2016 school report - gilmore college · report for 2016. the annual report details the work of the...

2016 School Report

KWINANA’S INDEPENDENT PUBLIC SCHOOL

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College Board Chair Welcome

Hello and welcome to the Gilmore College Annual

Report for 2016.

The Annual Report details the work of the school in

delivering an educational and pastoral program for your child at Gilmore College. The report is the work

of the Principal, College staff and the College Board. In 2016, the Gilmore College Board continued to put in place strategies to strengthen its capacity as a

College Board and work with the College community to determine how best to engage with parents/carer

and the greater Kwinana community.

Building parent/carer engagement opportunities –

• Regular College tours (3) conducted by the

Principal.

• A meeting and tour held for Year 7 and 11 parent/carers.

• Dialogue Café with focus on parental engagement.

• Increased use of email, Skoolbag, SMS, electronic

sign to inform parents/carers about College events.

• Introduction of a Parent Social Group.• Nomination of Naidoc Week as Gilmore icon event. • ArtsFest event held in December.

In 2016 the College Board worked to improve the structure of the Board and update our Constitution including:

• Induction for new members.• Appointment of a Governance Leader.

• Board sub-committee’s - Governance and Budgeting, Community and Parent Engagement.

• Aligning Key areas of Business Plan to Principal’s and other Board reporting documents.

• Increased nominations to the Board.• Staggered terms to allow for a better mix of Board

knowledge.

• Board and staff planning day.

Mandy Grubb

Principal’s Welcome

It is with great pleasure that Mandy Grubb, Chair of the

Gilmore College Board and I welcome you to the Annual Report for Gilmore College for the 2016 school year.

The report is intended as a snap-shot of the year which, in many respects, could be viewed as successful. The

key highlights of 2016 from my perspective would be: the mounting of a successful musical production of Peter Pan, the opening of our Process Engineering Centre for Excellence, NAIDOC week activities that included both male and female staff and student football matches and our departure on a journey to

improve our college culture through the “Positive Behaviour Schools” program.

Aside from these highlights the purpose of our Annual

Report has four guiding principles:

• Reporting our progress against our Business Plan priorities based on analysis of data produced through the college’s cycle of self-assessment. (Key areas include the Business Plan Target evaluation and Professional Learning Activities report).

• Providing contextualised information about student achievement including those student

groups experiencing potential educational disadvantage. (Key areas include NAPLAN, Year 12 data, Special Program reports).

• Reporting on our annual budget and accounts (please find a detailed financial summary on the final page of this report).

• Parent, Student and Staff Satisfaction (a detailed analysis of our National School survey conducted in August 2016 is included).

I welcome any feedback on our Annual Report from

parents/carers and members of the Kwinana community

as we continue to work together to strengthen our school and improve the learning opportunities that we provide to young people in their Independent Public School.

Rohan Smith

Our Board members for 2016: Carol Adams - Community member (Mayor, City of Kwinana); Kerry Bowden - Staff; Donna Brahim - Community member (Red Cross and Medina Aboriginal Cultural Community); Sophia D’Rozario - Staff; Leah Gordon - Parent/Carer member; Mandy Grubb - Chair and Community member (The Smith Family); Jess Hammill - Staff; Yvonne Hammill - Community member (Parent Social Group); Katie Heath - Parent/Carer member; Erica Jones - Parent/Carer member; Chris Oughton - Vice Chair and Community member (Kwinana Industries Council); Huda Rashid – Parent/Carer member; George Sekulla - Staff; Paul Smith – Parent/Carer member; Rohan Smith – Principal

Gilmore College Ethos

Rigour We have high expectation of ourselves that challenge us to strive for excellence. We have a positive approach to learning and foster the development of life

long learning.

Relevance We recognise the need to cater for individual differences in our students to achieve the best possible outcomes for them.

Relationships We build relationships based on trust, mutual respect and the acceptance of rights and

responsibilities within the College community.

We recognise the value of positive partnerships with parents and carers, students, staff and the wider community to provide quality education.

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Background

Gilmore College opened in January 2008 after the closure of Kwinana Senior High School. The College gained

Independent Public School status in 2013.

Gilmore College is a Year 7-12 campus offering programs across The Arts, English, Health and Physical Education, Humanities and Social Science, Mathematics, Science, and Technology and Enterprise.

Students have the option to undertake University Entrance or ATAR pathway subjects including a comprehensive

suite of Science, Humanities and Mathematics courses. Partnerships with Murdoch University and the University of Western Australia assist our students in gaining tertiary entrance at the completion of Year 12. Our Vocational Education and Training (VET) delivers Certificate II level courses including: Specialist Engineering, Hospitality, Business, Industrial Studies, Plant Mechanic (Heavy Diesel), Building & Construction and Information Technology.

College PrioritiesThe College priorities from 2016-2018 include:

• Building Staff Capacity• Student Learning

• Partnerships

• Pastoral Care

In becoming a world class educational community where we strive for excellence, the College offers and promotes:

• Academic achievement and the pursuit of knowledge; • Health and Physical Education and sporting excellence; • Engineering and Industry links; • The Arts; • Science, Technology and Innovation; and • Exceptional programs for Aboriginal students.

Gilmore College is committed to achieving Public School Excellence using:

• A curriculum which is dynamic and rigorous,

responding to student and societal needs;

• Teaching roles that focus on collaboration with colleagues, use modern technology and encourage

the problem-solving capacities of students;

• Decision making processes that reflect collaboration and consultation with all elements in the College community;

• Management of resources with increasing

requirements for effectiveness and efficiency; and

• Routine use of technology to access information.

Values

Our values influence our behaviour and give purpose to our lives. We seek to ensure that all students are able to develop the following core-shared values:

• A pursuit of knowledge and a commitment to the

achievement of potential. • Self-acceptance and respect of self. • Respect and concern for others and their rights.

• Social and civic responsibility.

• Environmental responsibility.

Supporting our StudentsThe Student Services Team at the College has a number

of support staff available to work with students including: an Aboriginal and Islander Education Officer, Chaplain, Psychologist, three Youth Workers and a Community Nurse. In addition to this three Associate Principals, three Student Services Managers and six Year Coordinators all work with students at risk and provide pastoral care.

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External Partnerships – Extended Services

The College works in partnership with many external agencies including: The Smith Family (after school tuition through the “Learning Club” program), Aspire UWA, Murdoch University MAP4U, The Peron Alliance of Curriculum and Teaching (PACT), Kwinana Industries Council Education Partnership (including iWomen, iMen, iDiversity, iTeacher and iScience), Follow the Dream, The Clontarf Foundation, David Wirrpanda Foundation (Deadly Sista Girlz), Kwinana Federation Network of Schools, Koorliny Arts Centre, Moorditj Koort and YouthCare. The College has also developed positive working relationships with the Medina Aboriginal Community Centre (Red Cross – MACC), Salvation Army, City of Kwinana Youth Services and the Community Policing Team for Orelia.

2016 Gilmore College Management Review

At the commencement of 2017 the senior management team of Gilmore College collated the following information based on data collected on our performance and activities from 2016:

Areas for Improvement

• The College is determined to improve academic

results.

• An increased use of programs such as “Connect” will assist in parent/carer/teacher communication.

• Attendance – monitoring of attendance and accurate record keeping/reporting to parents/carers.

• The use of the Teacher Development School

network will assist with improvements in planning/

moderation. • There is a drive amongst staff to use restorative

practises to establish consistent behaviour expectations among our student body.

• Utilising the house system is an idea worth exploring to build a positive school culture.

• Establish the use of in-school moderation to gain shared understandings.

• Successfully implement the WA Curriculum while exploring new courses and programs that meet the curriculum needs of our students.

• Survey students as to their expectations and desires around our course/curriculum offerings.

• An upgrade of our training delivery qualifications will be required in the near future

• Implement literacy and numeracy across the

curriculum.

Areas for Celebration• There are some genuine improvements in our 2016

NAPLAN results and our students continue to progress at a rate better than WA Schools’ average.

• The use of the Advocacy program in Senior School has

given us a great opportunity to expose students to the world of tertiary study and employment post-school.

• Much work has been invested into WA Curriculum preparation

• The College has committed to teaching students positive behaviour and how to make positive choices while recognising positive behaviour through the VIVO rewards system and College assembly awards.

• The standard of uniform among our students is very

good.

• Lunchtime activities have engaged many students positively during recess breaks at the College and students are engaging in school sporting teams more as a result of this engagement.

• Transition processes for students from local primary schools have developed positively over the last five years.

• The College enjoys a strong sense of staff morale.• We are enjoying continued and sustained success in

Vocational Education and Training.• We have developed many niche curriculum areas to

engage students in the curriculum – particularly in the Arts, Technologies and Health and Physical Education areas.

• The staff of the College have committed to implementing the Positive Behaviour Schools program.

Performance Achievement Target Data

The progress achieved by the stable

cohort in NAPLAN will close the gap

with like schools in each test area.

In Reading, Writing, Spelling, and Grammar

and Punctuation the gap between the College

and like schools in Year 7 (2014) is very small

and progressively widens in Year 9 (2016).

Conversely, the gap between the College and

like schools in Year 7 (2013) is wide and

progressively narrows in Year 9 (2015).

In Numeracy, the gap between the College

and like schools in Year 7 (2014) is very small

and remains similar in Year 9 (2016).

Conversely, the gap between the College and

like schools in Year 7 (2013) is wide and

progressively narrows to a smaller gap in Year

9 (2015).

Increase % of students at or above

National Minimum Standards for

NAPLAN to close the gap between

Gilmore College and like schools.

In Reading, 90% of Year 7 (2014) students

achieved this target compared to the same

cohort 87% in Year 9 (2016).

In Writing, 82% of Year 7 (2014) students



In Spelling, 85% of Year 7 (2014) students



In Grammar and Punctuation, 81% of Year 7

(2014) students achieved this target compared

to the same cohort 76% in Year 9 (2016).

In Numeracy, 94% of Year 7 (2014) students



Increase % of students that will

qualify for their WACE through OLNA

achievement by the end of Year 10.

20% of Year 10 students pre-qualified for

OLNA at the beginning of 2016. At the end of

the year 33% of Year 10 students achieved a

pass in the OLNA in 2016.

15% of Year 10 students pre-qualified for

OLNA at the beginning of 2015. At the end of

the year 64% of Year 10 students achieved a

pass in the OLNA.

2016 Review of Achievement Targets

Business Plan 2016 – 2018

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Increase % of Academic Extension

students that attain an ‘A’ grade in

English, Humanities & Social

Sciences, Mathematics, and Science

in the Semester 2 Report.

There has been an overall increase in the

number of students that have achieved an A

grade across the four cohorts and in the four

Learning Areas.

Increase % of Aboriginal and non-

Aboriginal students in Years 7 – 12

that attain a 90% attendance rate.

In both cases there has been a decline

between 2.5 and 3.5% in the period 2015 -

2016.

Increase % of Year 12 Aboriginal

students that attain WACE.

29% of Year 12 Aboriginal students achieved

this target in 2016.

11% of Year 12 Aboriginal students achieved

this target in 2015.

Increase % of Year 12 students to

achieve an ATAR of 55+ and or a full

qualification of Certificate II

achievement.

88% of Year 12 students achieved this target

in 2016.


in 2015.

Maintain high % (90%) of eligible

Year 12 students that attain full

qualifications (Certificate II or

higher) in Vocational Education and

Training courses.


in 2016.


in 2015.

Increase % of Year 12 WACE

attainment.

75% of Year 12 students achieved a WACE in

2016.

82% of Year 12 students achieved a WACE in

2015.

The WACE requirements for Year 12 students changed in 2016 resulting in the need for students to complete their OLNA; the achievement of at least 14 C grades or higher in Year 11 and 12 units; and the completion of at least 4 Year 12 ATAR courses or a Certificate II (or higher) VET qualification.

The changes in the requirements have resulted in an inability to equitably compare 2016 data with previous years.

Key

Achieving

Progressing

Not achieved

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ATAR and VET Pathways

ATAR

In 2016, Year 12 students seeking direct traditional entry to University through TISC were able to study subjects in English, Biological Sciences, Geography, History, Drama, Mathematics (including Specialist Mathematics through the PACT) and Earth & Environmental Science. It is our aim through the ATAR pathway to assist students in meeting their full academic potential.

VET

Our award winning VET pathways are managed at a school level by an Industry and Enterprise Coordinator. Students in Senior School are selected to participate based on academic merit and “work readiness”. Our coordinator has forged meaningful partnerships with business, industry

and community organisations within the Kwinana area and “industrial strip”. Our VET programs prepare students for enrolment in University and TAFE but also assist in preparing them for the demands of employment if they

choose to directly enter the world of work.

Special Programs

PACT

The Peron Alliance of Curriculum and Teaching is an

initiative that ensures Gilmore College can offer a full range of courses in partnership with other schools in

the Kwinana/Rockingham area. In 2016, four of our Year 12 students were able to complete the Certificate IV for Direct Entry to Enrolled Nursing at Rockingham Senior High School.

Specialist Engineering

Gilmore College offers a Department of Education endorsed Specialist Program in Engineering. This is delivered as a Traineeship in partnership with the Kwinana

Industries Council (KIC).

Peer Coaching.... a focus on improving student achievement

Automotive – Heavy Diesel MechanicThis course is run in conjunction with the Kwinana Industries Council and provides access to students from

Gilmore College as well as those from schools participating in the Kwinana Industries Council Education Partnership. Students access the facilities at South Metropolitan TAFE Automotive in Rockingham one day per week.

Work Connect

Work Connect is the College’s alternative Senior School pathway and is available to students in Years 10, 11 and 12. The object of the course is to give students life skills,

literacy and numeracy support and to assist them in

gaining employment.

Peer Coaching and Development of StaffPeer coaching centres around a deep learning conversation that occurs between two or more colleagues, with a focus

on improving student achievement. Participants reflect on their current practice, share ideas, engage in setting professional goals, teach one another, build new skills

and gain confidence in providing and receiving feedback about teaching practice.

Identified staff across learning areas participated in several Peer Coaching workshops where they:

• self-reflected on areas of practice as a focus for learning and development

• identified their Peer Coaching partner • engaged in pre-observation conversations• established a clear focus for their learning and

observation• developed data collection tools, used during the

observation process• provided feedback through coaching conversations

between teacher and peer, that established goals and

actions

The Peer Coaching approach has encouraged peer

observations, and created collegial and collaborative professional development.

The College Executive and Senior Management Team, in 2017, will participate in Leadership coaching; engaging in GROWTH coaching conversations that can be connected with performance management and development. Adopting a coaching approach will help to develop a strong culture of trust.

Staff Development – Key Activities 2016In a year that held many opportunities for the staff of Gilmore College to develop their skills the following are a

few key courses and programs undertaken to support our

Business Plan priority of “Building Staff Capacity”.

Leading School Improvement

This four day course undertaken through the Professional

Learning Institute of the Department of Education gave the College’s Executive Team an insight into planning, assessing and reviewing school business plans and setting direction for positive change within school cultures.

PBS Team Training

The identified team of 12 school staff including the Principal and three “internal coaches” undertook the first two days of training for the implementation of the Positive Behaviour Schools initiative aimed at improving the College culture over a three to five year period.

Growth Coaching for Peer ObservationA team of 12 Gilmore College teaching staff and three staff from Medina Primary School undertook an introductory course in classroom observation using the GROWTH Coaching model. The Professional Learning was facilitated by Growth Coaching International and the staff were identified as future leaders of Professional Learning Teams within the college.

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Team Teach

Thirty six Teaching, Administration and Support staff undertook the team teach training with our three

trained facilitators in July. Team Teach is the only current accredited program used by the Department of Education for minimising student-teacher physical contact.

Federation Fair DayThe Kwinana Federation of Schools (Gilmore College, Leda Education Support Centre, Calista PS, Medina PS, Orelia PS, North Parmelia PS, Leda PS and Bertram PS) held a combined Professional Learning day themed “High

Performance, High Care” at the College on October 10, 2016. Over 400 staff attended with a keynote address from renowned Mindfulness exponent Johanne Klap. A feature of the “Fair Day” was a series of short concurrent sessions facilitated by Federation teaching and leadership staff.

Cornerstone ALCOA Science Summer School -

Colorado USA

In the July vacation we were fortunate to have two ALCOA sponsored attendees at the Cornerstone Summer Science School in Colorado. Teachers Zoran Groznica and Debbie Migliori attended to bring current research and curriculum directions back to the remainder of our Science Learning Area staff.

Literacy Strategy

The Literacy Strategy is a two hour literacy block implemented in Year 8 English and Humanities and Social Sciences. It is delivered through a highly structured format where the lessons are divided into five segments.

The NAPLAN data of one cohort during a three year

period (Year 7 – 2014 and Year 9 – 2016) suggests that students who participated in the strategy in Year 8 2015 had made no improvements in Reading and Writing scores when compared to the same cohort in “Like schools”. That is, in both Reading and Writing Gilmore students did not close the gap with “Like

schools”.

In Term 4 2015, the Literacy Strategy was reviewed to

address the deficiencies in earlier data about student performance.

Programs undertaken to support our Business Plan priority of

“Building Staff Capacity”.

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2016 B C D E Number

Year 7 8% 32% 30% 30% 80

Year 8 7% 36% 22% 35% 75

Year 9 1% 26% 22% 51% 78

Year 10 20% 80% 7

Student Training Around Reading (STAR)

Student Training Around Reading (STAR) is a literacy program introduced in 2013. It targets students just failing to meet

the standard. In 2016, data reveals spelling and reading skills have improved.

In 2016, the Program employed 5 staff; 4 part time and 1 full time Education Assistant. The Program involved students who were achieving a ‘D’ grade in English. Students who were on the cusp of an ‘E/D’ grade were identified and included in the Program. Students were removed 2 times per week to work in small groups for approximately 20 – 30 minutes. During the small group sessions, students participated in guided reading activities, spelling and intensive writing activities.

STAR student grade distribution after intervention.

Follow the Dream

Follow the Dream is a voluntary

program for aspirant Aboriginal

secondary school students. The

Program provides after-school tuition and individualised mentoring, support and case management to

assist and support these students

to continue achieving excellent outcomes at school.

In 2016, the College supported 33

aspirant Year 7-12 students within the Program. Follow the Dream

supported an outreach Program

at four nearby secondary schools

involving 15 aspirant Year 11-12 Aboriginal students.

The College and Follow the Dream students were recognised through the following awards:

• PALS Digital and Technology Award – Gilmore College

• WA Youth Award – Cultural Endeavour Category (Finalist) – Shaquille Walker

• AWPA Marion McCall OAM Scholarship – Olivia Morton

The following Follow the Dream students participated in two important extra-curricular activities:

• Aboriginal Summer School for Excellence in Technology and Science – Dylan Milton-Bright and Olivia Morton

• AIME’s Got Game National Competition – Shaquille Walker.

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Literacy and Numeracy 2012 2013 2014 2015 2016

% of Year 7 students at or above national minimum standard NAPLAN Year 5 Reading 83% 100% 100% 85%

% of Year 7 students at or above national minimum standard NAPLAN Year 5 Writing 83% 100% 100% 77%

% of Year 7 students at or above national minimum standard NAPLAN Year 5 Numeracy 100% 100% 86% 69%

% of Year 8 - 9 students at or above national minimum standard NAPLAN Year 7 Reading 100% 92% 80% 90%

% of Year 8 - 9 students at or above national minimum standard NAPLAN Year 7 Writing 100% 83% 90% 100%

% of Year 8 - 9 students at or above national minimum standard NAPLAN Year 7 Numeracy 100% 75% 90% 100%

% of Year 10-12 students at or above national minimum standards NAPLAN Year 9 Reading 86% 100% 100% 96%

% of Year 10-12 students at or above national minimum standards NAPLAN Year 9 Writing 86% 78% 71% 92%

% of Year 10-12 students at or above national minimum standards NAPLAN Year 9 Numeracy 71% 100% 82% 83%

% of Year 10-12 students achieving OLNA Reading 100% 56% 100%

% of Year 10-12 students achieving OLNA Writing 100% 50% 100%

% of Year 10-12 students achieving OLNA Numeracy 50% 44% 96%

Classroom Management Strategies

Classroom Management Strategies (CMS) aims to grow professional teaching practice in ways that improve the engagement, learning and well-being of all students. Delivery focuses on using evidence based interactive instructional strategies that increase students’ active participation and classroom engagement, leading to improved social behaviour and outcomes for students and schools.

In 2016, the College continued staff capacity building in this area by identifying staff and registering their participation in the Program. The following staff participated in the Program:

The CMS Foundation Program provides information and practical classroom management strategies that are designed to improve student engagement and reduce unproductive social behaviour by establishing a positive, proactive classroom environment. Participants are presented with opportunities to practise skills in a forum that encourages reflection and discussion. Expert in-class coaching follows each workshop.

Positive Behaviour Support (PBS)In an effort to address these trends, the College has examined support mechanisms that will assist in changing the school culture, for staff, students and the general community. There was a general agreement amongst key stakeholders that the Positive Behaviour Support program would provide a structured and tried process for addressing these issues. Improving student academic and behaviour outcomes is facilitated when all students have access to the most effective and accurately implemented instructional and behavioural practices and interventions possible.

PBS provides an operational framework for achieving these outcomes. It is a decision making framework that guides selection, integration and implementation of the best evidence based practices for improving academic, attendance and behaviour outcomes for all students. Schools implementing PBS build on existing strengths, complementing and organising current programming and strategies. The school is still in a building phase. The team has been formed although there is still work to be done in sourcing a community member to sit on the committee.

The committee are in the process of developing the College behaviour matrix which will guide the explicit teaching of expected behaviours and will form the basis of the restorative conversations staff will have with students to assist in the development of a shared understanding of how students can ensure they are a part of the school community and

not apart from it.

In general, PBS emphasises four integrated elements:

• Data for decision making

• Measurable outcomes supported and evaluated by data

• Practices with evidence that these outcomes are achievable

• Systems that efficiently and effectively support implementation of these practices.

• Erin Albertini• Asif Asif

• Michael Connoley

• Edith Copeman• Margaret Sawoff• Julieanne Sayers

Follow the Dream: Partnerships for Success participants NAPLAN - Achievement of National Minimum Standard.

Schools implementing PBS build on existing strengths

The WA PBS Framework

How is PBS educative?In the past, school-wide discipline has focused mainly on reacting to specific student misbehaviour by implementing punishment based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective.

PBS views inappropriate behaviour in the same manner that problems in reading or math are viewed… as a skill deficit. When a skill deficit exists, we must teach the appropriate skill. By doing so, a unified and positive school climate forms this informs students and staff that appropriate behaviour is a priority in our school. The purpose of PBS is to establish a climate in which appropriate behaviour is the norm.

How does PBS provide support for all students?PBS methods are research-based, proven to significantly reduce the occurrence of problem behaviours in schools and supported by a three-tiered model. The three tiered model organises practices and systems along a continuum of increasing intensity and/or complexity.

What are some of the outcomes of PBS?

There is an instructional approach to discipline:

• Instances of problem behaviour are opportunities to learn and practice pro-social behaviour.

Academic Extension Program (AEP)

In 2013, the College created an Academic Extension class in Year 7. Students applied to be in the Program and were tested to gain entry. In 2016, a fourth intake group was selected to participate in the Program at Year 7 level. The Program has been designed to establish an academic pathway to support the delivery of ATAR courses in Years 11 and 12. By 2018, the first intake group will be in Year 12.

For each Year group participating in the AEP, continuous monitoring occurred during the year with students who were not performing to the standard being removed from the Program. Once per Term, meetings with teachers are conducted. Teachers are required to show evidence of enrichment activities undertaken by this group. Teachers are also required to differentiate the curriculum to ensure rigour to the teaching-learning program and to ensure assessments are using Bloom’s Taxonomy to cater for higher order thinking.

In 2016, a second Academic Extension class was created in each Year group involving English, Humanities and Social Sciences, Mathematics and Science. This aspirant Academic Extension class catered for students who required further assistance to meet the standard required to participate in the Academic Extension Program.

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Students know what is expected of them and choose to

do so because they:

• know what to do

• have the skills to do it

• see the natural benefits for acting responsibly.

Adults and students have more time to:

• focus on relationships• focus on classroom instruction.

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English Mathematics Science HASS

Grade 2015 2016 2015 2016 2015 2016 2015 2016

A 0 0 3 9 7 10 10 13

B 9 14 12 6 14 4 9 6

C 18 9 10 8 7 6 9 4

D 1 0 3 0 0 3 0 0

E 0 0 0 0 0 0 0 0

Cohort 3


Grade 2016 2016 2016 2016

A 1 9 16 20

B 20 14 11 7

C 9 7 3 3

D 1 0 0 0

E 1 1 1 1

Cohort 4

The following tables show the grade distribution for class sets 7.1, 8.1, 9.1 and 10.1 in each Learning Area involved in the delivery of the Program.


Grade 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

A 6 5 1 9 14 10 23 17 11 6 4 18

B 10 21 20 20 10 11 6 10 6 19 23 8

C 13 2 6 1 4 6 1 1 7 5 1 1

D 1 0 0 0 0 0 0 0 2 0 0 0

E 0 0 1 0 0 1 0 0 2 0 0 1

Cohort 2


Grade 2013 2014 2015 2016 2013 2014 2015 2016 2013 2014 2015 2016 2013 2014 2015 2016

A 6 13 5 13 12 13 7 12 23 10 10 8 10 21 15 15

B 18 19 26 16 13 9 19 9 5 15 18 13 17 11 14 13

C 6 0 1 0 5 10 5 10 2 6 3 8 3 0 2 3

D 0 0 0 1 0 0 0 0 0 1 0 2 0 0 0 0

E 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Cohort 1 (Foundation Cohort)

Our Results

NAPLAN 2016

The tables below show the performance of Year 7 and 9 students of Gilmore College measured against “Like” schools in the 2016 tests. The tables generally show a consistent gap between school performance and that of similar

schools in Year 9 with the exception of Spelling and Punctuation & Grammar where the College’s performance has not kept pace with its “like schools”. In Year 9 Numeracy Gilmore College has managed to slightly close the gap between itself and it’s “like schools”. The literacy areas continue to be the College’s focus through its business planning and a necessary improvement in this area will result in better Senior School outcomes for students – including

their performance in Senior School assessments such as the Online Literacy and Numeracy Assessment (OLNA) and ATAR examinations.

Year 7 students at Gilmore College have achieved results that have kept pace with our “like schools” in Reading and Numeracy while Writing is the main area of concern in student achievement against our “like schools”. Please see the section elsewhere in this report concerning measures that we are implementing in literacy to improve student results. Further to this, the College continues to work closely with its partner schools within the Kwinana Federation of Schools to improve literacy and numeracy across the Kwinana area.

The College continues to display excellent results where student progress is concerned with gains in knowledge and skills outstripping system expectations and that of other Western Australian schools.

Performance measured against Like Schools Years 7 and 9

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Percentages of Students Above, At and Below National Minimum Standard Levels


NAPLAN

National Minimum

Standard (NMS)

NAPLAN – Numeracy

2014 2015 2016

Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Above NMS 53% 48% 55% 59% 52% 63%

At NMS 41% 45% 40% 34% 38% 29%

Below NMS 6% 7% 5% 7% 10% 8%

Average Test Score

NAPLAN

NAPLAN – Numeracy

2013 2014 2016


Average Score 496 538 489 546 498 548

School Performance

in comparison with all

WA Public Schools

NAPLAN

NAPLAN – Numeracy

2014 2015 2016


Comparative

Performance

NAPLAN

National Minimum

Standard (NMS)

NAPLAN – Spelling

2014 2015 2016


Above NMS 60% 60% 65% 57% 54% 46%

At NMS 25% 19% 17% 25% 23% 29%

Below NMS 15% 21% 18% 18% 23% 25%

Average Test Score

NAPLAN

NAPLAN – Spelling

2014 2015 2016


Average Score 495 542 501 545 490 528

School Performance


WA Public Schools

NAPLAN

NAPLAN – Spelling

2014 2015 2016


Comparative

Performance

NAPLAN

National Minimum

Standard (NMS)

NAPLAN – Grammar and Punctuation

2014 2015 2016


Above NMS 50% 45% 51% 43% 46% 40%

At NMS 31% 33% 25% 31% 36% 36%

Below NMS 19% 22% 24% 26% 18% 24%

Average Test Score

NAPLAN


2014 2015 2016


Average Score 491 532 477 520 478 521

School Performance


WA Public Schools

NAPLAN


2014 2015 2016


Comparative

Performance

Below expected performance in comparison

to the results of all other WA Public Schools

Expected performance in comparison to the

results of all other WA Public Schools

Above expected performance in comparison

to the results of all other WA Public Schools


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NAPLAN

National Minimum

Standard (NMS)

NAPLAN – Writing

2014 2015 2016


Above NMS 44% 33% 42% 33% 38% 31%

At NMS 38% 23% 30% 27% 33% 35%

Below NMS 18% 43% 28% 40% 29% 34%

Average Test Score

NAPLAN

NAPLAN – Writing

2014 2015 2016


Average Score 473 497 454 479 450 497

School Performance


WA Public Schools

NAPLAN

NAPLAN – Writing

2014 2015 2016


Comparative

Performance


NAPLAN

National Minimum

Standard (NMS)

NAPLAN – Reading

2014 2015 2016


Above NMS 63% 52% 59% 48% 54% 53%

At NMS 27% 29% 32% 33% 28% 34%

Below NMS 10% 19% 9% 19% 18% 13%

Average Test Score

NAPLAN

NAPLAN – Reading

2014 2015 2016


Average Score 501 536 491 536 490 539

School Performance


WA Public Schools

NAPLAN

NAPLAN – Reading

2014 2015 2016


Comparative

Performance


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Year 12 Results

The ATAR participation rate of 16% at Gilmore College represents a slight upward shift in ATAR participation and this is expected to continue over the next few years. Students who undertake ATAR studies at Gilmore College have access to numerous alternative University Entry pathways.

Gilmore College is again a “Top 50” public school for its VET completion rate.

Eligible Year

12 Students

Number

acquiring an

ATAR

VET – Number of

students enrolled

Cert II or higher

VET – No Of Students

completing Cert II or

Higher

2012 87 18 21% 55 63% 46 53%

2013 107 13 12% 71 66% 69 64%

2014 54 7 13% 37 69% 35 65%

2015 97 12 12% 65 67% 64 66%

2016 83 17 16% 106 100% 74 70%

* Please Note – new WACE requirements implemented by Schools Curriculum and Standards Authority 2016.

Gilmore College places great emphasis on the importance of students achieving their WACE and attaining either an ATAR greater than 55 or a Certificate II or higher. In 2016, our Attainment rate jumped an impressive 20% from 67% to 87%. Through inclusive VET certificate offerings more Gilmore College Students are leaving school with a nationally recognised qualification that allows them to study further or undertake higher education.

The implementation of new WACE requirements in 2015 for the cohort of students in Year 12 in 2016 has altered WACE attainment rates across the education sector in Western Australia. The major changes in the new WACE requirements are that students are now required to satisfactorily complete the Online Literacy and Numeracy Assessments (OLNA) and achieve 14 C Grades across their two years of senior school. Based on our projections from 2015 Gilmore College was pleased with a 75% WACE attainment rate as a competitive score against our “like schools”. The College is aiming at an 80% WACE attainment rate in forward projections.

Year 12 – WA Certificate of Education

(Graduation)

Year 12 Attainment (ATAR > 55

and/or Certificate II or higher

2012 79 91% 61%

2013 91 85% 68%

2014 47 87% 70%

2015 80 82% 67%

2016* 62* 75%* 87%

Apparent retention and progression rates (%) - secondary

77% of students who commenced Year 11 completed Year 12, which was an increase from the 63% in 2015. There was also a significant increase in the retention of students from Year 10 to 11 (90%), compared to 69% in 2015. Many of the students, who left, sought alternative training pathway options (e.g. TAFE, SMYL Community College). This data tracks “numbers” of students only and does not track individual students.

16

The chart shows the intended destination of our Year 12 cohort as collected in August and September, 2016. The

proportions appear consistent with the email survey data of 2016 Year 12s carried out in the first few weeks of 2016, by College staff.

Engagement Support 2016

2016 has seen a general decline in behaviour data, although there is some argument to be made that the data is

representative of trends displayed within cohorts and has been skewed by the excessively high suspension rates of a few individuals within cohorts.

The greatest suspension levels continue to be amongst the College Year 8 and 9 cohorts and we continue to demonstrate a dramatic decline in suspensions for students in Years 11 and 12. The 2016, Year 10 cohort suspensions are higher than anticipated, however, these same students in Year 9 2015 also demonstrated higher than expected levels of suspension providing evidence there is some cohort trends being identified by this data.

Year 7 suspension rates have remained relatively consistent over the last two years with a 15% reduction in total days suspended while overall there has been a school-wide increase in total days of suspension of 17%. The majority of incidents of suspension come from the categories associated with assault or intimidation of other students and violation of school code of conduct.

Non-Aboriginal Aboriginal Total

School State School State School State

2014 80.6% 88.6% 62.6% 66.3% 78.3% 86.9%

2015 84.2% 89.7% 70.4% 68% 82.5% 87.9%

2016 83.6% 89.5% 68.9% 67.4% 81.6% 87.7%

Attendance Support 20162016 saw an improvement in recording mechanisms for marking attendance and is far more accurate than the previous year’s data. There was also an improvement in the school response to long term absences from school utilising support from Regional Education Office staff and an increase in home visits and case conferencing with parents/caregivers.

However, with these process improvements, it was expected that we would also see a reduction in the number of students maintaining regular attendance and an associated increase in the percentage of students at moderate, indicated and severe levels of attendance along with an increase in recorded school refusers. There was a net downward trend in ‘Regular’ attendance of between 2 - 3% with an associated increase in ‘Severe’ attendance issues of 1 - 4%. The percentage of unexplained absences also showed an increase of 3%. There was also an increase in referrals to Participation directorate and improved follow up for Senior School students through the revised processes.

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Semester 1 2016

Semester 2 2016

Parents Staff StudentsTeachers at this school expect my child / students to do his or her best. 71% 91% 91%Teachers at this school provide my child / students with useful

feedback about his or her school work. 45% 79% 64%Teachers at this school treat students fairly. 49% 82% 45% This school is well maintained. 75% 68% 34%My child / students feels safe at this school. 47% 53% 41% I can talk to my child’s teachers / my teacher about my concerns. 63% 85% 44% Student behaviour is well managed at this school. 24% 41% 15%My child / students like being at this school. 57% 59% 39% This school looks for ways to improve. 65% 97% 63%This school takes parents’ / staff / students opinions seriously. 43% 79% 30%Teachers at this school motivate my child / students to learn. 41% 79% 59%My school gives me opportunities to do interesting things. 61% My child is making good progress at this school. 49% My child / students learning needs are being met at this school. 45% 48%This school works with parents to support students learning. 40% 71% I receive useful feedback about my work at this school. 58%Staff are well supported at this school. 71%

2016 Gilmore College Comparison Table

18

Parents, students and staff all rated this school looks for ways

to improve as the most positive aspect of our College.

In addition to the National Survey of School conducted at Gilmore College in 2016, there will be further

opportunities for students, staff and parents to have their say on aspects of the College through the Positive Behaviour Schools initiative in 2017.

A large group of parents responded to the National Survey for Gilmore College with 55 respondents up from

30 in 2015. The main areas of concern for parents based

on converted percentage ratings were: management of student behaviour (24% satisfaction), difficulties encountered in collaborating with their child’s teachers (40% satisfaction) and the level to which our staff motivate their children to learn (41% satisfaction). The most positive areas in parents’ responses were: the quality of school maintenance and the grounds (75% satisfaction), that teachers expect students at the College to do their best (71% satisfaction) and that the school seeks ways to improve its performance (65% satisfaction).

Over 250 students responded to the 2016 national survey – over a quarter of the student population. The main areas of concern for students were: the ways in which student

behaviour is managed (15% satisfaction), the seriousness with which their opinions are treated by the College (30%

satisfaction) and the quality of school maintenance and the grounds (34% satisfaction).

Students rated the following areas as being the most

positive aspects of Gilmore College: that teachers expect students at the college to do their best (91% satisfaction), that they are provided with useful feedback on their

work by staff of the college (64% satisfaction) and that the school seeks ways to improve its performance (63% satisfaction).

A cross section of the staff rated the following areas of concern: management of student behaviour (41% satisfaction), that students’ learning needs are being met by the College (48% satisfaction) and that students feel safe at the College (53% satisfaction). Areas rated as positive by our staff included: that the College looks for ways to improve (97% satisfaction), that teachers expect students at the college to do their best (91% satisfaction) and the level of collaboration that occurs between college teaching staff and parents (85% satisfaction).

National Survey of Students, Parents and Staff 2016

19

Learning Area Reports

The Arts

The Arts Learning Area worked collaboratively throughout the year on a variety of different projects, including the whole College musical production Peter Pan and Arts Fest, showcasing each individual context within the Learning Area.

Students have participated in a number of learning experiences external to the classroom. These include the Art students displayed works in the

Youth Art Awards at the Gary Holland Centre, Music students performed at assemblies and in school concerts. Drama students saw the Lion King and

Little Shop of Horrors. Dance students completed a dance workshop with the Sydney Dance Company. Media created, Mulka the Giant shot film which won the Digital and Technology Award.

VET courses delivered through the Learning Area continue to result in student completion of their Certificate qualifications in Creative Industries.

English

The Learning Area worked collaboratively with the Humanities and Social Sciences Learning Area to review and deliver the Year 8 Literacy Strategy. The Strategy provided for a consistent approach across the two Learning Areas to

address areas of need in literacy, focusing on grammar, punctuation, reading, spelling and writing.

A more consistent and regular use of the College Library was integrated into

the learning programs in 2016 to nurture an appreciation for reading across Year 7-12.

During Literacy Week, the Learning Area hosted a Spelling Bee Competition, Poetry Writing Competition, Cartooning and Short Story Writing Competition. The College Debating Team continued to achieve success winning two competitions.

Health and Physical EducationThe Learning Area continued to plan for the implementation of changes to the Health and Physical Education curriculum, focusing on curriculum delivery, assessment and reporting to parents.

A number of sporting teams were organised during the year. These included: hockey, AFL, netball, rugby, athletics, basketball and soccer. Through Outdoor Education, the College was able to provide outstanding educational experiences at Dwellingup, Mundaring, and Rottnest Island. These experiences included abseiling, snorkelling orienteering, canoeing, hiking and mountain

biking. In the lead up to the athletics carnival, the Learning Area organised the annual cross country event.

Humanities and Social SciencesThe Learning Area continued to develop the use of CONNECT, providing an enriched education program for all students. This enabled Year 11 and 12 students to follow their course of study while attending Workplace Learning, during absences, and participate in online discussions.

A number of excursions and incursions were organised for students, including a hands-on Archaeology experience, a visit to Garden Island and to the Old Law Courts in Perth. The highlights of 2016 included: the ANZAC Service

Assembly, and the number of students that participated in competitions such as the Australian History Competition, the Australian Geography Competition, and the International History Bee and Bowl Competition.

20

MathematicsThe Learning Area continued to review its learning experiences during 2016 and implement changes to appropriately meet the needs of students across

all areas of numeracy. Students made significant improvements in Year 7 and 9 NAPLAN results.

A mix offering of ATAR and General courses enabled students to pursue their areas of strength in Mathematics. Study skills were addressed in Mathematics in Years 7-12 to support students in their learning. Afterschool homework classes provided students with an additional level of support.

Science

The Learning Area continues to offer ‘real world’ science through engaging learning experiences. Students are supported through afterschool homework classes and an alternative literacy based program in Science. In addition, the increased use of CONNECT has offered students and parents/caregivers the opportunity to review work and monitor progress.

Students have participated in a number of learning experiences external to the classroom. These include: Cottesloe Beach, John Forest National Park, and Peppermint Grove field trips to examine igneous and sedimentary rock formations; Perth Hills Discovery Centre’s Fire Biology fieldwork day; Perth Zoo; Scitech; Programming with Scratch 2; Women in Physics lecture which highlighted the global approach to Science research; and the UWA Aspire Year 11 Camp. In addition, students participated in various activities at world leading facility, Harry Perkins Institute.

Technology and Enterprise

The Learning Area has continued to plan for the implementation of changes to the curriculum in the different contexts that comprise Technology and Enterprise. Liaising with other schools has been invaluable in ensuring the College meets the requirements in this Learning Area.

A significant recognition for the College was achieved with Thomas Pratt winning the VETis Metals and Engineering Gold Medal at the Worldskills Competition in Melbourne. In addition, the Gilmore Robotics Club achieved 8th place in the Lego League Robotics Competition held at Curtin University of Technology.

VET courses delivered through the Learning Area continue to achieve student completion of their Certificate qualifications in Building and Construction, Engineering, Hospitality, and Information Technology.

Vocational Education and TrainingPrograms offered through VET at the College provided a variety of Certificate options for students.

Engineering students successfully gained apprenticeships in high profile companies, including: ALCOA, Australian Submarine Corporation, Kleenheat, Shell, and Watmarine.

Synergy Rising Star Scholarships were awarded to: Jackson Bleach and Tia Jones; and the Synergy Uni Link Scholarship was awarded to Benz Culanggo.

The Peron Training Centre was officially opened by Senator Dean Smith. The Process Engineering Centre for Excellence is the first of its kind under the Trade Training Centre Funding arrangement. A Certificate II in Process Plant Operations will be delivered by South Metropolitan TAFE lecturers in partnership with Honeywell.

Clontarf Senior Awards (Year 10 – 12)Academic Achievement Award Hunter Culbong

Clontarf Spirit Award:

Year 10 Jaygo LawrenceYear 11 Bailey BallardYear 12 Kieren Milton

Coaches Award Shaquille WalkerFairest and Best Runner Up Bradley PereyraFairest and Best Josh Kickett

Special Achievements 2016

LyriK Award Winners

Mateship Girls Group

Inspiration Shaquille Walker

LyriK Educational Scholarship 2016Michellie Jones

Brayden Kelly

Clontarf Awards Junior Awards (Year 7 – 9)

Academic Achievement Award Morgan BrophoClontarf Spirit Award:

Year 7 Tyler PiazzolaYear 8 Lachlan HarrisYear 9 Malik Chadd

Coaches Award Marquise YbanezFairest and Best Runner Up Gerome JonesFairest and Best Kai Bulk

Staffing InformationIn 2016 Gilmore College had 58.2 teaching staff, 16 administrative staff and 21.9 support staff, using an FTE of 96.1. (Not all staff are full time).

All of our staff meet the professional requirements to work in Western Australian Schools and all teaching staff are registered with the Teacher Registration Board of Western Australia.

21

Media Brigitte BoscoloMusic Brigitte BoscoloNursing Certificate IV Kira Leetet Outdoor Education Courtnee BlackPhysical Education Studies Ethan ChidlowPlant Mechanic Carel BarnardSports Coaching Certificate II Ethan ChidlowVisual Arts Amy StricklandWork Connect Chinnakrit ChingchaichanaWorkplace Learning Filo Filo

Special Awards

ADF Long Tan Youth

Leadership & Teamwork Cortnee BlackAndy & Rita Valk Scholarship Jericho Alesana

Kira Leetet

Sonya McCracken

CALTEX All Rounder Award Brooke ColemanGilmore College Sportsperson Trophy

Female Brooke Coleman

Male Jacques LombaardKoorliny Arts Award Hayley Murphy

Most Consistent Effort KIC Traineeship Thomas PrattMost Improved Student Brayden Ansell Most Industrious Effort Felix LangsangMurdoch University MAP4U Sonya McCracken

Scholarship

Premier Student – ATAR Brooke ColemanPremier Student Ethan Chidlow

- General Studies (Stage 1) Premier Student Thomas Pratt

- Vocational Education & Training RSL Citizenship Award Hayley MurphyYouth Leadership Award Jessie Yeadon

Head Boy Jessie Yeadon

Head Girl Brooke Coleman

Metals & Engineering Synergy Scholarships

Rising Star Tia Jones Jackson BleachUnilink Benz Culanggo ($800 each)

2016 Valedictory Subject Award Winners

Building and Construction Jacob O’DonnellBusiness Management Brayden Ansell and Enterprise Career and Enterprise Nikolina Mandic

Glenn Marco Gabriel

Children Family and Community Tamira WilsonClontarf Bradley PereyraCreative Industries Media Brigitte Boscolo

Certificate IIDance Brooke ColemanDrama ATAR Brooke ColemanDrama General Taiya Rana

Earth and Environmental Science Felix LansangEnglish ATAR) Brooke ColemanEnglish General Thomas PrattFood Science and Technology Tamira WilsonGeography Felix LansangHealth Studies Sonya McCracken

Hospitality Certificate II Tamira WilsonInformation Technology Cert II Glenn Marco GabrielIntegrated Science Marenka Erceg

Brooke ColemanMathematics Applications Kaitlin RuckMathematics Essentials Brigitte BoscoloMathematics Essentials Ethan Chidlow

22

1 59,561.00$ 59,561.00$

2 116,458.32$ 116,458.32$

3 -$ -$

4 26,477.95$ 26,477.95$

5 -$ -$

6 750.00$ 750.00$

7 -$ -$

8 200,961.94$ 167,954.16$

9 202,510.41$ 202,510.21$

10 -$ -$

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

12 -$ -$

606,719.62$ 573,711.64$

646,663.49$ 646,663.49$

Student Centred Funding 1,180,716.11$ 1,213,725.11$

2,434,099.22$ 2,434,100.24$

10,713,730.00$ 10,713,730.00$

13,147,829.22$ 13,147,830.24$

Locally Rais 202,497.27$

Student Cent 1,213,725.11$

Other Govt Grants 750.00$

Other 167,954.16$

Transfers fr 202,510.21$

1,787,436.75$

1 177,052.15$ 62,292.68$

2 -$ -$

3 506,523.51$ 353,888.55$

4 611,303.83$ 371,677.48$

5 724,949.18$ 589,925.63$

6 24,077.41$ 21,021.41$

7 150,000.00$ 150,000.00$

8 184,536.76$ 84,955.78$

9 -$ -$

10 -$ -$

11 -$ -$

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

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

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

15 -$ -$

2,378,442.84$ 1,633,761.53$

9,953,386.00$ 9,953,386.00$

12,331,828.84$ 11,587,147.53$

Bank Balance 1,780,204.83$

Made up of: -$

1 General Fund Balance 800,338.71$

2 Deductible Gift Funds -$

3 Trust Funds -$

4 Asset Replacement Reserves 939,613.87$

5 Suspense Accounts 57,408.25$

6 Cash Advances 200.00-$ 7 Tax Position 16,956.00-$

1,780,204.83$

Budget

Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Unallocated

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Other Expenditure

Buildings, Property and EquipmentCurriculum and Student Services

Total Salary Allocation

Total Funds Available

Actual

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Voluntary ContributionsCharges and Fees

Fees from Facilities Hire

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure

Revenue from Co, Regional Office and Other Schools

Financial Summary as at

Actual

31 December 2016

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash

0

50

100

150

200

250

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds

11%

Student Centred

Funding

68%

Other Govt Grants0%

Other 10%

Transfers from

Reserves

11%

Current Year Actual Cash

Sources

0

100

200

300

400

500

600

700

800

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10

210

410

610

810

1010

$000

Cash Position

23

2016 school report - gilmore college · report for 2016. the annual report details the work of the...

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