LEARN · - Alicia Carlyon (Year 8) Runner-Up Wool4School National Competition and a number of...
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annual report 2019
Transcript of LEARN · - Alicia Carlyon (Year 8) Runner-Up Wool4School National Competition and a number of...
annual report
2019
LEARN ACHIEVE SUCCEEDCONTENTS //FOREWORD ...........................................................................................................1COLLEGE CONTEXT ............................................................................................3
2019 HIGHLIGHTS .................................................................................................4REPORT CARD .......................................................................................................8STUDENT ACHIEVEMENT - SENIOR ..................................................................9STUDENT ACHIEVEMENT - LOWER .................................................................10NAPLAN PROGRESS ...........................................................................................12PRIORITY 1: SUCCESS FOR ALL STUDENTS ...................................................15PRIORITY 2: HIGH QUALITY TEACHING .........................................................21PRIORITY 3: EFFECTIVE LEADERSHIP ..............................................................242019 FINANCIAL POSITION & BUDGET ..........................................................26GLOSSARY OF TERMS .......................................................................................28
This Annual Report captures our successes and achievements during the 2019 school year. In the collation of this annual report, significant information about student performance is considered and analysed. This analysis occurs at all levels across the school through the lens of self-assessment and a commitment to ongoing improvement. Throughout the report you will see a strong focus on celebrating our success and an equal focus on the identification of areas for future development.
The 2019 annual report brings an end to our current school business plan “Success Through Planning”. In 2019 Belridge Secondary College had its first review by DoE’s new Public School Accountability team. This review validated judgements on our current performance and has provided additional information that we will use to create our new Business Plan for 2020-2022 and the future direction for our school.
At Belridge, our strong culture of respect for self, others and the environment ensures that our students are able to develop as learners in a safe, supportive environment. Our wrap-around student services model provides the highest possible care, placing the student at the centre of everything we do.
A clear focus, on “Every student, Every classroom, Everyday” ensures our students are supported in the best possible way to reach their full potential and achieve success. Our highly qualified and experienced staff provide a quality learning environment for all students through a variety of curricular and extracurricular learning experiences. With award winning Specialist Programs in Cricket, Netball and Fashion Design and an Academic Enrichment Program (AEP) across our MESH subjects, there is something for everyone.
At Belridge, we pride ourselves on our ability to form strong relationships with our families and the community, setting the foundations that support and nurture our young people. The College is in a perfect position to excel and I look forward to being a part of this journey.
Sharon LyonPRINCIPAL
FOREWORD //
Endorsed by the Belridge Secondary College Board on 16 March 2020
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BELRIDGE AIMS TO DEVELOP A SCHOOL COMMUNITY WHICH ENCOURAGES PERSONAL, SOCIAL AND ENVIRONMENTAL RESPONSIBILITIES. THE SCHOOL IS COMMITTED TO PROVIDING A CARING AND SUPPORTIVE ENVIRONMENT THAT CHALLENGES STUDENTS TO ACHIEVE PERSONAL EXCELLENCE IN ALL ENDEAVOURS AND TO BE ACTIVE CITIZENS OF THE LOCAL AND GLOBAL COMMUNITY.
VISION
VALUESRESPECT YOURSELF //This can be demonstrated by:- Aim for personal best- Setting high ethical standards- Engaging in the love of learning- Self-acceptance- Self-responsibility- Making the most of opportunities- Celebrating success
RESPECT OTHERS //This can be demonstrated by:- Care of others- Valuing individuality and diversity- Displaying manners- Celebrating the success of others- Community mindedness- Social and civic responsibility- Being a global citizen
RESPECT THE SPACE //This can be demonstrated by:- Care of the environment- Care of the facilities- Sustainable practices- Conservation of the environment
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Belridge Secondary College opened in February 1991 as Belridge Senior High School. The school is located 27 kilometers north of the Perth Central Business District in Western Australia; between the two suburbs of Beldon and Heathridge.
The cultural background is diverse, with over 50 nationalities represented within the students enrolled at the College. In recent years student numbers have grown and stabilised to 1000 students.
Belridge SC has two successful, intensively resourced specialist programs (WA Department of Education approved Specialist Programs) the BSC Cricket Academy and the BSC Fashion Design program. Students from across the state can apply to join these prestigious programs. The College also has a school based academic enrichment program for Gifted and Talented students in Years 7-10 and a Netball Academy.
Students receive support from a dedicated Student Services Team, providing a multi-layered approach to student support. High academic standards enable the school to have a high graduation rate, with those students seeking placements into university and/or TAFE being successful.
Belridge SC's strong links with the community are reflected in a very progressive and supportive School Board. The Board provides feedback, advice and support on the strategic direction of the College.
Belridge SC is co-located with Belridge Education Secondary Support Centre. There is a respectful and supportive relationship with the Belridge Education Support Centre. “Two schools, one community” is the underlying ethos for the relationship between the staff and students. Integration happens at a meaningful, authentic level with the schools sharing teachers, facilities and students over the course of the school day. This environment models to all members of the community the importance of inclusion and partnership.
Belridge SC is part of the Joondalup Leaning Community (JLC), and is committed to strengthening this partnership as the sole participating mainstream secondary school. This partnership continues to enhance opportunities for students in K-12 across the Joondalup schools.
The College offers an extensive suite of ATAR and VET programs and has established solid working partnerships with a range of tertiary education providers.
NUM
BER
OF
STUD
ENTS
SEMESTER 1 STUDENT NUMBERS
BELRIDGE SECONDARY COLLEGE CONTEXT //
2014
400
800
500
900
300
700600
1000
2015 2016 2017 2018 2019
Total Upper Secondary Lower Secondary
SEMESTER 2 2015 2016 2017 2018 2019
Lower Secondary 720 696 686 709 723
Upper Secondary 256 277 280 290 274
Total 976 973 966 999 997
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2019 HIGHLIGHTS //EVENTS & CELEBRATIONS
- College tours for prospective parents- Open day course tasters in our specialist and elite programs for prospective students- Year 12 Celebrations: Year 12 Ball, breakfast, final assembly, Big Day Out and Graduation. - Harmony Day - BELSURF Beach Carnival - Intra-School Athletics Carnival - ANZAC day service- Student Achievement assemblies - Year 8 Camp
CRICKET ACADEMY
- Inter-state cricket camps - Kim Hughes Shield Runner’s Up- Melbourne Tour (Year 10 students) - An additional three students selected as State Representatives - Cooper Connolly (Year 10) represented Australia in two age groups: U17s – Captain and made the 19s World Cup touring team to South Africa- Cooper Connolly (Year 10) youngest ever player for Australia to score 50+ runs in an innings - Lower school team successes: win rate of 77%
FASHION DESIGN
- Fashion Design program featured on the Channel 10 Morning Show- Fashion Design worked with City of Joondalup on a workshop with Jenny Kee and Linda Jackson - Alicia Carlyon (Year 8) Runner-Up Wool4School National Competition and a number of students were finalists in their categories - Bonnie Kerslake (Year 10) stake winner for the Society and Environment category at the APEX Australia Teenage Fashion Festival and represented WA at the final in Melbourne
NETBALL PROGRAM
- High School Cup - record number of teams through to the Elimination Finals- Belridge Cup competition - Lightning carnival finalists in all divisions - Record number of students selected for state development programs- Record number of applications for entry into the program - Student participation in coaching partner primary school programs
- Student participation in umpiring partner primary school programs- Record number of prospective students attending open day taster course- International game against Singapore- Netball WA Multicultural carnival - champions in four different zones- Student participation in interschool carnivals
ARTS
- Hannah Finlay’s Visual Art work submitted to Shaun Tan Competition- Belridge Dance Company won “Strongest Community Message” at the Meraki Performing Arts Festival - Sydney Dance Tour to the Australian Dance Festival - Guitar Ensemble Competition- Music and Dance Showcase Evenings
ENGLISH
- Increase in average scaled ATAR English score for 2019- 7-10 curriculum strongly supporting student achievement in NAPLAN and OLNA- Year 10 ATAR Preparation courses showing initial signs of success.- High progress in NAPLAN Reading and Writing- On-going participation in Book in a Day- Festival of Perth – Writers Festival
HEALTH AND PHYSICAL EDUCATION
- Interschool Volleyball, AFL, cross-country and Women’s AFL team - Lightning Carnival participation (Years 7-10) - Physical Education ATAR performance- Recruitment and selection of additional specialist Netball staff - Inaugural Girls Footy AFL Team- Certificate II Outdoor Recreation Camp - Kiara Webb (Year 12) recruited by Dockers and played her first game in the Derby in 2020- Improvement in ATAR health results- Inclusion of general PE Studies
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HUMANITIES AND SOCIAL SCIENCES
- HASS Week- Your Future, Your Voice- Implementation of Year 11 General Geography
MATHEMATICS
- Year 12 Mathematics Specialist and Methods average final scaled score was higher than Like Schools. - Year 9 students' 2019 Numeracy test score was higher than Like Schools- Year 9 students' NAPLAN Numeracy progress and achievement showed a higher Progress and a Higher Achievement.- Second Extension class in Years 8 and 9
SCIENCE
- Curtin Innovate STEM Club- Perth Zoo Visit- Engineers without Borders- Chemistry at ECU- Electrophoresis at Harry Perkins Institute- Primary Science Enrichment Program
TECHNOLOGIES: BUSINESS AND IT
- Year 11 student team showcase at “First TECH Robotics Challenge” robot (“Rover Rukus”) at the “It Takes a Spark” conference.- Business Cert II students' production of material for the Chaplain’s Dinner - Business Cert II students created and produced promotional material for the Year 12 School Ball - All Business IT faculty staff completed initial Cybersecurity training at ECU (Joondalup)
TECHNOLOGIES: HOME ECONOMICS
- Perth Royal Show: Year 10 Cultural Foods students submitted entries- Hospitality students hosted an Annual BSC Open Board Meeting- Annual Chaplain’s Dinner: Year 11 & 12 Hospitality Certificate students catered a 4-course meal to 80 guests including the BSC Board & Principals from partner Primary Schools - Annual French Lunch: Year 11 Hospitality Certificate students catered a two-course meal to approximately 30 Year 5 students from Springfield Primary School
TECHNOLOGIES: DESIGN AND TECHNOLOGY
- Middle School Engagement Program (MSEP) projects providing partner primary schools with outdoor furniture- Embedding laser cutter technology across all year levels - World Skills Automotive state competition winners Tom Mason (Year 11) Gold and Jamie Attree (Year 11) Silver
ABORIGINAL EDUCATION
- NAIDOC Week Assembly- NAIDOC Week events, including whole school BBQ- AIME (Australian Indigenous Mentoring Experience)- Racism and discrimination conversations- Reconciliation Events - Development of Aboriginal Cultural Standards Framework (ACSF) into Curriculum
ACADEMIC ENRICHMENT PROGRAM (AEP)
- Talented Youth Writers Workshops – Fremantle Literacy Centre- Year 7 overnight Perth Zoo induction camp
Collaboration with university industry programs:- Curtin University - Engineers Without Borders incursions - Murdoch University – National Science and Engineering Challenge- ECU - Conoco Phillips Science Program, Engineering laboratories and digital environments - UWA – Academicus Program
LEADERSHIP PROGRAMS
- GRIP leadership program - Focus (Young Women in Leadership) Program - Peer Support Program - ABCN’s Interview to Impress Program- Joondalup Youth Forum
STUDENT SUPPORT & WELLBEING
- Middle School Engagement Program - Breakfast Club- Men We Need- Peer Support Program - The BIG Project - “R U OK?” Day - Harmony Day - Reconciliation Week
- Merit Awards- Reward days- Health and Wellbeing day - In-house Health EXPO- Mental Health Week- Student of the Month
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REPORT CARD //SELF ASSESSMENT TARGETS 2019 2018 2017
College attendance rates to be above the state mean and match the like school average.87.9 (BSC)86.8 (WA)88.3 (LS)
88.7 (BSC)87.6 (WA)89.4 (LS)
88.9 (BSC)87.8 (WA)91.1 (LS)
65% of students will attend more than 90% of the time. 62.5% 64.3% 63.5%
NAPLAN Progress: Our stable cohort progress in READING will be 10 points above like schools +5 +3 +1
NAPLAN Progress: Our stable cohort progress in WRITING will be 5 points above like schools +9 +4 -4
NAPLAN Progress: Our stable cohort progress in NUMERACY will be 10 points above like schools +6 +5 +10
National Minimum Standard: 70% of our students will be above the NMS for WRITING 60% (YR 9)70% (YR 7) 53% 60%
National Minimum Standard: 80 % of our students will be above the NMS for READING78% (YR 9)81% (YR 7) 81% 76%
National Minimum Standard: 85 % of our students will be above the NMS for NUMERACY89% (YR 9)86% (YR 7) 86% 88%
OLNA: 90 % of students have passed OLNA testing by the end of Year 12 99% 94% 91.5%
WACE: 90% of students have achieved WACE 98% 90% 95.1%
ATTAINMENT: 95% of students will get attainment, aiming for 100% 96% 98% 100%
Median ATAR: A median ATAR of 72, aspiring to be 75 66.4 68.4 68.4
KEY // BSC Belridge SC | WA Western Australia | LS Like School | NMS National Minimum Standard OLNA Online Literacy and Numeracy Assessment | ATAR Australian Tertiary Admission Ranking | WACE Western Australian Certificate of Education
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WACE ACHIEVEMENT
WACE ATTAINMENT STANDARD AND VOCATIONAL EDUCATION TRAINING (VET) ACHIEVEMENT
MEDIAN ATAR AND ATAR PARTICIPATION RATE
STUDENT ACHIEVEMENT: SENIOR SECONDARY //Success for all students continues to be a priority at Belridge Secondary College. For our senior school students their achievement and success is directly linked to future opportunities in the workforce, further training or access to University. “Success Through Planning”, our 2016-2018 School Business Plan, outlined clear targets for senior school students, and our progress against these targets is outlined below.
The Western Australian Certificate of Education (WACE) is awarded to senior secondary students who satisfy its requirements. This qualification is recognised by universities, industry and other training providers and nationally through the Australian Qualifications Framework (AQF). All senior secondary students at Belridge Secondary College are working towards this qualification and minimum achievement levels must be met in literacy, numeracy, courses completed, grades achieved and an ATAR of 55+ and/or completion of a nationally recognised Certificate II.
Another important senior school measure is the Attainment Standard rate. This measures the number of students who left Belridge Secondary College with an ATAR score of 55+ and/or full completion of a Certificate II qualification or above. The Attainment Standard is the foundation to ensure our students are best placed to access post-school training, education and employment.
Belridge Secondary College’s students are aspirational and many are aiming for university as their post-school destination. The most common pathway to this destination for secondary school students is the ATAR (Australian Tertiary Admission Rank) achieved by students studying a minimum of four ATAR courses in senior school. “Success Through Planning” sets our target for our median ATAR at 72, with an aspirational target of 75. Although we have not achieved this target in 2019, our sights are firmly set on the implementation of future improvement strategies and student support structures that will see both our participation and performance in ATAR measures improve.
WACE ACHIEVEMENT RATE
2019 2018 2017 2016
Belridge SC 98% 90% 95% 90%
Like Schools 90% 90% 90% 90%
Public Schools 88% 89% 88% 90%
ATTAINMENT STANDARD
2019 2018 2017 2016
Belridge SC 96% 98% 100% 98%
Like Schools 97% 97% 97% 98%
Public Schools 95% 96% 96% 98%
ATAR PERFORMANCE: MEDIAN ATAR
2019 2018 2017 2016
Belridge SC 66.38 68.45 68.45 68.75
Like Schools 73.55 76.65 76.30 73.40
Public Schools 78.20 79.50 78.55 78.20
ATAR PARTICIPATION
2019 2018 2017 2016
Belridge SC 26% 24% 21% 38%
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At Belridge Secondary College we have a strong focus on literacy and numeracy across the curriculum. We believe it is essential that our students are equipped with the knowledge and skills that enable them to become informed global citizens able to function and contribute to the world in which they live and the society to which they belong. Our Lead Teams in both Literacy and Numeracy are making a significant contribution to the achievement and progress of our students not only in NAPLAN but across our learning areas.As a college we have demonstrated strong performance in the areas of literacy and numeracy over the past five years. We also recognise that this will continue to be an important priority with Year 7 student performance indicating the need for a focus on Writing and knowing that these skills are the foundation for success in senior school.
STUDENT ACHIEVEMENT DATA: LOWER SECONDARY //STUDENT PROGRESS AND ACHIEVEMENT COMPARED WITH LIKE SCHOOLS
Year 7 - 9
-20
0-20 0-10 10-15 55 15 20
-15
-10
-5
0
5
10
15
20
NAPLAN 2017 - 2019
ACHIEVEMENT - Difference in School and Like Schools Achievement - NAPLANS
Higher Progress - Lower Achievement
Lower Progress - Lower Achievement
Higher Progress - Higher Achievement
Lower Progress - Higher Achievement
PRO
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Diff
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Sch
ool a
nd L
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Scho
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rogr
ess -
NAP
LAN
S
W
RG&P
S
NUMERACY
KEY //
Spelling
Numeracy
Reading
Grammar & Punctuation
Writing
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STUDENT ACHIEVEMENT DATA: LOWER SECONDARY //Achievement data provides us with information about a cohort’s average performance at a point in time. The graphs below provide us with a snapshot of the longitudinal
test performance of our Year 9 cohorts over the previous five years in comparison to like schools.
NAPLAN ACHIEVEMENT - LONGITUDINAL SUMMARY
YEARYEAR 9
School Like Schools
2015 574 582
2016 583 576
2017 575 580
2018 587 586
2019 574 584
YEARYEAR 9
School Like Schools
2015 524 547
2016 561 547
2017 544 552
2018 540 548
2019 551 558
YEARYEAR 9
School Like Schools
2015 579 589
2016 595 590
2017 595 597
2018 599 597
2019 603 594
TEST
SCO
RE
TEST
SCO
RE
TEST
SCO
RE
AVERAGE READING SCORE AVERAGE WRITING SCORE AVERAGE NUMERACY SCORE
Year 9 Belridge Year 9 Like Schools Year 9 Belridge Year 9 Like Schools Year 9 Belridge Year 9 Like Schools
2015
20152015
2016
20162016
2017
20172017
2018
20182018
2019
20192019
YEAR
YEARYEAR
480
530 570550
490 530
540 580560
500 540
550 590570
510 550
560 600580
520 560540530
570 610590580 620600
1111
NAP
LAN
s
SCHOOL DATA COMPARATIVE DATA0
15
45
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5
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55
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10
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COH
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ED T
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WA
PUBL
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COH
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RALI
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(166)(153)
(140)
PROGRESS FROM YEAR 7 2017 TO YEAR 9 2019 - WRITING
NAPLAN PROGRESS//Progress data provides us with how much growth students have achieved between Years 7 to 9 within the domains of literacy and numeracy. This is a greater indicator of the direct impact we are having on student learning and is known as value adding. The progress between two years of testing is measured between the two mean scores in NAPLANs
THE COHORT measurement is the difference between the mean scores of all tested students in cohorts for both years at your schools.
THE TESTED TWICE measurement is the difference between the mean scores of students tested at your school in the latest year of testing reported and in WA Public schools two years earlier.
THE STABLE COHORT measurement is the difference between the mean scores of students tested at BSC in both years.
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NAP
LAN
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SCHOOL DATA COMPARATIVE DATA0
15
45
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5
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55
40
10
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20
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COH
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SCH
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ED T
WIC
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WA
PUBL
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CHO
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STA
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COH
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RALI
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(166)
(143) (140)
PROGRESS FROM YEAR 7 2017 TO YEAR 9 2019 - READING
PROGRESS FROM YEAR 7 2017 TO YEAR 9 2019 - NUMERACY
• Sustained achievement above WA Public Schools in Numeracy
• Stable cohort progress above Like Schools in Numeracy, Reading and Writing
• Stable cohort progress above WA Public Schools in Writing
• No students below National Benchmark in Numeracy
• Increase in number of students reaching Band 10 in Numeracy; greater than like schools and
public schools across WA
• A focus on writing across Years 7 to 9 to enable more students to achieve Band 8 and
above in Year 9 NAPLAN testing
• Strategies in place to decrease the number of students achieving below the minimum
standard in Writing
• Further development of whole school strategies to improve reading and writing
lead by the Literacy Lead Team
HIGHLIGHTS FUTURE COMMITMENTS N
APLA
Ns
SCHOOL DATA COMPARATIVE DATA0
15
45
30
5
25
55
40
10
35
20
60
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COH
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LIKE
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WA
PUBL
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COH
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AUST
RALI
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(161)
(149) (136)
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Zane Gazey (Year 12)ATAR Dux 2019 and recipient of three top student subject awards
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PRIORITY 1: SUCCESS FOR ALL STUDENTS //.ATTENDANCEThe link between regular attendance and student success is undeniable. A key focus at the College is ensuring the message that every student and every day matters is communicated at every opportunity. At Belridge creating a culture of regular attendance through celebration, acknowledgement and positive reinforcement is crucial. Raising the awareness in our community of the importance of regular attendance and the critical role of the parent is a priority. Regular student attendance is defined as those students whose attendance is above 90%. Students must maintain a 90% attendance rate to preserve their good standing and access rewards and extra curricula events.
Regular data analysis is undertaken at all levels of school planning and decision making. Whilst Executive and SMG teams focus on whole school data available through SAR and Schools Online, micro analysis of cohorts, sub-groups and individual students occurs through SAER meetings. Clearly no articulated roles and responsibilities of form teachers, year coordinators and Heads of Student Services are aligned to the system categories of attendance. Positive Incentives Program (PIP) links to attendance targets for students, as does the "Good Standing" policy. Communication strategies for attendance include: regular newsletter articles, weekly year assemblies and daily notices.
SECONDARY ATTENDANCE RATES
NON-ABORIGINAL ABORIGINAL TOTAL
SCHOOL LIKE SCHOOLS
WA PUBLIC SHCOOL SCHOOL LIKE
SCHOOLSWA PUBLIC
SHCOOL SCHOOL LIKE SCHOOLS
WA PUBLIC SHCOOL
2017 89.1% 91.2% 89.7% 76.7% 85.1% 66.6% 88.9% 91.1% 87.8%
2018 88.9% 89.7% 89.6% 79.3% 78.9% 66.0% 88.7% 89.4% 87.6%
2019 88.3% 88.7% 88.8% 70.6% 75.4% 65.8% 87.9% 88.3% 86.8%
ATTENDANCE CATEGORY
REGULARAT RISK
INDICATED MODERATE SEVERE
2017 63.5% 20.9% 10.5% 5.1%
2018 64.3% 20.7% 9.2% 5.8%
2019 62.5% 20.3% 9.8% 7.5%
LIKE SCHOOLS
201960.7% 22.9% 11.2% 5.2%
WA PUBLIC SCHOOLS
201960.0% 22.0% 11.0% 7.0%
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STUDENT ENGAGEMENTThe 2018 Bi-annual National School Opinion Survey indicated that there was a focus needed in the area of student behaviour. The team considered the results, some of the reasons why this may be people's perception and set about to put a plan in place to restabilise the perception of good order within the school. During Term 4, 2018, whole school processes, including a behaviour management review, were undertaken.
Clear expectations, consistent approaches and staff working towards a unified goal were the key elements for a successful and smooth start to 2019. The implementation of the Triple 3 model outlined explicit expectations for students, teaching staff and the leadership team, providing a clear and consistent start to the school year. The implementation of fortnighly year group assemblies to re-inforce triple 3 and whole school expectations around respect have been very successful in improving the culture at the College.
TRIPLE 3: 2019 THE BEST START YETAt Belridge Secondary College we want all of our students to have the best chance of success that they can.The first step to this success is making sure we have clear expectations of students, so students know and undertsand how they can be successful. You will be learning more about the 'Triple 3' but here is our focus for the best start yet.
CLEAR EXPECTATIONS OF STUDENTS
• Adhere to school rules and explicit classroom procedures
• Listen to and follow staff instructions and requests
• Use G rated language at all times
During Term 1, 2019, our school suspension rate showed that suspensions were halved from the same time last year. Our Student Services team reviewed suspension statistics each term and produced longitudinal data sets, which were then shared and discussed at SMG and Executive meetings. Overall, 2019 suspension rates dropped by more than 50% from 348 to 146, with the total number of suspension days reducing from 941 to 379. SUSPENSIONS
YEAR SUSPENSIONS STUDENTS TOTAL NUMBER OF DAYS
2016 125 67 373
2017 237 88 662.5
2018 348 112 941.5
2019 146 74 379.5
NUMERACY LEAD TEAM The Numeracy Lead Team has played a key role in supporting student achievement in both NAPLAN and OLNA. The delivery of whole school Professional Learning on School Development Days has helped raise the awareness and importance of Numeracy at the College and has seen a marked increase in participation from all learning areas.
LITERACY LEAD TEAMIn 2019 a re-branding of our existing Literacy committee led to the formation of our Literacy Lead Team. The Literacy Lead Team has been responsible for dissemination of key messages and strategies aligned with literacy across the college. This has included whole school approaches such as SES writing – Say it, Explain it, Support it, CUPS – Capitalisation, Understanding, Punctuation and Spelling, use of Word Walls and Roadster Writing. The Literacy Lead Team have played a significant role in the delivery of Professional Learning at the college, delivering sessions at School Development Days, General Staff Meetings and directly through learning areas.
STEM PARTICIPATION
‘OUR PRIORITIES’GOVERNMENT TARGET 85% OF YEAR 12 STUDENTS
COMPLETING 2 OR MORE STEM COURSES OR QUALIFICATIONS BY 2024
2019 2018
>2 STEM courses 27% -
2 STEM courses 47% -
1 STEM course 25% -
Overall proportion of WACE eligible students 76%
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VET PARTICIPATION
2019 2018 2017 2016
Belridge SC 85% 84% 83% 147*
VET – HIGHEST LEVEL OF QUALIFICATION ACHIEVED
2019 2018 2017 2016
Certificate IV - - - -
Certificate III 28% 30% 37% 31%
Certificate II 53% 61% 57% 45%
ONLINE LITERACY AND NUMERACY ASSESSMENTS (OLNA) MET LITERACY AND NUMERACY REQUIREMENT
2019 2018 2017
School WACE Eligible 99% 93% 95%
VOCATIONAL EDUCATION AND TRAININGOur comprehensive VET program is one that we are proud of. In 2019 we had 34% of our students leave with two or more VET qualifications and of these 15% left having completed three or more qualifications. This success places our students in a strong position for entry into the competitive TAFE sector and employment.
• WACE Achievement 98% - above like schools and state schools
• OLNA Success – Minimum Literacy and Numeracy requirements met by 99% of eligible cohort
• 34% of our students leaving with two or more VET qualifications
• Planning and implementation of blueprint for future Senior School success
• Review of Senior School Enrichment program for Year 11/12 students
• Continuation and expansion of successful OLNA strategies into Year 10 cohort
• Increase in Median ATAR: Formal course reviews with all ATAR teachers and HOLAs to
identify school improvement strategies at a classroom, learning area and whole school level
• Review of subject offerings and new courses to enhance student achievement
HIGHLIGHTS
AREAS FOR DEVELOPMENT
STEM PARTICIPATION
‘OUR PRIORITIES’GOVERNMENT TARGET 85% OF YEAR 12 STUDENTS
COMPLETING 2 OR MORE STEM COURSES OR QUALIFICATIONS BY 2024
2019 2018
>2 STEM courses 27% -
2 STEM courses 47% -
1 STEM course 25% -
Overall proportion of WACE eligible students 76%
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INCLUSIVE EDUCATIONAt the College we have a shared vision that all Belridge students receive the support and adjustments that they need to be successful and belong to the school community. Work with our partner primary schools prior to enrolment ensure that our staff are well prepared for the start of the school year and can plan accordingly. Our Students at Educational Risk (SAER) lists are regularly updated via weekly student services meetings. Regular data analysis of student performance also identifies and support at risk students.
The provision of an Inclusive Education Coordinator and re-structure of Education Assistant allocation provide targeted support for students identified and recorded on the Nationally Consistent Collection of Data (NCCD) supports register and those with imputed learning needs. The new model was very effective in 2019 and will continue for 2020. Our targeted funds are allocated accordingly to ensure best coverage and support for students in need of assistance.
ACADEMIC ENRICHMENTOur AE Program aims to create a stimulating educational environment, which addresses the unique needs and characteristics of gifted students. Moving around the MESH subjects as a distinct class has created a supportive educational environment whereby students learn at their own pace with like-minded peers. During 2019 students have been exposed to critical and creative thinking; open-ended questions; problem solving; guest speakers; state, national and international competitions; incursions and excursions as well as enrichment activities designed to meet the learning capabilities of these students.
YEAR 9 AEP MESH GRADES
% A Grades % A/B Grades
MATHS 80% 97%
SCIENCE 47% 83%
ENGLISH 43% 97%
HASS 53% 93%
KEY // MESH = Maths, English, Science, HASS
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• Whole school attendance average above WA Public Schools
• Regular attendance above Like Schools and WA Public Schools
• Decrease in number of suspensions
• Significant decrease in number of students suspended and number of days.
• Successful delivery of Professional Learning by Literacy and Numeracy Lead Teams
• Planning BYOD for Year 7 for start of 2020
• Support of students through Inclusive Education
• Achievement of students in Academic Enrichment program
HIGHLIGHTS• Increase participation in STEM based courses / qualifications
• Maintain downward trends in suspensions
• Promotion of Every Day Counts and strategies to improve attendance
• Continue to embed Triple 3 across the College
• Continue refinement of BYOD implementation processes
• Planning and implementation of new specialist program with STEM Focus
AREAS FOR DEVELOPMENT
NAPLAN PROGRESS - AEPVA
LUE
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70
40
7MAT_1 - YEAR 8 2020 BELRIDGE SECONDARY COLLEGE Y07 2019REPORTING PERIOD: 2019 Y07
NUMERACY - ACHIEVEMENTFILTERS: ALL STUDENTS
LIMITED SATISFACTORY GOOD EXCELLENT
ACHIEVEMENT CUT SCORES (NAPLAN)
< 477 478 - 581 582 - 633 634 <
VALU
E
0
30
60
10
50
20
70
40
9MAT_1 - YEAR 10 2020 BELRIDGE SECONDARY COLLEGE Y09 2019REPORTING PERIOD: 2019 Y09
NUMERACY - ACHIEVEMENTFILTERS: ALL STUDENTS
LIMITED SATISFACTORY GOOD EXCELLENT
ACHIEVEMENT CUT SCORES (NAPLAN)
< 529 530 - 617 618 - 675 676 <
1919
202020
PRIORITY 2: HIGH QUALITY TEACHING //TEACHING AND LEARNINGAt Belridge SC there is a strong culture of data review and self-assessment to support teaching and learning. This takes place at all levels of the school including Senior Management and within Learning Areas between individual teachers and HOLAs. Learning Area reports and SAIS reports are utilised frequently to prompt and support discussions around student achievement. This includes regular review of individual assessments and their validity aligned to curriculum standards.
Many of our teachers take on lead roles in the development and review of year level courses within their own learning area. They create course and assessment outlines that are shared amongst staff. HOLAs are confident that staff have a solid understanding of SCSA curriculum and are constantly using the framework to develop outlines and assessments. Common assessment tasks are used for moderation purposes in learning areas where students are streamed, with moderation and cross marking built into LA meeting times.
To support student success in the senior school, modifications to the Year 10 timetable were put into place. This included the provision of ATAR and General preparation courses to provide a platform for success in Year 11 and 12. SCSA syllabus audits, ESTs, consensus meetings and small group moderation demonstrate a good understanding across learning areas. SCSA expertise has been utilised by different learning areas on School Development Days based on requests and needs of staff.
Implementation of Brightpath in 2019 focused on measuring learning progression using teacher judgements. This tool has been well received by the English team and used as a moderation tool at one of our School Development Days.
TACTICAL TEACHING TEAMIn 2019 the Belridge 'Tactical Teaching' Initiative replaced the original 'Instructional Conversations' Program. The Tactical Teaching Initiative uses an observation, coaching and feedback model in which teachers work shoulder-to-shoulder to improve instructional practices. This program is based on research and professional learning gained from working with Dr Barrie Bennett over the last 3 years. In 2019 the Tactical Teaching Team was formed. This team planned, implemented and delivered a Professional Learning program across the school to develop key elements that are essential for a good lesson. They also provided some individual support for teachers to develop their skills and confidence around instruction. Self-nominated teaching staff also committed to an enhanced program that saw them develop their tactics and strategies in more depth.
PERFORMANCE MANAGEMENT AND CLASSROOM OBSERVATIONPerformance Management processes are not only an obligation, but critical to staff professional development. The College has a thorough Performance Management process aligned with the national AITSL standards for teachers and school leaders. Reflection and goal setting, professional practice and learning and feedback/review are the elements of the process and expectations and timelines for completion of this process exist across the school. Classroom observations by HOLAs compliment the observations in Instructional Conversations program. They have different purposes and staff value observations and feedback.
Career aspirations, personal and professional growth are all elements of the BSC Performance Management process. Staff are encouraged, and supported, to pursue opportunities outside of the school including SCSA and system work. Performance Management timelines are clearly articulated on the operational planner and staff engage in conversations relating to PM and career development regularly.
TARGETED PROFESSIONAL LEARNINGAll professional learning at the College is clearly aligned to the School Business Plan and Department of Education Strategic Plans. A strong focus on Classroom Management Strategies (CMS) and Team Teach has ensured our teachers are well equipped with the best possible strategies to keep learning on track. All teachers have been provided with the opportunity to take part in the CMS Foundation program and Team Teach, with a commitment to a refresher after 3 years.
In partnership with SSTUWA we have supported the training of a number of teachers to become instructional coaches and develop teaching and learning at the College.
To support future pathways and careers for our students, our VET teachers are supported in maintaining their industry currency and requirements to deliver a range of certificate courses across the senior school.
EDUCATIONAL PARTNERSHIPSTo support our success in the classroom, the College has continued its recent partnership with Elevate Education, the industry leader in study skills. This partnership included the delivery of workshops for both parents and students in Years 7 and 11 and to students in Year 12. To further embed these skills, our staff are committed to re-enforcing these strategies as part of
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their teaching programs across the curriculum. Other partnerships that have been successful in supporting student learning and teacher development include our relationships with Studiosity, ECU twilight seminars, Education Perfect, State of Mind (OLNA Support), TAFE and SDERA.
Students Services have developed and maintain extensive outside agencies to support students when their needs are beyond the capacity of the team. This support includes system support (NMERO SET team / SSENBE / Participation) and external agencies including Mercy Care, Mercy Reconnect, Centrecare, Headspace, CAMHS. These referrals often extend beyond the student to include family support.
USE OF DATAOur school self-assessment processes, including Learning Area reporting requirements, have a strong focus on teacher judgements and comparison against like and state schools. SAIS reports are used as prompts and discussion occurs within LA. All LAs have moderation processes in place to ensure consistency of assessment and grading.
Teacher judgements are reviewed each semester at a LA level with Year 10 data reviewed at an executive level due to implications for senior school course selection and timetabling. Where anomalies and/or lines of enquiry are identified HOLAs/Executive discuss findings and formulate strategies for future success.
HIGHLIGHTS• Continuation of Tactical Teaching Initiative
• Strong Performance Management Process
• Whole school professional learning provided by Lead Teams
• Targeted professional learning for all staff
• Diverse range of educational partnerships
FUTURE COMMITMENTS• Continued implementation of a whole school approach to teaching and learning
• Continuation of support for Tactical Teaching program
• Review of course offerings and structures to support student success
• Review of course counselling process
• Consistent approach to data analysis in lower school and senior school
• Support structure of current Lead Team, allocate time for professional learning
• Possible extension and roll out of Future Leaders Framework
• Student feedback on teaching and learning – possible use of PIVOT
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ELITE NETBALL ACADEMY
2323
PRIORITY 3: EFFECTIVE LEADERSHIP //At the College there is an increased focus on school self-assessment since the life of the last Business Plan. This focus has ensured school leadership at all levels continue to have a focus on the targets set out in the plan,and discussions on improvement and sustaining success occur frequently and drive school decision making. The Executive Team have reviewed the structure of Executive, Senior Management Group (SMG) and General Staff Meetings (GSM) to ensure greater alignment with school priorities and self-assessment. Our Senior Management Group (SMG) are united in their commitment to our school priorities and work together to achieve these. Key planning and review points are documented on our operational planner and drive regular conversations at all levels of school planning. Our Leadership Team is responsive to feedback and uses data analysis at a variety of points throughout the year. They work together as a cohesive team to plan and operationalise responses and improvement strategies at all levels.
At Belridge SC our previous committee structure has now progressed to a 'Lead Team' model in which school organisation is aligned to lead team priority areas, including meeting times and school development days for the delivery of Professional Learning. Membership on these lead teams is voluntary and based on staff interest. Lead teams regularly report recommendations and actions back to all staff at GSMs and have an advocate for each one identified on SMG. Lead teams are driven at, and from, a classroom level up rather than down.
The involvement of our staff in JLC Network Community has provided a range of leadership roles beyond the College and across the Joondalup area. Our participation in the WA Future Leaders Framework trial has seen 10 staff submitting a final nomination. These staff are now involved in the development of 'growth plans' to support their leadership development.
Our Triple 3 expectation of teachers and school leaders outline clear agreements at all levels across the school. These agreed expectations were workshopped and developed as part of a whole school activity in response to our National School Survey findings in 2018.
The Belridge SC Operational planner and weekly operational meetings ensure the thorough and successful operations of the college. All staff are fully aware of their obligations and deadlines well in advance which has led to the smooth running of the school.
WORKFORCE PLANNINGWorkforce development is a key priority of the college. Workforce planning and staffing structures are reviewed regularly as part of the Executive Team meetings. Key staffing decisions are made together and in consultation with HOLAs at all times. High retention rate of staff, with low turnover mainly due to retirements, ensures a broad mix of age, gender and experience across the school.There is a strong emphasis on the development of our Level 3 leaders as well as the plan to
provide opportunities for teachers to take on additional responsibilities and acting roles to support their professional growth. All positions at the college are advertised via Expression of Interest to ensure transparency and fairness. BSC currently has 18 school developed leadership roles (teacher level positions Special Responsibility Allowance). These roles relate to student services, curriculum leadership, teaching and learning and specialist program leadership. Executive have implemented expression of interest processes for short term (1 day up to a term) for opportunities to act in higher level positions including Head of Student Services and Head of Learning Area roles. Opportunities created for teaching staff to attend SMG meetings to be part of decision making and governance structures.
STUDENT HEALTH AND WELLBEINGAt Belridge Secondary College, our philosophy is to develop the whole child and we acknowledge that personal, social and emotional development are critical elements for student success. Our Student Services team provides wrap-around support for our students, including social/emotional wellbeing, behaviour modification, learning support and attendance. Students are able to access a range of staff including their HOSS, Year Coordinator, School Community Nurses, Chaplain, School Psychologist and Learning Inclusive Coordinator. Our weekly SAER meetings and Staff Muster ensures all staff are up to date with the most recent information regarding Students at Educational Risk (SAER) and those on documented plans. The Muster meetings were introduced to share actions and follow up relating to particular students including behaviour, or operational concerns (phones/uniform etc). Staff have responded well to these and attendance is good. Staff are invited at the end of the briefing to raise other concerns. The whole Student Services team and executive are in attendance during these briefings.
The Student Services team are focused on running a range of pro-active programs to sustain a culture of care, inclusion and support. Regular communication through email and weekly staff briefings are aimed at early intervention and support. Staff are empowered and encouraged to identify and report anecdotal observations that may be early indicators of a student's need. Our frequent year assemblies ensure positive messages are communicated and provide an avenue for celebration of achievements, both in and outside of school. Our Wednesday Period 5 enrichment for Senior School students provide a range of strategies to support stress and management of workload.
A variety of school based incursions and excursions also provide students with a positive experience to enrich their learning and understanding of the world around them. Our externally delivered respectful relationship program and Health Expo provide a wealth of information and support for our young people. This is supported further with our Senior School Enrichment and Wellbeing Program along with our Peer Support Program in Middle school.
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ATSI The College is committed to the promotion and communication to all staff that being a culturally responsive school is a priority for our school, state and country. Being a culturally responsive school is important for all students. We have undertaken self-assessment using the Aboriginal Cultural Standards Framework and identified areas for continued focus. A plan has been created from this self-assessment and resourcing matched to plan, including the creation of a cost centre and staffing allocation. Active efforts have resulted in greater links to the local Noongar community, which has included harnessing the expertise of the parent group. Belridge SC held its first whole school NAIDOC assembly and smoking Ceremony in 2019 which received high praise and support from staff and the local community. A range of programs are now in place to support reconciliation and cultural responsiveness to help close the gap for BSC's Aboriginal students. These include our Dandjoo group (originally part of the AIME Program) in which ATSI students are provided the opportunity to connect as a group and take part in a range of Aboriginal activities and events.
COMMUNITY ENGAGEMENT AND PARTNERSHIPSOur school board has a strong understanding of, and adherence to, its roles and responsibilities as outlined in the Education Act, School Regulations and DoE School Board/Council Policy. Board training is undertaken annually and board development is built in as part of each meeting. A board effectiveness survey is undertaken annually and each meeting has a reflective component of self-review. At the beginning of 2019 the School Board Chair initiated a change in the structure of meetings to enable greater utilisation of the members' experience and skills. The change focused more on strategic outcomes through deep robust discussion, fostering new ideas and visioning for the future of our school.
The Belridge SC Executive team has a deep understanding that they are responsible for the success of local public schools, as well as their own. Joondalup Learning Community (JLC) Principals meet twice per term to forward priorities in the JLC plan. The strength and importance of the partnership with Belridge Secondary Education Support Centre, which is co-located cannot be understated. The most profound benefit to this partnership is the relationships that exist between the students. All students wear the same uniform, participate in shared school events and have the same logo. The motto "Two Schools, One Community" sets the culture.
Corporate partnerships underpin the success of our Work Place Learning program and include a formal partnership with Joondalup Business Association and over 150 local business partners. These partnerships have been critical in providing placement, future employment opportunities and advocacy for our students. Almost all take repeat placements and arrangements are long-standing. Specialist programs all have a corporate partner and/or sponsor. These arrangements provide a bridge to post-school employment and training, endorsement and sponsorship.
Community partnerships include; WAPOL - Hillarys, Northbridge Rotary Club, Belridge Shopping Centre, Joondalup Library, City of Joondalup Youth Services and other Non Government Organisations (NGOs). These links aim to provide immediate and longer term support to families and students. The relationships formed have provided an opportunity to collectively work on local challenges with key agencies to benefit not only the college but the community as a whole.
University partnerships are currently in place with Curtin University, Edith Cowan and UWA. Belridge supports pre-service teachers from each of these universities with student outreach programs provided from all three. Our Education Connect partnership provides students with reading mentors who support them in classrooms and through a one-on-one reading program. Recent partnerships with North Metro TAFE have also provided support for students through placements in social work and youth work.
Our involvement in the annual Belsurf event sees over 700 students attend Sorrento Beach and take part in a range of competitive and fun activities with their peers. Our relationship with the Surf Club is long standing and the College receives much praise following the event.
Our current requirements in regards to the National School Opinion Survey are met with a high return rate from staff, students and community. The School Leadership Team value, promote and respond to open lines of communication between the community and school on a regular basis. This includes timely responses to community members who raise concerns or have questions. Our parent nights, information evenings and school celebrations are well attended by the community. This year there were 450 people (not including staff) who attended the 2019 Year 7 Welcome BBQ.
In 2019 Belridge SC created a strategy to use social media platforms more effectively to engage the school community. This, combined with a change of newsletter format, saw views increase from 30 (12/2018) to 600+ (02/2019).
Our School Open Day, which provides half day taster courses in our specialist programs, as well as a parent tour, is well attended and shows clear success in regards to enrolments the following year. Our many parent seminars and information evenings such as Year 10 Senior School, VET, WPL, E-Learning, Cyber Safety and Elevate Education ensure our parents feel connected and informed.
Our deep connections with our partner primary schools sees our attendance at all graduation assemblies and provides an opportunity for our students to umpire at primary carnivals and other primary events. Our extensive transition and orientation programs also contribute to the smooth and effective start to high school life for our incoming Year 7 students.
HIGHLIGHTS• The provision of an extensive variety of learning experiences, incursions and excursions• Roll out of Peer Support Program • Wrap-around structure of student services • Communication of SAER and students of concern across the college• Workforce and leadership development plan for staff
FUTURE COMMITMENTS• Inclusive Education Coordinator funding• Expansion of student well-being programs • Implementation of student voice• Implementation of student Well-Being Survey• National Schools Opinion Survey (NSOS) 2020 conducted with staff, students and parents• Identification of culturally responsive leader – Formation of ATSI Lead Team
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2019 FINANCIAL POSITION & BUDGET //BELRIDGE SECONDARY COLLEGEFINANCIAL SUMMARY AS AT 31 DECEMBER 2019AR 7 - FINANCIAL POSITION & BUDGET
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Australian Institute of Teaching & School Leadership (AITSL) Australian Qualifications Framework (AQF)
Australian Tertiary Admission Ranking (ATAR) A ranking that reports a Year 12 school leavers ranking relative to all people in the Year 12 leaving age in Western Australia.
Attainment RateThe number of students who graduate in Year 12 with an ATAR greater than 55 or a Certificate II.
English as a Second Language (ESL)Subject for children who need assistance to learn English.
The Index of Community Socio-Educational Advantage (ICSEA)It is the statistical level of a school’s educational advantage, and takes into account Parent Occupation, Parent Education, Geographical Location and Proportion of Indigenous students.
Like SchoolsSchools that are statistically similar in terms of the ICSEA.
NAPLAN National Assessment Program – Literacy and Numeracy.
NAPLANsThe number (or score) in a particular NAPLAN assessment area.
National School Opinion Survey (NSOS)All Australian schools are required to complete this survey bi-annually.
Special Needs StudentsStudents with a disability or a special need: This could be physical, intellectual, behavioural or social.
Student Achievement Information System (SAIS) Tertiary Institutions Service Centre (TISC)Tertiary Institutions Service Centre is an incorporated administrative agency involved with the processing of applications for admission to undergraduate programmes for Western Australian state universities.
Vocational Education and Training (VET)These are vocational courses, such as hospitality or trades, which are available to students in Years 11 and 12 and taught at some schools or at TAFE.
Western Australian Certificate of Education (WACE)Students can achieve this Certificate by meeting the requirements set down by the Curriculum Council, which are based on student achievement in a range of dimensions.
GLOSSARY //
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2019 Student Council
Belridge Secondary College, Gwendoline Drive, Beldon, WA 6027
Tel: 08 9408 8000Email: [email protected]
www.belridgecollege.wa.edu.auNAIDOC WEEK 2019
