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Singleton High SchoolAnnual Report

2018

8202

Printed on: 29 May, 2019 of 23 Singleton High School 8202 (2018)

Introduction

The Annual Report for 2018 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

Focusing on innovation and creating opportunities for all students through the promotion of high expectations in a safeand supportive environment.

School context

Singleton High School is a large comprehensive rural high school in the Upper Hunter network of public schools. Theschool has a comprehensive curriculum offering a diverse range of traditional subjects and dual accredited VocationalEducation (VET) courses. Students are provided access to TAFE delivered VET courses at Singleton TAFE as part ofSingleton Trade Training Centre. The school is a Centre for Hospitality, Construction and Primary Industries. The schoolhas a very strong sporting ethos with consistent Regional, State & National representation.

NAPLAN data indicates the need for a focus to enhance the educational opportunities for all students. To this end wehave developed explicit models of Quality Teaching, models for improving literacy and numeracy and innovations inauthentic assessment for Year 10. Gifted and talented students are catered for in a well established Stage 4 EnrichmentClass Program. The creation of Personalised Learning Plans for identified students and the implementation of a rigorousand differentiated curriculum and assessment program are key goals.

There is a 14% enrolment of Aboriginal students who are supported through a designated Executive staff member andAboriginal staff involved in programs run from the KaWul Aboriginal Education and Resource Centre. KaWul alsoprovides a Homework Centre and a tutoring program.

The CLONTARF Academy has achieved good results re: improvement with our Aboriginal boy cohorts. The variedprograms supplied by Elders supports engagement, career education and development along with strong direction inboys and men's business. Along with the Aboriginal Girls Academy we are now able to cater for all Aboriginal and TorresStrait Islander students and families enhancing their educational needs.

Singleton High School continues to foster strong friendship links with sister schools in Takahata, Japan where we sharein reciprocal cultural and study exchanges.

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.

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 2018 SHS transitioned with a new Principal and the finalising of the three year strategic plan. The schooldiscussed and analysed many processes and began the preparation for the new three year plan starting in 2020.

SHS continues to be Sustaining and Growing in Learning Culture/Well Being Curriculum and Learning andAssessment and reporting. There were many staff changes in 2018 such as some new members of the seniorexecutive team and executive team. Many CRT staff were confirmed in permanent positions and the establishment ofwell–developed practices was prioritised. This was to ensure that the school had strong protocols 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 2018 showed a growth in some areas asspecified in the ASR but there are still many areas for improvement. Programs implemented in Boys Education andALARM.

TEACHING

DELIVERY – effective classroom practices. Changes in curriculum, resources etc. have enabled staff to redesign andcreate new programs to ensure growth in this area. Staff development in Quality Teaching and Behavioural Managementhave been a focus.

SUSTAINING AND GROWING Data skills and Use – staff are moving forward in this area. They are now seeing thebenefits of data collection and analysis of results. More work however needs to be done in this area with further PL.

SUSTAINING AND GROWING Collaborative practice – staff are working well in all areas of this domain and reachingtowards excelling. Collaboration with partner primary schools has been initiated and working well.

SUSTAINING AND GROWING moved from Delivering – Learning and Development – changes to SDD afternoonsand the redesigning of all term SDD's has targeted specific needs of SHS. Well–developed processes and trackingprocedures have ensured the learning and development of staff and students has shown growth exemplified by positivechanges within the school. Evaluation of professional learning is underway.

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

LEADING

SUSTAINING AND GROWING – Leadership – A high level of student engagement in leadership and the allocation of aHT Student Engagement on a trial basis have assisted in this. Leadership PL and opportunities throughout the schoolhave been expanded with the budget supporting various programs. Initial discussion on HALT has occurred with staff. Allexecutive trained in coaching modules with further investigation for advanced modules.

SUSTAINING AND GROWING School planning, implementation and reporting – Implementation of the 2018strategic plan saw SHS sustaining and growing in this field. 2018 has been a year of reviewing programs and forwardplanning 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, STEM, SPORTING, ELEVATE and Wellbeing programs.

SUSTAINING AND GROWING–management practices and processes.

Permanent positions were secured in 2018 in many KLA's after many years of casual and temporary positions. HTs andCRT staff were employed. Management practices 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

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Inspired Teaching

Purpose

At Singleton High School we strive to improve the academic achievement of every student through quality teaching practices, focused on explicit teaching, collaboration and high expectations.

Overall summary of progress

The strategic direction 1 team engaged external professionals such as Max Woods, to support improved academicperformance and quality teaching practices across all KLA'S. The teaching staff and students now have access to alearning and responding matrix that is utilised in assessment tasks requiring extended responses, enhancing studentresponses and improving learning outcomes. Revision of this matrix , with a focus on stage 5, will occur in 2019. EachHead Teacher, through a more rigorous PDP process, is now accessing SCOUT and presenting an analysis of results inkey external examinations in order to drive faculty improvement and targeted goals for each faculty member. Furtherdevelopment of the PDP process will be undertaken in 2019. Quality teaching rounds were undertaken by staff in 2018with a focus on collaboration and open classroom practices. These rounds focus on Australian teaching standards andexplicit teaching methods. The rounds were deemed successful , however, further training with Newcastle University willoccur in 2019 to ensure that all faculties have access to a Quality Teaching coach to support academic improvement andquality teaching practice.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increased proportion ofstudents showing equal to orabove state average in NAPLANand the HSC.

$8 000 – PD Max Woods –casual relief

NAPLAN and HSC improvements in progress butnot achieved as yet.A Learning and RespondingMatrix was implemented as a whole school strategyfor fostering critical thinking and scaffoldingextended responses. The milestones establishedfor Strategic Direction 1 in the SHS School Planwere met, as is indicated by the data below.

* All students in Year 7 and 9 2018 have beenexplicitly taught Blooms Taxonomy and A.L.A.R.Mand how to apply these strategies to enhance theirlearning outcomes. These lessons were deliveredby way of a fortnightly lesson taught by aninterdisciplinary team from across the school.

* The teaching staff at Singleton High Schoolcompleted general professional development withthe creator of A.L.A.R.M Max Woods. This sessionwas supplemented by faculty specific workshopsled again by Max Woods. With the exception ofMathematics, all of the schools core KLA facultiestook part in these workshops.

* A.L.A.R.M has been integrated into a range ofassessment tasks that require students to respondin an extended format. At present, this has beenundertaken by HSIE, English, PDHPE, Science andCAPA faculties at SHS.

• Effective PDP process toensure increased evidence ofquality teaching practices.

$15 500 QT rounds * Progress achieved: staff who participated in theSHS school based Quality Teaching peerobservations valued the experience and were ableto effectively reflect upon teaching practice.

* Further improvements: Increased formal QualityTeaching training with the University of Newcastle.






• Effective PDP process toensure increased evidence ofquality teaching practices.

Six staff currently undertaking training which willlead to rounds involving 12 staff.

* Further professional development for all staffexploring the Dimensions of QT, Coding andprofessional discussions.

• Increased use of data to informteaching practices.

Head Teacher analysis of NAPLAN , SCOUT andRAP data to drive faculty improvements in the areaof programming and explicit teaching.

Next Steps

• Further expansion of ALARM throughout Y 7–10 • Increased participation in QT rounds • Further PL on ALARM in faculties e.g. Science



Engaged Learners

Purpose

At Singleton High School we strive to achieve the core values of Respect, Pride, Responsibility and Excellence inLearning. Fostering a safe and inclusive culture where students report an enhanced sense of belonging, highexpectations for success and advocacy at school.


Much work was done in 2018 in the areas of Engaged Learners and improving processes within the school to ensurestaff, students, parents/carers and the community all concurred with the high expectation approaches of SHS. A newRewards and Acknowledgement system was introduced, however this has more work to be done in order to fully engagestudents. New Electronic Device procedures, Playground Procedures and Attendance Procedures were all introduced tothe school community. Information was gained from a student forum group and staff feedback . Further development willcontinue in 2019.





Students increasingly report ahigh sense of enhancedbelonging and high expectationsunderpinned by qualitypedagogy.

Student Forum Group –Staff release

R Beilsa–Stalker (SSO) –$84 720 (Annual)

P Gauci (DP) – $ 159 272

Once further analysis of the data is achieved we willhave a clearer picture of how the students and staffwellbeing has changed in 2018. It is a priority of theschool to improve a sense of wellbeing and ensureall students are engaged. In 2018 there wasopportunities for students to voice their opinions onhow Singleton High school can improveengagement.

Rewards system – progressiveincrease in distribution of rewardmeasures on a term by termbasis.

P&C donations – $10 000 Data to be collected and review of processes to beconducted in early 2019. There was not a biguptake by both staff and students in 2018 and thework was primarily left to one person and theirfaculty. Evaluation is required in 2019 and a teamapproach required to ensure greater success.

20% reduction in behaviourincident entries and a reduction instudent suspensions.

SENTRAL – $ 54 062

P Gauci (DP) – $ 159 272

RAM funded teachers –provide greater choice ofelectives –

$197 000

Data was collated and the suspension andbehaviour data was up from previous years. In 2019there will be discussion around how can weimprove the behaviour and improve the rewardsprocess. New leadership and tighter processesaround poor behaviour and increased expectationhas resulted in this rise.

Improved whole schoolattendance (88% for 2018 and90% by 2020), improved ATSIattendance (80% for 2018) andretention rates from Year 10 toYear 12 between 83–87%annually.

KaWul – $ 100 000

CLONTARF – $110 000

Girls Academy – NOINVOICE, funding received

Whole school attendance has not improved atSingleton High School in 2018 – 83.2% Semester 2.ATSI attendance has not improved prior – 76.5%Semester 2.

Measures will be put into place to facilitateimprovement next year. Overall retention rates haveimproved in Y11–Y12 2018, but still not meetingtarget. This is due to a number of students gainingapprenticeships, going to Hunter Trade Trainingand gaining jobs at the end of 2018.

Next Steps


Evaluation, Review and Improvements of the Rewards and Acknowledgement system.

Continuation of updates of relevant procedures within Singleton High School.

Implementation of the new attendance procedures in line with SENTRAL and the increase of attendance and decrease oftruants; strengthening of the attendance team through regular meetings.

Implementation of CLAW (Careers, Library, Alarm and Wellbeing) periods taught by Year Advisors to increase contactwith the students and their support networks.

Ongoing interventions to support engagement in learning and connection to school. Proactive intervention with guestspeakers targeting mental health, physical and emotional wellbeing; targeting small group interventions such asReconnect and Be Ur Best.



Empowered Partnerships

Purpose

SHS and the community are intrinsically linked. Through actively promoting high expectations and delivering innovativefuture focused learning programs we empower our communities to support our students to transition through theireducation to become informed and productive global citizens.


The strategic planning team has worked with external professional in Boys Education and implemented strategies withinthe whole school. Electronic communication has improved in 2018. The school uses an application to inform and remind,and the electronic sign has been favourably received in the community. This assists not only in event information, butalso assessment task due dates. The school VET team has improved career and transition practices so that individuallytailored information and advice is made available to students from all years. At the end of 2018 Singleton High Schoolbegan the process of transitioning from Millennium to SENTRAL as the school's student management system, a movedesigned to enhance and centralise record keeping, reporting and whole school communication. At the end of 2018 allYear 12 marks and wellbeing entries for Term 4 2018 were entered into SENTRAL and student learning support plans,behaviour support plans and Personalised Learning Plans for 2019 were updated and entered into SENTRAL. Researchwas undertaken re outdoor TV's for the quad – to further enhance communication.





Data shows an increase in thenumber of parents choosingSingleton High School for theirchild.

$2 500 – parent events

$5 027 – Elevate program

$2 000 – relief

8% increase in student numbers due to parentselecting SHS as first preference, when new toSingleton community. Wide student choice of postschool study.

A steady increase noted in principalrecommendations; university acceptance;TAFE/traineeships.

GATS events e.g. SUMMIT, STEM andELEVATE..

Increased community attendanceat school events.

$10 000 – Aboriginal events CLONTARF, Girls Academy and KaWul programshad a significant increase by 50% attendance ofguests at all community engaged events.

NAIDOC Assembly increased in Elders attendanceby 50%. Parent/Teacher evenings increase by 10%over the year. Increase by 20% for schoolAcademic Awards assemblies.

TTFM survey will reflectincreased communityinvolvement in the school.

TTFM survey assisted with information forcommunity suitability for events e.g. days to holdevents i.e. Parent/Teacher nights. Clean upAustralia community event.

Faculties can provide examplesof students participation inopportunities in the widercommunity.

• $1 500 ANZAC Hospitality students engaged in: 1. Art show – Rotary 2. Singleton Deb Ball 3. Coal & Allied benefactors event 4. Fibre Fest – Sacred Space 5. International Women's Day 6. ANZAC

SRC Leaders – Community events including: • Business Chamber






Faculties can provide examplesof students participation inopportunities in the widercommunity.

• ANZAC • Remembrance Day • Where There's a Will • Cattle judgingInnov8 – DET staff and students.

Inter school support activities

Sporting events and fundraising within community

Data supporting the successfultransition of our students intowork or further study is improving.

93% of students transitioned into further educationor employment.

Next Steps

• Data evaluation of Boy's Education at SHS. • Implementation of identified projects through student voice. • Purchase outdoor TV's for quads and also TV for front foyer. • Update school webpage and improve community use of webpage. • Upgrade STEM facilities in faculties with focus on STEM based resource room. • Review of GATS program – Enrichment Class. • Review of English faculty in 2019 and PDHPE in 2020.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • $3 800 NAIDOC • $1 167 Wija Wjantacultural workshops • $18 500 KaWul studentsupport and needs;uniforms, food etc. • $104 000 Tutoringfunding • $83 600 rlv. HTAboriginal Ed – Deirdre • $92 000 CLONTARF • $2 340 '8 Ways ofLearning' • $8 200 rlv HTAboriginal ED – Jaye • $76 400 KaWulCoordinator

• strengthened relationships with partnerprimary school • increased engagement with Elders andcommunity • positive showcasing of SHS Aboriginalprograms • engaged students equal to others.Improved submission of assessment tasksand tests • higher quality management of Aboriginalprograms and liaison with community • improved retention and engagement ofAboriginal boys • consistent management of Aboriginalprograms • high order liaison with community andparents

English language proficiency $36 130 ESL Teacher The EAL/D support is valuable however thehigh level of absence of engaged EAL/Dteachers impacted the continuity of learningfor the identified students. Despite thisstudents were settled and parent feedbackwas positive.

Low level adjustment for disability • $41 645 Outreachprogram • $54 560 HT T&L • $48 350 SLSOallocations

• connections with school and education thatwould not exist otherwise • improved systems of managing SLSO's andspecial provisions and access requests • improved student engagement

Quality Teaching, SuccessfulStudents (QTSS)

Socio–economic background • $8 500 QT • $159 000 Third DP • $104 113 ITTechnicians x2 • $45 531 Nurse x4days/week • $186 000 Technology • $55 000 SENTRAL • $41 650 CommunicationOfficer

• improvements in quality of teaching in theclassroom • increased communication with parents andstudents • improved access to Technology throughfaster repairs and upgrades • quicker attention to first aid issues.Improved management of students withEpiPens • increased student and staff engagementthrough purchase of updated technology • improved consistent approach to studentmanagement with partner schools • Impact: revision and renewal ofcommunication tools such as: website, App,Face Book, signage, banners and handoutswas well received by parents and thecommunity with continued positive comments.Increased number s of events and positiveresponses (Strategic Direction 3) due to wellorganised, advertised student centredfunctions

Support for beginning teachers $86 000 TPL, Mentors andreduced teaching load

PL for beginning teachers increasedclassroom effectiveness. The beginningteachers program began with a solidinduction for both beginning teachers andteachers new to Singleton High. The programprovides opportunities for wider ranging TPLand support by mentors. It should be notedthat some beginning teachers ere moreengaged with mentors than others.


Support for beginning teachers $86 000 TPL, Mentors andreduced teaching load

Professional growth through the developmentof collegial support reflective practice andcollaborative learning was achieved from aholistic approach


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 607 592 534 564

Girls 592 603 608 596

Student attendance profile

School

Year 2015 2016 2017 2018

7 90.7 91 91.3 89.5

8 89.4 86.6 87.6 87.4

9 86.3 87.8 84.4 83.2

10 85.9 86.6 84.9 80.9

11 84.2 84.2 84 77.6

12 86.3 84.9 88.2 85.2

All Years 87.1 86.9 86.5 83.9

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

In 2018 there was a significant decline in whole schoolattendance. While this did follow the natural trend since2013, with the exception of a year of growth in 2017, itis concerning that the attendance rate has fallen below84%.

Absences were reported to parents daily via SMS fromour Millennium Student Administration system. Whereparents didn't have SMS access, a letter was generatedweekly for families of children with absences. Access tothe online parent portal was also a way to communicateattendance. Each term, students with less than 85%attendance, without legitimate explanation, were sentletters outlining Department of Education and schoolexpectations. Truancy was managed with anAttendance Card register and progress through theschool discipline procedures.

The year groups with the most significant decreasewere 8, 9 and 11. Being a smaller cohort, the impact ofabsences in Year 8, including suspensions, attributedto their reduction. Alternatively, in Year 11, the delaybetween disengagement in school to actual clearancedue to age, employment or further study potentiallyblurs the data.

Collaborating with community groups includingWorkSkill, APM employment services and the PCYChave been strategies to address school attendance andconsider post school pathways, with the aim to continuethese in 2019 and beyond. Engagement of the HomeSchool Liaison Officer for extreme cases of poor schoolattendance and potential educational neglect, to initiateattendance improvement plans. Improvementmeasures (to be achieved over 3 years).

Improved whole school attendance (88% for 2018 and90% by 2020), improved ATSI attendance (80% for2018). Retention rates from Year 10 to Year 12between 83–87% annually.

Funds Expended (Resources): Proportion of funds forMillennium license fees.

Progress achieved this year Whole schoolattendance at 83.6%. ATSI attendance is at 76.75.

It is hard to accurately gauge retention due to thenature of post school opportunities available. Over 80%of school leavers between the completion of Year 10and that cohort completing Year 12 have gone intomeaningful work or study.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 11 15

Employment 2 24 23

TAFE entry 2 6 12

University Entry 0 0 19

Other 1 4 7

Unknown 0 4 2

Year 12 students undertaking vocational or tradetraining

Singleton High School delivers vocational educationcourses including a vocational education trade trainingpartnership with St Catherine's Catholic College andthe Australian Christian College. Students also havethe opportunity to access TAFE courses as part of theirpattern of study.


In 2018, 62 students were enrolled in the followingvocational education courses:

Cert II Electrotechnology – 8; Cert II ConstructionPathways – 2; Cert II Commercial Cookery – KitchenOperations – 18; Cert III Human Services – 4; Cert IEngineering – Metal & Engineering – 4; Cert III Retail –1; Cert II Warehouse Operations –2; Cert II Skills forWork & Vocational Training – 6; Cert II Beauty Services– 4; Cert III Beauty Therapy – 1; Cert II Automotive–12; Cert II Primary Industries – 1.

Year 12 students attaining HSC or equivalentvocational education qualification

Year 12 students attaining HSC and equivalentvocational educational qualifications

Students enrolled in a VET course received dualqualifications – a Higher School Certificate and anationally recognised Certificate I or II, or statement ofAttainment towards the Certificate studied. The meanBand average for VET students in the Higher SchoolCertificate was Band 4.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 13

Classroom Teacher(s) 63.3

Learning and Support Teacher(s) 2.2

Teacher Librarian 1.2

School Counsellor 1

School Administration and SupportStaff

19.37

Other Positions 1

*Full Time Equivalent

Singleton High School has maintained numbers withinthe Aboriginal staff in 2018; Singleton High School hassix full time 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; especially withrespect to Aboriginal attendance, retention, academicachievement and post–school further education andemployment. CLONTARF increased numbers in 2018with five staff members and successfully offeredprograms to 75 of our Aboriginal and Torres Straitstudents. Opening and establishment of the GirlsAcademy in March 2018 with 43 girls enrolled in Y7–12.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 63

Postgraduate degree 37

Professional learning and teacher accreditation

All teaching staff participate in structured professionallearning within the school. This TPL occurs during staffdevelopment days, three hour blocks in lieu of the twodevelopment days at the end of the year, and fortnightlyrotations from full staff meetings and faculty meetings inone hour blocks. Every professional learning activity issupported with a detailed agenda, tied to the schoolstrategic directions and the Australian TeachingStandards. This ensures that all staff are aware of thecontent and expected outcome of activities and areable to track their professional learning with thestandards.

External TPL is approved based on how well it matchesthe schools strategic goals, The Australian teachingstandards, and the teacher's Performance andDevelopment Plan. Staff are required to bring the keypoints back to varying groups depending on theprofessional learning to share the resources with staff.

Examples of internal TPL includepresentations/workshops on: • Educating boys, presented by Dr Peter West. • The Management of Actual or Potential

Aggression Foundation Course (MAPA),presented by staff from the District Educationoffice.

• Emergency Evacuation Procedures, presented bythe School WH&S officer.

• HR& SAP presented by Business Manager. • Code of Conduct. • Fraud and Corruption. • Quality Teaching. • Parent, Community Conflict Resolution ,

presented by Karen Andrews. • Teacher Wellbeing workshops. • SENTRAL.

Financial information

Financial summary

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


2018 Actual ($)

Opening Balance 1,946,910

Revenue 14,614,095

Appropriation 13,712,184

Sale of Goods and Services 45,290

Grants and Contributions 840,276

Gain and Loss 0

Other Revenue 0

Investment Income 16,345

Expenses -14,179,111

Recurrent Expenses -14,179,111

Employee Related -12,395,639

Operating Expenses -1,783,472

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

434,984

Balance Carried Forward 2,381,894

The school is in a comfortable financial position withhigher than normal funds carried over. Excess fundswill be spent on professional learning, a number ofstudent initiated projects, school upgrades tocomplement government funding. Delays in processingof applications have caused delays in implementingthese plans.

Financial summary equity funding

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

2018 Actual ($)

Base Total 10,125,559

Base Per Capita 227,371

Base Location 14,944

Other Base 9,883,244

Equity Total 1,418,309

Equity Aboriginal 163,998

Equity Socio economic 855,426

Equity Language 36,128

Equity Disability 362,757

Targeted Total 1,327,250

Other Total 337,431

Grand Total 13,208,549

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

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

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 7 and 9 literacy and numeracy assessmentsare reported on a scale from Band 1 to Band 10. Theachievement scale represents increasing levels of skillsand understandings demonstrated in theseassessments.

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

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

2018 Y7 students are ranked in Bands 4–9. Y9students are ranked in Bands 5–10.

Y7 Results: The 2018 Y7 cohort average NAPLANscores were below state in all areas. However, theyperformed above SSGs in all areas with the exceptionof writing. Compared to the 2017 cohort, the Y7students from 2018 recorded an improvement inaverage scores in Reading, Spelling and Grammar and


Punctuation. Numeracy and Writing results havedeclined compared to the previous year.

In 2018, Y7 Writing results decreased, which wasconsistent with results in the previous two years. Therewas, however, a marginal increase in studentsachieving Bands 6 and 7. Similar to the 2017 cohort,the 2018 Y7 students maintained 16% in top two bandsin the reading assessment. There was also an increaseof 12% in Band 7 from 25% – 37%. A decrease of 5%of students in the lowest band (4) was also recorded.Notably, there has been an increase from 36% to 53%of students achieving in the top three bands forReading from 2016 to 2018.

Y9 Results : The Average NAPLAN score for the 2018Y9 cohort was below state in all areas. However, the2018 cohort performed above SSGs in Reading andGrammar and Punctuation. The 2018 cohort recorded ahigher average NAPLAN score than the 2017 cohort inall areas except Numeracy.

The 2018 Y9 cohort maintained 19% of studentsachieving Band 8 and above in the WritingAssessment. Since 2016 Y9 has demonstrated the bestperformance in the top two bands for Writing. Similarlythe Y9 Reading results recorded the best performancein Band 10 for Reading since 2016. In the Y9 ReadingAssessment there was an increase of 3% of studentsachieving in the top Band (10). The Y9 Grammar andPunctuation results showed an increase by 10%, from30%–40% of students performing in Bands 8–10 withall bands recording an increase. Spelling outcomeswere consistent with the 2017 cohort with the exceptionof a 2% increase of students performing in the top Band(10).

Y7 Aboriginal students: There were up to 37 Y7Aboriginal students who completed part or all ofNAPLAN in 2018. The largest number in the last sixyears. These students have performed above otherAboriginal students in both State and SSGs in all areasexcept for writing.

Y9 Aboriginal Students: There were up to 24 Y9Aboriginal students who completed part or all ofNAPLAN in 2018. The lowest number in three years.These students recorded an improvement in theaverage NAPLAN score in all areas from 2017 exceptNumeracy where the average score did not change.


In the Y7 Numeracy Assessment, the 2018 cohortmaintained 4% in Band 9 from 2017. There washowever, a marginal decrease in the number ofstudents achieving Bands 7 and 8. A decrease to 21%of students recorded in the bottom two Bands was animprovement on 2017 which had 28%. Since 2016 Y7has been consistent in their percentage of studentsperforming in the top two bands in Numeracy.

The 2018 Y9 cohort maintained 2% in top Band (10) inNumeracy, which has been consistent for the last threeyears. However, there was a decline in Band 9 by 2 %and a decline in Band 8 by 9%. Since 2016 Y9 hasseen an overall decrease in the percentage performingin the top two bands of Numeracy.


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

Overall Singleton High School is making slow andsteady improvements in NAPLAN results and anincreased whole school approach to literacy andnumeracy should see the continuation of this trend.

Higher School Certificate (HSC)

HSIE: In 2018 two new staff members were welcomedinto the HSIE faculty, with the appointment of Ms ZoeLocke and Ms April Minns. New syllabi wereimplemented for Stage 4 and 5 Geography, Year 11Modern History, Year 11 Ancient History and Year 12Society and Culture while those from previous yearswere consolidated and built upon. The faculty continuedto build its relationship with external organisationsincluding the Wetlands Environmental EducationCentre and Sydney Jewish Museum. The HSIE staffalso demonstrated leadership through the continuedimplementation of ALARM and relative widespread rollout of Edrolo in all of our senior courses.

Year 10 History and Geography : In 2018 26% ofstudents who completed Year 10 History achieved an Aor B grade, an improvement on previous years. TheAustralian Curriculum Geography syllabus for Year 10was implemented for the first time, with 20% ofstudents achieving a B grade or greater for their ROSA.

Ancient History : In 2018 11 students completed thiscourse, with 35% of these students achieving a Band 5result or greater. The Z score for Ancient History was

–0.3, the most significant improvement since 2014.

Business Studies : Business Studies was completedby 26 students in 2018, with 22% of these studentsattaining a Band 5 result or greater. The Z score forBusiness Studies was –0.4, which was a significantimprovement toward the state mean when comparingthese results to previous years.

History Extension : This course was completed by twostudents in 2018, with one student achieving an E2band and the other an E3. The Z score for ExtensionHistory was –1.1, which was lower than 2017 but withinthe scope for Singleton High School over the past fiveyears.

Legal Studies: Fifteen students completed LegalStudies, with 40% of students achieving a Band 4. Themajority of students achieved a Band 3 result or less.The Z Score for Legal Studies was –0.8 however, asignificant improvement from previous years.

Modern History : In Modern History 10 studentscompleted the course with 40% of the studentsachieving a Band 3, 30% a Band 4 and 10% a Band 5.The Z Score for Modern History was –0.7, which waslower than 2017 but still comparable with the Z Scorefor previous cohorts over the past five years.

Society and Culture : In Society and Culture sevenstudents completed this course which ran for its firsttime at Singleton High School. The Z Score for Societyand Culture was –0.7, establishing a base line for futurecourse performance to be measured. With theexception of one student, all students in the courseachieved a Band 3 or greater. The results for thePersonal Interest Project, which constitute 40% of astudent's HSC mark were quite strong with this cohortaveraging 23 in comparison to the state average of 25.

HOME ECONOMICS:

Hospitality : A great achievement in Hospitality withthree Band 5's in the Commercial Cookery course anda high band five in Food & Beverage. This year was thefirst year we implemented the Food and Beveragecourse and the results were fantastic and well abovestate average. This highlights the strength of ourHospitality program. We have lessened the amount offunction catering the students do to allow more time inthe classroom on the underpinning theory knowledge.

Food Technology : In 2018 Food Technologystudents received a mix of Band 4's and 3's a declinefrom previous years. Food Technology is a 3–hourwritten exam often full of very complex information andwe are working on building students extended writing tobetter prepare them for extended responses. During2018, all Teachers of Food Technology attendedprofessional development and are working on newprograms and assessment tasks to build up theacademic rigour of the course.

Textiles & Design : Band 5 – one student, Band 4 –three students, Band 3 – six students, Band 2 – fourstudents. This course involves a major textiles work,accompanying portfolio and a two–hour formal


examination. We are looking at developing thestrengths of our teachers delivering Textiles and Designto improve the quality of students' practical work andalso increase student ability to complete extendedresponse writing.

DESIGN, ENGINEERING andTECHNOLOGIES/COMPUTING:

Industrial Technology : Twelve students undertakingIndustrial Technology performed slightly below the stateaverage for the 2018 Higher School Certificate.Students have undertaken study in Timber andAutomotive Industries. The range of Bands spread from1 to 5. Student who complete quality Major Projectsachieve higher Bands.

Students undertaking Engineering Studies in the 2018Higher School Certificate have performed in–line withthe State average. One student achieved a Band 6,with the remaining four achieving equal Bands 3 and 4.

Software Design and Development : Studentsperformed slightly below the state average, with eightstudents sitting the 2018 HSC. The majority of studentsachieved Band 3.

Fourteen students completed Design and Technologyin 2018 with results down on previous years, with anincrease in students achieving Bands 2 and 3. Theseresults can be attributed to students not consistentlyexecuting quality Major Design Projects. Only five ofthe 14 students achieved Band 4 and above.

ENGLISH

Year 12 English Advanced: No Band 6, however anincreasing number of Band 5's improves our results for2018. In each section of both papers our results werebelow the State average. Our best results came fromPaper 2 Module A.

Year 12 English Standard: We had no Band 6 or 5results. Our better results in 2018 reflected a moreengaged student group. Our school basedassessments and especially HSC Trial results continueto be a better predictor of HSC success than the Year 9NAPLAN or RAP data. Having experienced HSCmarkers means that we are very close to the marksattained in the HSC. The main concerns noted threeyears ago remain: no evidence of value adding postTrial HSC when attendance falls off dramatically.Students selectively attend class, some come only tocomplete HSC projects. Few students submit orresubmit drafts for feedback. We need to ensure thatflagging attendance post Trial is remedied. Newattendance protocols should assist this.

MATHEMATICS:

Results in all Mathematics courses are below the stateaverage for each course but all have shown animprovement in 2018 with the numbers in the lowerbands declining. The Mathematics results for 2018 areabove the average achievement for the period2014–2018 showing an improvement in performancewith 39% of the students scoring Band 4 or better.

General Mathematics : is also still below the Stateaverage but reflects the same improvement trend asMathematics with fewer students scoring in the lowertwo bands. Twenty percent of the students achieved aBand 4 or Band 5. No Band 6 results were achieved.

Mathematics Extension 2 and Extension 1 : havesmall candidatures and there are four Bands ofachievement. Mathematics Extension 1 had eightstudents complete the course with 25% achieving in thetop two bands of Band E4 or Band E3 and 50%achieving a Band 2. Mathematics Extension 2 had onestudent achieve a Band E3.

PERSONAL DEVELOPMENT HEALTH PHYSICALEDUCATION

In 2018 the PDHPE faculty continued to demonstrategrowth in retention and student achievement across theStage 6 courses of Personal Development Health andPhysical Education (PDHPE); Community and FamilyStudies (CAFS) and Sport Lifestyle and Recreation(SLR). Substantial academic achievement was evidentin CAFS with the cohort of 18 students demonstratingabove the state average with four Band 5 and nineBand 4 results attained.

PDHPE continued its academic success of previousyears with the cohort of 31 students achieving twoBand 6 and eight Band 5 results with an improvementfrom 2017. The PDHPE faculty as a whole continues toachieve above school comparison average.

CREATIVE and PERFORMING ARTS

The Creative and Performing Arts faculty achievedpleasing HSC results in 2018. Visual Arts achieved thestrongest results with one Band 6, three Band 5 andseven Band 4.

SCIENCE:

The performance of candidates studying subjects withinthe Science faculty at the 2018 HSC showedimprovement in most areas:

In Biology, the 2018 average of 73.43was above that achieved by the 2017 group. The cohortperformance against thestate mean improved with a Z score of –0.07. Of the 30students enrolled in thecourse, three received Band 6 results and 63%received a Band 4 or above.

In Chemistry : the 2018 cohort achieved an averageperformance of 71.25, this was an improvement againstthe 2017 group. The cohort performance against thestate mean improved with a Z score of –0.32. Of theeight students enrolled in the course, two receivedBand 5 results and 62.5 % received a Band 4 or above.

In Senior Science : the 2018 cohort achievedan average performance of 68.00 slightly below the2017 group. The cohortperformance against the state mean declined with a Zscore of –0.21. Of the 14


students enrolled in the course, two received Band 5results and 28.5 % receiveda Band 4 or above.

In Physics : the 2018 cohort achieved an averageperformance of 62.1 a significant improvement whencompared to the 2017 group. The cohort performanceagainst the state mean improved with a Z score of–0.71. Of the nine students enrolled in the course, onereceived Band 6 result and 22 % received a Band 4 orabove.

SCIENCE VALID PERFORMANCE

In 2018 students in Y8 achieved an overall meanperformance of 82.73 and demonstrated similarstrengths across all four areas assessed. This wasbelow the state average of 87.41 but above theperformance of students in SSSG of 82.04. This was aslight decline when compared to the performance ofstudents from Singleton High School in 2017.

In 2018 students in Year 10 achieved an overall meanperformance of 86.38 and demonstrated similarstrengths across all four areas assessed. This wasslightly below the state average of 89.89 and above theperformance of students in SSSG of 83.35. Thisrepresented a decline in the average performancewhen compared with students from Singleton HS in2017. However in 2018, 69% of students showedgreater than or equal to expected growth in Science,this was a significant improvement compared with2017.


Parent/caregiver, student, teachersatisfaction

On the Tell Them From Me Survey, parents who tookthe survey indicated that they would recommend theSingleton High School to parents of primary schoolstudents by indicating 22% Strongly Agreed and 51%

Agreed. This result is higher by 4% from 2017.

TTFM survey will reflect increased communityinvolvement in the school. Tell Them From Me Parentsurvey in 2018 yielded a low return from 2017 despitethe initiative of two rewards given for completing thesurvey.

However, there has been an increased involvement inthe areas of parents communicating to the Executiveteam, teachers and staff by 0.1%; attending moremeetings (parent–teacher interviews, DP meeting andsocial functions) at the school increased by 1%.Parents involved in school committees (for instance;P&C) increased by 1% in 2018 from 2017.

Parent involved in school voluntary work at the schoolcommunities, this are in areas of school sport, canteenand assisting the teachers or school in some other wayincreased in 2018. In the areas of school sport, therewas an increase of 3% of parents assisting in this areacompared to 2017. There was an increase of parentsvolunteering 1–2 times a month more in the area ofcanteen by 5% than 2017. Also, assisting teachers inother ways increase by 1% from 2017.

This is due to parents, guardians and carers feeling theschool is more approachable, welcoming andinformation is being provided effectively with regard toactivities by +0.5%; additional survey results reveal thatconcerns are heard; school information is clear andstaff are helpful with inquires or problems.

Additionally, I noticed the following statement on theAnnual Report data shows an increase in the number ofparents choosing Singleton High School for theirstudent.

Policy requirements

Aboriginal education

Singleton High School Aboriginal Education programsare coordinated by an allocated staff member with theoverwhelming management of KaWul, CLONTARF andthe Girls Academy. Singleton High School staff,students, parents, Elders and the local community arecommitted to improving the educational outcomes forthe wellbeing of all Aboriginal students. The HeadTeacher of Aboriginal Education has been essential inensuring that all programs are coordinated and focuson realistic, positive, aspirational outcomes. KaWultutors are employed to assist students with schoolwork, assessment tasks and exams both in–school andduring homework Centre sessions.

CLONTARF had 75 boys in 2018 and despite two staffchanges at the end of the year continue to support SHSIndigenous boys through programs such as camps,sporting events, morning training, educational supportand community service.

The Girls Academy had 43 female students in 2018programs involved in career focused events, culturalexcursions, reward excursions, wellbeing programs,reward showcase attendance and in school assistance.


The Girls Academy building was opened by theGovernor of NSW David Hurley at a well attendedevent. Regular AECG meetings were held at KaWuland well attended by both primary and secondary staff,Elders and community members. An Aboriginal danceteacher was employed to work with primary andsecondary students.

Multicultural and anti-racism education

Singleton High School has two ARCO (Anti–Racismcontact officers) who trained in Newcastle. There havebeen various presentations given about racism and itsimpact during whole school assemblies and throughwhole school wellbeing programs offered at SHS. Theschool community continues to foster strongrelationships with Takahata, Japan, our sister city withtwo way excursions and hosting exchange students.The school continues to celebrate 'Harmony Day'during which multicultural heritage was explored.


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