labor omnia vincit - 2016 annual report · 2017. 11. 28. · 2015. however, in retrospect 2015 was...





Hampton Senior High School has a proud tradition in our local community, built over 50 years, as an Independent Public School whose graduates are recognised for the strength of their character alongside the quality of their academic performance. The lure of our Gifted and Talented Dance Program and our accreditation as a Specialist School for ICT, Drama and Cheer Dance, attracts students from a wide range of schools across the State, with each adding to the diverse cultural, linguistic and aspirational nature of our school population. What keeps the students here, helps them thrive and promotes pride in the oft-used phrase “We are Hampton” is the professional knowledge, practice and engagement of our staff who endeavour to ensure everyone has the chance to live our school vision, Aspire, Innovate, Achieve. A key feature of our school, as demonstrated through feedback from parent, teacher and student surveys, is the positive relationships we build to provide the base from which our academic and pastoral care initiatives achieve results. Evidence of these results is found in the excellent Graduation and Attainment rates achieved by our Year 12 students along with the progressive performance of our cohorts in NAPLAN and OLNA. This 2015-2017 Business Plan, after an extensive period of consultation, outlines the school performance priority areas, aspirational targets, and accountability processes used to ensure the continued success of Hampton Senior High School, as measured against our Delivery and Performance Agreement with the Western Australian Department of Education, along with our shared desire as to see all students reach their full potential as happy, successful, active and character driven members of our society living our motto Labor Omnia Vincit (hard work conquers all) Mr Steven Beaton Principal

We are Hampton





A Culture of Aspiration and

Success

Enhanced Student

Performance

Excellence in Teaching Practice

A Distinctive School

Whole School Priorities





The key outcomes of the explicit improvement agenda for Hampton Senior High School are:

An increase in students aspirations and the belief that they can be academically successful

An increase in ATAR median achievement

Improved academic performance through a clear focus on action as a result of data analysis

Increased engagement in class and school activities to improve attendance

Increased tracking of and intervention in student performance on an individual level

Clear pathways to post school destinations

Continuous, consistent review processes for accountable action with all staff

Consistent use of the Teaching and Learning School Improvement Framework to plan, act and review teaching and learning practice to further develop our aspirational targets

Increased involvement of our community in school activities

Responsive use of human and financial resources

Clear communication of expectations for professional standards and student performance

Recognition and celebration of the diversity of Hampton‟s student population

Develop school pride through positive reinforcement

Consistent recognition and celebration of staff and student achievement

Communication of expected standards and achievement with our community

A shared focus on all staff recognising they have important and valuable roles to play in the education of our students.

Labor

Omnia

Vincit

“Hard work

conquers all”

Principal’s Report





For my first year as Hampton Senior High School‟s P & C President in 2016, it certainly has been an eventful and rewarding year. Having the reins passed down by Jacqui Otago who was in this position for 10 years started with some nervous moments, but as time goes on, I will become more confident in the role. The support I have had from Steve Beaton, Principal, and Tina Drinkell, Admin Assistant to the Principal, has been tremendous and all their help has been truly appreciated. This also applies to the ongoing commitment and help I have had from P&C members Nicole Hayes, Michelle Hughes, Samantha Mould and Robyn Faulknau. The Canteen profit in 2016 was down from 2015. However, in retrospect 2015 was a big year financially because of the first intake of the Year 7s increasing the school‟s numbers. Again, the efforts that are put in every year by the Canteen staff of Diane, Kris and Joan is nothing but remarkable. This year will be a priority for canteen improvements. I am hoping to have the external painting and seating done between Terms 1 and 2. The intended renovations are what I am hoping will boost the number of students and staff utilising the canteen and in turn this should increase our income for student resources.

2016 was the year Hampton Senior High School celebrated their 50th year in education.

This was especially significant for the P & C as we spent a lot of the year designing and ordering the various merchandise items to sell to celebrate this occasion. These items consisted of Water Bottles, Ceramic Mugs, Keyrings, Fridge Magnets and Calico Bags. For the day of the 50th Anniversary, the P & C set up a stand to sell this merchandise along with a mixture of baked treats, tea and coffee. It was a very significant opportunity for promoting the P & C in the community and with the current staff and students. The quantity of merchandise items we did sell was disappointing. However, we are still advertising these items on various mediums in the hope that we can continue to sell the remaining items this year. The P & C are still in a very good financial position and I‟m really looking forward to 2017 with much enthusiasm. This year we will continue to do more promotion within the school community, advertising on the website and Face Book pages. Hopefully we can welcome many new parents to become part of our important and valued committee. Jacquelyn Pavy President. Hampton Senior High School P & C Association

Parents & Citizens Association Report





1.1 Student Engagement

We have a commitment to ensure that our students have every opportunity to capitalise on their strengths to achieve success in their endeavours. Through building a culture of learning and sustained success we will move towards our vision of Aspire, Innovate Achieve for every student.

1.2 Expectation of Achievement We will use system tools and a range of achievement data to plan and track each student‟s learning to ensure that all students have access to excellence in public education. This expectation will be evidenced through strategic partnerships with parent, teachers, students and the wider Hampton community.

1.3 Underpinning Philosophy of Professional Learning Communities Our school vision, Aspire, Innovate, Achieve is underpinned by a Professional Learning Community foundation which has the following three elements - Learning, Collaboration and Results. We will continue to move outside our own comfort zone by challenging ourselves to keep learning.

1.1.1 The Arts

Highlights: The Arts welcomed three new staff members to the team in 2016, Zoe Flint (Hampton Alumni) in Specialist Cheer Dance, Matthew Langfield in Media Arts and Nicole Whiteside in Visual Art. The distinctive school focus with Gifted and Talented Dance, Specialist Performing Arts (Drama) and Specialist Cheer Dance continued in 2016 along with inclusion of some new projects for both the school and broader community facilitated by Visual and Media Arts. These projects included Specialist workshops and testing, many performances by Dance and Drama in the Eric Strauss Performing Arts Centre, Cheer competitions, Project EDGE, Visual and Media Arts exhibition, the global „Morsbag‟ movement, where nearly 400 bags designed by Year 9 and 10 Visual Arts students were distributed to the local community at Bassendean Shopping Centre, Media students were the filming crew for a Department of Education training video and delivery of Media incursion activity for Sparx Early Learning Centre primary school students. The Arts team also contributed to the development and success of the 50th Celebrations throughout the year, including the development of the 50th logo, original 30 minute dance work „Decadance‟ (which addressed the development of both the school and the world over the last 5 decades and 90 white

painted boxes that were used to build a wall), Performing Arts Concert, Cheer displays, Theatre Sports and Contemporary Dance workshops for the community. Added to this was the commissioning of Perth artist Mel McVee to design and facilitate a large scale community mural that runs 42 metres along the C veranda and was also kindly supported by the City of Bayswater through the Community Arts Grant Program. Arts students also achieved great success across a range of entries into exhibitions and with competitions. The Arts team has also had a productive year implementing many features of the three year learning area operational plan, including Year 7 and 8 WA curriculum, the use of Connect and development of targeted graphic organisers, to name a few. Achievements in 2016 Learning Area Operational Plan:

WA Curriculum implemented for Year 7 and 8 Arts subjects

Focus and use of Instructional Strategies

All course outlines (minimum) on Connect

Development and implementation of Graphic Organisers for responses in the Arts

Year 11 work placement and Year 10 and 11 work experience students in the Arts

Increased promotion of Arts events through marketing and promotional material, Facebook and Visual Arts Instagram page

Performances at assemblies and Presentation Evening

Implementation of Certificate II in Creative Industries in Year 10 – with students forming front of house and back stage crew for many performance events throughout the year

Coaching conversations and class room observations were part of performance management

Prospective Parent Night: in Term 1 included performances by Gifted and Talented Dance, Specialist Performing Arts and Specialist Cheer Dance students in Years 7 and 8.

Orientation Concert: Term 4 had performances by Year 7-10 Gifted and Talented dance, Year 7 and 8 Specialist Performing Arts (Drama) and Specialist Cheer Dance

Increased numbers of applications and enrolments to Gifted and Talented Dance for 2017 as a result of Project EDGE targeted initiative

Developed buddy teams for Cheer with Santa Maria College and Lockridge Primary School

Developed community links with City of Bayswater and Town of Bassendean

Priority 1: Culture of Aspiration and Success





Continued maintenance and upgrades to the Performing Arts facilities including new lighting desk and purpose built housing unit for technical equipment

Upgraded the Media lab with entire suite of new computers, teacher editing work station and special effects and editing software

Visual Arts classroom table tops are being refurbished with art design table tops

Two Year 12 ATAR Dance students were invited to audition for Performing Arts Perspectives (top performing practical dance exams).

Gifted and Talented and General Dance:

Year 7-12 Dance students attended performance of Co3 Dance at the Heath Ledger Theatre. The Year 10-12 dance students also attended an incursion workshop at school that was won as part of a survey competition.

Choreography Night: Gifted & Talented Dance students and Year 11 and 12 Dance students performed their own choreographed dance works in Term 2

Senior Dance Evening: held in Term 3 provided an opportunity for Year 11 and 12 Dance students to present their original solo compositions and the set solo both for assessment and for family and friends

Project EDGE: The Primary School project dance group had 21 young dancers from years 4-6 running every Wednesday afternoon with the dance staff and assisting Hampton dance students Ellyia Carter, Devon Jackson and Taylor Harding. The 21 young dancers created and performed their dance work „Rock Gods and Guitar Heroes‟ for the 2016 end of year dance concert with great success

DECADANCE - the end of year dance concert was held over two evenings October, Term 4 Week 1. Performances by Year 9 & 10 Specialist Cheer students, 7-10 GAT, 9 and 10 Dare to Dance and Year 11 and 12 Dance students were outstanding.

Specialist Performing Arts and Drama:

The Human Condition The Senior School (11 and 12) Drama production in Term 3 featured original solos, monologues and small group plays over two nights

Our World At Large Middle School Drama production featured the Year 7 – 10 Specialist Performing Arts students in Excerpts from Romeo and Juliet, UBU ROI, and original solos

Year 11 and 12 Drama students attended Caucasian Chalk Circle at the Heath Ledger Theatre

Year 11 and 12 Drama students participated in workshops on monologues with Maitland Schnaars.

Media Arts (Media and Photography):

Year 11 ATAR students filmed Department of Education training videos to be rolled out in March 2017 to an audience of over sixty thousand people

Media and Photography students works were included in the Annual Art Exhibition in Term 3

Media activity with Sparx Early Learning Centre and primary school participants

Year 10 photography student, Geena Gill, came 1st Runner Up in the Junior Category MyEye Competition for the Macular foundation, beating students from around Australia

Other photography students were honoured by Hampton as their photographic work was chosen to be printed and displayed throughout the school.

Visual Arts:

Year 12 students Zoe Merrett and Deeanah Cooper were both selected as finalists in the City of Swan‟s HyperVision Exhibition. Their work was displayed at Midland Gate Shopping Centre. Zoe Merrett‟s piece, Maybe She‟s Born With It? was awarded the winner of the Traditional Media category for which she received a $250 gift voucher

Devon Jackson‟s artwork, Wandering, was also included in HyperVision Exhibition in addition to META Exhibition hosted by Gallery Central, Northbridge. META showcases the excellence and originality of Year 11 and 12 students undertaking art and design studies across Western Australia.





Devon was one of only 70 exceptional young people whose work was selected for inclusion

Year 9 student Shaylee Kirkup‟s ceramic sculptural vessel was exhibited as part of the 2016 Young Originals Exhibition at Spectrum Project Space, Edith Cowan University, Mount Lawley. More than 180 artworks were entered from which the judges selected 75 very high standard pieces

In addition to these exhibitions students also have had their works displayed as part of the City of Nedlands Emerge Youth Art Awards and the City of Bassendean Art Awards

The Senior School Visual Arts students attended an excursion to Sculptures By The Sea at Cottesloe Beach and Year 12 Perspectives at the Art Gallery of Western Australia

Nearly 400 reusable fabric „Morsbags‟ designed and created by Year 9 and 10 Visual Art students were distributed for free at the Bassendean Shopping Centre October Food Circus

Local street artist Lawry Halden has completed a mural between Student Services and Admin Services this term. Joined by his Too Much Colour colleague Dan Duggan, the two have brightened the once grey space. The work was inspired by the red flame trees that run along the driveway entrance to the school and the birds that frequent these trees

To celebrate 50 years of providing quality education to the local area Hampton Senior High School commissioned Perth artist Mel McVee to design and facilitate a large scale community mural on site. The project was kindly supported by the City of Bayswater through the Community Arts Grant Program.

Specialist Cheer Dance:

Hampton Reign Senior level 2 co-ed team, along with Hampton Sovereigns our Junior level 1 all girl team, and the 2 dance teams, Monarchy, Year 10 Cheer class and Dynasty,

the Year 9 Cheer class, had plenty of opportunities to perform to live audiences

CUA Rock n Cheer Competition in June, Sovereigns placed first in their division while Reign placed third

The CUA Stars n Stripes Cheerleading Competition took place in November. Hampton had 5 routines entered. The results were as follows:

Kassiani Goudis and Amy Burke, Year 9 lyrical duo – 2nd Place

Monarchy, Year 10 Hip Hop – 4th Place

Dynasty , Year 9 Pom – 3rd Place

Reign, Year 9/10 Cheer – 6th Place

Sovereigns, Year 7/8 Cheer – 3rd Place.

Teacher Judgements Semester 2 2016

A B C D E Total

Year 7 27 43 63 5 1 139

Year 8 29 36 58 6 4 133

Year 9 20 55 76 14 6 171

Year 10 18 61 46 24 7 155

Total 94 162 243 49 18 566

% 16.6 28.6 42.9 8.7 3.2 100

Works to the best of his/her ability

ATTRIBUTES Con Oft Som Sel N/A Total

Year 7 69 50 16 4 1 140

Year 8 42 70 19 1 1 133

Year 9 55 58 31 6 5 155

Year 10 72 43 22 15 5 157

Total 238 221 88 26 12 585

% 40.7 37.8 15.0 4.4 2.1 100





1.1.2 English 2016

Highlights There were a number of highlights in English during 2016. The inaugural Hampton Literature Festival took place in Term Three with four visiting authors and illustrators presenting talks and conducting workshops with all of the Year 7 and Year 8 cohort. This was run over two days and was thoroughly enjoyed by all. Competition results were positive highlights also with winners coming in both the Sorry Day competition speech and poetry sections. Additionally, we had a record number of fifty-two students across Year 7 to Year 11 participate in this year‟s WABIAD (Write-a-book-in-a-day) competition. Of four teams entered into the Upper School division (Years 10 – 12) teams made the shortlisted top ten, and one of our teams finished second. This team – consisting of Year 10 and Year 11 students – attended the awards ceremony to receive their trophy proudly on display in the front office. In other areas the Hampton Annual Spelling Bee was conducted in Term Four, the fourth year it has been run, and with Years 7, 8 and 9 students vying off in heats to determine the overall winner. 2016 saw the introduction of the Externally Set Task for Year 12 General classes and our staff were pleased to achieve 100% comparability with the SCSA external markers. Also, in Years 11 and 12 ATAR all new courses were implemented for the first time: theme-based semester long units in keeping with best practice as seen at high-achieving TDS schools around Western Australia. This appears to have been a success with results – both in-class and exam – indicating such. Competitions

Of six teams entered in this year‟s WABIAD – three teams were shortlisted to the top ten Upper School Division, including one team who finished second overall

Year 8 Hampton students won the Sorry Day speech and poetry competitions: Jasmine Nelson and Sophie O‟Keeffe respectively

Ongoing annual Hampton Spelling Bee with Years 7, 8 and 9 students competing for the title.

Excursions

Year 12 ATAR English Curtin University transition seminars

NAIDOC / Sorry Day speech and poetry participants attended Wellington Square presentation ceremony

WABIAD second-placed team attended the Awards Ceremony held at St. Joseph‟s Primary School in Rockingham.

Initiatives

The inaugural Hampton Literature Festival took place in Term Three with visiting authors

and illustrators conducting workshops with all Year 7 and 8 students

The implementation of theme-based semester long units for Year 11 and Year 12 ATAR courses.

Student Success

Improved NAPLAN results for Year 7 in particular


A B C D E Total

Year 7 9 22 74 25 4 135

Year 8 4 38 68 12 6 131

Year 9 9 21 70 29 7 143

Year 10 7 32 88 10 9 153

Total 29 113 300 76 26 544

% 5.3 20.8 55.1 14 4.8 100



Year 7 40 47 37 9 1 134

Year 8 64 23 33 9 4 133

Year 9 43 33 48 14 5 143

Year 10 48 40 32 26 8 154

Total 195 143 150 58 18 564

% 34.6 25.3 26.6 10.3 3.2 100

1.1.3 Humanities and Social Sciences Highlights 2016 HaSS at Hampton SHS in 2016 was a relatively quiet year in terms of competition results and events. We have full implementation of the new curriculum from next year and have begun writing engaging programmes with the organisation of subject delivery





timed to coincide with national competitions for each of our disciplines of History, Geography, Economics and Civics and Citizenship for 2017. The Year 7 Market Day grew this year to be held in the main quad and involve the wider school community in terms of gathering market research for further analysis in class. Students from two Year 7 classes were involved in this event, and it is hoped it will grow to include all Year 7 classes in 2017. 2016 was also the year Mr Wilson organised the „Thoroughly Modern Millie‟ musical production, which ran in term three and was a huge success, with students, staff and the wider community attending the event. Achievements

Sufficient student interest to implement a new course - Year 11 Modern History General in 2017

Sufficient student interest to have separate Year 11 General Geography class and Year 11 ATAR Geography for 2017


A B C D E Total

Year 7 30 41 41 19 3 134

Year 8 10 28 53 21 13 125

Year 9 16 26 57 35 6 140

Year 10 21 37 61 25 3 147

Total 77 132 212 100 25 546

% 14.3 25.2 41.5 17 2 100.00



Year 7 45 52 34 3 1 135

Year 8 43 26 36 21 2 131

Year 9 43 41 40 16 3 143

Year 10 40 40 53 15 1 151

Total 171 159 163 55 7 560

% 30.5

4 28.39

29.11

9.82 1.25 100

1.1.4 Health and Physical Education Highlights

Continuing to provide a range of learning opportunities for students within and outside of the normal school curriculum

Possessing a hardworking, motivated and engaged staff. The relative stability of the staffing structure in HPE during 2016 has been capitalised on

Continuing to have the school represented in a wide range of sporting and recreational activities within the local and wide community

Looking forward to further develop the House system and Athletics Academy in 2017.

Achievements

Certificate II Coaching courses – successfully ran 7 Cert II courses (Years 10-12) in 2016

Approximately 130 students in First Aid/CPR requalification as part of Cert II courses

Very successful Outdoor Recreation camps to Pemberton (off road biking/canoeing) and the Capes region (walking/camping)

Healthy numbers in all HPE electives in Years 9-10

Considerable participation in a range of Interschool Champion Schools‟ competitions, including Interschool Athletics, Swimming, Basketball, Football and Netball

Promotion to Division B in Interschool Athletics

Continued to participate in all 4 Lightning Carnival competitions Years 7-10

Ran successful Whole School Athletics Carnival as well as separate Year 7 and Year 8 swimming carnivals

Successful Health Expo run by Upper School Health Studies students

Reward lunches/activities for worthy recipients

Increased opportunities for Cert II students to be involved with coaching of lower school students as part of their coursework

Setting up of Athletics Academy specialised program – now a viable proposition for 2017

Providing opportunities for the revamped house system to become established and flourish

Proactive staff who are engaged in a wide range of school wide activities/committees

Continued to mentor several University Prac students throughout the year.

Excursions

Numerous excursions involving Year 12 Outdoor Recreation classes – Snorkelling, camps, walking, Indoor climbing

Numerous excursions for Recreation classes

Initiatives

Planning and establishment of Athletics Academy





as a viable proposition. Student Success

Continuing to provide numerous opportunities for students to engage in Interschool sport

Continuing to provide numerous opportunities for students to complete Certificate II courses in HPE – Sport and Recreation, Sport Coaching (Basketball), Outdoor Recreation.


A B C D E Total

Year 7 24 43 42 11 1 121

Year 8 29 83 104 22 4 134

Year 9 21 48 84 18 3 126

Year 10 58 112 142 40 24 157

Total 132 286 372 91 32 538

% 24.54 53.16 69.14 16.91 5.95 100

Works to the Best of his/her ability


Year 7 90 16 10 4 2 121

Year 8 80 28 16 11 11 134

Year 9 80 48 35 10 7 126

Year 10 220 84 46 15 22 157

Total 470 176 107 40 42 538

% 87.36 32.71 19.89 7.43 7.81 100

1.1.5 Information Communication Technology

Highlights

The CSIRO partnership of Scientists and IT professionals in Schools – Alex Hartner, was a great support in advancing the work in a specialist class, working with G Thirlwell to teach the students about Arduino programming. This has raised the bar of learning in the program and will be more widely integrated with appropriate level projects in General Year 8 classes next year

Teacher Development School – Technologies – provided a breath of professional learning for WAC, STEM and upper school courses eg AIT and CSC. Teachers travelled to country networks to support staff and students. Within the metropolitan area, there were several workshops responding to requests from schools

One of the TDS presentations was a Webinar on Robotics for Waikiki Primary School run by our Year 8 specialist students

Working towards changing to WAC – modification and improvement to the rigour and engagement value of course work and assessments

The participation of specialist students in public events, showcasing their work clearly develops

their confidence, communication and leadership skills. They have participated in this capacity at RobocupJunior, the 50th anniversary, launch of a Dojo at Hampton, webinar for TDS Professional Learning .

Staff from Science, Maths and ICT began developing closer links and relationships in STEM through classroom visits and development of STEM pathways at Hampton.

Achievements

Four students from Year 9 specialist were the only students at RobocupJunior at Curtin Uni to have a promotional display to showcase some of the possibilities with 3D printing (their robots) and Ardunio (programming)

One teacher obtained her Level 3 classroom status.

Competitions

RobocupJunior Robotics – One of the largest contingents at the competition. Competing in all three categories – Secondary Dance and Rescue and Soccer. Finalists in Dance and Soccer. Third place winners in Soccer

HackEd competition (Through Landgate) – One team participated and showed good collaboration, communication and research skills to propose a solution to what they see as public transport issues in Perth (using Landgate‟s geo-info data they planned a Monorail route).

Initiatives

Launch of a Dojo at Hampton to commence sessions in 2017. The response on 23 November was excellent with nearly 20 primary students plus their parents and some of Specialist students attending as mentors. Two parents and ex-student also attended at mentors. A new relationship is being developed with EdConnect to recruit and support future volunteers as mentors

In the Year 10 and 9 Specialist classes – students developed their projects using Arduino, learning the programming, testing and creating the working models. As a result, next year, we will introduce this aspect of physical computing from Year 8 to build problem solving skills, engage students in practical activities (particularly boys) that are real

3D printing of simple robots to build rather than buy equipment. Demonstrating use of modern technology used in industry, financial management, creativity and innovation

The use of software such as Unity for game design has grown this year and will be further developed with the use of this program and SketchUp for the STEM project of Subs in Schools in 2017. This will take the initiative from a student personal project to a client focussed use.





Student Success

The Year 10 Specialist Robotics soccer team won third place at RobocupJunior competition on 5 August 2016, supported by their mentor and teacher

The school was successful in our Teacher Development School application to continue as a TDS for Technologies. This was based on our success in providing quality professional learning opportunities for staff across the State.


A B C D E Total

Year 7 41 56 43 16 4 110

Year 8 2 21 47 24 4 111

Year 9 1 10 11 1 1 24

Year 10 4 13 4 1 1 22

Total 48 100 105 42 10 267

% 17.98 37.45 39.33 15.73 3.75 100



Year 7 72 44 14 2 2 134

Year 8 36 42 24 1 6 111

Year 9 8 9 5 2 0 24

Year 10 21 0 0 0 1 22

Total 137 95 43 5 9 291

% 47.08 32.65 14.78 1.72 3.09 100

1.1.6 Mathematics

Highlights

The ICAS mathematics competition was run again this year: Students achieved two distinctions, five credits three merits. Two teachers ran homework classes for students two nights per week after school, contributing to student‟s successful completion of courses

We ran practice NAPLAN testing as a precursor to formal NAPLAN for both year seven and year nine students. These tests were then analysed, and the analysis was to remedial teach in areas of weakness prior to actual NAPLAN testing. Results of testing for year seven students showed one student at band nine, 20 students at band eight or above, and only two students below the minimum standard. (3%) This was below the national average (4%). In year nine, fifty three achieved band eight or above and thus have achieved their numeracy graduation requirements. Of these fifty three students nine students achieved band nine, and four students achieved band ten. Only four students were below the national standard (3%) This was below the Australian average (5%).

Mathematics staff presented a display for the 50th birthday.

One Mathematics staff member was involved as a year coordinator for year 12 students.

One of our staff has been part of the inaugural Hampton SHS Bushrangers cadet group.

One of our staff has worked with Indigenous senior Follow the dream students to help maximise their ATAR scores in Mathematics. MAWA Professional Development (Conference) was attended by three Mathematics staff, and other MAWA Professional Development was attended by two of the Mathematics staff. Achievements

Staff ran and marked the EST requirements for SCASA

The mathematics department ran all upper school courses. This involved running a combined year 11/12 class. The new year twelve classes were successfully implemented this year.

One of our Senior School courses was audited by SCASA with a successful result.

Naplan results for year 9 showed a slight improvement in the bottom end. Targets are still being worked towards with this.

Performance management has occurred with all staff.

Stem initiative has begun, with the Head of Department, Mathematics and a number of other senior staff attending professional development in the area, carrying out action research within the student population, and extending to organising classroom observation of STEM teachers by STEM teachers from other disciplines.

The MyMaths homework program has been introduced to Hampton Senior High School.

A combined year 11/12 Specialist class was run and small group moderation with the year twelve group in conjunction with another school was successfully implemented to meet SCASA requirements.

Competitions

The ICAS mathematics competition was run again this year: Students achieved two distinctions, five credits three merits.

Initiatives

The Department ran practice NAPLAN testing as a precursor to formal NAPLAN for both year seven and year nine students. These tests were then analysed, and the analysis was to remedial teach in areas of weakness prior to actual NAPLAN testing.

One of our staff has been part of the inaugural Hampton SHS Bushrangers cadet group.

Two teachers ran homework classes for students two nights per week after school, contributing to student‟s successful completion of courses.

STEM initiative has begun, with the Head of Department, Mathematics and a number of other





senior staff attending professional development in the area, carrying out action research within the student population, and extending to organising classroom observation of STEM teachers by STEM teachers from other disciplines.

The MyMaths homework program has been introduced to Hampton Senior High School.

Student Success

Naplan results for Year Nine showed a slight improvement in the bottom end.

In Year Nine, fifty three achieved band eight or above and thus have achieved their numeracy graduation requirements. Of these fifty three students nine students achieved band nine, and four students achieved band ten. Only four students were below the national standard (3%) This was below the Australian average (5%)


A B C D E Total

Year 7 24 30 45 25 9 135

Year 8 25 26 36 20 21 131

Year 9 12 22 47 39 20 143

Year 10 15 18 53 41 19 153

Total 76 96 181 125 69 562

% 13.5 17.1 32.2 22.2 12.3 100

1.1.7 Science

Highlights The Applied Science Program (ASP) has had a year of consolidation with the addition of numerous resources enabling more student centred projects. These include rollercoaster construction sets and data logging technology, solar car construction kits, robotic arms, EVE3 Lego robotics kits, and SUBS in schools kits. This resourcing complements the continued kitting out of A2 as a STEM workshop. Together they will be used to continue to develop the capacity for the ASP to deliver hands on and engaging projects for students to participate in. Our next aim is to work with the F1 in Schools project in 2017. As a Teacher Development School (TDS) in Science

we have continued to run professional learning for teachers around the state. This year has included trips to present in Albany and Merredin as well as numerous sessions in Perth. Several highlights include the establishment of the Morley Schools Network (MSN) Science hub at Hampton, meeting once per term to provide support to teachers in our local network of schools. We delivered our fifth short course in collaboration with the SWITCH program, facilitating primary trained teachers with Science backgrounds to transition to teaching high school science. This project has been considered so successful it has gained continued funding to continue into 2017. In 2016 we have continued Curriculum development. We have delivered Psychology as an ATAR and a General course for the first time, giving students greater subject choices in senior school. To further enhance student options we have also introduced Human Biology and Chemistry as General options for senior school students. These courses will run as Year 12 subjects for the first time in 2017. This gives students more potential pathways to consider whilst at school and provides a foundation for a wider variety of post-school options for all of our students. Achievements

Successfully applied to be part of the state-wide TDS STEM initiative

Reached a total of 100 enrolments in the Applied Science Program (ASP) in Years 7 to 10.

Added Weld Square Primary School as a new school to our Bright Sparks outreach program.

Implemented new senior school courses in both ATAR (Chemistry, Physics, Human Biology and Psychology) and General (Psychology, Human Biology, Integrated Science and Chemistry) pathways.

Re-established the Morley Schools Network Science hub.

Completed a year of project based learning in the ASP including: construction of Remotely Operated Vehicle (ROV) submarines, wind turbines, solar cars, bridge building, robot construction and programming, rollercoaster construction and investigations, robotic arm construction and programming.

Competitions

During 2016 students competed in a number of external competitions. These included:

Two teams of Year 9 students participating in the Aurecon Bridge Building Competition.

Two teams of year 8 students participated in the Brainstorm challenge day at Scitech

Year 10 students completed the NextGen project exploring careers in the oil and gas industry.



Yr 7 69 43 18 3 1 135

YR 8 53 32 28 15 1 131

YR 9 45 34 51 13 0 143

YR 10 59 41 31 13 9 153

TOTAL 226 150 128 44 11 562

% 40.2 26.7 22.8 7.8 2 100





Students in the Applied Science Program also had a number of internal class competitions including:

Solar car speed challenge

Wind turbine power challenge

Drone flying obstacle course

Excursions During 2016 the Science department offered a number of opportunities for students to participate in curriculum extension and practical and engaging educational activities. Excursions included

Year 10 Follow Your Curiosity Day excursion to ECU

Scitech Science café

Year 9 and 10 Lab rats activities at ECU

Year 12 Psychology zoo (ATAR and General)

Girls in STEM Open Day

Initiatives

The Applied Science Program continued to develop in 2016. With over 100 students participating in a variety of challenging projects learning a wide variety of skills. In 2017 we plan on further expanding student opportunities through investment in technology and participating in F1 in schools.

In our third year as a Teacher Development School for Science we continued to provide support for Science teachers across the state. In 2017, we intend to build stronger local links through the Morley Schools Network and build capacity of more staff members to develop as teacher leaders.

The Bright Sparks program continued to provide engaging and practical science classes to students from Hampton Park, Eden Hill, Weld Square and West Beechboro. In 2017 we will look to engage with more of our feeder primary schools in a variety of capacities.

The transformation of A2 into the STEM workshop will continue during 2017. The room will be fitted out with a variety of hardware to support the implementation of digital technology curriculum including digital

lathes, 3D printers and electronics equipment.

Our long term goal to engage more general pathway students in Science learning in year 11 and 12 developed significantly in 2016. Students have taken up opportunities in Chemistry, Human biology and Psychology resulting in over 100 senior school students participating in general pathway courses, many of whom are taking multiple sciences.

In 2016, we made an increased effort to invest in technology to facilitate learning in the science classroom. This included investment in data logging infrastructure to increase the quality of experimental data with a particular focus on the physics. A second example is the investment in robotics and the EV3 kits that will provide students with an engaging hands-on introduction to robotics and programming.

Collaboration with other STEM areas in the school was promoted in 2016 and we will look to build on this in 2017 by sharing ideas, expertise and pedagogy to collaborate on a cohesive approach to STEM education at Hampton.


A B C D E Total

Year 7 17 28 56 28 4 133

Year 8 8 31 50 25 14 128

Year 9 6 31 44 50 10 141

Year 10 2 44 59 33 8 146

Total 33 134 209 136 36 548

% 6.0 24.5 38.1 24.8 6.6



Year 7 64 51 15 3 1 134

Year 8 50 47 22 9 3 131

Year 9 44 56 35 6 2 143

Year 10 53 54 32 8 6 153

Total 211 208 104 26 12 561

% 37.6 37.1 18.5 4.6 2.1

1.1.8 Technology & Enterprise

Highlights

Technology and Enterprise has undergone several refurbishments during 2016. Home Economics rooms, both Food and Textiles, had a complete refurbishment. The refurbishment saw the Foods rooms having new stainless steel benches, cupboards, bench-top stoves and under-bench ovens installed. The Textiles room has new benches, storage cupboards and a partition wall installed to section off the laundry from





the room. The Prep Room had new cupboards installed and was reconfigured for a more efficient layout. All rooms were painted and had new floors installed. The rooms have had teething problems but now enable Home Ec greater scope in what can be offered as subjects, including Cert II Hospitality.

Design and Technology has experienced some OHS upgrades to both Prevocation and Woodwork rooms. The majority of machinery has been either made OHS compliant or replaced to become compliant. DoE are supporting the school in the measures taken to make the rooms safe for students and staff to work in. Some of the compliancy measures are retro fitting of safety switches top machinery which can be locked off to prevent misuse. Other improvements planned are new benches, painting and further replacement of machinery, subject to financial support from DoE or other sources.

Excursions

Uniting Carewest Talking Realities continues to provide first hand information to Year 10 Caring for Babies and Children students on the realities of being a teenage and often single parent.

Kambarang Indigenous Gourmet Experience – Miss Cullen took 2 students (Brandon Owen and Kieesha Rogers) in conjunction with Fitzroy Crossing DHS, Northam SHS, Hamilton Hill SHS, Woodvale SC and Governor Stirling SHS students and teachers to develop cultural understanding, hospitality experience and self-development.

Initiatives

Investigation of Cert II Hospitality for 2018 – equipment and other resources to be acquired.

Visited Baldivis SC to look at D&T/Electronics facilities and programs

Student Success

Former student Hayden Francis was on the news and in The West with his wooden bikes he makes, from the skills learned in Woodwork with Mr Collins.


A B C D E Total

Year 7 38 54 11 1 1 107

Year 8 26 33 48 7 11 133

Year 9 41 56 43 16 4 110

Year 10 40 57 52 8 9 131

Total 145 200 154 32 25 481

% 30.15 41.58 32.02 6.653 5.20 100



Year 7 84 9 9 3 2 107

Year 8 63 29 18 14 7 133

Year 9 74 39 33 14 5 110

Year 10 99 33 25 8 8 131

Total 320 110 85 39 22 481

% 66.53 22.87 17.67 8.11 4.57 100

1.1.9 VET

Career Education Highlights

Year 10 students were provided with a comprehensive Career Education Program for semester one. Year 9 students have semester two, commenced Career Education program

Year 10 students were all well prepared for Subject Selection. We provided the opportunity for all year 10 students to attend a mini Career Expo followed by a parent information evening. This preluded the Subject Selection week which enabled one to one counselling with parents and students.

All students were given the opportunity to attend Work Experience in July and also in December for a total of three weeks.

Year 9 & 10 students were provided with the opportunity to attend Try a Trade – attending TAFE for 3 days experiencing campus and Tradie life.

Excursions/Incursions

Try a Trade

Career Expo

Subject Selection

Initiatives

Generation Hampton ( toolkit for staff)

Student Success

Smooth transition for year 10 students to year 11 based based on informed decisions

Placement of 156 student on work experience ( 2 occasions)

Some students gaining part-time employment through Work experience

33 students applied for TAFE profile/VETIS courses on line

5 students completed a stringent application and testing for entry to MPA to date two successful applicants

WIPT Highlights

51 year 11 and 12 students began the year in WIPT. 27 year 11 students gained placement in TAFE Certificate programs across 7 Industry areas . 4 year 12 students gained Traineeships across 7 Industry areas. 3





Indigenous students were engaged in ASBT Aboriginal School based Traineeships.

One year 12 student left early as he gained an apprenticeship as an electrician.

As a result of our relationship with South Metropolitan Youth Link 15 students gained certification completion in School based traineeships. Two students completed certification through a newly establish partnership with Red Mako.

All students (bar one) gained 4 units towards

WACE through undertaking ADWPL utilising our data base of 1656 employers.

Two students represented Hampton SHS and WA in attending the Worldskills competition in Melbourne.

Achievements Year 12

14 Cert II SBT

1 Cert ASBT

20 students gained 4 units ADWPL Achievements Year 11

students gained apprenticeships

15 students achieved Cert II through 4 RTOs

2 ASBT students Cert II qualification

3 Public Sector Traineeships –one student withdrew

Excursions

Year 11 Induction

Career Expo year 12 students

Worldskills Competition Melbourne

Reward Day

SMYL Graduation Initiatives

Establishment of partnerships with SBT providers and RTOs

Red Mako

Open Colleges

Kirana

APAN Students Success

8 SAER students achieved qualifications attend outside RTOs

28 Year 11 students gained enrolment in Cert II courses in Profile/ VETIS/ PAIS Public programs and Private RTOs

VET/ Endorsed Program Highlights 476 students have engaged in Certificate I II and III qualifications across school and outside RTO delivery. We can only display finalised year 12 results as per table below. This is a positive value add to student achievement. 60 students were place on ADWPL for two placements this year value adding to their WACE Another normal VET year in that if something can go wrong it will go wrong and it did twice! The collapse of AICT necessitated immediate action to ensure positive results for our students with the minimum of disruption. Establishment of a new ICT partnership with Skills Strategies enabled our students to gain the qualifications that were at risk with AICT.





Later in the year, due to the amalgamation of TAFES NM TAFE made the decision decease auspicing with schools. This decision impacted on our Beauty program. Establishment of a new Beauty partnership with Perth College of Beauty has enabled our students continue with Certificate III Beauty Services uninterrupted. Highlights

Partnership with 15 RTOs

Offerings of 34 qualifications Cert I-III to students

Establishment of 3 new RTO partnerships Initiatives

Implementation of new training packages Beauty & Business

Establishment of endorsed program ADWPL value adding students learning program

Beauty Highlights

35 year 12 Cert III Beauty Services students. Only one student unable to complete studies due illness and therefore did not achieve the full qualification.

7 students are continuing with Beauty Studies through NMTAFE as they were given direct entry due to the partnership with Hampton.

22 Students are currently completing Certificate II RMS

The introduction of a new training package for 2017 will include spray tanning and eyelash extension. Courses are to be called Retail Cosmetics, Certificate II and Certificate III Beauty Services. Teaching staff are looking forward to completing further training in order to implement the new training package.

The set-up of a new training room, for the purpose of reception, merchandising, retailing and tanning has occurred.

Excursions/Incursions

Crown product information incursion

Crown product Expo and retail excursion

NMTAFE excursion

50th Anniversary display and treatments

Profile of a WIPT Student Rose is a Year 11 School-based Traineeship student employed by a State Training Provider. Rose, along with two other students was successful in gaining a work placement with the Public Sector. These positions are highly competitive and sought after. Students receive a traineeship wage and training towards a Certificate II Government and in many cases are offered employment after the two year traineeship concludes.

No of Qualification

Cert I Cert II Cert III Full

Qualification Enrolments

Achieved Qualification

Trainee-ships Students

476 72 324 80 473 143 34 321





2.1 Celebrate Success We have a commitment to ensuring that our students have access to nationwide essential systems and are well equipped to take advantage of the possibilities of new initiatives.

2.1.1 Student Services The Student Services team at Hampton provides support for all students in the first instance by monitoring their academic achievement, attendance, behaviour and mental health and well-being. Adopting the approach of looking after the whole child, we implement a range of interventions, programs, individual plans and strategies to ensure that every student is well placed to achieve to the best of their potential. In 2016, Student Services underwent a restructure in an attempt to maximize the capacity of our staffing allocation as well as drawing on the skill sets of our personnel in order to refine and streamline our strategic operations. The addition of the roles of Attendance Coordinator and Events Coordinator were intended to provide Year Coordinators with greater freedom to focus on academic tracking whilst maintaining careful monitoring of attendance and providing students with an attractive range of incentives to encourage positive behaviour. Our 2016 Strategic Plan continued to address our primary focus of Student Engagement, which underpins several priority areas identified in the school‟s Business Plan. The strategies and operational processes were developed specifically to deliver four key targets for improvement. These were:

Improved attendance

Improved awareness of mental health issues

Increased positive behaviours

Better management of pastoral care and academic tracking plans.

IMPROVED ATTENDANCE The analysis of longitudinal data (based on Semester 2 collection periods) from 2015 – 2016 indicates that our rate of attendance went from 86.4% in 2015 to 84.5% in 2016, which, while just below the State average, compares favourably with like schools. In this instance, I would like to acknowledge the work of Jill Thompson, who in her role as Attendance Coordinator, case managed students whose attendance was identified as at risk indicated and moderate. This involved the full range of interventions including sending letters for Attendance Phases 1 through 4, case conferences with parents and support agencies, home visits and developing individual Attendance Improvement Plans. For those students identified as severely at risk, students were referred to the Student Engagement Team, or in the case of Senior School students, the Participation Coordinator. The use of reward incentives such as Vivomiles, extra-curricular events and Good Standing continued to be effective in promoting improved and consistent attendance among the majority of our students.

Attendance Rates

Hampton WA Public Schools 2014 87.0% 86.9% 2015 89.6% 87.9% 2016 88.3% 87.7%

IMPROVED AWARENESS OF MENTAL HEALTH ISSUES The Mental Health Working Party, led by School Psychologist Karen Johnson and comprising of representatives from all Learning Areas, continued to lead the school in developing its knowledge and understanding of mental health issues. Following the pattern of previous years, two whole school events: National Day of Action against Bullying and Violence and RUOK Day were organized and coordinated by the MHWP. Both events, in the usual form of a dress up day, lunchtime activities and topic-relevant lessons, were well-received by students and staff and invited the participation of a wide range of external agencies including Headspace, Youth Focus, the City of Bayswater Youth Advisory Committee, the Salvation Army, WA Aids Council and The Freedom Centre. A partnership formed with Act Belong Commit also helped to maintain the profile of mental health and

Priority 2: Enhanced Student Outcomes

Performance





well-being within the school community outside of those events. These events received positive coverage in the local community newspapers and generated positive feedback via social media.

Over the course of the year, targeted programs aimed at specific groups with identified needs were implemented. These included PASH and Aussie Optimism as well as courses aimed at building social skills and resilience. Year 10 students attended presentations by Dr YES, run by medical students to address a range of mental health issues, including anxiety and eating disorders. At a whole school level the MHWP also began the process of rolling out the MindMatters program for staff and students. In addition, we were able to launch our first Drumbeat program with Year 7 students, thanks to local MP Dave Kelly who provided financial support to purchase the African drums required. Our ongoing partnership with the UWA School of Social Work saw another two lots of students complete their practical work placements in Student Services. All of these students received training in the Gatekeeper course to equip them with the necessary skills to provide risk assessments for students who presented with suicidal ideation or non-suicidal self-injury. In addition, there was significant progress made in our long-term plan to establish Hampton SHS as a community hub through the development of a comprehensive asset map of the school by these students. IMPROVED POSITIVE BEHAVIOURS The suspension data from 2016 shows that the total number of suspensions increased from 151 in 2015 to 177 in 2016. The category of behaviour that led to the most suspensions was in verbal abuse and intimidation of staff, which reflects a greater focus on supporting classroom practices with interventions by Student Services Managers. The involvement of the Managers in the Return from Suspension process allowed for a greater degree of restorative justice to take place between teacher and student. In other

categories, there was a reduction of incidents of physical assault or intimidation of other students. Our use of the Vivomiles program continued to provide staff members with a convenient means of rewarding students for positive behaviour. Students who demonstrated traits embodied by our Code of Conduct (Courtesy, Cooperation, Consideration) and our school vision of Aspire, Innovate and Achieve were recognized not only through the day-to-day allocation of Vivo points but also through P&C awards and the Semester Vision Awards, which also utilized the Vivomiles program for nominations, alongside recognition of high academic achievers. Another example of the further embedding of Vivomiles into our positive behaviour strategies is the “Little Wins” initiative which was devised by Daniel Lambrinidis as a way of not only recognizing improved behaviour and efforts from students but also providing the opportunity for staff members to share those success stories with each other. In addition, the use of daily and weekly behaviour monitoring targeting specific desired behaviours in students was effective in monitoring and improving outcomes for those students. Other programs such as Bike Club on Fridays and Breakfast Club on Thursdays continued to help encourage behaviour improvement, adherence to dress code and appropriate social skills. BETTER MANAGEMENT OF ONGOING PASTORAL CARE PROGRAMS 2016 saw Student Services continue to support for our Indigenous students through Follow the Dream and the aspirant Indigenous Extension Program. Individualized support, documented plans and weekly meetings with our FTD Coordinator Libby Elphick and AIEO Kateena Narrier allowed us to track the progress of each student and provide timely interventions where deemed necessary. We celebrated NAIDOC week with five days of activities that engaged the whole school in recognizing the rich cultural history and contribution of Aboriginal and Torres Strait Islander peoples in our community. The highlight of the week was the NAIDOC assembly Students at Educational Risk (SAER) were managed by Year Coordinators working in conjunction with Managers, meeting weekly to discuss individual cases, interventions and regular updates. While most of these students would be predominantly case- managed by Year Coordinators and Manager, students also accessed a range of support personnel, including the Student Support Worker, School Psychologist, Community Health Consultant and Learning Support Coordinator. Further support was provided in the running of a weekly Homework Club for an hour after school on Thursdays as well as access to ECU‟s YourTutor.com online after hours academic support service. Based on the regular feedback reports from YourTutor, students found the service of great benefit to their homework and





revision work, especially in the lead up to exam periods.

While we were fortunate to be able to continue our chaplaincy program with partial funding from YouthCare and the City of Bayswater, we were sad to farewell Samuel Boadi at the end of Term 1 as he returned to full time church ministry. In his place, we welcomed Didier Mutanda who very quickly took

on the chaplaincy role with great enthusiasm and easily established a positive rapport with Hampton students and staff. During the remainder of the year, Didier was successful in expanding the Breakfast club program and forged links with local community groups and businesses to ensure that the program was well supplied with funds and food to cater for our clientele. Most notably, he has worked with the Bethlehem Lutheran Church who have kindly supported us financially as well as practically with volunteers to help out on Thursday mornings. Throughout the year, Student Services continued to run events in which students were recognized for their achievements, not only in academic but also cultural, sporting and community activities. Year group and whole school assemblies continued to be used to promote aspects of our School Vision to students as well as showcasing student talent through performances. The Vision awards, which began in the previous year, were refined to recognise and reward student achievement, with the addition of prizes of engraved USBs and pens. Reward activities continued to be offered to students who maintained high levels of attendance and good behaviour.

The signature Year 12 events of the School Ball and Presentation Ceremony once again proved to be successful events at which Hampton students collectively acquitted themselves as an excellent representation of the school in a formal setting. For their organization and coordination of both events, Events Coordinator Gary Thirlwell and Denise Cullen are to be commended. FUTURE DIRECTIONS FOR 2017 As a result of staffing changes at the end of this year, Student Services in 2017 will continue to draw upon enthusiastic and energetic personnel who are committed to caring for the wide range of student needs both within and beyond the classroom. The team will be comprised of a newly appointed Deputy Principal of Student Services as well as a group of new and dedicated Year Coordinators for each year group. The focus will remain on promoting academic excellence while improving attendance and behaviour with increased detailed analysis of data and enhancing our strategies on achieving the targets as set out in the four priorities of our strategic plan. We will also welcome the expansion of our physical space to encompass the adjoining K2 room which will provide for increased capacity to manage the traffic of students in the area as well as tend to their individual needs in a safe and welcoming environment. Finally, I would like to recognize the valued contribution made by Daniel Lambrinidis in his role as Student Services Manager (Middle School). Alongside the “Little Wins” initiative and the establishment of the Bush Rangers program, he has left a positive and lasting impact on Student Services and we wish him well in his new role as Head of Health and Physical Education. Cary Wong Student Services Manager

2.2 Improving Literacy and Numeracy We will use system data and a range of other achievement data to plan and track each student‟s learning to ensure that all students have access to excellence in public education. Our focus will be cross curricula and will be inclusive in curriculum. NAPLAN • NAPLAN practice sessions continued in 2015.

See English and Mathematics learning area reports for specific details.

• Targets set for NAPLAN were outlined in the English and Mathematics learning area reports.

• Year 7 and 9 NAPLAN practice tests were externally marked and analysed, highlighting strengths and weaknesses. This data was then used to direct remedial teaching prior to the NAPLAN testing in April. Alongside this, the analysis of NAPLAN data from previous years was used to target areas of weakness in cohorts.





Recognised areas of weakness such as writing and graphing became school-wide priorities leading to the implementation of specific literacy and numeracy strategies and the creation of posters to be displayed in all classrooms.

OLNA

Senior school students who had not passed OLNA were strategically placed into mentor classes to receive extra literacy and numeracy support on a weekly basis. In 2017, the OLNA intervention students will be split up into a literacy focused mentor class and a numeracy focused mentor class to aid the delivery of targeted support.

For additional support in mentor classes, the Literacy Coordinator prepared an OLNA Mentor Literacy Package (printable) and the Numeracy Coordinator distributed a Mental Maths package. The Literacy Coordinator trialed an online OLNA Support program in term four. This program will be purchased and rolled out to OLNA intervention students in 2017.

The Literacy and Numeracy Coordinators implemented weekly lunchtime OLNA practice sessions to support the OLNA intervention students. The students who attended experienced increased confidence and familiarity with OLNA questions. A number of these students improved and the practice sessions will continue in 2017.

Year ten students were given opportunities to practice the SCSA online practice tests in their English and Mathematics classes in the lead up to their first round of OLNA testing. This is to ensure familiarity with the OLNA set up and questions, as well as giving the students an opportunity to practise the necessary skills with the support of their teachers.

Whole school approach to literacy and numeracy

. The Literacy and Numeracy Coordinators continued in their roles in 2016: Ana Ivankovic was allocated 0.2 FTE for the role of Literacy Coordinator and Jaelee Parisotto was allocated 0.2 FTE for the role of Numeracy Coordinator. The coordinators worked together collaboratively throughout 2016, regularly presenting information to all staff during professional development days, leading the Literacy and Numeracy Committee and facilitating support sessions for students requiring literacy and numeracy intervention.

. The Literacy and Numeracy Committee continued to ensure a collaborative and common whole school approach to the implementation of literacy and numeracy strategies across the school. Members from each Learning Area shared samples of their exams in order to identify commonly used terms across different subjects. The Literacy Coordinator then collated that information into a ready-to-use glossary, accompanied by explanations of each term and distributed to staff. A „graphing practice sheet‟

was also designed and distributed to staff, to ensure a common and explicit approach to graphing throughout the school.

Common strategies for literacy and numeracy used in all learning areas.

The Literacy and Numeracy Coordinators agreed on ten strategies that were selected based on the identified areas of weakness displayed by our students in NAPLAN and OLNA, primarily sentence structure, vocabulary (glossary) and paragraphing in literacy and „Mental Maths‟ and interpreting statistical information in numeracy.

Highlights

A number of students from years ten to twelve improved between round one and round two of OLNA testing.

The Literature Festival was organized during the Literacy and Numeracy week in Term 3, in collaboration with Felicity Walker and the English Department. Famous authors visited the school, talked about their work and the importance of reading. Students then participated in a variety of „hands-on‟ workshops.

The Literacy Mania Competition – Literacy Coordinator has registered the students in lower school for the competition and the students in Years 7 and 9 came “Third in region”. We have received English board games as a prize and they have been placed in the Library for everyone to use.

The Literacy and Numeracy Coordinators distributed a survey to the Heads of Learning Areas in term four. The feedback obtained indicated that there was an increase in teacher awareness of the literacy and numeracy status of their students, teachers were encouraging students to access the extra support provided by the school, and literacy and numeracy strategies were regularly being employed throughout the various learning areas.

WACE OLNA Performance Overview

Round 1 (March 2016)

Category Numeracy Reading Writing

1 14 22 12

2 99 58 66

3 302 339 332

NSA 9 5 14

Round 2 (September 2016)


1 8 15 11

2 84 48 60

3 314 345 335

NSA 4 2 4





Breakdown of Results per Year Level Year 10 Round 2 Results


1 5 12 6

2 43 30 35

3 103 111 110

NSA 3 1 3

Year 11 Round 2 Results


1 2 2 4

2 27 16 16

3 117 128 126

NSA 1 1 1

Year 12 Round 2 Results


1 1 1 1

2 14 2 9

3 94 106 99

NSA 0 0 0

Analysis of Data

Students performed better in reading, followed by writing and then numeracy.

Some improvement evident across all categories between rounds 1 and 2, with a number of students shifting from a 1 to a 2 and from a 2 to a 3.

In Year 10, 25 students improved with 11 of the students now passing all 3 categories.

In Year 11, 14 students improved with 7 of the students now passing all 3 categories.

In Year 12, 2 students improved and passed all 3 categories.

Achievement Categories

Category 3 – Students have demonstrated the minimum standard through the OLNA.

Category 2 – Students who have not yet demonstrated the minimum standard and may require specific learning interventions. It is recommended that these students enrol in ATAR of General courses.

Category 1 – Students who have not demonstrated the minimum standard and may require specific learning interventions. It is recommended that these students consider enrolling in Foundation courses.

Category NSA – Students who did not sit the assessment or assessment result not available.

NAPLAN PROGRESS Percentages of students Above, At, and Below National Minimum Standard Levels

NAPLAN National Minimum Standard (NMS)

NAPLAN - Grammar & Punctuation

2014 2015 2016

Year 7

Year 9

Year 7

Year 9

Year 7

Year 9

Above NMS

55% 72% 60% 61% 58%

At NMS 27% 14% 26% 33% 26%

Below NMS

18% 15% 14% 6% 17%


NAPLAN - Spelling

2014 2015 2016

Year 7

Year 9

Year 7

Year 9

Year 7

Year 9

Above NMS

68% 80% 72% 81% 65%

At NMS 17% 14% 12% 14% 20%

Below NMS

14% 6% 16% 5% 14%


NAPLAN - Writing

2014 2015 2016

Year 7

Year 9

Year 7

Year 9

Year 7

Year 9

Above NMS

52% 66% 58% 71% 48%

At NMS 22% 19% 18% 22% 30%

Below NMS

26% 15% 23% 7% 22%


NAPLAN - Reading

2014 2015 2016

Year 7

Year 9

Year 7

Year 9

Year 7

Year 9

Above NMS

64% 73% 69% 69% 66%

At NMS 24% 23% 22% 25% 27%

Below NMS

12% 4% 9% 6% 7%


NAPLAN - Numeracy

2014 2015 2016

Year 7

Year 9

Year 7

Year 9

Year 7

Year 9

Above NMS

78% 72% 71% 81% 76%

At NMS 19% 23% 26% 17% 22%

Below NMS

3% 6% 4% 3% 2%

School Performance in comparison to all WA Public Schools = Expected





2.3 Pathway Development To enhance our students‟ learning outcomes, we will evaluate current practice and deliver crafted pathways and programs in all of our Learning Areas. These pathways will be promoted to parents and students to develop common understandings.

2.4 STEM Education To increase our students‟ chances of success in industry, the school will promote a whole school inter-disciplinary approach to STEM education (Science, Technology, Engineering and Mathematics). Over the past five years our STEM leadership team has developed a whole school strategy by instituting creative opportunities for students and teachers to work with a range of external partners to bring real world learning into classrooms. As a result Hampton students have an array of opportunities to enhance their STEM curiosity and skill base via our Specialist ICT, Applied Science and Engineering programs alongside a full suite of ATAR/General STEM WACE courses. Through these initiatives we have built lasting and fruitful partnerships with a variety of partners including the Schools Pathway Program, CSIRO, Curtin University, SKM and Landgate. Our STEM Leaders have extensive experience presenting to and working alongside colleagues across the Metro area and the Wheatbelt Region through our Science and ICT TDS workshops. Our Bright Sparks Program is a successful initiative that sees primary school students (Year 6) and their teachers access our facilities and teaching expertise through structured, onsite, short courses that build the capacity of primary teachers in the Sciences and enhance student engagement in Science curriculum. The Bright Sparks program is well regarded in our local primary schools and has been the key driver in increased attendance numbers in our Applied Science Program. It builds on student curiosity and creativity to develop broader problem solving skills and critical analysis through team work as well as independent thinking. We would be seeking to work with community groups and schools to increase the exposure of the main tenets of the Bright Sparks program for the benefit of more primary school colleagues and students possibly through an outreach program in conjunction with Scitech. The Applied Science Program is an enrichment program for students in Years 7 to 10 focusing on enhancing students‟ educational experience by giving them access to practical professional settings and industry related opportunities. The ASP focuses on developing skills, which are highly valued in all professional workplaces, such as communication, collaboration and problem solving. The school has provided extra financial resources to invest in equipment required to engage students in interesting

practical experiences and integrated projects. Students have responded to this program with enthusiasm. Over 100 students are enrolled in the program giving up their own time after school as well as completing additional work fully engaging in the project work. The wider community has been very supportive with partnerships being established to support the development of various aspects of the program. Partners include ECU, Hanson, West Perth Rotary, Secondary Schools Pathways and Engineers Australia. Additionally, an Engineering focus was developed in partnership with SKM (now known as Jacobs) Engineering company. SKM supported the initial establishment of the program giving students access to professionals and professional environments. Each Year the ASP includes Engineering projects as part of their learning program making use of the links made to bring in consulting Engineers and other professionals to assist in the learning program. The major impacts these programs have had on our learning are two-fold. First, we have developed a focus on student engagement beyond doing something hands-on, fun and interesting and into meaningful learning by including accountability, assessment and supporting curriculum. Secondly, the importance of making links beyond the school within the wider community to support initiatives as they are developed. An activity in school is only the first step in engaging students in STEM pathways. Getting students to visit professional environments and professionals into schools allows the interaction between student and professional, taking their potential future from the theoretical into the practical experience.





Priority 3: Excellence in Teaching Practice

3.1 An Effective Workforce We believe that high quality teaching is vital to student engagement and learning outcomes. Systematic practices that support quality teaching will be provided. Professional Learning will develop shared understandings and set agreed standards together with an emphasis on improving classroom practice and embedding ICT in our classrooms. 3.2 Developing Classroom Practice Our classroom practice will be underpinned by the use of the AITSL Standards to facilitate teachers selecting goals for improvement. Professional Learning Improving Student Learning through Classroom Observation and Feedback Five members of staff were involved in this professional learning which is based on current research about educational change, effective professional learning and its link to student learning and the key attributes of an effective school culture. It provided staff with opportunities to reflect on our current practices and examine their role to ensure that teacher quality is developed with the focus on building capacity for student learning. A model for future use at Hampton was proposed consisting of the following key elements:

Strengthen the Performance Management processes through Coaching Conversations

Professional Learning around the pedagogical framework (based on existing teaching and Learning framework

Classroom observation through peer observations (swivels to be purchased to facilitate reflective practice)

Student involvement through review (What did you learn? How did you learn it? What aspects of teaching did you find most useful?).

STEM and Classroom Observation A group of STEM teachers have been involved in classroom observations. Rather than providing comprehensive non-judgemental recordings of observed practice, a version of the PMI process has been employed using 3 windows: things different, things similar and things interesting. The focus has been on coming together to tease out common areas, view the sorts of teaching practice and what these might indicate for forward planning, particularly with the introduction of a STEM elective in mind.

3.3 Curriculum Development To maintain the breadth and depth of curriculum we will develop innovative and thorough approaches to our professional learning, counselling processes, planning and delivery of curriculum. By 2018 we will have:

Cross curricular activities

Maintained our Teacher Development School status in Science and ICT √

Differentiated the curriculum, making use of such tools as Ability based learning ABLEWA

Australian Curriculum fully implemented √

Staff, students and parents using Connect √

Consistency of course outlines, programs, task outlines and marking keys

Delivered and implemented new WACE courses for Year 11 and Year 12. √

3.4 ICT in the Classroom Students will learn to use ICT (Information Communication Technology) effectively to investigate, communicate, create, problem solve and work collaboratively across the curriculum. We will utilise expertise of staff to provide professional learning to foster use of digital technologies in classrooms.





4.1 Distinctive Programs Hampton enjoys a tradition of being a true “local” school with a loyal parent following. To further differentiate Hampton Senior High School from surrounding schools is that we will promote the profile of the excellence achieved in our distinctive programs. Our school‟s distinctiveness will be used to maximise student participation. Our programs include DOE accredited:

Gifted and Talented Dance

Specialist Information Communication Technology

Specialist Performing Arts

Specialist Cheer Dance Other school based programs of excellence include:

LOV Beauty,

Bright Sparks, Applied Science Program

Project Edge

CoderDojo

Engineering Program

Follow the Dream

4.2 Programs that cater for Differences Hampton is committed to providing excellence in teaching practices to develop individual strengths and abilities. Students will have access to a range of programs to maximize their potential. Programs will be delivered in a caring and supportive environment to meet the needs of the students.

4.2.1 STEP The Senior Transition and Engagement Program at Hampton is in its eighth year of operation. Currently there are thirteen students in the program, six year twelves and seven year elevens. Selection of students for the program is done in conjunction with the deputy principal, the senior school year coordinators and SSEP staff. This process has served us well and continues to do so. Regular Student Services meetings which include SSEP staff ensure exchange of up to date information about the status of at risk students. Academic Achievement Both year groups achieved a C grade or better for both English and Maths. Both year groups were given the opportunity to attend Workplace Learning. There was varied success in this area. For the most part the students established sound working relationships with their supervisors. Life Skills for Senior Schools is no longer an endorsed program but we are continuing to

include it in our curriculum as it a course of great value to our students. STEP Vegetable Garden The garden has been maintained and produced a good amount of saleable goods last year. The profits were reinvested in the garden. The students‟ participation was quite enthusiastic and we managed to get them all involved in one aspect of the garden or another. The items we grow and sell to staff also help us with a unit of competency from their Certificate Two Deliver a Service to Customers. The students organise the business side of the garden by advertising, taking orders, making up orders,

receiving and managing incoming money and dealing with the staff/customers We were lucky enough to receive a donation of garden equipment from Masters in Bayswater which added to our collection of well used equipment. Parent satisfaction We have had excellent support and feedback from parents/guardians of the students in our program. We have been able to maintain very effective communication with parents and this has been invaluable to both STEP staff and the parents. Past Students Our past students keep in touch with us and often come in to visit. These visits are beneficial to the present students as the past students have much to offer in the way of advice and are great examples of what you can achieve. We will strive to continue to provide an alternative educational setting which caters for at risk students that would not otherwise experience success in senior schooling. We will continue to work with students on an individual level in a holistic way.

Priority 4: A Distinctive School





4.2.2 Follow The Dream: Partnerships for Success 2016 was a record breaking year for the Follow The Dream: Partnerships for Success (FTD) program at Hampton Senior High School. For the first time in the 11 years that the program has been located in this area, Hampton had multiple students across years 11 and 12 undertaking ATAR studies. In fact there was a total of 5 ATAR students which is outstanding! Year 12 ATAR student Brianne Yarran achieved excellent results and after graduating with her WACE, Attainment, a Certificate II in Sports and Recreation and her ATAR she made the choice to begin her tertiary studies at UWA in 2017. Fellow year 12 graduate, Rene Reddingius, achieved his WACE and Attainment as well as a Certificate II in Outdoor Recreation and a Certificate II in Sports and Recreation. Rene has chosen to begin his tertiary studies at Edith Cowan University in 2017. The futures for these students are bright and full of adventure! The Graham (Polly) Farmer Foundation and the Department of Education are the co-partners in providing the resources for Hampton SHS to have a FTD program, with a coordinator to case manager students and an after school learning centre filled with qualified, motivated and caring tutors, as well a wide range of extra opportunities for students in the program. In 2016 we had 26 Hampton FTD students who committed themselves to receive after school tuition during the year. Amongst these students there was an average school attendance of 85% across the board, with two students who attended school every day of the school year and achieved 100%. Furthermore, 12 of these FTD students are members of the Gifted and Talented Dance Program and take on extra leadership and before and after-school commitments connected to this. Some of the most memorable opportunities in 2016 for our FTD students included: visits to UWA, Curtin University and ECU; Interstate trips for students to: the University of NSW Winter School, Melbourne University Murrup Barak Leadership Experience and the United Nations Youth National Conference in Brisbane; the UWA Year 12 Leadership Camp and the UWA Year 12 WACE Revision Camp. Many of our FTD students also participated and performed traditional Noongar dance and represented their beautiful culture in performances at: National Sorry Day; our school NAIDOC and Reconciliation week events; the AFL Indigenous Round game at Patterson‟s Stadium; the WA Youth Awards Event at Crown and at many local schools. Students displayed outstanding leadership and public speaking skills as participants in these cultural programs and received wide community recognition. The year was topped off with outstanding year 12 FTD student Brianne Yarran being acknowledged for her brilliance as the recipient of a WA Youth Award in the category of Commissioner for Children and Young Peoples Participate Award. Congratulations to

Brianne for being recognised for the ways she has gone above and beyond to share her talents and educate her peers and inspire all of us in the process.

4.3 Extra Curricular Activities At Hampton SHS we work to develop the whole child, not just the academic child. We will provide all students with opportunities to value add to their academic education through the continued programme of extracurricular activities.

4.3.1 Thoroughly Modern Millie In 2016 Hampton Senior High School performed the popular stage musical Thoroughly Modern Millie with music by Jeanine Tesori and lyrics by Dick Scanlan. This musical first opened on Broadway in 2002 and won the Tony Award that year for Best Musical. It is set in 1922 and follows the adventures of a young Kansas girl, Millie Dillmount, and her quest of finding a rich husband in New York City but gets caught up in a white slavery racket. Over 25 students demonstrated a genuine interest in this year‟s musical that featured a range of character parts. Two students had the difficult role of portraying the characters of Ching Ho and Bun Foo and had to speak almost entirely in Cantonese and sing in Mandarin! Singing auditions were also very important as at least six of the main characters had solo songs or major parts of songs that required solo singing. By Week 6 of Term 1 the roles were allocated by the director, Mr Wilson, and the songs were soon being taught to the principals. At the end of Term 1 there was a major drama as the Year 12 girl who was to portray the lead character was forced to leave the show due to her many commitments and some reshuffling of the cast was necessary. This saw another Year 12 student, Lelina Hee, take on the role of Millie, Abbie Dorman take on the role of Mrs Meers and it was necessary to bring in a recently graduated Hampton student, Mariam Wali Ali, to portray Muzzy Van Hossmere. Further drama continued towards the end of Term 2 when the Year 11 student portraying Ching Ho was also forced to leave the production due to commitments but it was wonderful to see another ex-Hampton student, Jimi Mooney, willing to step into the role at such short notice. An enthusiastic cast performed the show to some fascinated Year 6 students from neighbouring primary schools on the Monday and Tuesday matinee performances of Production Week. They then performed to paying audiences on Thursday, Friday and Saturday nights, August 4, 5 and 6. The final leads were Lelina Hee – Year 12 (Millie Dillmount), Caleb Walcot – Year 11 (Jimmy Smith), Shannon Clarke – Year 11 (Miss Dorothy Brown), Abbie Dorman – Year 10 (Mrs Meers) and Samuel Bourke – Year 10 (Trevor Graydon). The cast also





included many students from Years 9, 10 and 11 as well as our French exchange student from Cannes, Emilie Magaud! Mr Wilson was both the director and musical director and accompanied the students live on the piano each night. Former student, Tiarna Clarke, was responsible for some fancy choreography that captured the Charleston feel of the era while Jake Newby added a new dimension to the production with his set design and construction. Ann Ridley once again did a magnificent job with costumes and even sourced some of these on her trip to Hong Kong earlier in the year. Year 10 student, Bridget Hughes, stepped up to be stage manager as part of her certificate course in the Arts. Thoroughly Modern Millie continued Hampton Senior High School‟s commitment to performing quality musical theatre from Broadway and off-Broadway that has seen recent productions of some lesser known gems as Lucky Stiff, Ruthless: The Musical and The 25th Annual Putnam County Spelling Bee. It is envisaged that the annual school musical production will continue into 2017 and with only one Year 12 student involved in Thoroughly Modern Millie there should be plenty of talent available!

4.3.2 NAIDOC NAIDOC at Hampton SHS was a week-long festival of events allowing our students and wider school community to share and celebrate in so many of the significant and beautiful aspects of Australian Aboriginal and Torres Strait Islander culture: learning; growing and developing respect, pride and love for our First Australian culture. A NAIDOC Hall of Fame was set up in the library with over 50 remarkable Indigenous Australians who have impacted on our current society. We enjoyed both an

Indigenous All Stars Vs Non-Indigenous All Stars Basketball and Football game. Participation and competition were hard-fought and the sportsmanship was brilliant to witness! Special guests from Perth Demons Football Club helped make the footy game extremely competitive. We also enjoyed a Noongar Hip Hop dance workshop in the gym with many deadly moves on display and great participation from students! The week culminated with our school‟s NAIDOC Assembly which was an outstanding display of our own Indigenous students‟ pride in their culture. Hampton students performed traditional Noongar dances, both male and female, and Year 12 Noongar student Brianne Yarran choreographed and presented a combined staff and student „Reconciliation Dance‟, promoting her desire to have all Australians enjoy and share Noongar culture. The highlight of the day for many was having Noongar Senior Leader Dennis Simmons engage almost half of the school in a final dance performance – the Weitj or Emu dance. It was amazing to witness the unity of all cultures coming together to experience and enjoy traditional Noongar practices.





2016 FINANCIAL REPORT With the Student Centred Funding Model based on student numbers attending Hampton SHS, in 2016 we received an allocation of $10,017,068 in our One Line Budget. This was distributed to Salaries $8,915,881 and Cash $1,101,187 We received a base allocation for each student, and additional funding for students with characteristics such as disability, Indigenous status, English as a Second Language and social disadvantage. Using the flexibility of the one-line budget, Hampton SHS has been able to make local evidence-based decisions regarding which areas to target our resources to produce the best outcomes to meet the educational needs of our students, and ways to provide support for them to work towards achieving their highest potential. We also receive additional funds for Targeted Initiatives such as Gifted and Talented Dance, Follow the Dream program and Teacher Development School programs in Science and ICT. The cash budget is used for the day-to-day running of the school and in providing resources for our variety of programs to be run. In addition to the education grant, the school collected local revenue in the form of Contributions and Charges from the school community, bank interest, facilities hire fees, specialised grants from other sources and other miscellaneous revenue. In 2016 the collection rate of Subject Charges was 63.5% for Years 7 – 10, and 88% for Years 11 – 12 (including Secondary Assistance Scheme). Voluntary contributions amounted to $54,516.38 (see chart: Revenue – Cash and Salary Allocation). Special thanks to our parents/guardians for their important contributions, which enable us to provide enriching programs and high levels of support for our students. As can be seen on the chart: Expenditure – Cash and Salary, the highest area of expenditure was into the Curriculum area, providing resources and learning tools for subjects and supporting students through their learning journey. Next highest areas of expenditure were in the utilities (power, water, rubbish removal etc.), and upkeep of the facilities of the school, both current and in planning for the future (Reserves)

Capital Works, Assets and Resources In 2016 the school was committed to developing and updating many parts of the school that have become dilapidated or out-dated to improve safety and functionality and to develop our physical environment. The following works were successfully undertaken:

Prevocational area upgrade of facilities and equipment

Design & Technology equipment and rooms upgrade

Replacement of computers in two computer laboratories

Projectors installed or upgraded in 5 classrooms

E-boards installed in two areas

Pool upgrade

Conference room upgrade

Additional CCTV cameras installed and monitoring equipment upgrade

Performing Arts Centre equipment upgrades – lights, sound, mixing desk

Major artwork installations around the school

The school spent $377,420.88 on these major works and a further works to the value of $101,311.00 that were quoted and authorised, but not completed before the end of the year. These committed funds were carried over into the 2017 financial year. Summary The Department of Education (at the direction of the WA Treasury) has set specific spending targets to reduce public schools cash reserves. The current policy is to reduce our carryover of funds from one year to the next to 3% With this in mind, our school is budgeting our resources very carefully to ensure the staffing allocation is sufficient to run our committed programs to ensure quality and variety in learning choices for our students, and that the school facilities and resources are kept in good repair for the pride of our staff and students who attend Hampton Senior High





Financial Summary December 2016

1 52,830.00$ 54,516.38$

2 218,128.00$ 218,600.96$

3 31,815.00$ 32,211.35$

4 30,305.00$ 31,100.82$

5 3,000.00$ 3,000.00$

6 17,881.25$ 17,881.25$

7 1,175.00$ 1,451.21$

8 87,610.00$ 84,729.13$

9 1,190.00$ 1,190.00$

10 -$ -$

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

12 -$ -$

443,934.25$ 444,681.10$

504,076.00$ 504,076.79$

Student Centred Funding 899,497.00$ 899,497.12$

1,847,507.25$ 1,848,255.01$

-$ -$

1,847,507.25$ 1,848,255.01$

Locally Raised Funds336,429.51$

Student Centred Funding899,497.12$

Other Govt Grants22,332.46$

Other 84,729.13$

Transfers from Reserves1,190.00$

1,344,178.22$

1 94,112.00$ 74,531.52$

2 70,200.00$ 62,379.50$

3 505,750.00$ 240,351.55$

4 199,160.00$ 164,178.98$

5 552,661.05$ 492,603.83$

6 18,500.00$ 19,876.31$

7 363,405.00$ 363,405.00$

8 33,536.00$ 28,933.49$

9 3,325.20$ 533.00$

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) -$ -$

1,840,649.25$ 1,446,793.18$

-$ -$

1,840,649.25$ 1,446,793.18$

6,858.00$

Bank Balance 1,272,397.36$ Made up of: -$

1 General Fund Balance 401,461.83$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 821,926.40$ 5 Suspense Accounts 70,823.13$ 6 Cash Advances 1,200.00-$ 7 Tax Position 20,614.00-$

1,272,397.36$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure - Cash and Salary

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Revenue from Co, Regional Office and Other Schools

Hampton Senior High SchoolFinancial Summary as at

Actual

31 December 2016

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash & Salary Allocation

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

0

50

100

150

200

250

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds25%

Student Centred Funding

67%

Other Govt Grants2%

Other 6%

Transfers from Reserves

0%

Current Year Actual CashSources

0

100

200

300

400

500

600

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

210

410

610

810

1010

$000

Cash Position





As the priority areas, Hampton Senior High School has identified additional targets: NAPLAN

Achieve at or above like schools in all areas Increase the percentage of students achieving Band 8 and above in all areas Decrease the percentage of students below the national minimum.

OLNA Increase the percentage of Year 10, 11 and 12 students in Category 3 in all test areas Decrease the percentage of students in Category 1 in all test areas.

STUDENT ACHIEVEMENT YEARS 8, 9 and 10

Increase the numbers of students achieving A and B grades in all Learning Areas Decrease the number of students receiving D and E grades in all Learning Areas.

SENIOR SCHOOL Improve the overall median average ATAR Maintain our high WACE achievement rate Increase the percentage of students achieving an ATAR of 55+.

STUDENT ENGAGEMENT Increase the percentage of students achieving Consistently in attribute data Works to the best of

his/her ability Decrease the number of students achieving Seldom in all attribute data Maintain attendance rates at ninety precent for all year levels.

USE OF ICT Continue to increase the percentage of staff using innovative technological practices to enhance

their curriculum delivery.

STUDENT IMPROVEMENT TARGETS

TARGETS

labor omnia vincit - 2016 annual report · 2017. 11. 28. · 2015. however, in retrospect 2015 was...

Documents