2016 pennant hills high school annual report · 2017-05-05 · introduction the annual report...

Pennant Hills High SchoolAnnual Report

2016

8438

Printed on: 5 May, 2017 of 24 Pennant Hills High School 8438 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Pennant Hills High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Ross Warren

Principal

School contact details

Pennant Hills High SchoolLaurence StPennant Hills, 2120www.pennanthil-h.schools.nsw.edu.aupennanthil-h.School@det.nsw.edu.au9473 5000


School background

School vision statement

We are a vibrant and innovative learning community, that is committed to the pursuit of excellence within a rich anddiverse learning environment.

Every student has the opportunity to achieve their personal best through engaged, active learning in a safe, respectfuland supportive school.

Our aim is to promote and nurture a community of engaged and positive learners, who are supported to achievesuccess.

Every student in our care will be actively engaged in meaningful, challenging and future–focused learning experiences,to achieve and thrive as learners, leaders and responsible, productive citizens.

School context

Pennant Hills High School, with an enrolment of 1040, is a large, coeducational, comprehensive high school, which holdsa key position in its local community. The school is held in high regard by both the local and wider community forachieving academic excellence, providing a broad, deep range of curriculum enrichment opportunities and producinghigh quality educational outcomes in all areas.

There is a proud tradition of high involvement and achievement in sport and cultural pursuits, and the broad curriculumchoices across all stages ensure high levels of student engagement.

The school prides itself on its strong culture of positive relationships between staff, students and an active parent body,which works cohesively to maintain a stimulating and rich learning environment in which all students are supported andencouraged to achieve their personal best.

Excellent structures exist which support student wellbeing, including a merit scheme to recognise and promote studentachievement. A Positive Behaviour Engaging Learners (PBEL) program, based on the established core values ofresponsibility, integrity and achievement has been implemented. There is a particularly strong focus on developingstudent leadership capacity through an active prefect body and SRC.

The school fosters and develops the capacities of all students, including the provision of a Gifted and Talented educationprogram. Flexible learning is fostered through a learning hub facility which integrates flexible learning spaces to facilitateproject learning. Students are taught in a technology rich environment by enthusiastic, experienced and committed staff,who continue to be enhanced through focused teacher professional learning.

A Special Education Unit caters for students with mild or moderate intellectual and physical disabilities. There is a strongculture of inclusivity of students with a disability within the school. A community of schools initiative ensures strong linkswith local partner primary schools

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

The school executive closely examined the School Excellence Framework and its implications for informing, monitoringand validating our journey of excellence. Over the year, staff have experienced a wide variety of professional learningopportunities that have focused on teacher development and school–wide evaluation processes.

In 2016, executive staff participated in a beginning and end of year Executive Conference that provided a platform forprofessional conversations surrounding The School Excellence Framework (SEF), Student Assessment Data,


BYOD, Flexible Learning and ALARM implementation. Importantly, professional discourse around the elements of theSchool Excellence Framework were addressed. The framework was examined and our progress over 2016 wasdiscussed and critically reflected upon to determine the level of progress. This process provided the executive team withan agreed vision, and has ensured that our improvements align with the level of expectations as identified by the SchoolExcellence Framework.

In the domain of learning, our focus has primarily been on Learning Culture, Wellbeing and Assessment andReporting. Pennant Hills High consistently demonstrates a commitment to strengthen and deliver school learningpriorities. Our learning community is committed to delivering high quality teaching through a dynamic educationalenvironment that focuses on best practice. The schools’ strong emphasis on student wellbeing and by ensuring that ourcore values of responsibility,integrity and achievement are celebrated, contributes to the positive learning outcomes thatare experienced by all students at Pennant Hills High School. The on–going implementation of Positive Behaviour ForLearning (PBL) has greatly contributed to the outstanding student wellbeing programs and approaches that feature atPennant Hills High School.

Pennant Hills High School was successful in securing a NSW Department of Education (DoE)Think–Space grant, underthe DoE reform area of Innovative Education, Successful Students. The launch of this project resulted in therefurbishment of our flexible space, The Learning Hub, where students engage in project learning and demonstrate adistinct learning culture.The project has also been successful in sustaining and growing a whole–school approach to theBring Your Own Device (BYOD) program.

The implementation of Sentral in 2016, particularly the development of the Analysis module, has seen all staff withincreased access to student Literacy and Numeracy data. This has promoted an increased awareness of the use of dataand has provided school leaders with the ability to greater influence programming and assessment and ensure thesuccessful differentiation of teaching and learning programs.

Our major focus in the domain of teaching has been on Effective Classroom Practice, Data Skills and Use,Collaborative Practice and Professional Standards. With a school–wide focus on Literacy development, a successfulTPL program has resulted in all KLAs implementing ALARM into their teaching and learning programs. Our establishedculture of peer coaching to support and improve teaching and leadership practice has continued, with staff using themodel to assist in the implementation of the Performance and Development Framework (PDF), in particular, staffPerformance and Development Plans (PDPs).

Pennant Hills High School also has a strong emphasis on the Australian Professional Standards for Teachers andsupports teachers at varying career stages. A comprehensive Teacher Induction program is available for staff seekingaccreditation at proficient and at present, we have in place adequate support structures for staff seeking accreditation atthe higher levels.

In the domain of leading, the school has aimed to strengthen School Planning, Implementation and Reporting,Management Practices and Processes, as well as develop school resources. In the element of School Planning,Management Practices and Processes, staff at Pennant Hills High School are committed to strengthening each strategicdirection in the school plan and to implementing school–wide projects such as PBL, Project Innovate, ALARM andGATE–way to Success. Throughout 2016, a series of TPL and planning sessions took place, allowing staff to work onthese projects, measure achievement and document impact. Importantly, these sessions highlighted directions that theschool will move towards in 2017.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Great Teaching

Purpose

We are committed to delivering high quality teaching through a dynamic educational environment that focuses on bestpractice. This ensures staff collaborate to excel by identifying, understanding and implementing the most effectiveteaching and learning methods.

Overall summary of progress

The development of 'Great Teaching' at Pennant Hills High School has continued in 2016 with the continuation ofGROWTH Through Coaching. The PDP process has enabled the GROWTH model to be further implemented, withcoaches working collaboratively with staff in setting goals and monitoring progress. The implementation of SENTRAL,has seen a new and improved E–Learning platform available for students via Moodle. This has contributed to the vastnumber of staff using online learning as a part of their day–to–day teaching. A focus on Literacy development hasresulted in a whole school focus on ALARM, with all KLAs adopting the model and using it as a part of their teaching andlearning programs. Furthermore, SENTRAL's Analysis module has enabled staff to work closely with NAPLAN data,providing them with increased ease of access and analysis, resulting in student learning programs to be better suited tothe needs of individual students and with a greater opportunity for differentiation.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

20% increase in teacherconfidence, competence andutilisation of ICT to maximise 21stCentury learning opportunities forstudents.

One Hundred percent of teaching staff havereceived a wide range of ICT TPL opportunities,through school–based TPL, building upon learningreceived in 2015. Our staff have received furthertraining in using Google Apps and Moodle resultingin all KLAs regularly implementing and using ICT inday to day teaching. Additionally, the availability ofthe 'Analysis' module via Sentral has provided allstaff with the opportunity to use ICT to betteranalyse NAPLAN data to inform programdevelopment and differentiation.

The refurbishment of 'The Learning Hub' hasresulted in forty–five percent of KLAs receivingtraining in using flexible learning spaces as a tool tomaximise 21C learning opportunities. This includesthe installation of six 'Learning Pods', equippedwith wifi access, HDMI cables and flat screen tv's tosupport Project–Based Learning and BYOD.

Project Innovate – $12744

ICT TPL –$8,608

30% increase of teacherscollaborating through theGROWTH Through Coachingplatform to improve professionaland student learning outcomes.

Throughout 2016, staff continued to experiencedthe benefit of coaching conversations throughparticipation in the GROWTH Through Coachingprogram.

In 2016, the GROWTH Through Coaching programcontinued to support twenty percent of staff throughthe Performance and Development Plan process(PDP).

The development of the Professional LearningLounge has seen an increase of staff using thespace for coaching conversations and professionallearning activities.

Professional learninglounge $2650

GROWTH ThroughCoaching – $0


Next Steps

• Continue to provide professional learning for all staff in ICT implementation across all Key Learning Areas. • Continue to collect, track and analyse data on teacher utilisation of BYOD program across all Key Learning Areas. • Implementation and evaluation of KLA specific ICT and Project Learning programs as a part of Project Innovate. • Exploration of the e5 model as a part of Project Innovate and program design. • Continued development of the GROWTH Through Coaching program with evaluations to take place regarding their

impact on the PDP process.



Inspired Learning

Purpose

We provide diverse learning opportunities that empower students to be lifelong, 21st century learners and achieve theiraspirations. This ensures that learning is future focused and flexible so as to raise expectations and enhance the qualityof student learning.


2016 has seen Pennant Hills High School move towards a greater focus on Inspired Learning. A clear focus onencouraging students to be lifelong, 21C learners has been consolidated with a variety of initiatives commencing andcontinuing. Project Innovate has led the re–design of 'The Learning Hub' as the schools flexible space enabling ProjectLearning and ICT integration. The GATE–way project, a GATS initiative, has resulted in a student–led focus in regards toGATS education and the re–imagining of GATS education at Pennant Hills High School. The amalgamation of theStudent Representative Council and Prefect Body into the Student Leadership Council has supported a vast number ofstudents from 7–12 involved in leading and designing programs across the school. A whole school approach to 'ALearning and Responding Matrix' (ALARM) has commenced with faculty–wide implementation of specific ALARMstrategies, including PEEL.




10% increase of studentsachieving at proficient or aboveexpected growth in externaltesting. 10% increase of studentswho are designing, facilitating orleading programs.

Pennant Hills High School is continuing to worktowards improved student data in regards toexternal testing. SMART data is widely utilised bystaff for the effective differentiation and adjustmentof teaching programs, this includes data available toall staff via Sentral.

A school–wide focus on ALARM has also resultedin all KLAs using the model to develop studentwriting. This has included staff attending a range ofTPL sessions and the formation of the ALARMcommittee.

The GATE–way project was delivered in 2016 addressing engagement and achievementfor GATS in the middle school. By settingchallenging learning goals and designing across–curricular, project–based learning unit,students demonstrated increased engagement andefficacy in 21C skills such as collaboration andcommunication. The continuation of GATE–way into2017 is aimed to develop students' ability toperform beyond previous expectations, this appliesto school based assessment and external data.

ALARM TPL – $3,800

GATS– $7650

10% increase of students whoare designing, facilitating orleading programs.

In 2016, the PHHS Student Leadership Council had62 members. Of these 62, 12 students act asprogram coordinators across the school.

The student Environment Committee again focusedon improving the grounds of the school andencouraging students to act in a sustainablemanner by increasing access to rubbish andrecycling facilities around the school. TheEnvironment Committee worked closely with thePenno Environment Club to assess the ways thatthe school could implement more sustainable

Nil





10% increase of students whoare designing, facilitating orleading programs.

practices. The Committee began the process ofdesigning and costing climbing gardens with theview to implement in 2017.

Furthermore, the Wellbeing Committee continued tosupport various charities and community initiativeswith a focus on new and engaging ways tofundraise. A number of fundraisers such as cakestalls and barbeques were conducted to supportcampaigns and organisations such as World’sGreatest Shave.

The values of the school were epitomised with theassistance of the SRC in Spirit Week during Term 3which promoted pride in the school and encouragedstudents to participate in a number of activities suchas Multicultural Day and Short Film Festival.

Next Steps

• Ongoing professional learning to assist staff with the adjustment and differentiation of teaching and learningprograms.

• Ongoing development of ALARM and school–wide approaches to Literacy improvement, supported by visibleimprovement in NAPLAN and HSC results.

• Further exploration into the GATE–way project with HAST classes receiving explicit differentiation and adjustedcurriculum delivery.

• Continued development of students in the SLC, with all students involved participating in the creation and deliveryof student–centred programs.



Productive Partnerships

Purpose

We successfully foster collaboration with key stakeholders to promote and generate significant learning opportunities andinnovation so that students actively contribute to the school, community and the society in which they live.


Positive Behaviour for Learning (PBL) has continued at Pennant Hills High School in 2016, demonstrating on–goingsupport and reinforcement of our core values of Responsibility, Achievement and Integrity (RIA). The PBL team hasgone through a process of transformation, with new members joining the team and re–establishing a whole school focuson the operational aspects of PBL across the school. Professional discourse regarding PBL has proven to be successfulwith all faculties supporting PBL initiatives. The introduction of Parent Portal has proven to be extremely valuable withcommunication between all stakeholders increasing. Parents have ease of access to attendance data, daily notices,newsletters and permission notes. Furthermore, the Sentral's modules managing parent–teacher evening bookings andparent–teacher communication has been warmly embraced. The implementation of Learning 2 Learn has been asuccess, with classroom teachers now explicitly delivering the program through a series of mini–lessons at the beginningof selected timetabled classes. This has increased staff awareness of the program and consistency, with each studentreceiving direct instruction regarding the program across all subject areas. The Pennant Hills High School Band program consists of four ensembles: Concert Band 1, Concert Band 2, Big Bandand Junior Band. The Band Program is heavily supported by our P&C and the local community. Pennant Hills HighSchool Band's also combine with local primary school bands for an evening of fine entertainment with Big Band andJunior Stage Band putting in more performances at their end–of–year concert. Our Sport program is highly successfuland is widely supported by our students, parents and staff. Our students participate in a wide range of CHS Knockoutcompetitions and carnivals, with individual students achieving success at State and National level in a range of sports. The success of our Sporting Program is not possible without the high levels of support given from by parents, staff andstudents.




10% increase of studentsshowing positive behaviours foreffective learning.

Through the coordination of both the HSLOAttendance 'Case Management Team' (CMT) andthe Learning and Support Team (LST), there hasbeen a significant reduction in students requiringtargeted interventions. In the domain of studentattendance, the HSLO CMT has reducedattendance referrals by 53%. .

Nil

10% increase of parent feedbackon the school’s strategicdirections and processes inrelation to the delivery of qualitylearning experiences.

PHHS P&C meetings are highly successful with alarge, core group of parents participating in monthlymeetings. P&C attendees are informed on a regularbasis regarding developments and are frequentlyconsulted regarding whole school curricular andextra–curricular initiatives.

The P&C provide feedback to executive staffregarding funding proposals aligned with the schoolplan and seek clarification and oftenrecommendations regarding funding sought. Thisprocess contributes to the collaborative nature ofschool planning and allows parents to have inputinto the types of key resources utilised in teachingand learning programs.

$0

Next Steps


• Continued operation of HSLO Case Management Team (CMT) and Learning and Support Team (LST) in regardingto their coordinated approach to the management of student attendance.

• Continued support of our P&C, with the likelihood of increased opportunities for collaboration with school leadersregarding school planning.

• PBL team to continue working towards the implementation of strategies to support students identified as requiringtargeted interventions.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal Mentoring Year 11 and 12Students

Employment of a casual LaST teacher toprovide one on one support in the classroomresulted in an increase in studentself–confidence and classroom engagement.The extra support was further utilised to assistwith adjustment of written tasks and supportfor students in joining in extracurricular schoolactivities.

RAM Equity Loading forAboriginal Background 2016

$2673

English language proficiency Funding was allocated to identifying Englishas an additional language or dialect ( EAL/D)students, pre–testing to establish languageand Literacy target areas, implementation ofthe program to specifically teach skills todevelop language skills, and then to formallyassess the English language skills of thetargeted students.

Identified students in 2016 were assessed inearly 2017 and followed the program whichinvolved withdrawal from class in smallgroups.

The funding was allocated towards programdifferentiation, allowing staff todevelop language proficiency of EAL/D andrefugee students. This funding will beextended to additional students wherepossible.

$22442.72

Low level adjustment for disability The Learning and Support Team focused onGreat Teaching for low level adjustment fordisability by increasing the capacity ofteachers to assist all students requiringadjustments. Funding was provided tofaculties to develop programming, resources,assessment or reporting procedures tosupport students with disability across allcurriculum areas.

A culture that promotes a core focus onquality teaching for all students and facilitatesimplementation of appropriate adjustments forstudents with disability to allow these studentsthe same opportunities for a high qualityeducation as students without disability wasfostered. Staff members effectivelydifferentiated between reasonableadjustments and differentiation of thecurriculum. An increase in communicationwithin and across faculties to facilitatediscussion of individual student needs andcreation of successful adjustments was noted.

An overview of faculty use of funding tosupport curriculum adjustments is highlightedbelow;

RAM equity loading for lowlevel adjustment fordisability

$46208.00


Low level adjustment for disability The Visual Arts Faculty targeted six keyprograms in Year 7. The programs wererewritten to include explicit instructions whichinclude specific details that can be written upfor students who require this as part of theirPLaSP. Visual examples were added to manyof our Stage 4 and Stage 5 programs to assistboth teaching and learning.Year 9 and 10programs were reviewed and resourcescreated for Life Skills adjustments so thatthese can be accessed and further adjustedto suit specific students.

Science Faculty programs moved from a listof student learning and skill outcomes toincorporate the levels of foundation,core andextension. This was aligned with thedifferentiated programming style beingincorporated into a number of faculties.Consistency amongst faculties, discussionand collaboration within the Science Facultyto recognise the need for adjusted activitiesand assessment for students with disability inmainstream classes was achieved.

Home Economics Faculty targetedadjustments to Year 7 & 8 TechnologyMandatory (Food Technology). An onlineresource was created to provide adjustmentsto the curriculum for students with disabilitiesthrough, ‘Flipping the Classroom’.

Students have the ability to take part in thefollowing sequence prior to entering theclassroom:

1. Watch a before class ‘Mini Lecture’,computer generated animations.

2. Complete ‘Weekly Topic Readings’ .

3. Take part in a KAHOOT that tests theknowledge gained from the online resources'Lecture & Weekly Reading’.

4. Watch ‘Practical ClassroomDemonstrations’ prior to undertaking theirpractical lessons.

Students with disabilities have the opportunityto access the above resources anytime andanywhere on either a computer or handhelddevice. This resource also allows students tore–visit course content in both an audio andvisual manner, as well as providingre–enforcement to their learning.

Personalised Learning and Support Plans forstudents requiring low level adjustments weredeveloped in line with the National ConsistentCollection of Data for students with a disabilityin consultation with parents. Strategies tosupport students were reviewed periodicallythroughout the year with updated detailsbeing reported to staff members. The PLaSPprovided an effective form of communicationfor all staff members to support students’needs. An increase in evidence collected


$46208.00


Low level adjustment for disability from staff to support adjustments for NCCDwas achieved.

Employment of a LaST enabled thedevelopment of an intensive reading programto support year 8 students in graded readingand comprehension activities. Pre and posttesting of students indicated an improvement.NAPLAN results will be used to targetstudents in 2017; the program will continue tobe supported by a casual LaST and will beclosely aligned to the English curriculum.


$46208.00

Socio–economic background A staff member was allocated to monitor andprovide coordinated support for students fromlow socio–economic background. Studentslearning, welfare and support needs werecarefully assessed and Personalised Learningand Support Plans were developed asrequired. Confidentiality was maintained at alltimes to provide a positive and inclusiveschool culture.

Students from low–socio economicbackgrounds educational experiences wereenhanced through students’ access to a widerrange of curriculum learning experiencesthrough payment of school fees, incursionsand excursions. Provision of uniforms, writingequipment and lunches were provided asneeded. The planned support, communicationwith families and staff members assistedstudents from a low socio–economicbackground in participating and engaging inlearning on the same level as their peers.

Students with learning needs were supportedthrough employment of an extra Learning andSupport Teacher to provide individualisedsupport for students as needed. IncreasedStudent Learning and Support Officer’sassistance was also provided to support theacademic needs of targeted students. Raisedacademic expectations of students, in classsupport and monitoring of student progressresulted in increased student learningoutcomes and classroom engagement.

$22280.26

• Socio–economicbackground ($1 500.00)

Support for beginning teachers Permanent teachers in their first year ofteaching are provided with two hours perweek release time and matched with amentor. Mentors use the Introduction sectionof the DoE Strong Start, GreatTeachers resource and materials from acoaching model to refine their skills in workingwith teachers requiring accreditation. Thementor is an experienced practitioner whoregularly provides feedback and support totheir mentee, sharing ideas, observinglessons and encouraging reflection,development and growth.

This year we provided support to three

$40133.67


Support for beginning teachers permanent, and nine temporary and casualteachers, to develop their professionalknowledge, classroom practice andengagement with their community andprofessional networks. This led to six of theseteachers achieving accreditation at ProficientTeacher.

An extensive Teacher Induction Programwas also delivered, providing staff with aintroduction to teaching and to their newschool. The program delivered over threeafternoons, explored domains such as WHS,accreditation, behaviour management, facultyresponsibilities and assessment andreporting.

A highly structured, Teacher Accreditationprogram was also offered, with staff receivingone–on–one support from executive andsenior executive in regards to the successfulcompletion of accreditation at the Proficientlevel. Two workshops were also offered tostaff in regards to the completion ofaccreditation processes.

$40133.67


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 648 632 657 653

Girls 420 396 395 423

Student attendance profile

School

Year 2013 2014 2015 2016

7 95.9 95.9 95.8 95.6

8 94 94.7 93.7 94.1

9 92.3 93.7 93 92.4

10 92.3 92.3 93 92.9

11 93.8 93.7 93.6 92.6

12 92.6 91.5 93.3 93.7

All Years 93.5 93.6 93.7 93.5

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

The Pennant Hills High School Student AttendanceCase Management Team (CMT), comprising of theHome School Liaison Officer (HSLO), Senior Executive and a member of the School Administrative SupportStaff (SASS) met fortnightly to review studentattendance. Within meetings, school–based strategiesare discussed regarding the management of studentattendance and in particular strategies are implementedto address the attendance needs of students that arebelow 85%.

The Learning and Support Team also meet on a weeklybasis and discuss attendance and implementschool–based strategies that are aimed at improvingand addressing individual student attendance

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 1.8

Employment 2 2.6 12.5

TAFE entry 1.5 0 17.5

University Entry 0 0 59

Other 3.2 0 4.2

Unknown 3 1 6

The 2016 Pennant Hills High School Year 12 cohorthave chosen a variety of pathways to pursue uponcompleting their secondary studies. Of the 171 studentswho were enrolled in Year 12 last year, 101 studentsreceived an offer to study at University, with a further 4students receiving an offer to a private college throughUAC. While the net number of applications has grownthis year, as a percentage of the cohort this is slightlydown on last year. This is attributed to the sharp rise ofTAFE being a preferred option for many students whowish to continue this education. This can be understoodwhen considering that this is the first cohort of studentsto graduate from Pennant Hills High School havingstudied Careers as a subject in Year 10, giving them agreater understanding and ability to access informationto help them find a course that is allied to theirinterests. Of those students to receive a Universityoffer, four have deferred their studies to pursuework/travel interests for periods ranging from three totwelve months, whilst the other 97 have accepted theiroffers. 30 students enrolled in a TAFE qualification, with12 of those students completing an apprenticeshipsimultaneously. Nine students have elected to enter fulltime work, with four students currently searching for ajob. One student completed their HSC via the Pathwaysprogram in 2016, and one more will conclude theirstudies in 2017.

Year 12 students undertaking vocational or tradetraining

Year 12 Students undertaking Vocational or TradeTraining 10 students took part in TAFE–deliveredVocational Education and Training (VET) courses, withall students completing their courses. PHHS also hadone School–delivered VET Construction class of sevenstudents, and one School–delivered VET Hospitalityclass of nine students complete their respectivecourses, with three students in the VET Hospitalityclass achieving a Band 5 result. Seven of the students


that completed a TAFE course have continued theirpathway through an apprenticeship and a full–timeTAFE course, with the other students spread between atraineeship, full–time work and a different full–timeTAFE course. Five students also completed a VETRetail Traineeship course delivered through theirpart–time job at McDonalds and KFC, including oneaccelerated student in Year 11.

Year 12 students attaining HSC or equivalentvocational education qualification

Of the 171 students who were part of the 2016 Year 12cohort, including six students from the specialeducation unit, all 171 students completed theirHSC. Participation in Private–Provider DeliveredVocational Training As part of the school’sSchool–To–Work Project, a number of students fromvarious grades participated in courses delivered byprivate providers in order to give them extra skills toenhance their employability in the job market. This washighlighted by the Year 10 Skills Day as part of theirCrossroads program which, as part of the school’sSchool to Work Initiative, ran several courses to givestudents access to qualifications at a subsidised rate.As part of this program, 28 students participated in theProvide First Aid Course delivered by Paramedic NormSpalding for Medixcare, with a further 25 studentsparticipating in a Barista and Coffee Art course at TheCoffee School at Haymarket. In addition, on twoseparate occasions, students from Years 8–12 alsoparticipated in the Barista course at The Coffee School,with 53 students in total completing this course in 2016.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 12

Classroom Teacher(s) 55

Learning and Support Teacher(s) 0.8

Teacher Librarian 1

Teacher of ESL 1.2

School Counsellor 1

School Administration & SupportStaff

17.17

Other Positions 4.2

*Full Time Equivalent

There is currently one staff member who identifies asAboriginal and/or Torres Strait Islander.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 7.2

Professional learning and teacher accreditation

A highly structured, Teacher Accreditation programoperates at Pennant Hills High School. Staff receiveone–on–one support from the senior executive inregards to the successful completion of accreditation atProficient. Two annual workshops are offered for allstaff seeking accreditation at Proficient. Staff areprovided with online accreditation resources to assistin their collection of evidence and development ofannotations.

Executive staff are supported extensively in theirmanagement of staff seeking proficiency andundergoing professional maintenance. Furthermore,pre–service teachers are also given extensive supportregarding the accreditation process whilst undertakingtheir practicum at Pennant Hills High School.

Currently two staff members are seeking accreditationat LEAD.

Professional Learning at Pennant Hills High School in2016 provided staff with a diverse range of learningopportunities. 50% of staff accessed PLA funds forexternal courses such as; • Technology • Professional Networks • Quality Assessment and Syllabus Implementation • Accreditation • Wellbeing and Learning Support • Gifted and Talented

School–based Professional learning activities focusedon: • Positive Behaviour For Learning ( PBL) • Literacy Strategies such as ALARM • Student Engagement– the new normal–millenials • Growth Coaching and Goals ( developing faculty

goals for PDPs) • School Excellence Framework and Teaching

Standards • Technology workshops • Data Analysis and student performance and

survey data • Mandatory training • Flexible Learning Spaces


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 2016 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 516 555.13

Global funds 825 693.49

Tied funds 492 991.06

School & community sources 928 820.21

Interest 20 310.33

Trust receipts 77 853.19

Canteen 0.00

Total income 2 862 223.41

Expenditure

Teaching & learning

Key learning areas 234 355.78

Excursions 154 170.11

Extracurricular dissections 228 217.14

Library 5 945.60

Training & development 0.00

Tied funds 380 469.65

Short term relief 215 623.70

Administration & office 360 055.81

School-operated canteen 0.00

Utilities 163 930.10

Maintenance 82 819.74

Trust accounts 79 910.29

Capital programs 54 057.73

Total expenditure 1 959 555.65

Balance carried forward 902 667.76


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

School performance

NAPLAN

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

Year 7 Grammar and Punctuation: 20% of studentsachieved a Band 9, indicating the highest level ofachievement for Year 7 NAPLAN. A further 24% ofstudents achieved a Band 8.

In Year 7 Reading: 19% of students achieved a Band9, which is a slight improvement on the average for2014 – 2016. A further 28% of students achieved aBand 8.

Year 7 Spelling: 16% of students achieved a Band 9,and a further 31% of students achieved a Band 8.These results indicate a rise in students’ levels ofachievement compared to the school average for2014–2016.

Year 7 Writing: 6% of students achieved a result inBand 9 for the writing section, and a further 16% ofstudents achieved a Band 8. These results indicate arise in students’ levels of achievement compared to theschool average for 2014 – 2016.

Year 9 Reading: 13%of students achieved a result inBand 10, indicating the highest level of achievement inYear 9 NAPLAN. A further 23% achieved a result inBand 9. These results are broadly similar to the schoolaverage for 2014 – 2016.

Year 9 Grammar and Punctuation: 15%of studentsachieved a result in Band 10, which is a significantimprovement compared with the school average for2014 – 2016. A further 17% of students achieved aresult in Band 9.

Year 9 Spelling: 7% of students achieved a result inBand 10 in the spelling section of the 2016NAPLANtests, and a further 25 % of students achieved a resultin Band 9.

Year 9 Writing: 4% of students achieved a result inBand 10 in the writing section of the 2016NAPLANtests, and a further 7% of students achieved a result inBand 9.


Year 7 Numeracy: 19% of students achieved a resultin Band 9, and a further 26% of students achieve aresult in Band 8.

Year 9 Numeracy: 21% of students achieved a resultin Band 10, and a further 21% of students achieved aresult in Band 9.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


The number of students attaining the top two bands inNAPLAN has remained at a near constant of 43% witha range of 2% either way. There are three studentsthat identified themselves as being Aboriginal / TorresStrait Islander. They all gained results placing them inthe top two NAPLAN bands.


Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). In Extension courses there are 4 bands, withE4 being the highest.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below.

Tell Them From Me is an evaluation system thatincludes student, teacher and parent surveys. It informsthe school about student engagement and wellness,and aspects of classroom practice and school learningculture that impact on student success. Pennant HillsHigh School participates in all three surveys annually.

2016 Partners in Learning Parent Survey

The ‘Partners in Learning’ parent survey providedfeedback to our school indicating that they feelwelcome and that our school is a safe environment,which supports positive behaviour and learning.Parents in the senior years reported that they providestrong support for students learning at home.

2016 Focus on Learning Teacher Survey

Feedback collected from the ‘Focus on Learning’teacher survey showed that teachers felt that theycontributed to a positive learning environment in whichopportunities for success were created for students ofall abilities. In particular, they report that our teacherscollaborate well on assessment, use data to informpractice, set high expectations and work well withparents to resolve learning issues for their students.

2016 Tell Them From Me Student Survey

On all measures of social engagement, our studentsreport levels above the NSW average. They have astrong sense of belonging, high levels of participation insports and other school activities, along with positivefriendships at school.Their attendance, positivebehaviour at school and homework habits are all atconsistently high levels.

Our students tell us that our school is also above theNSW norms for providing quality instruction, positiveteacher student relations, learning climate and theyhave strong expectations for success.

Policy requirements

Aboriginal education

Pennant Hills High School is committed to AboriginalEducation, with all teaching and learning programshaving Aboriginal Education perspectives. OurAboriginal Education Committee regularly meets on afortnightly basis to promote the wellbeing andeducational opportunities for Aboriginal and TorresStrait Islander students. Partnerships with ourAboriginal families have continued to be fosteredthrough regular meetings and discussions.

Our Learning and Support Team has continued tosupport Aboriginal Students through the employment ofa casual LaST teacher to provide one on one support inthe classroom resulting in an increased studentself–confidence and classroom engagement. The extrasupport was further utilised to assist with adjustment ofwritten tasks and support students in joining inextracurricular school activities.

In 2016, Year 7 students participated in the annualMuogamarra Nature Reserve site visit, linking theirstudy of Identity to the Aboriginal heritage of the historichomelands of the Guringai and Darug tribes on whosecountry the school is situated. Sound links that werepreviously established with the families of Aboriginalstudents continue to support students of Aboriginalbackground. The second flagpole in the schoolquadrangle, continues to fly the Aboriginal flag. Thishighly visible presence of the flag throughout the schoolday is a positive symbol of respect and contributesinvaluably to the welfare of Aboriginal students.

Aboriginal students visited Bundanon Estate on theShoalhaven River to participate in a Land CareAustralia restoration project. The team spirit andstaff–student relationships fostered by the projectexceeded expectations.

Multicultural and anti-racism education

Our school prioritises the recognition, understandingand appreciation of multiculturalism and cultural diversity. It provides opportunities for students of allcultural and linguistic backgrounds to contribute equallyto society, promoting harmony and social justice.Students who are learning English as an Additional


Language or Dialect are provided with support from theEAL/D teacher to develop their English languageand literacy skills so that they are able to fullyparticipate in schooling and achieve equitableeducational outcomes. The EAL/D teacher providestargeted assistance tostudents from language backgrounds other than English (LBOTE), helping them to reach their academicpotential throughdifferentiated curriculum and specific teaching andlearning programs. Within their study of French,Japanese and Chinese ( Mandarin), students gainedawareness of other cultures– their food, dress,language, sports and traditions– through immersion inprograms developed by the LOTE faculty.

In order to promote community harmony, to counter racism and intolerance, and to develop interculturalunderstanding, students participated in MulticulturalDay as a part of Spirit Week, with activities to highlightthe challenges and opportunities relating to integration.

The anti–racism contact officer (ARCO) promotes strategies that facilitate inclusiveness, and assists students tounderstand differences in cultural beliefs and how theycan contribute to understanding and accepting thesedifferences. The ARCO also reminds the school aboutracism and its impact and continues to play a role inmaintaining harmonious relations within the schoolcommunity.


2016 pennant hills high school annual report · 2017-05-05 · introduction the annual report...

Documents