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Annual Report 2016

Introduction

This report provides parents and members of the wider community with

information about Governor Stirling Senior High School’s activities and

performance over the past year. It highlights the school’s strengths and

identifies areas for improvement during 2017. Governor Stirling Senior

High School is committed to ensuring that our local community is

confident that the school is providing a quality education to meet the

needs of students. This document forms one part of the School

Accountability Framework, which involves rigorous school self

evaluation, the School Improvement Plan and the school Annual Report.

Dr Pasco Putrino Principal

GOVERNOR STIRLING SENIOR HIGH SCHOOL

Annual Report 2016

Page 1

PART ONE:

School Features

Overview Governor Stirling Senior High School was established on

the banks of the Swan River in Woodbridge in 1958. The

school draws students from a wide range of primary

schools throughout the Swan District, and enjoys a strong

sense of tradition and record of academic and sporting

excellence.

The school has a diverse student population, catering for

all students and their educational needs. There are

programs for the Gifted and Talented to programs for

students who need higher levels of support to engage in

learning. Such programs include senior school Certificates,

workplace learning and Follow the Dream/Partnerships for

Success.

The new school, completed in January 2013, provides

state-of-the-art facilities such as Engineering workshop,

media and multimedia laboratory, TV studio, performing

arts theatre with over 200 seat capacity and a commercial

kitchen for certificate courses. These enable the school to

offer the full range of programs. Facilities also include a

boathouse housing kayaks and canoes for water sports.

Features of the Learning Program The school offers a comprehensive program of study within

the Western Australian Curriculum that includes the

selective entry Gifted and Talented program, Approved

Specialist Programs, academic and general courses,

school-based special programs, university entrance WACE

courses and vocational education and training (VET)

courses.

Gifted and Talented Education Program

Governor Stirling Senior High School offers the Department

of Education’s selective entrance Gifted and Talented

Program in Mathematics, Science and the Humanities. In

2016, 54 students participated in the Year 7 to 10 program.

Specialist Programs – ASP and School

Based

Three Approved Specialist Programs offer students the

opportunity for extension in Australian Rules Football,

Engineering and Artsmedia. The Artsmedia program, now

in its 6th year, delivered high quality teaching and learning

to students. This included a number of extra-curricular

Saturday morning workshops.

The Engineering program, also in its 6th year, continued

the partnership with the University of WA in the

development and delivery of aspects of the program.

The Football Program, which commenced in 2001, has

continued its success with a number of talented students

successfully drafted into AFL and WAFL competitions. In

recent years, the school has been successful in the Senior

Division of the Belt Up Cup championship, and reached the

Quarter Finals in 2015. The school also competed in the

Junior Division Eagles Cup championships. In 2016, both

teams were unlucky to miss the finals. However, the Year 7

Boys and Junior Girls both had success winning the Swans

District Championship for their respective competitions.

Governor Stirling had three girls represent WA at the 15s

National Championships with one girl making the All

Australia team.

The Netball Program has regular support from State

League players and coaches, and has an excellent

reputation in the community for developing and improving

local students. Governor Stirling had two students

represent WA at the National 19s Championships and

another student represent Australia at the 15s World

Championships and National 17s Championships.

Vocational Courses

A variety of AQF certificates are available to students.

These include Certificate 2 in Information Technology,

Automotive, Kitchen Operations, Sport and Recreation,

Creative Industries, Tourism and Business. A number of

students also completed courses at North Metropolitan

TAFE College, and School-Based traineeships and

apprenticeships. Workplace learning is also offered to

students to provide school to work transition pathways for

particular students in Years 11 to 12.

Aboriginal Education Programs

The school offers programs to support Aboriginal students.

The Follow the Dream/Partnerships for Success Program

caters for students from Years 7 to 12 who aspire to enter

university or further education. In 2016, 57 students

participated in homework classes and other extra-curricula

activities. Students attended a camp, reward excursions for

students with 90% plus attendance, seminars and other

excursions to ECU, UWA and Curtin University. Links with

industry saw six students participate in a work experience

program at Worley Parsons during the school vacations.

A strong support team, that includes the Partnerships for

Success Program Coordinator, tutors, two part-time

teachers, and one full-time and two part-time Aboriginal

Islander Education Officers, supports Indigenous students

and their families to engage in the range of programs

GOVERNOR STIRLING SENIOR HIGH SCHOOL

Annual Report 2016

Page 2

available, including supporting students to improve their

literacy and numeracy skills.

NAIDOC Day was again celebrated across the school.

Activities included a whole-school assembly, musical

performance, story-telling, workshops and presentations.

Support Programs for Students

The One-line Student-centred Funding Model allocates

funding to schools to provide additional support to students

with particular needs. Budgeted funds were used to provide

a range of support services to students. These included

behaviour management, learning support, literacy and

numeracy support including funding of the Reading Plus

and Toe-by-Toe programs, WACE revision programs, and

Aboriginal student attendance.

A new engagement program, the Student Engagement

Program (STEP) was implemented during the year which

aims to engage students with behavioural issues back into

the classroom. The program was resourced with 1.0 Lead

Teacher plus 0.6 Education Assistant. The Aboriginal

Engagement Strategy was also trialled during Term 4,

again aimed at engaging students with poor class

attendance or engagement.

The school continued to engage in various other activities

to support student learning. These included mentoring

programs, lunchtime activities through Student Services

and PE Departments and collaboration with other

community organisations.

Nature of Catchment As in previous years, the majority of students were from

the local contributory primary schools.

Enrolment

The table below shows the student enrolment pattern over

recent years. 2016 was the second intake of Year 7

students into secondary school.

Table 1: Enrolment Trends (from Census 2009 –

2016)

Start

of

Year

7

Year

8

Year

9

Year

10

Year

11

Year

12 Total

2009 134 152 157 178 114 735

2010 68 136 141 134 127 606

2011 135 66 124 95 94 514

2012 124 134 72 110 78 518

2013 181 129 136 90 74 610

2014 194 188 128 137 58 705

2015 185 183 186 193 128 104 979

2016 159 177 173 163 174 76 978

The school commenced 2016 with enrolment of 978

students, a slight decrease from the previous year. Year 7

to 10 cohorts were at capacity.

13% of the Year 8 population were indigenous students

(Table 2), same as the previous year (13.0%). It was

interesting to note Year 12 retention was greater than

previous years at 18.2% (Table 2a).

Aboriginal student retention to Year 12 continues to be less

than the general cohort. Increased retention of indigenous

students continues to be a school priority.

Table 2 Student Profile 2016

Yr 7

Yr 8

Yr 9

Yr 10

Yr 11

Yr 12

Total

Aboriginal 24 23 24 25 22 14 132

GATE 6 22 16 10 15 8 77

ArtsMedia 17 18 20 13 68

Engineering 17 24 18 17 76

Dance 17 17 10 9 13 6 72

Football 21 28 30 20 18 10 127

Netball 17 25 18 21 19 8 108

FTD 64

Cert 2 187 129 318

Cert 3 21 4 25

Table 2a Aboriginal Student Profile 2016 8/12

2016 2015 2014 2013 2012 2011

Yr 8 13.0% 13.0% 12.9% 12.2% 24.2% 21.5%

Yr 12 18.2% 13.4% 12.7%

Growth in certificate level programs over the last few years

has been strong. The extensive range of Certificate 2

courses now offered enable students to undertake a richer

and more relevant curriculum through to Year 12. The

proportion of students completing VET certificate courses

increased from 43% in 2010 to 96% in 2015, and continued

to be high in 2016.

School Finances 2016

Contributions and Charges 2016

The percentage of contributions and charges collected

during 2016 was 62%, which is less than 2015 at 69% and

less than 2014 at 71%. Efforts will continue with strategies

to increase the collection rate.

GOVERNOR STIRLING SENIOR HIGH SCHOOL

Annual Report 2016

Page 3

1 148,275.00$ 61,093.25$

2 438,373.18$ 308,641.43$

3 2,641.00$ 2,640.84$

4 132,094.29$ 132,093.49$

5 -$ -$

6 -$ -$

7 -$ -$

8 41,691.28$ 41,692.74$

9 179,556.72$ 83,266.93$

10 -$ -$

11 Farm Revenue (Ag and Farm Schools only) -$ -$

12 -$ -$

942,631.47$ 629,428.68$

689,218.00$ 689,218.20$

Student Centred Funding 970,592.00$ 970,591.50$

2,602,441.47$ 2,289,238.38$

9,576,995.00$ 9,576,995.00$

12,179,436.47$ 11,866,233.38$

Locally Raised Funds504,469.01$

Student Centred Funding970,591.50$

Other Govt Grants -$

Other 41,692.74$

Transfers from Reserves83,266.93$

1,600,020.18$

1 203,584.85$ 144,403.07$

2 -$ -$

3 620,706.07$ 556,940.30$

4 90,077.43$ 62,269.42$

5 823,253.49$ 713,685.07$

6 45,000.00$ 44,394.45$

7 144,336.00$ 144,336.00$

8 198,366.98$ 161,737.43$

9 -$ -$

10 -$ -$

11 -$ -$

12 Farm Operations (Ag and Farm Schools only) -$ -$

13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$

14 Camp School Fees to CO (Camp Schools only) -$ -$

15 -$ -$

2,125,324.82$ 1,827,765.74$

8,912,229.00$ 8,912,229.00$

11,037,553.82$ 10,739,994.74$

Bank Balance 1,440,706.34$ Made up of: -$

1 General Fund Balance 461,472.64$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 905,354.38$ 5 Suspense Accounts 119,524.32$ 6 Cash Advances 800.00-$ 7 Tax Position 44,845.00-$

1,440,706.34$

Contribution and Charges 2015.

The percentage of Contribution and Charges collected in 2016 was 61% which is lower than the previous year of 69%

The increase in numbers of students and hardships faced by parents decreased the payment of school fees 61% compared to 69% in 2015.

We will endevour to continue will collection stratagies to meet and improve our collections to an acceptable 70% target for 2017.

Total Bank Balance

Cash Position as at: 31/12/2016

Residential Boarding Fees to CO (Ag Colleges only)

Unallocated

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

Other State Govt/Local Govt Revenues

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

Revenue from Co, Regional Office and Other Schools

Actual

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Budget

Fees from Facilities Hire

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure

Transfer from Reserve or DGR

Residential Accommodation

Governor Stirling Senior High SchoolFinancial Summary as at

Actual

31st DECEMBER 2016

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash

Voluntary Contributions

Charges and Fees

0

50

100

150

200

250

300

350

400

450

500

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds31%

Student Centred Funding

61%

Other Govt Grants0%

Other 3%

Transfers from Reserves

5%

Current Year Actual CashSources

0

100

200

300

400

500

600

700

800

900

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10

210

410

610

810

1010

$000

Cash Position

GOVERNOR STIRLING SENIOR HIGH SCHOOL

Annual Report 2016

Page 4

PART TWO:

School Improvement and Priorities

Grounds and Buildings

During 2015, the Building Management and Works

(BMW) Department undertook to rectify problems

associated with the new school oval, situated close

to the banks of the Swan River East of the school

buildings. The project was completed and

operational for the start of the 2016 school year.

Other minor works carried out during 2016:

• Upgraded security in PEAC area.

• Conversion of network room to an office for

Career and Vocational Education.

• Upgraded air-conditioning system in

cafeteria

Student Performance

The focus on improving student performance in all

year groups continued during the year. Strategies

included:

• Continued use of evidence-based planning.

• Senior school tutorial classes.

• Offering an extensive range of Certificate 2

courses.

• Development of a reward system across the

school.

• Focus on quality teaching.

The school achieved the following targets:

• 100% attainment rate

• Top 50 VET achievement

• Better than ‘like’ schools Year 12

performance

• On the target of every ATAR student

achieving an ATAR of at least 55, this was

met in 2015 but not 2016.

Literacy and Numeracy

Literacy support of an additional two periods of

literacy continued for identified Year 8 and 9

students. In addition, Reading Plus was delivered to

more than 300 Year 7 and 8 students. Toe-by-Toe,

a literacy program for students with very low

literacy, was implemented and delivered during the

year to identified students.

In Mathematics, a structured and differentiated

program, implemented previously, continued. The

program enabled students to progress according to

each stage of achievement.

Both programs continued to improve student

NAPLAN performance.

Literacy and numeracy tutoring continued as a key

support strategy for Aboriginal students in Years 7

to 12.

Attendance

Student attendance continued to be a priority during

the year. Strategies implemented previously

enabled an improvement in overall attendance for

non-Aboriginal students to 88.6% in 2015 but a

decline for Aboriginal students from 77.4% in 2014

to 72.1% in 2015. Continuation of these strategies

through 2016 did not result in continued

improvement with a drop in attendance to 85.8% for

non-Aboriginal students, which is lower than like

schools, and an even bigger fall in attendance for

Aboriginal students from 72.1% to 63.5%. These

attendance rates are lower than like schools. The

school will continue to focus on improvement in this

area

Information Technology

During the year, $232,991 Ex GST was spent on IT

equipment.

50 x Desktop PCs student use $31,435.00

126 x Notebooks student use $140,680.00

40 x Tablet devices teachers $37,860.00

1 x SIS Server + Licences $7,600.00

1 x Academy Server $5,898.00

3 x Notebook Trolleys $8,190.00

3 x Printers $1,358.00

The PCs and Notebooks replace out-dated

equipment. The Academy Server enables the

Academy software to be implemented – an initiative

for more effective monitoring of student attendance,

communication with parents, and other services. It

links in with SIS and presents a more user friendly

interface than the SIS software.

The Tablet devices enable more effective use of IT

in teaching and learning by staff.

GOVERNOR STIRLING SENIOR HIGH SCHOOL

Annual Report 2016

Page 5

Gifted and Talented Selective Program

Attainment/WACE Eight students completed the Gifted and Talented

(G&T) program in Year 12. The Year 8 intake was

11. At the end of Year 10, 3 students moved to

other schools.

Of the 8 students remaining in the program, 6

completed ATAR courses.

G & T students All ATAR

students

Year 12

6 15

ATAR mean

75.88 69.8

ATAR range

65.80 – 87.40

(21.6)

46.90 – 98.20

(51.3)

One student did not study ATAR, however, they

achieved a Certificate 2 and the WACE.

One student did not achieve the WACE or

Attainment due to personal issues.

The Destination of the G&T students:

Curtin University - 3 students

Murdoch University – 1 student

WAAPA – 1 student

Royal Melbourne Institute of Technology – 1 student

Full time employment – 2 students

All students received their first preference

university course.

Differentiated Program Years 7-10

Numerous activities provided differentiation in Years

7 – 10. These include:

English – Participation in Perth Writers Festival,

Youth Out loud public speaking competition and

interschool debating. The Year 10 program involves

explicit teaching of thinking skills and compacting

the syllabus in preparation for senior school.

Mathematics – Competitions include: Australian

Mathematics, Havesumfunonline, National

Olympiad Problem Solving; Different textbooks that

focus on higher order proficiencies and problem

solving, CAS calculators, Notebooks enabling

access to Mathematics software to provide \

extension, Year 10 students completing the 10A

Australian Curriculum course.

Humanities and Social Science – National

Geographic, History Competitions, ANZAC Essay &

State Legislative Assembly Representatives Day.

Science – Robotics, Big Science Day competition.

The students participated in UWA’s ASPIRE

Program involving both incursions & excursions to

UWA for all Year groups 7 -12. These included

workshops “Building Blocks” (Yr 7), “Who Stole the

Peacock” (Yr 8), Race Around UWA (Yr 9), Careers

Discovery (Yr 10 ), Metro overnight camp (Yr 11)

and Guest speaker program for Yr 12. The Yr 7 and

8 classes also participated in Aspire Mathematics

activities days which included coding and scale/ratio

activities.

In 2016 students were involved in STEM/STEAM

activities including Landgate’s Location Day, Swan

Valley Problem Solving Day, and Arcadia’s Spider

excursion. The Year 10 class toured Canberra

which included Civics & Citizenship activities as well

as Science, Art & Cultural visits.

Differentiated/Extension program for

Senior Students included:

Homework extension classes, university visits &

guest speakers, competitions (AMC), UWA Aspire

Mentoring (Metro Camp, Academic extension

scholarships)

Professional Development Nine staff members completed the Mini Certificate

for Gifted and Talented.

Two staff members completed the National

Conference for Reading.

Finances School allocation to fund the program activities and

delivery (including staffing): $329,267.

GOVERNOR STIRLING SENIOR HIGH SCHOOL

Annual Report 2016

Page 6

PART THREE:

School Performance and Student Achievement

2016 Highlights

• Year 8 – 11 Football educational tours

• Yr 11 & 12 Kuala Lumpur & Singapore netball tour

• Boys and Girls junior AFL teams undefeated at the Junior Football Tournament

• Three students represented WA at the National AFL 15s Schoolgirls Championships

• 1 student selected for the All-Australian AFL 15s Girls team

• Three students selected to represent WA at the National Netball titles

• Second place for our ‘Cheer’ team at the CUA Stars and Stripes Championships

• Governor Stirling SHS Arts Exhibition

• School Theatre Restaurant - ‘Bats The Musical’

• 2016 Dance Spectacular

• New Norcia Music Camp

• School Music Concert

• Merit award at the WA Schools Concert Band Festival

• 2016 Speech and Drama festival

• Two student finalists - ‘Wool 4 Schools’ textiles competition

• Four student finalists - Moran Contemporary Photographic Prize

• Yr 10 Gifted and Talented Canberra tour

• HackED STEM competition - “Best Hack” prize

• Yr 11 Geography tour

• Yr 11 ASPIRE camp

• 2 students selected for the Aboriginal Summer School for Excellence in Technology and Science

• Australian Mathematics Competition – 21 student distinctions from Yr 7 – 11

• Year 11 and 12 School Ball at Parmelia Hilton

Year 12 Performance

• Certificate of Distinction – 1 student

• Certificate of Merit – 1 student

• ATAR 95 or above – 1 student

• 91% WACE Achievement

• Median ATAR 69.8

• 100% Attainment rate

Annual Report 2016

Page 7

Year 12 Performance

Student Participation

Eligible Y12

Students

Number acquiring a TER/ATAR

VET – UoC

participation Rate

VET % of

students completing a Cert II or

higher

2012 59 19 32% 75% 91%

2013 67 13 19% 88% 80%

2014 52 10 19% 96% 80%

2015 90 19 21% 93% 96%

2016 53 15 28% n/a 106%

The number of students completing Year 12 remained

relatively low, reflecting the lower student number in these

cohorts and the ‘half-cohort’ that entered secondary school

in 2010. The proportion of students undertaking university

entrance courses remained fairly constant from 2013 to

2015 but increased to 28% in 2016. The proportion of

students participating in vocational education and training

courses continued to increase. In 2016, this included 3

students who were not eligible for WACE.

WACE Attainment WACE attainment dropped slightly but was again high

reflecting appropriate course selections and monitoring of

student performance during the year.

Eligible Year 12

Students

Percentage achieving WACE

2014 52 98%

2015 90 96%

2016 53 91%

WACE Examination Participation

Eligible Year 12 Students

ATAR Students

% ATAR Students

2014 52 10 19%

2015 90 19 21%

2016 53 15 28%

Overall ATAR Performance

Relative Performance

2014 1.0

2015 1.3

2016 0.2

Above Expected - more than one standard deviation above the

predicted school median

Expected - within one standard

deviation of the predicted school median

Below Expected – more than one standard deviation below the predicted school median

Median ATAR

School Like-

Schools State

2014 72.4 63.3 75.6

2015 75.8 62.6 76.0

2016 69.8 65.5 78.2

The median ATAR was lower than the previous two years

but still above Like schools. The range, however, was

larger than the previous year, from 46.90 to 98.20.

Annual Report 2016

Page 8

The proportion of students in the top tricile improved

markedly to 26% in 2015 but declined again this year while

the proportion in the bottom tricile increased markedly.

Continued improvement in this area will be a focus of

school planning. Efforts will also continue in order to

improve the proportion of students achieving 75 or above.

Student Performance – Stage 2 and/or 3 Courses

Course

Performance Students

2014 2015 2016 2014 2015 2016

Chemistry

2 3

14 8

English 2 2 2 12 19 17

Human Biological Science 2 1

7 12

Human Biology 2 7

Mathematics 1 1

10 18

Maths Specialist 1 4

Maths Methods 2 9

Maths Applications 2 6

Modern History 2 1 2 7 6 8

Physics 3 1 2 6 10 6

Human Biological Science was replaced with Human Biology. Mathematics was replaced with Mathematics: Specialist,

Mathematics: Methods and Mathematics: Applications.

Apart from English, performance in other ATAR courses could not be meaningfully compared to the State or Like schools due to

low class numbers. It is noteworthy, however, that in most courses, performance was as expected with the exemption of

Chemistry. Mathematics Specialist was significantly higher than expectation with mean score well above the State mean.

State

ATAR Students

School Like-Schools

2014 2015 2016 2014 2015 2016

Top 33%

10% 26% 13% 14% 10% 13%

Middle 33%

50% 37% 27% 24% 26% 26%

Bottom 33%

40% 37% 60% 62% 64% 61%

Number acquiring an ATAR / TER

Number achieving one or

more scale scores of 75+

Percentage achieving one of

more scaled scores of 75+

2014 10 1 10%

2015 19 4 21%

2016 15 1 7%

1 Above Expected - more than one standard deviation above the predicted school mean

2 Expected - within one standard deviation of the predicted school mean

3 Below Expected - more than one standard deviation below the predicted school mean

No data available or number of students is less than 6

Annual Report 2016

Page 9

Student Performance – Stage 1 Courses – Grade Distribution

Course School Percentages WA Public Schools Percentages

A B C D E A B C D E

Building and Construction 10 20 50 10 10 7 29 55 6 2

Career and Enterprise 19 25 44 0 13 14 26 45 7 8

Design 13 31 44 0 13 13 25 47 8 7

English 6 18 71 0 6 9 26 54 7 5

Outdoor Education 10 29 43 14 5 14 30 42 8 5

Politics and Law 0 0 40 40 20 0 0 40 40 20

Physical Education Studies 0 30 50 10 10 13 34 44 7 2

Year 12 Intentions 2015

Annual Report 2016

Page 10

Year 12 Destinations 2016

Intention 2015

School

Intention 2015 State

Destination 2016

School

Destination 2016 State

Variation School

Variation State

Return To School 0.6% 0.4% -0.2%

University 50.0% 50.1% 21.9% 36.7% -28.1% -13.4%

TAFE 12.5% 17.9% 26.0% 15.0% 13.5% -2.9%

Apprentice/Traineeship

Other Training 4.2% 2.8% 1.4% 1.8% -2.8% -1.0%

Employment 16.7% 11.0% 20.5% 17.9% 3.9% 6.9%

Employment Assistance 0.0% 6.8% 3.8% 3.8%

Other 4.1% 2.7% 2.1% -2.0%

Deferred Study/Training 0.0% 9.6% 12.4% 12.4%

49.3% of Year 12s continued in some form of education or training in 2016, less than previous years (52%) and still substantially lower than the State (78.9%). The proportion undertaking employment continued to decrease to 20.5% (from 40% in 2014 and 24.5% in 2015) while the proportion undertaking employment assistance decreased to 6.8% from 14% in 2014 and 21% in 2015. It is interesting that almost 10% of graduates have deferred further study or training.

Annual Report 2016

Page 11

NAPLAN Student Performance – Relative Assessment – Year 9

Percentage of students in each Proficiency Band

Year 9 Numeracy

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

10

11.6%

10.91%

4.26%

2.57%

3.08%

2.38%

9.7%

9.8%

8.9%

9

11.04%

10.34%

7.92%

7.32%

7.14%

7.79%

12.9%

14.0%

14.5%

8

17.67%

24.13%

32.31%

21.85%

24.13%

22.83%

24.6%

25.7%

25.3%

7

33.7%

29.31%

34.14%

32.51%

37.9%

39.49%

28.4%

30.2%

30.8%

6

23.75%

23.56%

20.12%

29.94%

24.13%

24.02%

20.6%

17.8%

17.7%

1 to 5

2.2%

1.72%

1.21%

5.78%

3.6%

3.45%

3.8%

2.5%

2.8%

NUMERACY - Band 10 - Better than Like schools and State for both 2014 and 2015, however, declined in 2016. The proportion

in Bands 8 - 10, however, remained similar to previous years at 44.5%, well above like schools. The proportion below the

minimum standard continued to decrease indicating improvement in performance.

Year 9 Reading

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

10

7.06%

6.17%

2.39%

2.18%

1.6%

2.58%

6.1%

6.2%

5.6%

9

13.04%

8.98%

16.76%

10.39%

8.37%

9.64%

15.9%

15.1%

14.8%

8

25.54%

24.71%

24.55%

21.48%

21.57%

23.58%

24.7%

24.7%

26.3%

7

27.17%

23.03%

28.74%

27.96%

31.22%

31.77%

25.7%

24.6%

28.1%

6

17.39%

29.77%

17.96%

24.31%

26.78%

24.96%

18.3%

21.3%

18.8%

1 to 5

9.78%

7.3%

9.58%

13.66%

10.43%

7.44%

9.3%

8.1%

6.4%

READING - Significant improvement in Bands 9 and 10. Band 10 –Significantly above Like schools and close to State in 2015

but lower in 2016. Reading Plus was introduced in 2016 which may account for some improvement.

Year 9 Writing

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

10

3.8%

5.61%

4.19%

2.17%

1.08%

1.87%

6.1%

4.5%

3.8%

9

6.52%

8.98%

8.98%

5.69%

3.97%

4.56%

9.5%

7.8%

7.8%

8

20.65%

17.41%

23.35%

16.11%

18.77%

18.07%

22.3%

24.0%

22.1%

7

25.54%

23.59%

22.75%

24.55%

23.38%

28.33%

23.8%

22.3%

26.2%

6

22.82%

17.97%

26.34%

22.05%

21.71%

25.7%

18.8%

19.0%

23.0%

1 to 5

20.65%

26.4%

14.37%

29.41%

31.06%

21.45%

19.5%

22.5%

17.0%

WRITING - Significant improvement was made in Bands 1 to 5. This may have been due to strategies such as Reading Plus

and Toe-by-Toe programs.

Annual Report 2016

Page 12

Comparative Performance for Year 9

Year 9

Performance

Students

2011

2012

2013

2014

2015

2016

2011

2012

2013

2014

2015

2016

Numeracy

-1.2

-0.8

-1.0

-0.0

0.4

-0.1

62

126

116

181

174

164

Reading

-1.1

-0.4

-2.1

0.9

-0.5

-0.7

58

128

117

184

178

167

Writing

-0.6

-0.3

0.0

1.2

0.0

0.5

58

128

121

184

178

167

Spelling

-0.7

-0.5

-1.0

1.3

0.3

0.3

59

128

119

183

178

169

Grammar & Punctuation

-1.3

-0.6

-0.5

0.5

-0.1

0.0

59

128

119

183

178

169

1 Above Expected - more than one standard deviation above the predicted school mean

2 Expected - within one standard deviation of the predicted school mean

3 Below Expected - more than one standard deviation below the predicted school mean

No data available or number of students is less than 6

Year 9 Performance – standard deviation from predicted school mean

Annual Report 2016

Page 13

Student Progress – Year 9 and Numeracy, Reading, Writing, Spelling and Punctuation & Grammar

Annual Report 2016

Page 14

Annual Report 2016

Page 15

Performance Analysis – Year 9 Science and Humanities & Social Sciences

From the Graphs above, the following is noted:

Science – 31% of Year 9 students achieved A/B compared with 27.2% for like schools. This is lower than the previous year

where 36.2% of Year 9 students achieved A/B grade compared to 25.3% for like schools. This is less than the 2014 cohort of

56%. Again, less students achieved below a C grade than Like schools.

Humanities & Social Science – 33.3% of Year 9 students achieved A/B which is slightly higher than like schools of 32.1% and

better than the 31.1% of Year 9 students achieved A/B the previous year. A higher proportion of students achieved less than C

grade compared to Like schools.

These improved results reflect whole school literacy across the year group from strategies the school has continued with over

the last few years.

Annual Report 2016

Page 16

STUDENT PARTICIPATION – NUMBERS and TRENDS

2012

2013

2014

2015

2016

Lower Secondary

327

446

510

746

705

Upper Secondary

181

166

195

229

273

Total

508

612

705

975

978

Annual Report 2016

Page 17

Secondary Attendance Rates

Non-Aboriginal Aboriginal Total

School Like

Schools

WA Public

Schools School

Like Schools

WA Public

Schools School

Like Schools

WA Public

Schools

2014 87.6% 86.1% 88.6% 77.4% 69.3% 66.3% 86.2% 83.3% 86.9%

2015 88.6% 86.3% 89.7% 72.1% 70.9% 68% 86.3% 84.9% 87.9%

2016 85.8% 86.9% 89.5% 63.5% 73.8% 67.4% 82.6% 85.7% 87.7%

Attendance Category - All Students

Regular

At Risk

Indicated

Moderate

Severe

2014 51.9% 28.1% 13.3% 6.4%

2015 57.7% 21.7% 12.5% 8.1%

2016 50.1% 22.3% 14.7% 12.6%

Like Schools 2016 53.4% 23.8% 13.7% 9.0%

WA Public Schools 62.0% 20.0% 11.0% 7.0%

Attendance Category – Aboriginal Students

Regular

At Risk

Indicated

Moderate

Severe

2014 30.3% 27.2% 23.2% 19.1%

2015 28.1% 17.4% 26.8% 27.5%

2016 23.3% 15.5% 21.4% 39.6%

Like Schools 2016 29.9% 24.6% 19.7% 25.6%

WA Public Schools 26.0% 19.0% 21.0% 34.0%

ABORIGINAL STUDENTS - Attendance has continued to decline over the last three years. Whilst above State and Like schools

in 2014 and 2015, it was lower in 2016. Aboriginal student attendance continues to be a school priority.

NON-ABORIGINAL STUDENTS - After a slight improvement in 2015, attendance declined in 2016. Student attendance

continues to be a school priority.

Annual Report 2016

Page 18

Y07

Y08

Y09

Y10

Y11

Y12

2014

89%

87%

85%

82%

87%

2015

91%

88%

85%

84%

81%

85%

2016

89%

87%

85%

79%

77%

79%

WA Public Schools 2016

91%

88%

87%

86%

87%

88%

Student Attendance Overall (%)

Following the move back to the new school in 2013, there was a marked improvement in semester one from 2013 through to

2014 which continued into 2015. Attendance improved slightly across all year levels and was most notable in Year 8. In 2016,

the attendance rate again dropped in all cohorts except Year 9. In the senior years, attendance continues to be a concern.

Annual Report 2016

Page 19

Staff Profile 2016

No FTE AB'L

Administration Staff

Principals 1 1.0 0

Deputy Principals 2 2.0 0

Heads of Departments and Learning 8 7.6 0

Program Coordinators 2 2.0 0

Total Administration Staff 13 12.6 0

Teaching Staff

Level 3 Teachers 3 3.0 0

Other Teaching Staff 67 62.4 2

Total Teaching Staff 70 65.4 2

School Support Staff

Clerical / Administrative 16 13.8 3

Gardening / Maintenance 1 1.0 0

Instructional 5 3.5 5

Other Non-Teaching Staff 14 12.0 0

Total School Support Staff 36 30.4 8

Total 119 108.3 10

All teaching staff meet the professional requirements to teach in Western Australian public schools and can be found on the public register of teachers of the Teacher Registration Board of Western Australia.

Annual Report 2016

Page 20

2016 Parent, Student and Staff Satisfaction Survey

Parents, students and staff were asked to respond to a range of questions in order to gauge their level of satisfaction with the

school.

Number of responses

Parents 85

Students - Senior 166

Students – Middle school 440

Staff 48

RATING SCORE

Strongly agree 5

Agree 4

Neither agree nor disagree 3

Disagree 2

Strongly disagree 1

Parent Satisfaction

Responses ranged from 2.6 to 3.6. Strengths were:

• teachers expect their child to do their best

• parents can talk to the teachers about their concerns

• the school is well maintained, and

• their child likes being at the school

Parents were least satisfied with student behaviour.

Parents were also asked about

• school’s relationship with the community (rating 3.1),

• whether they thought the school was well led (3.0),

• satisfaction with standards achieved (2.9),

• whether they would recommend this school to others (3.0), and

Annual Report 2016

Page 21

• whether they thought the teachers were ‘good’ teachers (3.4) and cared for their child (3.2).

Student Satisfaction A senior school and middle school student survey was conducted to see whether there were differences. Senior school

responses ranged from 2.1 to 4.1. Students were most satisfied that

• teachers expect them to do their best,

• teachers provide them with useful feedback and

• teachers motivate them to learn.

They were least satisfied with the management of student behaviour, their opinions taken seriously, and that the school is well

maintained.

Middle school student responses were very similar, the differences being middle school students liked being at school more,

school gave them more opportunities to do interesting things, and the school looked for ways to improve.

Staff Satisfaction Responses ranged from 2.3 to 4.2. Strengths were:

• staff expect students to do their best,

• they provide useful feedback to students,

• they motivate students and give students opportunities to do interesting things.

Responses match many of the student responses. School maintenance (possibly due to ongoing air-conditioning issues) and

student behaviour were the main concerns of staff.

=== END OF REPORT ===