2017 singleton high school annual report · introduction the annual report for 2017 is provided to...

Singleton High SchoolAnnual Report

2017

8202

Printed on: 11 April, 2018 of 23 Singleton High School 8202 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Singleton 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.

Jo Scott

Principal

School contact details

Singleton High School75-81 York StreetSingleton, 2330www.singleton-h.schools.nsw.edu.ausingleton-h.school@det.nsw.edu.au6571 1199


School background

School vision statement

We are a forward–thinking school aiming to prepare our students for a rapidly changing world by equipping them withcritical thinking skills, global perspective, and instilling the core values of respect, responsibility, pride, and excellence inlearning. Students will succeed today and be prepared for tomorrow.

School context

Singleton High School (SHS) is a large comprehensive rural high school catering for Years 7–12. The school is situatedin the rural/mining sector of the Hunter Valley situated approximately 45 minutes from Newcastle suburbs with accessalong the M1 Express. The School has a student enrollment of approximately 1200 students with three DeputyPrincipals.

The Singleton High School expectations are Pride, Respect, Responsibility and Excellence in Learning.

The school has a comprehensive curriculum offering a diverse range of traditional subjects and dual accreditedVocational Education and training courses within Trade Training Centre Facilities. The School's focus is to enhance theeducational opportunities for all students. To this end we have developed explicit Quality Teaching models for improvingliteracy and numeracy and innovations in authentic assessment for Y10. We have developed an interdisciplinarycurriculum for Y7 which involves an investigative learning approach.

The success of the school's Gifted and Talented program includes a stage 4 Enrichment class and stage 5/6 Summitmentoring program to support students reaching their goals.

Strong links have been fostered with sister schools in Takahata, Japan and global partnerships with India and China.Students also have opportunities to be involved in global excursions to Japan, USA and an Asian destination for culturaland community engagement tours.

Singleton High School has an integrated STEM based teaching approach within many KLA's.

The KaWul Aboriginal Cultural Resource Centre has received national recognition for the embedded Aboriginal programswithin the school. SHS also has an established Clontarf academy and active AECG and has commenced thenegotiations for a Girls Academy (Aboriginal).

Singleton High School has a high level of support from parents and carers and is engaged in several strong communitypartnerships.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued. This year, our school undertook self–assessment using theSchool Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence byproviding a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

At Singleton High School each Deputy Principal led a team for the three strategic directions. The review process involvedmapping processes against leading, teaching and learning from the School Excellence Framework. Through rigorousanalysis each team discussed the evidence and evaluation to substantiate whether the school was delivering, growingand sustaining, or excelling.

In the School Excellence Framework Domain of LEARNING the on balance judgement of the school is that it isSUSTAINING and GROWING.


Learning

Throughout 2017 SHS transitioned with a new Principal and the finalising of the three year strategic plan. Theschool discussed and analysed many processes and began the preparation for the new three year plan starting in 2018.

SHS continues to be Sustaining and Growing in Learning Culture/Well Being Curriculum and Learning andAssessment and reporting. There were many staff changes in 2017 such as a completely new senior executive teamand some new executive team members. Many CRT staff were confirmed in permanent positions and the establishmentof well–developed practices was prioritised. This was to ensure that the school had strong policies and programs formonitoring and identifying student needs. SHS has a well–established staff which is now positioned to head forward.

Delivery for Students performance measure This criteria was selected as students’ academic growth is notcommensurate with high expectations. Data showed that students were not achieving in the highest academic Bands instage 6; therefore programs to address this were implemented. HSC results in 2017 showed a growth in some areas asspecified in the ASR but there are still many areas for improvement.

Teaching

DELIVERY – effective classroom practices. Changes in curriculum, resources etc. have enabled staff to redesign andcreate new programs to ensure growth in this area. Many staff changes have caused some instability in this area in early2017. A program of employing permanent staff where possible and long term temps. has gone a long way in addressingthis.

SUSTAINING AND GROWING Data skills and Use – staff are moving forward in this area after some comprehensivePL. They are now seeing the benefits of data collection and analysis of results. More work however needs to be done inthis area.

SUSTAINING AND GROWING Collaborative practice – staff are working well in all areas of this domain and reachingtowards excelling.

SUSTAINING AND GROWING moved from Delivering – Learning and Development – changes to SDD afternoonsand the redesigning of all term SSD's has targeted specific needs of SHS and staff. Well–developed processes andtracking procedures have ensured the learning and development of staff and students has shown growth exemplified bypositive changes within the school.

SUSTAINING AND GROWING Professional Standards – Staff have been provide with training in this area – e.g. usingPDPs as a working document. Acknowledgment of accreditation for all staff has been proactive.

LEADING

EXCELLING – Leadership – All staff and students have worked towards excelling in this field – A high level of studentengagement in leadership and the allocation of a HT Student Engagement on a trial basis have assisted in this.Leadership PL and opportunities throughout the school have been expanded with the budget supportingvarious programs.

SUSTAINING AND GROWING School planning, implementation and reporting – finalising the 2017 strategic plansaw SHS reaching sustaining and growing in this field. 2017 has been a year of finalising and reviewing programs andforward planning using collaborative practices with shared opportunities for leadership.

SUSTAINING AND GROWING–school resources – maintained and upgraded class resources were prioritised. TheSHS P&C supported initiatives such as stage 6 new curriculum textbooks/upgrade of classrooms for specific courses e.g.D&T STEM room and an increase in Robotics and STEM equipment.

SUSTAINING AND GROWING–management practices and processes.

Permanent positions were secured in 2017 in many KLA's after many years of casual and temporary positions. A totallynew senior executive team was employed in 2017 and new HTs and CRT staff were employed. Managementpractices were set and refined.

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Raise the expectations of students in a 21st century learning environment

Purpose

Our core school values of Respect, Responsibility, Pride and Excellence in Learning are the framework for all that we do.We expect outstanding student behaviours and outcomes in all settings. Singleton High School students are challengedin a learning environment that prepares them for life and employment in a changing environment. Equity is valued aboveequality in relation to educational outcomes. In alignment with the SEF: Learning

Overall summary of progress

Singleton High School has shown development in student engagement and raising the expectations of students in a 21stcentury learning environment. During the three year plan students have gained the skills and knowledge required to besuccessful citizens in the 21st century. The introduction of ALARM is a process that SHS has committed to in 2017 andbeyond. ALARM is a process that assists students to improve their writing techniques by scaffolding the questions. SHShas trained staff for timetabled ALARM lessons into Y7 and 9 to commence in 2018 and will continue to embed andimprove writing to increase HSC results in the future.

Singleton High School offers opportunities which encompass both the diversity of and high expectations for our students.The continuation of HSC Seminar Days, Elevate Program, KaWul tutoring, HSC holiday workshops and the GATS andEnrichment programs ensure our students are striving to achieve their best and are graduating from SHS into careers orfurther study.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase the attainment of Band 5and 6 in all HSC courses by 10%.

Deputy

$98 382.93 (RAM SocioEconomic Funds)

Rural & Remote Leadership

$645.46

HSC Seminar Day

$33 502 (Program funds)

$5 000 (Workshop)

KaWul tutors $76 306

Individual Y11 and 12

$103 923.76

HSC holiday workshops were continued by staff tosupport HSC assessment. Band 5 results wentfrom 48 in 2016 to 61 in 2017, an increase of 27%.Band 6 went from six in 2016 to 19 in 2017,an increase of 217%.

HSC Seminar Day was organised by a DeputyPrincipal and attended by students across NSWfrom Y11 and 12. The opportunity to gain skills andknowledge from specialist teachers/experts in eachsubject area is extremely beneficial and thefeedback positive.

All staff were given initial training in ALARM.Provisions were made to explicitly teach ALARMto Y7 and 9 in the 2018 timetable.

KaWul tutoring was provided to assist ATSIstudents achieve their goals and meet theireducational needs.

20% increase of teacherconfidence in utilising learningtechnologies to maximise 21stCentury learning opportunities forstudents.

$560 (Max Woods)

$2 059 (QT Casual staff)

An increase of data projectors used throughoutlessons to assist with student engagement andproviding teachers the opportunity to assiststudents.

An increase to computer rooms booked throughout2017. This has ensured an increase in the use oftechnology for all students at SHS.

An increase in technology used at assemblies,professional learning activities and meetings whichencourages staff to use in their classroom to ensurean increased engagement of learning.


Next Steps

Completion of the 2018–2020 new school plan as a working document; a team approach led by DP's and includingExecutive will foster this.

There will be a focus on High Expectations for all students ensuring student and staff wellbeing is a focus.

Student engagement will be a major priority brokering a continuation of the improvements gained from thecurrent school plan.

Specific targeted ALARM training will be given to year 7 and 9 students through timetabled lessons in 2018

All staff will have undertaken explicit faculty training in ALARM by the end of Term 1 2018.



Staff that provide Personalised Quality Teaching

Purpose

Teachers are the single biggest influence on student achievement. Supporting the professional development of staffenhances their capability to tailor learning to individuals and maximise student growth. Staff are recognised for theirexpertise and utilised effectively. In alignment with the SEF: Teaching






100% of staff have PDPsreflecting initiatives impacting onstudent growth

TPL

$91 801 casual relief andcourses

All staff participated in the PDP process. In theinitial phase of planning, staff analysed data utilisingSMART and RAP packages to identify studenttrends, areas of strength and development.

Professional goals and future professional learningneeds to reflect initiatives impacting on studentgrowth.

All staff have PDP's observation completed by staffresulting in increased engagement by teachers inthe practice of teaching.

TPL logged using MyPL where possible joint MyPLprograms developed with NPAHS.

100% of faculty registrationsdemonstrate differentiation inprograms and assessment tasks.

Personalised quality teachingis reflected and technologyutilised.

$48 350 (SLSO's)

$120 000 (HT Disabliity)

HT T & L and LAST support have assisted facultyleaders and teachers to ensure teaching andlearning programs are inclusive of adjustments andreflect the requirements identified by individualstudent LARs.

Program registers are modified to includedocumentation of adjustments for the collection ofdata.

Most faculty registrations demonstratedifferentiation in programs and tasks.

Monitoring folders utilised. Research begun onelectronic monitoring folders.

Technical support ongoing.

50% increase in staff engaged inquality teaching process utilisingsystems, modelling, practice andfeedback to improve teachingpractice and student outcomes.

$10 513 (8 Ways togetherprograms)

$76 000 (BeginningTeachers)

$54 560 (0.3 HT T&L)

$20 820 (Outreach)

70% of staff participated as part of the SingletonHigh School Quality Teaching programs in Term 42017.

'8 Ways together programs' completed by new andinterested staff – T1 2017.

Structured PL opportunities offered to all staff.Beginning teachers and Induction programsresearched to find best practice.

Draft programs developed for implementation in






50% increase in staff engaged inquality teaching process utilisingsystems, modelling, practice andfeedback to improve teachingpractice and student outcomes.

2018.

Teachers continue to engage in fortnightly staffProfessional Learning sessions developed aroundthe Strategic Directions.

Increased number of teachers engaged in QualityTeacher Rounds in 2017.

Head Teacher Teaching and Learning appointed for2017, teachers differentiated lessons, by process,product or content to engage all learners.

Embed authentic and engaging differentiationpractices into teaching and learning programs.

All staff have completed scheduled observations bythe end of T3 2017.

Next Steps

Monitoring folders to be electronic by Semester Two 2018.

Review of technology based communication and booking systems (venues and people) and new school calendar to becompleted via trials and adjustments.

Review of Millennium and research of Sentral to be completed during Semester One 2018.

Consolidate and continue QT training and implementation into classrooms.

Induction program for new and beginning teachers strengthened, completed in T1&T2 and evaluated.



Facilitate new and better ways of doing business

Purpose

Policy informs best practice within schools and communicates expectations on conduct. Policies also contribute to theoverall culture of the workplace, because they instill norms and values. Continuous school improvement recognises theneed for systematic evaluation of policy. Singleton High School is an integral component of the community and thecommunity is an integral part of Singleton High School. In alignment with the SEF: Learning.


Faculty budgets are variously administered. The need for executive development in this area was identified as a priorityin 2017. Parent and student access to Millennium is incosistent. The school needs to look at ways to inform parentsbeyond instructions in the school newsletter. Some who use it report that it is a useful way to obtain information aboutcourses, assessment and attendance. However, it has been unreliable in many instances in 2017.

Electronic communication has improved in 2017. The school uses an application to inform and remind, and the electronicsign has been favourbly received by the communty. This assists not only in event information, but also assessment taskdue dates. The school VET team has improved career and transition practices so that individually tailored informationand advice is made available to students from all years. A timetable of faculty reviews had been implemented but wasdelayed due to priotising training in the new HSC. English and PDHPE were to take place in 2017 but have beenscheduled for 2018.





25% increase of student, staffand parent meaningfullyconnecting with student’swellbeing programs in the school.

$ 62 465 ( CommunicationOfficer) 3 days per wk

$119 000 (Technology)

$ 10 308 (GATS)

A significant increase in staff, parent andcommunity engagement with Wellbeing programs.As conveyed through data identified an increase inself harm, suicide and cyber bullying workshopattendance. An increased access of online platformaddressing wellbeing issues. Parent Teacher/community forums.

Staff and parents engagement with FaceBook andSHS Newsletter.

FaceBook, School sign and SHS App regularlyused.

Assemblies revamped with more technology usedand more faculty involvement.

MPC technical upgrade continued.

Learning spaces improved with increase inTechnology and faculties increasing STEM andProject Based Learning (PBL) approaches.

GATs Enrichment class successful. However,Summit requires more allocated time and fundingfor program to be as successful as it can be.

10% increase student’s positivebehaviours after effectivelearning.

An increase in staff actions and interventions whichindicates increased confidence in the process of thenew behavioural plan. Reward system upgrade inprocess and finalisation for implementation in2018.


Next Steps

Review of GATS and Enrichment programs.

Review of school newsletter – frequency and target audience. New on line "snapshot" newsletter to commence TermOne 2018.

Upgrade of T6 for STEM based Technology courses.

Increase in STEM throughout Technology Mandatory courses and PBL through targeted classes for implementation.

Implementation of the Positive Reward System. Review of process 2018.

Implementation of the Behaviour System. Review of process 2018.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $81 600 (HT Aboriginal Edrlv)

$76 306 (RAM tutors)

$8 500 (Wija WjantaCultural workshops)

A Head Teacher Aboriginal Education wasemployed for 0.3 FTE. allowing forcoordination of whole school Aboriginalprograms.

Whole staff development sessions weretargeted to CulturalIntelligence/Awareness/Art Symbolism andthe "8 Ways of Learning" was implementedthrough teaching programs.

KaWul tutors teachers provided after schoolhomework centre and targeted teaching andsmall group support.

KaWul programs developed new girl'sinitiative program based on weaving andexhibited their art piece in Newcastle.Wellbeing and whole school cultural anddance programs continued. Clontarf Academyrunning extremely well with many eventstargeting careers, education andsport introducing boy's programs tosupport Indigenous boy's.

Funds were expended on SLSOs and HeadTeacher, the impact of this was improvedcoordination of other tied Indigenousprograms such as below:

Clontarf Academy – jointly funded.

Staff Cultural Awareness online program andAboriginal Education resources in Moodlewere well used in faculties.

Overall this assisted in the ongoingimplementation of DoE Aboriginal Educationpolicy and enabled targeted learningopportunities. This was complemented by "8Ways together", KaWul tutor programs andKaWul programs.

English language proficiency $20 820 (0.2 teacher) Dedicated ESL Teacher enabled:

Improved education for students and equity inaccessing curriculum.

Low level adjustment for disability $20 820 (Outreach)

$54 560 (HT T&L)

$48 350 (SLSO's)

Outreach program – employment of additionalLaST to improve educational outcomes fordisengaged students.

Support for targeted students with learningdifficulties in mainstream throughdevelopment and implementation of LearningAdjustment Registers.

Continuation of mainstream Stage 4 Literacyclass to target literacy and numeracy support.

Head Teacher Teaching & Learning tocoordinate in class support and small groupprograms for lower ability students.

Employment of SLSO provide equity of


Low level adjustment for disability $20 820 (Outreach)

$54 560 (HT T&L)

$48 350 (SLSO's)

opportunity.

School to work and additional VET programsensured access equity.

Students requiring Disability Provisions areidentified. HSC Disability ProvisionApplications are prepared and submitted.Y7–11 students have fair and equitableaccess to appropriate provisions inaccordance with NESA Guidelines for inschool and external assessments.

Quality Teaching, SuccessfulStudents (QTSS)

$10 000 (HSC curriculumtraining)

QT rounds and a diverse range ofProfessional Learning opportunities increasedteacher capacity in such areas as the NewHSC.

Socio–economic background $102 968 ( IT technicians )

$36 435 (Nurse 4days/week RAM)

$159 000 (DP)

$119 000 (Technology)

Employment of IT technicians has increasedstudent and staff usage of IT.

First Aid officer – maintain medical records,liaise with parents.

Third DP – Better parent communication anda reduction of lower level incidents.

Provision of learning spaces to supportSTEM, Clontarf and KaWul has improvedlearning outcomes for GATs students andIndigenous students.

Technology upgrades enhanced learningopportunities for all students. Softwareprogramming, licensing and maintenance e.g.Moodle and ClickView has broadened andenhanced student learning opportunities andhas allowed access from home.

QT rounds increased teaching capacity inrelation to teaching and learning practices.

Support for beginning teachers $76 000 (BeginningTeacher funds)

Funding is for two years from commencementdate so spending may cross financial years.

Money's expended in negotiation with theindividual teacher. Money's expended on e.g.professional development, consultation timewith mentor, time with more experiencedteachers to discuss teaching practices andtherefore improve same.

In negotiation with Beginning Teachersindivualised programs have been enabledthrough MyPL in conjunction with mentoringand time allocations.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 599 607 592 534

Girls 592 592 603 608

In 2017 Singleton High School had a student populationof 1 142. The Aboriginal and Torres Straitcohort climbed with more students recognised as ATSI.Singleton High School supports high volumes offamilies from mining, agricultural andarmy backgrounds and is the only public high school forall partner schools.

Student attendance profile

School

Year 2014 2015 2016 2017

7 93 90.7 91 91.3

8 90.3 89.4 86.6 87.6

9 90.3 86.3 87.8 84.4

10 89 85.9 86.6 84.9

11 85.7 84.2 84.2 84

12 86.2 86.3 84.9 88.2

All Years 89.4 87.1 86.9 86.5

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

In 2017 the average student attendance was 86.5%which was a slight decline from 2016 and consistentwith previous four year cycle. Parents are notified onthe day of absence through a daily SMS program.Partial absence when arriving late to school ismessaged in the morning. Attendance concerns aremailed home periodically throughout the term.Accumulated absence is referred to the Home SchoolLiaison Officer (HSLO) for follow–up. At all stages

parents are informed and interviewed as required in anattempt to gain a mutual outcome. Solutions arediscussed and attendance cards or attendanceimprovement plans may be implemented.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 4

Employment 6 31 52

TAFE entry 2 16 14

University Entry 0 0 42

Other 18 47 9

Unknown 0 0 0

Year 12 students undertaking vocational or tradetraining

Vocational Education and Training (VET)

In 2017, 71 Y12 students were enrolled in the followingvocational education courses as part of their pattern forstudy towards the HSC. Bands were consistent withstate averages, with Hospitality being 5% above stateaverage.

Construction: nine students; Hospitality/Kitchenoperations: 23 students; Electrotechnology: sevenstudents; Primary Industries: 13 students and RetailServices: eight students.

Students received dual qualifications, the HigherSchool Certificate and a Certificate II or III, or astatement of attainment in their chosen course. Allqualifications are nationally recognised.

Singleton Community Training College incorporatesSingleton High School, St Catherine’s Catholic Collegeand the Australian Christian College.

Construction: four students; Hospitality/KitchenOperations: six students; Primary Industries: onestudent and Electrotechnology: seven students.

Year 12 students attaining HSC or equivalentvocational education qualification

In 2017, 71 Y12 HSC students were enrolled in thefollowing vocational education courses as part of theirpattern of study:

Singleton High School: Metals & Engineering: threestudents; Retail Services: eight students; SportsCoaching: eight students; Primary Industries: 13


students; Hospitality: 23 students and Construction:nine students.

Trade Training Centre Singleton: Electrotechnology:seven students; Primary Industries: one student;Construction: four students and Hospitality: sixstudents.

Students enrolled in a VET course received dualqualifications – a Higher School Certificate and anationally recognised Certificate II or III, or Statement ofAttainment towards the certificate studied. Y12 studentsattained VET credentials in the following subject areas:

Construction: 14 students; Electrotechnology: fivestudents and Hospitality/Kitchen Operations: 12students; Information & Digital Technology: sevenstudents; Metal & Engineering: five students; PrimaryIndustries: 14 students and Sport Coaching: ninestudents.

TAFE: 21 Y12 students were enrolled in TAFE,Singleton Community Training College or other externalproviders including students undertaking school basedapprenticeships or traineeships (SBAT’s).

Automotive: six students, Outdoor Recreation: onestudent; Beauty Services: five students; HumanServices: Nursing: five students; Carpentry: onestudent; Warehouse Operations: two students andHospitality: three students.

Nominees for the Robert Beggs Memorial Award wereCindy Koletetsis–Tatt Retail teacher and Lachlan PileInformation Technology student who completed hiscourse in 2016.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 13

Classroom Teacher(s) 61

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 2.3

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 2

School Administration & SupportStaff

18.97

Other Positions 1

*Full Time Equivalent

Additional staff: RAM funded DP, HT Ab Ed andBusiness Manager.

Singleton High School has maintained numbers withinthe Aboriginal staff in 2017; Singleton High Schoolhas six full and part–time Aboriginal staff, who work asteachers, administration and support staff. Thestrengthening links with the AECG, Aboriginal familiesand the wider community have contributed to themeasurable progress in closing the gap; especiallywith respect to Aboriginal attendance, retention,academic achievement and post–school furthereducation and employment.

Clontarf increased numbers in 2017 with three staffmembers and successfully offered programs to 82 ofour Aboriginal and Torres Strait students.

Negotations began in 2017 for a Girls Academy.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 68

Postgraduate degree 41

Professional learning and teacher accreditation

All teaching staff participate in structured professionallearning within the school. Every professional learningactivity undertaken by the school is supported with adetailed agenda, which ensures that all staff are awareof the content and expected outcomes of the activitiespresented.

In addition to mandatory presentations, professionaldevelopment activities are linked to the prioritiesdetailed in the school Strategic Management Plan.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Due to the change to LMBR in Semester Two 2017monies were not spent in some area. Major purchaseswill occur in 2018 utilising these funds.


Receipts $

Balance brought forward 1,146,288

Global funds 557,173

Tied funds 852,872

School & community sources 462,393

Interest 14,675

Trust receipts 23,183

Canteen 0

Total Receipts 1,910,296

Payments

Teaching & learning

Key Learning Areas 164,536

Excursions 96,217

Extracurricular dissections 110,127

Library 11,639

Training & Development 0

Tied Funds Payments 542,068

Short Term Relief 66,565

Administration & Office 150,305

Canteen Payments 0

Utilities 118,539

Maintenance 126,277

Trust Payments 32,891

Capital Programs 17,377

Total Payments 1,436,541

Balance carried forward 1,620,042

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

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 3,086,892

Appropriation 2,784,728

Sale of Goods and Services 12,954

Grants and Contributions 286,786

Gain and Loss 0

Other Revenue 0

Investment Income 2,423

Expenses -1,139,982

Recurrent Expenses -1,081,182

Employee Related -582,185

Operating Expenses -498,997

Capital Expenses -58,800

Employee Related 0

Operating Expenses -58,800

SURPLUS / DEFICIT FOR THEYEAR

1,946,910

Balance Carried Forward 1,946,910

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 9,533,239

Base Per Capita 187,652

Base Location 14,998

Other Base 9,330,589

Equity Total 1,356,743

Equity Aboriginal 131,416

Equity Socio economic 878,207

Equity Language 15,118

Equity Disability 332,003

Targeted Total 1,154,567

Other Total 429,847

Grand Total 12,474,396

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

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

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Y7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. Theachievement scale represents increasing levels of skillsand understandings demonstrated in theseassessments.

Y7 students are ranked in Bands 4–9. Y 9 students areranked in Bands 5–10

Y7 results :

Y7 Reading results demonstrated an increase in thenumber of students achieving Band 4 and a decreasein the number of students achieving Band 5. 7% ofstudents achieved proficiency which was the sameresult for the previous year.

Y7 Writing results showed decline at all levels. 9% ofsudents achieved proficiency, a decrease of 1%.

Y7 Spelling results reflected a decrease in the numberof students achieving Band 4 and 5 and a significantincrease in the number of students achieving Band 9.26% of students achieved proficiency, an increase of14%.

Y7 Grammar and Punctuation results demonstrated anincrease in the number of students at Band 4 and an

increase of students achieving Band 7 & 8. Lessstudents achieved Band 9. 13% of students achievedproficiency, which was the same result in 2016.

Y9 results:

The 2017 Y9 cohort has shown a significant decline inReading and Writing results when compared toprevious cohorts and are below SSGs (Similar SchoolGroups). Numeracy results remain above SSGs.

However, in 2017, 70% of SHS Y9 students achievedgreater than or equal to expected growth in Numeracyand Reading.

This is significantly higher growth than previous years(2013 – 2016) where average growth for Numeracywas 47% – 63% and average growth for Reading was53%–58%.

Y9 Writing results showed an increase in the number ofstudents at Band 5, stable results in Band 8 and a slightincrease of the number of students achieving Band 10.3% of students achieved proficiency, which was thesame result in 2016.

Y9 Spelling results demonstrated a decrease in thenumber of students achieving Band 5, stable results inBand 9 and a slight decrease in Band 10. 9% ofstudents achieved proficiency, a decrease of 1%.

Y9 Grammar & Punctuation results demonstrated anincrease of the number of students achieving Band 5, adecrease in the number of students achieving Band 9and a slight increase in Band 10. 7% of studentsachieved proficiency with was a decrease of 10% on2016 results.

Y9 Aboriginal students:

There were 25 Y9 Aboriginal students who completedNAPLAN in 2017, the highest number in five years.

The 2017 Y9 Aboriginal students have shown a declinein Reading and Writing, which is consistent with thewhole Y9 cohort however they have also shown adownward trend in Numeracy.


In 2017, Numeracy results indicate that 60% of Y9Aboriginal students scored in the bottom two bandscompared to 36.9% in 2016.

While the majority of Y9 Aboriginal students did notachieve equal to or above expected growth in Readingand Writing, 66.7% achieved greater than or equal toexpected growth in Numeracy in 2017.


Numeracy:

Y7 Numeracy results reflected a slight improvement inthe number of students achieving Band 4, stable Band8 results and improved Band 9 results. 13% of studentsachieved proficiency, which was an increase of 2%.

Y9 Numeracy results reflected some improvement inthe number of students achieving Band 5 & 6, stableresults in the middle bands and some improvement inBand 10. 9% of students achieved proficiency, whichwas a decrease of 5%.

The My School website provides detailedinformation and data for national literacy andnumeracy testing. Go tohttp://www.myschool.edu.au to access the school

Higher School Certificate (HSC)

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


The 2017 school year saw further growth in studentresults. All courses experienced an increase in thenumber of students achieving in the upper bands andcourse averages generally moved in a positive directionback toward the state mean. School based assessmentof student ability and outcomes in all courses wascomparable to student exam marks for the majority ofstudents.


ANCIENT HISTORY: 13 students completed AncientHistory in 2017, with 20% of students achieving a Band5 or higher. The majority of student's in this courseachieved a Band 3 or Band 4 with students resultsthroughout the course achieving at or above stateaverage.

MODERN HISTORY: Student performance in ModernHistory was consistent with 2016, with the majority ofstudent achieving a Band 3 (31%) or Band 4 (45%).The course average showed positive growth with a 0.2improvement back toward the site mean.

HISTORY EXTENSION: Nine students completedHistory Extension in 2017, making this one of thelargest cohorts to complete the course at SingletonHigh School. Student's results were quite impressive,with the majority of students achieving an E3 Band orhigher. The course average showed positive growthwith a 0.2 improvement toward the state mean.

BUSINESS STUDIES: 27 students completedBusiness Studies in 2017 with students across the twoclasses achieving varied results. The vast majority ofstudents achieved a Band 3 or higher, with 33% ofstudents achieving a Band 4 or Band 5. The courseaverage in Business Studies was –0.7 below the stateaverage and remained consistent with course resultssince 2011.

LEGAL STUDIES: 13 students completed LegalStudies in 2017 with more than 50% of studentsachieving a Band 3 result or greater. The courseaverage in Legal Studies was –1.0 below state averageand continued a downward trend evident in the coursesince 2013.

GEOGRAPHY: Geography classes have been formedsporadically at SHS, with only six years of dataavailable in the past 17 years. In 2017 ten studentscompleted Geography with 40% of these studentsachieving a Band 4 and 20% achieving a Band 5. Thecourse average was –0.3 below state average whichwas the best result since 2004.

CAPA: The Creative and Performing Arts facultyachieved excellent results in 2017. In Music fourstudents achieved Band 6 and six achieved Band 5.100% of music students achieved the top two bands. InVisual Art one student achieved Band 6, two studentsachieved Band 5 and 10 students achieved Band 4.

MATHEMATICS: Results in all Mathematics coursesare below the state averages. Nevertheless,Mathematics has shown an improvement for the period2013–2017 where as Mathematics General has shownminimal change.

Mathematics Extension 2 and Extension 1 have onlya few students complete these courses. MathematicsExtension 1 had eight students complete the coursewith three students achieving in the top two bands ofBand E4 or Band E3. Mathematics Extension 2 hadone student achieve a Band E3 and a notional Band 6in Mathematics.

Two Mathematics students achieved a Band 6 and afurther 5 achieved either Band 4 or Band 5. Fewerstudents achieved in the lower bands than in previousyears, showing an overall improvement.

The General Mathematics result are approachingthose of the State and the average of the results from2013–2017. Twenty percent of the students achieved aBand 4 or Band 5. No Band6 results were achieved.

HOME ECONOMICS: 2017 Food Technology results:Band 6 – one student, Band 5 – one student, Band 4 –one student, Band 3 – two students and Band 2 – threestudents. In 2017 there was a negative z score – this isimprovement on the last three years.

Textiles & Design results: Band 6 – one student, Band4 – two students, Band 3 – two students, Band 2 – twostudents. One student achieved full marks for the folioand practical component. In 2017 this was a negative zscore – the lowest results since 2010.

Hospitality results: Band 5 – one student, Band 4 –one student (TTC) 0.5 above state average and bestresult in two years.

Design, Engineering and Technologies/Computing:Sixteen students undertaking Industrial Technologyhave performed slightly below the state average for the2017 Higher School Certificate. Students haveundertaken study in Timber and Electronics Industries.The majority of the students have achieved a Band 3.

All students undertaking the Metals and Engineeringcourse were employed in apprenticeships before theHigher School Certificate.

Students undertaking Engineering Studies in the 2017Higher School Certificate have performed inline with theState average across Bands 3 and 4. Overall, the 2017cohort performed close to the state average.

Software Design and Development studentsperformed slightly below the state average, however asmall cohort of four students is statiscally invalid toanalyse.

Eight students completed Design and Technology in2017 with results down on previous years, many of thecohort underestimating the implications of an effectiveMajor Project. Six of the eight students achieving Band4 or above, with one of these students achieving a highBand 5.

SCIENCE: The performance of candidates studyingsubjects within the Science faculty at the 2017 HSCshowed improvement in some areas: In Biology, the2017 average of 69.5 was below that achieved by the2016 group and 3.9 below all NSW DoE students in2017. The cohort achieved 3.8 above the averageresult of students in the SSG. No accelerated studentssat the 2017 HSC in Biology and this may explain thedecline in results.

In Chemistry, the 2017 cohort achieved an averageperformance of 68.3. This result was below stateaverage performance. This groups achievements were


4.4 marks above the SSG average performance and4.9 marks better than the 2016 cohort.

The performance of the students of Senior Science in2017 was slightly below that of the 2016 cohorthowever their average of 71.5 was 3.1 marks above thestate average performance.

In Physics, the 2017 cohort achieved an averageperformance of 52.1. This result was below stateaverage performance. This group's achievements were10 marks below the SSG average performance and10.4 marks below the performance of the 2016 cohort.

In Agriculture, the 2017 cohort achieved an averageperformance of 60.3. This result was below stateaverage performance of 68.5. This group'sachievements were 8.6 marks below the SSG averageperformance.

ENGLISH: English Extension 1: Nine students sat forthis course. One student attained an E4, the top Bandfor an extension subject, while the other eightstudents attained E3s, a significant improvementcompared to 2015–2016.

English Advanced: Twelve students attained Band 5,a 300% improvement over 2015–2016. The number ofstudents who received Bands 1–3 decreasedsignificantly; only six compared to 12 in 2015 and 18 in2016.

English Standard: Significant improvement is evidentin our Standard results. Our results in Band 5 (6.1%) compared with 10.9% across the State, but in2015–2016 we had no Band 5s. Our Band 4 resultswere also up on the previous two years: 33.6%compared to 2.7% in 2016 and 4.4% in 2015. Our Band3 results (35.4%) were within the State average.Overall, our 2017 results in Bands 3–6 were just over20% better than in 2015; 15.9% of students attainedBand 1, compared to the State average of 6.2%. 25.6%of students received Band 2, compared to the Stateaverage of 12.7%. The high number of students whoremain in English Standard, continues to impact ouroverall results. In 2016 28.8% of students were placedin Bands 1–2. In 2017 that figure rose to 41.5%.

Personal Development Health and PhysicalEducation

In 2017 the PDHPE faculty continued to demonstrategrowth in retention and student achievement across thefour Stage 6 courses of Personal Development Healthand Physical Education (PDHPE); Community andFamily Studies (CAFS); Sport Lifestyle and Recreation(SLR) and VET Sports Coaching.

Substantial academic achievement was evident inPDHPE with the cohort of 31 students achieving twoBand 6 and seven Band 5 results. The CAFS cohort of21 students also demonstrated above the state averagewith five Band 6 and three Band 5 results attained. Thisis particularly pleasing as the Band 6 attainment inNSW was 4.29% where as the SHS cohortachievement for Band 6 was 23.81%. Once againPDHPE faculty has performed consistently above state

average and above school comparison average.

Vocational Educationand Training (VET): In 2017VET results were as follows: Construction: Band 3–4 –nine students; Hospitality/ Kitchen Operations: Band 5– 23 students; Electrotechnology: Band 3–4 – sevenstudents; Primary Industries: Band 4–5 – 13 studentsand Retail Services: Band 3 – eight students.

Singleton Community Training College: 2017results: Construction: Band 3–4 four students;Hospitality/Kitchen Operations: Band 5 – six students;Primary Industries – Band 4–5 one student andElectrotechnology – Band 3–4 seven students.

TAFE: 2017 results: Beauty Services – SBAT 1 – fivestudents; Human Services – Nursing –SBAT 3 – fivestudents; Carpentry – SBAT 1– one student;Warehouse Operations– SBAT 2 – two students andHospitality – SBAT 3 – three students.

SCIENCE VALID PERFORMANCE

In 2017 students in Y8 achieved an overall meanperformance of 85.5 and demonstrated similarstrengths across all four areas assessed. This wasbelow the state average of 87.4 but above theperformance of students in SSG of 83.9. This was aslight improvement when compared to the performanceof students from Singleton HS in 2016.

In 2017 students in Year 10 achieved an overall meanperformance of 88.4 and demonstrated similarstrengths across all four areas assessed. This wasslightly below the state average of 89.9 and above theperformance of students in SSG of 85.3. Thisrepresented a slight decrease in performance whencompared with students from Singleton HS in 2016. In2017 57.3%of students showed greater than or equal toexpected growth in Science.

Parent/caregiver, student, teachersatisfaction

Policy requirements

Aboriginal education

Within KaWul programs developed included new girl'sand womens' business programs. Elders are fullyinvolved in all programs. 95% of ATSI students havein–school mentors. Mentor staff trained and programsimplemented. Clontarf established with developedprograms supplied by Elders to assist students withengagement, career education and development ofboy's and men's business.

NAIDOC inspired programs were successful with artworkshops, award ceremony, guest speakers anddancers performing at a high level. Banda–Ra dancerssuccessfully performed at school and civic functions.

KaWul tutoring was successful and all senior andjunior students participated in in–class and withdrawnoption to improve literacy and numeracy results.


Wiya Wjanta Cultural Awareness program wasdeveloped and delivered to National Company.

Multicultural and anti-racism education

Singleton High School has two ARCO (Anti–racismcontact officers) who received training at NewcastleOffice. There have been presentations about racismand its effect both at whole assemblies and throughwhole school wellbeing program.

SHS continues to foster relationshipswith Takahata Japan, our sister city with bothexcursions to Japan and through hosting exchangestudent programs.

The school celebrated as a whole ‘Harmony Day’during which multicultural heritage was explored.


2017 singleton high school annual report · introduction the annual report for 2017 is provided to...

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