidate and extend Compass and Beacon programs into school’s welfare and learning and support plans to ensure all students participate in mentoring, engagement and/or leadership programs in 2014.
Parent engagement forums to increase parent participation in the school.
Parent/caregiver, student, and teacher satisfaction
In 2014, the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
239 students completed the Tell Them From Me survey, which included ten measures of student engagement alongside the five drivers of student outcomes. In the area of social engagement, covering a sense of belonging and participation in sports and clubs and positive friendships, students performed above the NSW norm. In the area of institutional engagement, covering values schooling outcomes, attendance, positive behavior, homework and study, students felt that what they learnt at school is directly related to their long term success and this view is reflected in their school and class attendance and their effort in doing homework. Students performed above the NSW norm in all four categories. In the area of intellectual engagement covering interest and motivation, effort and appropriately challenged the school mean was above or on par with the NSW norm. The four school level drivers of student engagement: quality instruction, teacher-student relations, classroom learning
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climate and teacher expectations for success all were above NSW norms.
Future Directions
2015-2017 School Plan
NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015.
The school’s three strategic directions are:
Quality teaching to inspire learning.
Enhancing student learning and engagement.
Engaging diverse communities.
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Dorothy Hoddinott AO FACE Principal
Denise Carrick Deputy Principal
Pooniaseelan Nair R/Deputy Principal IEC
Timothy Adams, Head Teacher HSIE
Rebecca Franklin, Head Teacher English
Nirupma Kumar, Head Teacher Science
Sylvia Petreski, Head Teacher TAS
Rajvinder Sekhon, R/Head Teacher Mathematics
Natalie White, Head Teacher PDHPE
School contact information
Holroyd High School
7 Cumberland Road
Greystanes NSW 2145
Ph: 612 9631 9410
Fax: 612 9896 3074
Email: [email protected]
Web: www.holroydhs.nsw.edu.au
School Code: 8424
Parents and community members can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/asr/index.php
