William Light R-12 School Annual Report 2014
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William Light R-12 School
Annual Report
2014
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1. CONTEXT
School Name: William Light R‐12 School School Number: 0907
Principal: Michele Pope Partnership West Torrens
William Light R‐12 School is a government co‐educational school catering for students from Reception to Year 12 (R‐12). It is located in the Adelaide suburb of Plympton, between the city of Adelaide and the beachside tourist suburb of Glenelg. The school population is drawn from many suburbs across the metropolitan area – locally, for example from Plympton, Netley, Camden Park, Novar Gardens , Cowandilla, Richmond, Glenelg North, Edwardstown and Glandore. In addition, a significant number of students travel from a wide range of other suburbs across the metropolitan area. The R‐12 nature of the school enables strong relationships to be developed and maintained with students and families for all of their formal schooling. The school community is commonly referred to as a “family” as the size of the school enables students, staff and parents and carers to know one another and support students to achieve their potential. We are able to personalize student programs based on in depth knowledge of the student, their circumstances and aspirations. The school enrolment includes students from more than 40 different cultural backgrounds who harmoniously work and learn together. Included in the student enrolment are students who have enrolled as international students direct from overseas. Students with disabilities and learning difficulties are supported by staff to participate in mainstream classes and in the Tutorial Room/Support Centre. Students across the year levels enjoy getting to know one another and working together when cross age programs are implemented. A whole school priority is Literacy learning and support programs are provided for approximately 54% of our enrolment who are learning English as an additional language or dialect and for students who have a disability. Implementation of the Australian Curriculum has been a focus of teachers work throughout the year. The school has many business and industry links that have been facilitated in partnership with the Beacon Foundation. This connection has provided opportunities for secondary students to participate in a wide range of industry tours, career expos, work readiness programs and increase their understanding of the opportunities available to them post school. Plans have been developed for the construction of a Health Industry Skills Centre funded by a Federal Government grant of $1.03m. This will provide us with a state of the art training facility to deliver the Certificate 111 Allied Health and Nursing Pathways program. The program looks forward to moving into the new centre during 2015. A special partnership and relationship has been established with Errington Special Education Centre (ESEC) which has taken up residence in their new purpose built school for students with disabilities on our shared campus. A key component of this relationship is the Peer Mentoring Program that involves William Light secondary students volunteering to work with ESEC students on a weekly basis. The relationships established and the experience for all involved is very powerful. This
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program has resulted in several William Light students pursuing careers and further education and study in the disability sector. For all students who have participated, it has been a significant learning experience. Studies of Mandarin Chinese language and culture have been offered to all students from Reception to Year 10 while Hindi is provided to all Hindi speaking students in Reception to Year 7. William Light School is the venue for Hindi studies for Years 8 – 12 offered after school hours by the School of Languages.
2. REPORT FROM GOVERNING COUNCIL
Since the last AGM there has been a myriad of things happening within the School and the
Governing Council.
Our Membership has been fluctuating in numbers during the year. This included the
Treasurer position becoming vacant as a result of a family relocation to another school .
A number of sub committees and working parties involving both staff and GC members have
been operating throughout the year eg Finance Advisory Committee (including Canteen),
School uniform, Bring Your Own Device (BYOD).
These committees have been working to assist the Governing Council and to bring a
parental point of view to the school leadership to assist with planning for the future of our
school.
We are always looking for new members of our Governing Council to assist the school
further.
Errington Special Education Centre is now well established and is working together with
William Light R ‐12 in many areas. Initial conversations have been had regarding further joint
activities and possible Governing Councils collaboration.
Our School canteen continues to be a viable part of the School community. Thanks to Mandy
and Trish, our hard working staff, the canteen is able to provide a good variety of food at
reasonable prices.
I would like to thank the School leadership group as well as the professional staff of teachers and the
front office team for all their efforts in supporting our children and their educational needs.
In closing I would also like to pass on our sincere thanks and fond farewell to Debra de Cure who has
been a member of our Governing Council for something like 18 years, most recently as our hard
working secretary. She has made a major contribution to our school community since it opened
many years ago.
I would also like to thank the Governing Council members for their commitment over the last year
and wish all incoming members of the Governing Council all the best. I look forward to working with
you and the School staff in the coming year.
Doug Smith
CHAIRPERSON
William Light R – 12 School Governing Council
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2014 Highlights
Dailym Pepper, Yr 8 student was successful in the National Indigenous Reading Program’s e-reader Project and won an Amazon Kindle e-reader to
support him to continue to improve his reading skills.
The William Light R-12 School choir participated in the Public Primary Schools Festival of Music at
the Festival Theatre.
Year 7 students learnt djembe drumming and performed with Rhythm Works as part of a Musica Viva performance for R-7 students.
Elyas Alavi worked with R-5 classes as an Artist in Residence to explore the theme Identity
through weekly sessions over two Terms. An exhibition of student art works was held at the
Nexus Gallery in the city.
Students in the Allied Health / Nursing Pathways VET Program spent time at The Lodge Aged Care facility.
Several Science and Maths students in Yrs 9-12 participated in STEM (Science, Technology, Engineering, Maths) activities
at school and universities.
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2014 Highlights
Many Years 10 -12 students were active and enthusiastic participants in the Peer Mentoring Program
conducted in partnership with Errington Special Education Centre.
Allied Health /Nursing Pathways VET students learn about transporting patients in wheel chairs and the
challenges faced by wheel chair users.
The Yr 6/7 Debating team and Yr 8 team experienced success as well as improving their
public speaking and debating skills.
Teacher delegation from Thailand. The International Education Program included Study Tour visits from Hosei Junior High School, Koishikawa Secondary
Education School and Ritsumeiken Junior High School from Japan and 2 students from Mishima School. We
welcomed International Students from India, Germany and Thailand in addition to delegations of teachers
from Thailand and Indonesia.
Bicycle Education was an important part of the learning program for primary students.
Teams in Beach Volleyball in Terms 1 and 4 and Volleyball throughout the year represented our school with pride, had many wins and brought
home some medals.
A group of William Light students took on the challenge of participating in Operation Flinders for a week in
August. It can be a life changing experience for some.
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4. SITE IMPROVEMENT PLANNING AND TARGETS
Our Strategic Plan Key Directions for 2013 – 2015 have provided a clear focus for our work throughout the year: Raise standards in learner achievement Focus areas:
Increased achievement in literacy– Focus on Reading
Increased achievement in Maths & Numeracy skills
Increased completion rates in the SACE and increased achievement scores at Stage 1 and Stage 2
Implement, assess and report on Australian Curriculum (AC) R‐9 – English, Maths, Science, History, Geography
Commence implementation of Australian Curriculum in the Arts, Health & Physical Education, LOTE, Technology
Improve student wellbeing and engagement Focus areas:
Increase student attendance
Increase student retention
Increase student participation in school decision making and school/sports activities Increased access to current IT Focus areas:
Increase availability of IT for administrative functions
Increase availability and use of IT in Teaching and Learning Increase the public profile of William Light R‐12 School Focus areas:
Increased enrolments from feeder Pre School/Child Care Centres and Primary Schools
Improve perception of William Light R‐12 School in the community
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Detailed data analysis of student achievement data and outcomes of work addressing aspects of Improving Student Wellbeing and Engagement is included in further sections of this Annual Report. Developments in the other Key Directions are provided below: Increased access to current IT Learner Management Systems were further investigated in 2014 and the preferred option is Daymap. The estimated cost of implementation of this system is a set up cost of approximately $27 000. Budget limitations, along with information that DECD is planning on replacing current school administration software (EDSAS) and the possibility of a replacement containing some LMS features has led us to a decision to delay any action in this area until further information is available during 2015. Further investigation of school infrastructure to support implementation of a BYOD policy has resulted in negotiations with DECD and subsequent implementation to increase the bandwidth available to the school from 10 MB to 100 MB. BYOD was offered to students in Yr 11 and 12 with minimal uptake. Plans are in place for laptops on trolleys and available for use in classrooms to be updated with newly purchased laptops. Professional learning was provided for staff based on interest and ability in the use of ICT in teaching and learning programs. These were conducted by peer staff members. Learning Area teams were encouraged and supported to incorporate the use of ICT in their planning for the delivery of the Australian Curriculum. Increase the public profile of William Light R‐12 School Successful strategies and outcomes relating to this Key Direction include:
Developed a system to monitor and update the school website on a regular basis. Data indicates people from a wide variety of countries are accessing the school website in increasing numbers.
The number of families and individuals in the school community accessing school information through the Skoolbag App is increasing each month
Launched a William Light School Facebook site with increasing participation and exposure of the school. This is closely monitored by staff and there have been no issues associated with the use of this communication medium.
We trialled an Open Week rather than Open Day model in Term 1. However the total number of participants did not increase from previous models.
Actions taken to promote the school name in the community included the development of a school promotional fence banner that was placed at many locations in the local community. A general school promotion flyer was developed and distributed to local sites.
Some feeder Preschools were visited by William Light staff to highlight the school as a school of choice in the community.
Sports competitions with local primary schools were introduced for Year 6‐7 students on Friday afternoons.
Several lunchtime and after school club activities for students were offered by staff during the year – chess, soccer, art, board games, craft, computer games.
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Continued to maintain and build business and community partnerships with the support of the Beacon Foundation and Western Futures.
Improve Student Wellbeing and engagement In addition to analysis and information regarding student attendance and engagement, the following information regarding achievements related to this key direction in 2014 is provided: A partnership with the organization Kickstart for Kids has resulted in the establishment of a daily Breakfast program involving staff and Kickstart volunteers. Several students at risk also receive regular visits from a Kickstart volunteer to support their learning and wellbeing. An R‐12 Student Voice Committee was established. However its effectiveness in initiating activities and being an effective voice for students was limited as a result of many of the elected students not participating at the required level. Feedback from students indicated that a major reason for this was that meetings were held during break times rather than interrupt lesson time. The timing of meetings in 2015 will be reviewed in an attempt to improve this. Raise standards in learner achievement Throughout the year teaching staff have focused on further development and documentation of all curriculum in line with the Australian Curriculum. Reports of Student achievement have met Australian Curriculum requirements.
4.1 Junior Primary and Early Years Scheme Funding
The Junior Primary and Early Years Scheme funding has been used to enable the school to fund an additional early years classroom and reduce class sizes to better support our students in their first years of school.
4.2 Better Schools Funding
$11.227.62 was received from Better Schools Funding. These funds were used to support the purchase of resources and intervention programs for students with low literacy levels, in particular the large number of students with English as an Additional Language or Dialect (EALD).
5. STUDENT ACHIEVEMENT
PAT –R and PAT – M data is collected for all students from Years 3 – 10. Analysis of this data has shown a close correlation to the NAPLAN data. Language and Literacy Levels are assigned for all EALD students in the school. EALD students who are considered at risk using PAT‐R, NAPLAN, running Records and EALD language and Literacy levels data are involved in an intervention program. As a result of the positive outcomes in this program using the SONIC Fast ForWord Literacy program in 2013, negotiations occurred with SONIC to implement the Fast ForWord Reading Assistant program with 20 students. Learning outcomes for these students have indicated significant improvement in reading levels. A whole school Literacy Agreement incorporates the agreed use of Jolly Phonics and Jolly Grammar in Early Years classrooms, Words Their Way in primary classrooms and a common approach to the teaching of paragraphing and referencing across the year levels.
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5.1 NAPLAN
Student Proficiency Bands
NAPLAN data provides us with achievement data on a biennial basis from Year 3 onwards that
incorporates state and national comparisons. In 2013, we implemented a standardised assessment
program (PatR ‐Reading and Pat M – Maths) for annual data gathering across the Yr 3 – 10 student
cohort. In 2014, Pat R and Pat M provided data that was used to highlight specific areas for focus in
the areas of Literacy and Numeracy. It demonstrated the need for consistent, explicit teaching
approaches across the school to support our learners. As a result, the agreed whole school
protocols we already had in place regarding curriculum delivery and teaching practice were
specifically re‐negotiated across the school.
This involved all stakeholders to ensure expectation and a consistent developmental approach to
Literacy and Numeracy development is clearly documented and implemented R‐12.
Our PatR / M data is highly consistent with our NAPLAN pattern. Analysis of the information
gathered will be used to identify applicable areas for intervention and extension in 2015.
Figure 1: Year 3 Proficiency Bands by Aspect
All but 1 member of the student group who participated in the 2014 Yr3 National Literacy and
Numeracy (NAPLAN) testing have achieved at or above the National Minimum Standard (NMS)in all
aspects of Literacy. The majority of the cohort have achieved from Band 4 – 6 across the range of
aspects. As a result of 2013 NAPLAN achievement analysis, Spelling was identified as a focus area for
improvement in 2014. It is therefore pleasing to note that in Spelling, 100% of our students achieved
at or above the National Minimum standard, with over 35% of our students achieving in Band 6 or
above.
No Year 3 students achieved below NMS in Numeracy, with 37.5% achieving Band 5 or above.
Non‐achievement of National Minimum Standard has not emerged as a data trend, therefore 2015
intervention for this cohort will target Band 2 and 3 achievers, plus focus on differentiated
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curriculum that meets the ‘challenge / rigor’ needs of the high achievers. Writing has emerged as a
major area for 2015 focus, as our EALD students in particular found the 2014 Persuasive genre
particularly challenging due to the level of prior English knowledge / experience and nuance required
for this Writing format.
Yr5
Figure 2: Year 5 Proficiency Bands by Aspect
Overall the Year 5 student cohort has made steady growth from their Yr 3 performance in both
Literacy and Numeracy. In Reading, the majority of students have achieved in Band 5‐8. In
Numeracy, 55% of students were represented in the Band 5‐8. Our 2014 Year 5 student cohort was
one of significant complexity in regard to the number of children newly arrived from overseas and
those with identified learning difficulties and verified disabilities. These students comprised the
group who did not achieve National Minimum Standard in the following: Numeracy ‐ 3 students,
Reading ‐ 6 students, Writing ‐ 9 students, Spelling and Grammar ‐ 2 students.
This group of students will be provided with ongoing special needs and intervention support in 2015
and in line with the trend regarding Writing that has emerged in a more general sense, this will be a
focus of improvement for all.
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Figure 3: Year 7 Proficiency Bands by Aspect
Our Year 7 data has highlighted steady growth in Numeracy and Reading, with nearly all students
achieving in either the Middle or Upper growth range. In Reading, our Band 7‐9 and above,
representation is 59%. In Literacy: 1 student achieved below the National Minimum standard in
Reading, 3 in Writing and 2 in Spelling and Grammar. In Numeracy,1 student achieved below the
National Minimum standard.
As with our younger cohorts, significant improvement in Spelling is noteworthy, however the Writing
trend is also apparent, requiring 2015 improvement focus.
Figure 4: Year 9 Proficiency Bands by Aspect
The achievement of our 2014, Year 9 cohort highlights Writing as the focus area for explicit
intervention and improvement within the group. The Yr 9 group contains a high level of newly
arrived students from overseas, for whom English is not a first language and the intervention needs
identified correlate strongly with English Language Acquisition patterns of difficulty in Reading and
Writing. Our Literacy Plan for 2015 includes the gathering of ongoing data through the use of PatR,
PatM and the Language and Literacy Levels so we can closely monitor the impact of targeted
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Intervention strategies for these students. The information gathered and the analysis undertaken,
will drive the development and implementation of targeted explicit, tailored Literacy programs to
redress the difficulty they encounter with the ‘fast pace’ of language acquisition required to
successfully demonstrate their academic ability within a 100% oral and written English system of
education. In Literacy, 3 students achieved below the National Minimum standard in Reading, 13 in
Writing and 6 in Grammar and Spelling. The bulk of these students are new English learners. In
Numeracy,2 students achieved below the National Minimum Standard.
Apart from the above described group, comparative growth data for Year 9 students indicates the
overwhelming majority of students are in the middle and upper NAPLAN Growth Bands.
5.2 Senior Secondary
SACE ACHIEVEMENT Student Achievement SACE Stage 1 Overall grade distribution for the school and State, calculated using the grades of all enrolments that were awarded a result in all subjects. Stage 1 School Subject Results – by Grade Distribution
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The trend of the schools data in the A and B grades being below state percentage and above state percentage in the C, D, E and N grades continues. What is very pleasing is that we have been able to reverse the trend over the past 3 years of the decreasing percentage of A‐C grades from 75.75% in 2011, 69.84% in 2012, 69.33% in 2013 to 78.01% in 2014, the highest percentage achieved over the past 4 years. Strategies attributed to this success include:
use of the “P” pending result option for the compulsory subjects
a focus on Literacy improvement
end of year intensive completion classes
a focus on improved assessment task design. Student Achievement SACE Stage 2 Grade distribution for the school and State, calculated using the grades of all enrolments that were awarded a result in all graded subjects. Stage 2 School Subject Results – by Grade Distribution
Stage 2 results are below the state percentage in the A+ to C+ and above the state percentage in the C to E‐ and N grades. This pattern is very consistent with previous years. There is a slight decrease from 81.99% in 2013 to 79.99% in 2014 of the percentage of grades in the range C‐ to A+. It is pleasing to note however that there was an increase of B grades from 26.16% in 2013 to 36.44% in 2014. One notable achievement was an A+ Merit achieved by a student in Visual Arts – Art.
Our SACE Improvement Strategy will include:
closer monitoring of student achievement through the use of “traffic lights” spreadsheet to identify students at risk
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teachers analysing their subject data and discussing strategies to improve student performance with the Principal team
study line supervision with tutorial support for all Year 12 students. SACE Completion Percentage of students who completed the SACE out of those identified by their enrolments as potential completers of the SACE.
SACE Completion There is an increase in the SACE completion rate from 80.77% in 2013 to 85.71% in 2014, a trend that we hope to see continue and head into the 90’s. Strategies mentioned in the previous section will assist us to achieve this outcome. Vocational Education and Training (VET) Units of Competency Completed – by Certificate Level The number of students who completed one or more VET units of competency, by certificate level, and the total number of units completed. Percentages are calculated out of the total number of units of competency completed, for the School and State.
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VET Units of Competency Completed – by Certificate Level
This year there has again been a rise in the percentage of students achieving Certificate III competencies from 6.45% in 2011, 18.67% in 2012, 20.09% in 2013 to 34.03% in 2014 which is nearing the state percentage. Apart from the VET Health and Information and Digital Media courses delivered at William Light, our students continue to have access to over 65 different VET programs in a wide range of vocational areas through the Western Adelaide Secondary Schools Network (WASSN) and Trade School for the Future. There has been a decrease in the percentage of students achieving Certificate I competencies from 36.87% to 23.95% and a slight drop from 43.05% in 2013 to 42.02% in 2014 of the students achieving Certificate II competencies. Plans have been finalised and construction of the Health Industry Trade Skills Centre is expected to commence during term 2, 2015 providing a well equipped and state of the art training facility for our VET Health Industry Pathways Program.
3 students studied VET Certificate courses outside of the WASSN with 2 completing their full certificate.
24 students studied VET Certificate courses as part of WASSN with 12 completing their full certificate.
4 students completed the Certificate III in Health Services and Allied Health Assistance.
25 students completed the Certificate I in Information, Digital Media and Technology.
14 students completed the Certificate II in Information, Digital Media and Technology.
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21 students undertook an Australian School Based Apprenticeship.
12 students were involved in the Errington Special Education Centre Peer Mentoring Program.
2 students from the VET Health program commenced traineeships with an Aged Care facility and began Certificate III in Aged Care as part of that program.
Students Undertaking Vocational or Trade Training As part of their SACE studies:
2% of Year 10 students
28% of Year 11 students and
23% of Year 12 students
undertook a Vocational Education and Training course.
6. STUDENT DATA
6.1 Attendance
Figure 12: Attendance by Year Level
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Table 12: Attendance by Year Level
Attendance by Year Level % Attendance
2012 2013 2014
Reception 91.1 93.4 85.2
Year 1 92.9 93.2 88.1
Year 2 94.5 93.1 89.2
Year 3 89.7 91.8 90.9
Year 4 90.0 92.3 95.2
Year 5 90.1 90.9 90.4
Year 6 93.4 92.5 91.6
Year 7 92.6 90.5 88.9
Year 8 90.7 90.0 88.1
Year 9 88.3 87.3 86.5
Year 10 81.0 89.0 88.4
Year 11 84.3 83.9 86.4
Year 12 88.0 85.2 86.0
Total All Year Levels 88.5 88.9 88.2
Total ACARA 1 TO 10 89.1 90.1 89.0
In 2014 there was an improvement in attendance by students in year 4, 11 and 12 with a slight
decrease in all other year levels. The total for all year level remains consistent at approximately
88.2%, just 0.8% below the ACARA total for 1 to 10.
As William Light School has a small enrolment at each year level, minor changes in absenteeism can
result in large percentage changes and a small number of “chronic” non‐attenders has a significant
effect on overall rates.
Some strategies that we continue to use to promote regular attendance are:
close monitoring by class, home group and subject teachers and immediate follow up of non
attenders.
chronic non‐attenders are specifically case managed by a Year Level Manager or a member
of the Principal Team.
referrals to support services are made after school attempts to contact family, including
home visits.
SMS messaging to all parents of students not at school that day without notification to
school office continues as part of the daily routine of the school
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Years 8‐12 RETENTION STRATEGIES A range of strategies are implemented to engage students in learning and to attend school regularly and complete Year 12. Strategies that have been put in place to support student retention have included intervention programs, change to school policies and procedures and changes in physical resources. They include the following: Operation Flinders During 2014 a group of male Year 9 students accompanied by teacher, Jason Dohse travelled to the Flinders Ranges with Eden Hope College from Western Victoria, police and army personnel and counsellors for a rigorous week of hiking and camping in remote areas. The purpose is to provide opportunities to learn about teamwork, build confidence, make friends and develop healthy positive relationships. This experience has varying immediate impact on participants and feedback from students continues to indicate that it is a worthwhile activity. A group will also participate in 2015 Flexible Learning Option (FLO) Some students receive additional support for their living and learning needs through a FLO enrolment and case management by organisations/programs such as ARA, WorkSkil and E‐worx. This has been proven to be successful in engaging students in 2014 and will continue in 2015. There were 7 FLO students in 2014 all engaged in off site programs. Year 11/12 Flexitime For Yr 11 students, Flexitime is negotiated for students who undertake VET or study a subject at a site other than William Light School. From Term 2, Year 12 students can earn the right for Flexitime by demonstrating sound study habits and achieving a C Grade or better in all subjects. Community Studies Community Studies continues
to offer students the opportunity to engage in learning in areas of specific interest to the individual learner
to provide the SACE pattern for students with special needs
to support students who appear unlikely to achieve success in the subjects they were studying, particularly at Stage 2
Western Futures In 2014 we continued our partnership with Western Futures, who offer career and transition services and structured workplace learning for our students. We currently have business partnerships with TafeSA, IKEA, Queen Elizabeth Hospital and Southern Cross Homes. Students access Regional VET courses delivered across a number of schools in the western suburbs. Unfortunately the Western Futures organisation will not continue in 2015.
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Australian School Based apprenticeships We work closely with the Apprenticeship brokers affiliated with the Western Adelaide Trade School for the Future to identify opportunities for our students. The Apprenticeship Brokers hold regular meetings at the school with students identified as actively seeking a school based apprenticeship. Beacon Foundation Since 2012 William Light School has partnered with the Beacon Foundation to specifically support Year 10 students to remain at school and assist them to develop a career focus and build positive self‐esteem. Activities have included a Beacon Business Breakfast, Speed Careering, Mock interviews, Work Readiness Program, industry tours, guest speakers and Commitment ceremony. We will continue to be a National Beacon School in 2015. Alternative Learning Program Some initial work has commenced in developing an alternative learning program for students who are identified by a range of different data as being disengaged in their learning. It is planned to commence this program during 2015.
6.2 Destination
Table 13: Intended Destination
Leave Reason 2013
School Index DECD
No % % %
Employment 2 1.2% 3.5% 3.0%
Interstate/Overseas 25 15.2% 10.5% 10.1%
Other 0.5% 1.4%
Seeking Employment 11 6.7% 3.2% 3.6%
Tertiary/TAFE/Training 9 5.5% 5.5% 4.6%
Transfer to Non‐Govt Schl 12 7.3% 10.2% 9.7%
Transfer to SA Govt Schl 69 41.8% 46.2% 47.4%
Unknown 37 22.4% 20.3% 20.1%
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68% of Year 12 graduates in 2014 were planning on a Tertiary Education pathway compared to 63% in 2013 and 72.7% in 2012.Of this group of students
53% were planning a University pathway compared to 36% in 2013 and 66% in 2012.
15% were planning Further Study pathway predominantly through TafeSA compared to 27% in 2013 and 34% in 2012.
University courses 2014 Year 12 students were offered places in included: Computer Science, Aviation, Psychology, Nursing, Visual Arts, Education, Applied Science, Commerce, Justice and Society, Arts, Business, Engineering and Pharmacy. The Western Adelaide Transitions Research Project for destinations study of school leavers has been discontinued.
7. CLIENT OPINION
The nationally available surveys for staff, students and parents were not conducted in 2014. The focus for data gathered via surveys to these groups in 2014 was Mental Health as part of the planning for implementation of Mind Matters mental health program in Years 8 ‐12 and Kids Matter for R‐7. Data gathered will be base line data as the programs will be established in 2015. Analysis of the data gathered by the Mind Matters Action Team highlighted the following as areas for action:
Increased knowledge and understanding of staff of mental health
The need for a Pastoral Care program to be implemented focusing on mental health
A review of student behaviour management processes and procedures These form the basis for action in 2015
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As further follow up of issues identified by staff surveys in previous years, the following work is ongoing and developing: Performance and Development A model of R‐12 groups of staff with a leader facilitator was implemented during 2014. This involved teachers engaging with the school priorities, DECD priorities, the AITSL Teacher Standards and Teacher Registration Board requirements to develop a personal Performance and Development Plan. This was discussed and shared with a group of staff throughout the year. Staff were encouraged to include feedback received from peer observation and students as evidence of their achievements related to their Plan. The rate at which groups progressed all elements fo the process differed due to differences in group members and the fact that the process did not commence until late Term 2. Groups will continue in 2015 and the process reviewed at the end of 2015. Previous issues identified from surveys of students, particularly the requests for additional extra curricula activities and sports opportunities R‐12 are dealt with elsewhere in this report. Issues identified by parents in the past including increased communication about student progress has continued to be a focus for staff. Increased vehicles for communication with parents generally have been developed through use of the website, Skoolbag App and Facebook. Staff are increasingly establishing regular communication with parents through phone calls, email and face to face meetings. My School website http://www.myschool.edu.au/
8. ACCOUNTABILITY
8.1 Behaviour Management
Consequence Bullying 2013 Bullying 2014 Violence 2013
Threatened or actual
Violence 2014
Threatened or actual
Suspension 10 11 4 13
Exclusion 0 0 0 0
Data extracted from EDSAS.
Analysis of data related to violence indicates that of the 13 students suspended for violence in 2014:
1 student was also suspended in 2013 for violence
3 students were new enrolments during 2014
3 students were suspended more than once for violence. These students have ongoing significant behavior issues
2 students have identified special needs with regular behavior and learning intervention
3 students were known to experience ongoing personal and / or family crisis during the year
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Analysis of data related to bullying indicates that of the 11 students suspended for bullying in 2014:
8 students were represented across the 11 incidents. 3 students were suspended more than once for bullying.
2 students were new enrolments during 2014
1 student was also suspended for bullying in 2013
1 student with Special needs is also represented in the violence data
During 2014 there was a greater focus across the school on managing bullying and violence and taking a no tolerance approach. This heightened awareness and circumstances and characteristics of individual students has resulted in an increase in suspensions for these behaviours.
Plans for 2015 include the implementation of mental health support programs across the school – Mind Matters, SenseAbility , Kids Matter and REACH.
8.2 Relevant History Screening (formerly Criminal History Screening)
The following processes are in place to ensure compliance with DECD requirements: DCSI clearances sighted and recorded in EDSAS for all staff and volunteers DCSI clearances are sighted for all contractors and workers attending the site to work with students. A DECD Screening audit was conducted on 11 December 2014. Processes in place were commended and no immediate actions were required as a result of this audit.
8.3 HUMAN RESOURCES ‐ Workforce Data
8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Qualification Level Number of Qualifications
Bachelor Degrees or Diplomas 79
Post Graduate Qualifications 19
Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.
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8.3.2 Workforce Composition including Indigenous staff
Workforce CompositionTeaching Staff Non‐Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full‐time Equivalents 0.00 34.80 0.00 14.57
Persons 0 37 0 22
9. FINANCIAL STATEMENT
Income by Funding Source
Funding Source Amount
1 Grants: State $5,292,174.86
2 Grants: Commonwealth $191,700.00
3 Parent Contributions $258,490.93
4 Other $18,844.67
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