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Holsworthy High SchoolAnnual Report

2017

8564

Printed on: 13 April, 2018 of 23 Holsworthy High School 8564 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Holsworthy High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Mr. Mark Watkins

Principal

School contact details

Holsworthy High SchoolHuon CresHolsworthy, NSW, 2173www.holsworthy-h.schools.nsw.edu.auholsworthy-h.School@det.nsw.edu.au9825 2888

Message from the Principal

2017 signalled a significant change at Holsworthy High School following the retirement of long serving Principal, JohnFrew. Mr Frew led the school for seventeen years and leaves a lasting legacy. His mantra of “be the best you can bewhilst supporting others to be the best they can be” has provided inspiration to countless students and staff alike, and willalways be part of the fabric of Holsworthy High School.

Apart from the change in leadership, another major widespread change was the implementation of LMBR – LearningManagement and Business Reform. The successful implementation of LMBR, managed by the School AdministrationManager, Ms Cole, involved numerous days of training for the Principal, Deputy Principal and office staff. Due to thecommitment and hard work of all involved, the resulting changes to a myriad of processes from recording studentattendance to financial transactions have all been relatively smooth with minimal disruption to the school.

As the final year of the 2015–17 school plan and the first year with a new Principal, much of 2017 was about reflectionand evaluation. Feedback was sought from students, parents and staff about specific programs and the school ingeneral. In conjunction with staff’s professional goals and the assessment of the school’s performance with respect to theSchool Excellence Framework, this feedback was used to guide the development of three strategic directions for the newschool plan – High Expectations, Curriculum and Assessment and Leadership. To complete this process, the schoolexecutive team attended a highly successful weekend conference to develop specific processes that would lead to thesuccessful implementation of the plan.

During the year, the school welcomed a number of staff members into permanent positions. Ms Janssen (TAS), Ms Dunn(Library), Mr Al–Khuzai (HSIE) and Mr Judge (English) were all successful at gaining substantive positions. Mrs Carrtook over as Defence Transition Mentor from Ms Leetham who had been at Holsworthy High School for over ten years.Mrs Carr provides excellent support to both the students from Defence Force families and the student’s family membersand friends. This support has resulted in a variety of initiatives including an inaugural community information evening, ledby Mrs Carr and organised in conjunction with Defence Transition Aides from local Primary schools. Unfortunately forHolsworthy High School, Mr Sampson left to take up an opportunity at another school. As well as being a great PDHPEteacher, Mr Sampson provided support for many students as Year Adviser and will be missed by both students and staff.

This report outlines the school’s achievements including student successes in elite sport, performing arts, above stateaverage growth in Year 9 NAPLAN and an outstanding performance by a Year 12 student – first place in the state in theHSC course Information and Digital Technology. As the first year as Principal, 2017 has provided a strong base to buildupon as the school looks forward to a bright future ahead.

Mr. Mark Watkins

Principal


Message from the school community

Parents and Citizens Report

The Holsworthy High School P & C have continued to actively support the school through 2017. We have raisedapproximately $13,000 from our P & C run canteen and bank interest.

We allocated $6000.00 towards the planned upgrade of the air conditioning in the School Hall (which will besupplemented by a grant we received from the State Government CBP Program and the School). We spentapproximately $3900.00 in support of:

– students who competed in National and State sporting events.

– School Presentation Evening and Staff end of year luncheon.

– Christmas in July initiative.

– Space Camp (P&C also ran a Bunnings BBQ and raised an additional $1600 for the students).

Additionally, we allocated a further $6000.00 for upcoming computer upgrades. In 2018 we will be working on an excitingnew project called "Table to Table" with SCRAP (a not for profit organisation annexed to the school). We aim to build acommunity garden and support sustainable food learning programs.

The P and C look forward to working with the school to support the education of our students in the coming year.

Ms. Kathryn Hope

President

Message from the students

SRC Annual Report 2017

The 2017 Student Representative Council (SRC) accomplished many goals throughout the 2017 year. Under theleadership of the President Sarah Mclean and Vice President Jeremy Arp SRC very quickly and effectively completed allgoals for 2017. Such goals where the continued running of SRCs mufti days each term. These raised funds for SRC, thewider community and high sporting achieving students that are representing Holsworthy High School. SRC also had theprivilege of having Fernando from Youth Clicks come and assist in some mufti days providing the students with moreunique services such as fairy floss machine and snow cones.

SRC also acquired a new SRC adviser for the new 2017–year Mr Spyroulias who was determined to assist in guiding theSRC team to the right decisions from a teacher perspective. This was a very quick and swift transition which did notinterfere with the normal running of SRC that term.

SRC was also determined to make Multicultural day an annual event at the school and thus ran Multicultural day again in2017. Overall it was a great success and we discovered better ways to run Multicultural day in the future. Multiculturalday provided students and teachers with the opportunity to express their culture within the school community and providea fun and enjoyable experience for all students.

SRC also ran the White Ribbon Day event which promoted awareness to domestic violence. SRC also provided allstudents with the opportunity to sign a pledge to show awareness of domestic violence which was signed by a vastmajority of the school population.

Overall the SRC achieved many of the set goals for 2017 and provided much of the ground work for the 2018 SRC team.2017 was a fun and enjoyable experience for all SRC members and provided many leadership opportunities that all SRCmembers took on board with great enthusiasm. SRC hopes to complete all of the events and provide new and excitingevents for the students in 2018.

Declan Bateup

SRC Treasurer 2017


School background

School vision statement

Holsworthy High School adopts a holistic approach to education to maximise the academic, social and creative potentialof every student. Values such as persistence, excellence, inclusion and kindness underpin staff to student and student tostudent interaction. Quality teaching and learning ensures students are delivered challenging lessons that help todevelop the whole student.

School context

Holsworthy High School is a comprehensive school with 657 students. The school has close ties with the AustralianDefence Force with 103 students belonging to Defence Force families. 20 students have identified as Aboriginal.

The school is recognised for its exemplary student discipline and welfare practices. Holsworthy High School has a rangeof innovative programs that engage 21st century learners with students participating and excelling in a wide range ofsporting, cultural and artistic endeavours. The school’s main focus is enhancing student outcomes through qualityteaching and learning. The school has a well defined and researched approach to literacy and numeracy.

Holsworthy High School works in partnership with its Community of Schools to assist the transition across stages. Theschool also facilitates educational relationships to benefit staff and students through the annual Community of Schoolsconcert and various curriculum activities.

The school has a highly experienced and knowledgeable staff that are dedicated to providing students with a qualityeducation. Various extra–curricular activities are offered including Debating, Dance Ensemble, Homework Club andMaths Boost, allowing students to reach their full academic, social and creative potential.

Holsworthy High School has an active Parents and Citizens Association who regularly contribute to school planning andprograms.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the domain of Learning, positive and respectful relationships across the school community continue to be a feature ofthe school. Individual learning is supported by the effective use of school and community resources such as Reconnect.Curriculum provision and transition to high school is enhanced through the effective relationships developed with localschools, including feeder primary schools. Students use assessment and reporting processes to reflect on their learningduring individual meetings with Year Advisers and Executive staff. The school has analysed school performance datafrom internal and external sources which highlight student achievement levels. In 2017, Year 9 NAPLAN results indicateabove state average growth in reading and numeracy.

In the domain of Teaching, Holsworthy High School identifies expertise within its staff and draws on this to furtherdevelop its professional community. A Teaching and Learning Co–ordinator, Literacy Support and Numeracy Supportpositions were created to lead professional learning and to work with teachers to improve teaching and learning. Thisapproach focuses on improved teaching methods in literacy and numeracy, with professional learning activities focusedon building teachers’ understandings of effective teaching strategies in these areas.

In the domain of Leading, the school has productive relationships with external agencies such as universities andcommunity organisations to improve educational opportunities for students. Clear processes, including monitoring,evaluation and longer–term financial planning, direct school activity towards effective implementation of the school plan.

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


For more information about the School Excellence Framework:

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


Strategic Direction 1

Quality Teaching

Purpose

The improvement of the professional knowledge, practice and commitment of classroom teachers will drive improvementin student academic outcomes. Students will operate in a school culture of high academic expectations and one thatvalues the improvement of students’ literacy and numeracy.

Overall summary of progress

Staff were provided with opportunities to engage in and create 21st century learning opportunities through innovativeworkshops and presentations. Various workshops based around professional practice, numeracy and literacy strategiesand innovative teaching practices were available through Staff Development Days. Implementation of the Teaching andLearning Team has assisted with a stronger knowledge and understanding of numeracy and literacy practices.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improvement in school–wideNAPLAN literacy data in readingcomprehension.

Software to access andtrack student and staff dataincluding Edval and Sentral($17000). ProfessionalLearning to support QualityTeaching ($15000).Teaching and Learningcoordination and release($20000 – school resource).

100% of staff accessing Sentral. 78% of staffcompleted 'Writing in the Middle Years Workshops.Increase in staff accessing ProfessionalLearning relative to School ManagementPlan goals. Faculties accessing NAPLAN data toinform and improve teaching practices.

All teachers using Performanceand Development Plans andmeasuring their performanceagainst the accreditationstandards.

Quality Teaching Roundsfunding and release($4000). ProfessionalLearning to supportaccreditation and TeacherPerformance andDevelopment Plans($20000)

Staff accessed constant feedback through the PDPprocess and evaluations. Consistent approachtowards teaching and learning experiences.


Next Steps

Continual use of NAPLAN and RAP data to reflect and inform future progressions and teaching practices to enhancestudents numeracy and literacy skills aligning with the strategic directions of the new School Management Plan. Continueto refine Teacher Professional Development Plans processes to align with teaching standards and higher accreditation.



Student Engagement

Purpose

To develop in the school and its community an expectation that through effort and application student learning outcomeswill reflect their ability. Students develop this expectation through self–assessment and this expectation is conveyedbeyond the school into the wider community.


A greater student awareness of the role effort plays in achieving quality results in student tasks. Improved qualityand access to Library space for teaching and learning including ICT hubs, senior learning centre and wide readinglocations. Progressive P and C meetings through open communication between staff, students and the schoolcommunity.





6% increase in StudentResponsibility Averages asmeasured on half–yearly andyearly reports.

Reporting and SentralCoordination positions($3000 – school resource).Teacher and SchoolAdministrative and SupportStaff time.

Improved student awareness of our school’sStudent Responsibilities as measured through preand post self–assessment surveying.

Increase student engagement bypromoting and delivering SOLEprojects utilising the LearningCentre.

Teacher and LearningSupport time. LearningCentre staffing ($5000 –school resource).

Increased usage of Library and LearningCentre spaces and assistance from thelibrarian. Increased access to a technology richand collaborative learning environmentincluding access to hardware and software for staffand students.

Increased parent engagementthrough enhanced awareness ofstudent curriculum.

Head Teacher andCoordinator time. P and Cmeeting access andparticipation.

Maintained open communication between staff andP & C. by facilitating a staff roster on relevant topicsconcerning the school community.


Next Steps

A continuation of self assessment across year groups, subjects and faculties. A continuation of staff presentations at P &C Meetings. An active use of Library and Learning Centre Spaces, which includes creating a separate area for thereading program.



School Environment

Purpose

To improve the psychological and physical environment of the school in creating a collaborative and supportive learningspace.


The implementation of technology around the school including computers, projectors, management and timetablingsoftware. The introduction of 21st century learning spaces into the library with provisions for further expansion.Completed maintenance schedules as proposed including changing colour schemes to modernise school grounds.





All staff regularly using Sentral asa means to report on studentWellbeing.

Staff meeting time allocatedto brief staff on improvingSentral entries andintroducing an interimreport.

Total number of entries in Sentral wellbeingincrease by 71% on 2016. Positive entriesincreased from 3.6% in 2016 to 19.1% for thecorresponding period in 2017. An interim report wasintroduced for Year 7.

12% increase in staff accessingTPL opportunities within theschool.

Professional learning tosupport Wellbeing.($12500).

There was 382 hours of teacher learning time in thearea of wellbeing throughout the year. This resultedin an increase of 63% on the 2015 allocated time.

10% increase in satisfaction andutilisation of positive learningspaces in our school.

Alterations and upgrades tophysical space ($20000).

Computer Hardware($11000)

Significant increases in classes utilising the library.Expansion from one learning area only to 6 learningareas that can be accessed during any given period(rooms – Hub, Meeting, computers, reading area,work tables, Learning Centre).

15% increase in staff and studentaccess to technological devicesfor learning and managementpurposes.

School resource for andadditional Support Stafftime to prepare and alterthe physical environment.

Professional learningthrough staff and facultymeetings for Technologyand Sentral development.

We now have 4 dedicated computer rooms, twobanks of laptops in library, projectors in allclassrooms and meeting rooms, Wi–Fi points in allareas of the school. Staff, students and parents areever increasing their access to the Sentral Portal forall schooling communication.


Next Steps

Sentral will continue to be our major source of wellbeing data for the next three years. More components of the programwill be accessed by staff and renewed focus on the merit scheme will increase positive entries in the coming years.The Professional Learning for staff will continue and the management of wellbeing has been split into student and staffprocesses in the next management plan.

The library will continue its transformation into a future focused positive learning environment. Access to technology willbe monitored and kept up to date. The painting/maintenance schedule will continue to roll on with both the GA and AssetManagement completing works. Air–conditioning of the MPU will be completed in 2018. Work is well underway incompleting the refurbishment of 6 student toilets.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $16,758 RAM Allocation

Aboriginal EducationCo–ordinator loading andvolunteer time fromTeacher Mentors.

All Aboriginal students had a personalisedlearning plan (PLP) and made progress in allaspects of their schooling. There wasan emphasis placed on literacy andnumeracy outcomes. Cultural aspects aresignificant in the development of our studentsand their application in the classroom andwider community.

During 2017 funding from the RAMAboriginal background funding and IndividualTutoring Sponsorship was combined toenable significant improvements by all thestudents through learning outcomesand cultural connections. The fundingincreased student engagement andattendance at school.

Students were provided withcultural activities throughout the year and thisplayed a vital role in breaking down barriersand stigmas through the education ofnon–indigenous students and staff in ourschool.

It provided valuable professionaldevelopment for teachers to develop theirskills in Aboriginal Education and implementit into their lessons, KLA’s and whole school

English language proficiency $33,703 RAM Allocationincluding 0.3 Teacherallocation and engagementof a School LearningSupport Officer in a parttime capacity.

Resources allocated to English languageproficiency were divided between teachingand support staff to increase student accessto the curriculum and to improve studentoutcomes. All students were assessed todetermine their English proficiency andstudents with greater need had access tomore teacher support.

Low level adjustment for disability $210,760 RAM Allocationincluding 1.5 Teacherallocation and SchoolLearning Support Officers.

Key Initatives: • School Learning Support Officers • Personalised Learning Plans • Differentiation of the Curriculum • Disability Provisions for Assessments • Collection of NCCD dataIn 2017 SLSOs and LaSTs were employed towork with targeted students with additionallearning needs. Members of the LearningSupport Team worked with whole classes,small groups and individuals to supportlearning in all areas of literacy, numeracy andclassroom engagement. Students requiringadjustments or modifications are catered forwithin the classroom through a collaborativeapproach between classroom teachers andmembers of the Learning Support Team.

The Learning Support Team worked withidentified students, their parents/carers andteachers to create Personalised LearningPlans to enable these students to fullyparticipate in their learning.

Staff capacity was built through professionallearning in strategies to differentiate the


Low level adjustment for disability $210,760 RAM Allocationincluding 1.5 Teacherallocation and SchoolLearning Support Officers.

curriculum and create accommodationsspecific to student learning needs, this was toensure that all students have access to thecurriculum.

Disability Provisions for assessments wereprovided and adhered to by all staff with thehighest amount of support provided toidentified students. These students have hadthe opportunity to complete tasks on time andto the best of their ability with the assistanceof SLSO's and Learning Support Team.

The school supported the National ConsistentCollection of Data (NCCD). This datacollection created opportunities for teachersto engage in professional dialogue aboutadjustments and modifications for studentswith additional needs in their classrooms.

Quality Teaching, SuccessfulStudents (QTSS)

Not applicable. Not applicable.

Socio–economic background $169,221 RAM Allocationincluding purchase ofequipment and technology,upgrades to the physicalenvironment.

All staff experienced intensive Writing in theMiddle Years training focusing on strategiesstudents can use before, during and after theywrite to refine and elevate the standard oftheir writing.

The Teaching and Learning team utilised ateam teaching approach to support the designand implementation ofevidence–based pedagogy in all key learningareas. 78% of staff produced evidence oflearning in the classroom to register for 9hours of Teacher Identified ProfessionalLearning.

Staff were supported to develop class listsusing SMART data. This data was used toinform teaching practices and designassessment items that focused on the explicitteaching of areas for improvement.

Other impacts included the delivery of a wellresourced Work Studies program for seniorstudents and the provision of studentassistance for students and families

Support for beginning teachers $13,378 RAM Allocation.Professional dialogue andnetworking opportunity viaformal and informalsupervision including PDP.

Holsworthy High School used the BeginningTeacher Support funding allocation to provideteacher release for a first and a second yearteacher. The first year teacher was supportedby experienced teachers in faculties thatrelated to his teaching allocation.

The teacher release enabled the beginningteachers to refine and develop teachingresources, engage in professional dialoguewith key staff, and work towards theiraccreditation at proficient. Both beginningteachers accessed relevant formalprofessional learning opportunities thatsupported student management and syllabusimplementation.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 363 365 368 348

Girls 350 338 316 317

Student enrolments at Holsworthy High Schoolcontinued to fluctuate between 650 and 720 students inthe preceding years. In 2017, there were 665 studentsenrolled at the school. The student population isdominated by in–area enrolments but several out ofarea students apply for enrolment at the school everyyear. 52% of the student population was male and thissmall bias was also apparent in previous enrolments.

Student attendance profile

School

Year 2014 2015 2016 2017

7 92.4 93.5 91.6 91.2

8 91.6 87.3 90.9 89

9 87.9 88.4 87.9 89.9

10 90.8 85.7 88.8 84.1

11 82.3 86.3 82.6 88

12 92.4 89.4 89.7 82.9

All Years 89.4 88.3 88.5 87.5

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

Holsworthy High School's attendance pattern remainssimilar to the DoE average. The School utilises a rangeof approaches to student wellbeing from Welfare,Transition, Careers Advice and Support TeacherLearning Assistance to identify and support studentswith attendance issues. Holsworthy High Schoolaccesses wider supports, including the Home SchoolLiaison Officers and the Police Youth Liaison Officers,

when students display poor attendance.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0.9 6.7

Employment 5.8 5.4 26.7

TAFE entry 0 0 6.8

University Entry 0 0 35.6

Other 1.6 0.9 2.2

Unknown 0 0 0

8.9% of the Year 12 students enrolled in universitycolleges in 2018. These colleges provide a clearpathway for students with a more moderate ATAR togain direct entry to university. 17.8% of students of the26.7% that are employed are engaged inapprenticeships.

Year 12 students undertaking vocational or tradetraining

Year 12 students in 2017 accessed a range ofvocational training courses that were delivered throughthe school or by TAFE NSW. 37.6% of studentsparticipated in vocational options that includedHospitality, Construction, Human Services, AnimalStudies, Hair and Beauty, and Information and DigitalTechnology. Included in the 37.6% of students are 6%of students who studied 2 vocational training coursesas part of their HSC pattern of study. NapoleanLendoudis received a 'First in State' result in a schooldelivered vocational education course, Information andDigital Technology.

Year 12 students attaining HSC or equivalentvocational education qualification

84.1% of students that commenced their HSC patternof study in 2017 completed the HSC in 2017. A smallerproportion of students accessed a post–schooldestination before completing the HSC but in a pathwayor transition option that matched their post schoolgoals.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 8

Classroom Teacher(s) 35

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.5

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 2

School Administration & SupportStaff

9.28

Other Positions 1

*Full Time Equivalent

Holsworthy High School maintained a highlyexperienced staff in 2017. The School employed 8Head Teachers in Faculty, Welfare and Administrationroles. The Principal and 2 Deputy Principal's formed theSchool's Senior Executive. Holsworthy High School had1 Classroom Teacher and 1 School Administration &Support Staff that identified as Aboriginal in 2017.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 17

Professional learning and teacher accreditation

Holsworthy High School received a $54,140 allocationfor Professional Learning in 2017. The school utilised abalance from 2016 to expend $60336 in total.

Holsworthy High School focused Professional LearningExpenditure on the School's Management PlanningStrategic Directions and staff's ProfessionalDevelopment Goals in line with the ProfessionalDevelopment Framework. 43 Teaching staff and 7

School Support Staff engaged in external ProfessionalLearning opportunities through departmental andindependent sources. The majority of these optionsrelated to the Quality Teaching strategic direction. TheSchool Executive also initiated and participated in aExecutive Conference where all Head Teachers, theDeputy Principals and the Principal reviewedcomponents of the School Management Plan2015–2017 and commenced planning for the2018–2020 School Management Plan. Professionallearning relating to STEM (Science, Technology,Engineering and Mathematics) was increasinglyprevalent across 2017. The Principal attended severalformal and informal network events including the 2017Principals' Conference. 2 executive staff attended the2017 Deputy Principals' Conference.

In addition to external learning opportunities, all staffengaged in Professional Learning through SchoolDevelopment Days. The School Development Daysaddressed components of mandatory training includingCPR, Anaphylaxis and Code of Conduct matters.Components of Learning Support, the School MeritSystem, Google Apps and curriculum planning wereaddressed through the School Development Days. Alsoapparent in School Development Days was acontinuing focus on the use of data through SMART,Scout and RAP Data sources including a reflection on2016 results to inform 2017 planning. The SchoolDevelopment Days were supplemented by regular staff,faculty and executive meetings. Literacy and Numeracyworkshops were a key feature of School DevelopmentDays, staff meetings and faculty planning across 2017.

Holsworthy High School had 6 Teachers maintainingaccreditation at the Proficient stage of the Australianprofessional Standards for Teachers in 2017. 3teachers were in the process of gaining accreditation atthe Proficient stage of the Australian professionalStandards for Teachers while 1 Head Teacher wasseeking accreditation at the Lead career stage.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.


Receipts $

Balance brought forward 562,657

Global funds 332,703

Tied funds 278,340

School & community sources 174,246

Interest 6,544

Trust receipts 8,731

Canteen 0

Total Receipts 800,564

Payments

Teaching & learning

Key Learning Areas 61,296

Excursions 35,434

Extracurricular dissections 56,709

Library 7,576

Training & Development 0

Tied Funds Payments 242,804

Short Term Relief 72,849

Administration & Office 117,772

Canteen Payments 0

Utilities 65,929

Maintenance 25,577

Trust Payments 22,229

Capital Programs 19,412

Total Payments 727,587

Balance carried forward 635,635

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

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 1,288,940

Appropriation 1,122,194

Sale of Goods and Services 10,789

Grants and Contributions 154,803

Gain and Loss 0

Other Revenue 0

Investment Income 1,153

Expenses -566,770

Recurrent Expenses -566,770

Employee Related -207,402

Operating Expenses -359,368

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

722,170

Balance Carried Forward 722,170

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Budget Process

The budget process initially involves a finance meetingwith all delegates. A predetermined budget forecast (bythe Budget Supervisor and the SAM) is presentedalong with predicted upcoming issues and a record ofthe current year’s spending (historical data is presentedfor at least the last four years to assist with futurespending forecasts). This is to be used as a guide fornext year’s budgetary requests. Budget requesttemplates are then emailed to Cost Centre Supervisorswith detailed explanations regarding how to completethe forms, how to fill detailed requests for allsub–dissections and a completion date. A detailedpreliminary budget is prepared and presented to SeniorExecutive. Changes are made and final budget isprepared and presented to all delegates in charge of aCost Centre. All delegates are also asked to prepare


and utilise a spreadsheet (template issued) to tracktheir spending for the current year.

Professional Learning saw an increase in spendingover our allocation.

Current funds have been allocated according to theschool budget. In particular they will also be used forphases 2 and 3 of the library upgrade (around $135000 including staffing for senior Learning Centre),Literacy and Numeracy programs (approx. $40000),installation of new air–conditioning in MPU (approx. $15000 for the school's contribution), extra GA employed toassist with ongoing physical environment strategies(approx. $35000)

Financial summary equity funding

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

2017 Actual ($)

Base Total 6,429,435

Base Per Capita 104,533

Base Location 0

Other Base 6,324,901

Equity Total 430,443

Equity Aboriginal 16,758

Equity Socio economic 169,221

Equity Language 33,703

Equity Disability 210,760

Targeted Total 72,730

Other Total 209,203

Grand Total 7,141,810

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

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

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in these

assessments.

Holsworthy High school attained some pleasing resultsin NAPLAN in 2017. Students in Year 9 displayedsignificant improvements in trend data in Reading,Spelling and Grammar and Punctuation. In Readingincreases in bands 9 and 10 results, combined withdecreases in band 5 and 6 results, resulted in strongstudent growth. Results in Grammar and Punctuationwere equally impressive. Top bands results were alsoon the rise in Spelling in Year 9.

66.7% of Year 9 students were at or above expectedgrowth in Reading. Average scaled growth in Readingin Year 9 was well above that for the state. Averagescaled growth for Writing and Grammar andPunctuation were also above State averages.

Year 9 students from Holsworthy High School attainedwell above Average scaled growth in the 2017Numeracy components of NAPLAN. 75.2% of studentsdisplayed greater than or equal to expected growth inNumeracy in the same assessment. Year 7 studentsalso exceeded the state Average scaled growth for thestate. In Numeracy increases in bands 9 and 10 results,combined with decreases in band 5 and 6 results,resulted in strong student growth in Numeracy for Year9 students.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data..

NAPLAN Year 7 and 9 Literacy (including Reading,Writing, Spelling and Grammar and Punctuation).

The results of Literacy in Year 7 reflects the skills andabilities developed during their Primary School yearsand first few months of Year 7.

2017 Year 7 NAPLAN:

Reading results indicate 12.7% of Holsworthy HighSchool students attained results in the top 2 bands,down from 14.1% in 2016. Writing results indicate 5.9%of Holsworthy High School students attained results inthe top 2 bands, down from 7.1% in 2016. Spellingresults were excellent, indicating 20.5% of HolsworthyHigh students attained results in the top 2 bands, upfrom 17.2% in 2016. Grammar and Punctuation resultsdecreased slightly indicating 10.8% of Holsworthy Highstudent’s attained results in the top 2 bands, down from14.1% in 2016. Numeracy results increasedsubstantially indicating 16.9% of Holsworthy HighSchool students' attained results in the top 2 bands, upfrom 11.3% in 2016. Additionally, 66% of the studentcohort achieved results greater than or equal toexpected growth in numeracy.

These results indicate a starting point for the Year 7students at Holsworthy High School. The school usesthis information to develop strategies to assist students


to improve upon these results by the time they reachYear 9.

2017 Year 9 NAPLAN:

The 2017 results included an increasing percentage ofstudents in the three highest bands.

Reading results were pleasing, indicated 10.1% ofHolsworthy High School student’s attained results in thetop 2 bands, up from 5.2% in 2016. Additionally, 66.9%of the student cohort achieved results greater than orequal to expected growth and 52.3% achieving Band 8or 9. Writing results indicate 3.6% of Holsworthy Highstudents attained results in the top 2 bands, decreasingfrom 5.2% in 2016. 26.8% of students achieved Band 8or 9 results.

Spelling results were excellent, indicating 20.8% ofHolsworthy High students attained results in the top 2bands, increasing from 15.6% in 2016. Additionally,52.6% of the student cohort achieved results greaterthan or equal to expected growth and 51.9% achievinga Band 8, 9 or 10.

Grammar and Punctuation results increased indicating10.4% of Holsworthy High student’s attained results inthe top 2 bands, increasing from 8.7% in 2016. Also,50.5% of the student cohort achieved results greaterthan or equal to expected growth and 32.8% achievinga Band 8, 9 or 10.

Numeracy results increased indicating 10% ofHolsworthy High students' attained results in the top 2bands, up from 8% in 2016.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).


Holsworthy High School students attained a range ofresults in several HSC subjects. Students in AncientHistory and Information and Digital Technology coursesscored above SSSG and State Averages in 2017.Napolean Lendoudis received a 'first in state' result forInformation and Digital Technology. Students in English(Advanced), Business Studies, Hospitality, LegalStudies, Modern History, Society and Culture andVisual Arts attained results at or near State and SSSGAverage over the same period.

Parent/caregiver, student, teachersatisfaction

Holsworthy High School participated in the Tell ThemFrom Me (TTFM) survey in 2017. This online survey,developed by the Learning Bar together with the Centrefor Education Statistics and Evaluation (CESE), aimedto provide feedback/opinions from students, parentsand teachers about their satisfaction within the schoolenvironment.

A total of 407 students took part in the survey and thedata collected indicated that the students fromHolsworthy High School have positive teacher studentrelations, as the school mean was higher than the NSWGovernment norm. Students from Holsworthy Highhave a positive learning climate and they understandtheir clear rules and expectations for the classroombehaviour.

At total of 19 teachers from Holsworthy HighSchool took part in the survey. The data indicated:

* That teacher satisfaction within the school was high.

* The majority of teachers have been employed at theschool for more than 16 years.

* Positive teacher – student relations occur to increaselearning.

* Positive teacher – teacher relations occur to assiststudent learning and develop cross–curricular learningopportunities

The parent/guardians of Holsworthy High Schoolstudents also had the opportunity to take part in thesurvey, which aimed to provide feedback about relevantrelationships between the parents and the school. 16parents participated in the survey.

The TTFM survey was an effective instrument to use inorder to provide the school with essential informationabout the opinions of parents, students and the staff ofHolsworthy High School.

Policy requirements

Aboriginal education

In 2017 Holsworthy High School had 28 Indigenousstudents in Years 7–12. In line with the Aboriginal andTorres Strait Islander Education Action Plan2014–2017. A committee of interested teaching staff,support and SASS staff continued to implementstrategies designed to increase educational outcomesfor our Aboriginal students, raising their profile withinthe school and maintaining links with our Aboriginalcommunity.

In 2017, Holsworthy High School addressed thefollowing targets from the ATSIEAP document:

* Readiness for school.

All new Aboriginal students were provided with a schoolinduction that included access to the AboriginalEducation Coordinator.

* Engagement and Connections

Students were offered a variety of activities over theyear to assist in their learning and culturalunderstanding. All students had Personalised LearningPlans that were collaboratively developed and reviewedand teachers accessed professional learning in the useof the PLP process. Relationships were alsomaintained and developed with Western SydneyUniversity through the Pathways to Dreaming program.Several students participated in activities and tastercourses that were also supported through mentoringoptions. A particularly pleasing component of thisprogram was the design and creation of Totum Polesthat will be displayed at the front of the school.


Students also had opportunities to participate inactivities delivered by KARI including a camp anddebutante ball. Further, student representation in formalschool activities and meetings throughAcknowledgement of Country was impressive. Thepresentation of awards for high attendance,participation in cultural programs and leadershipoptions for each year group recognised a student fromeach year group. Aboriginal students accessed awardsaround improved attendance and academic progress atyear end.

* Attendance

Aboriginal students averaged school attendance ratesof 87% over 2017. This rate was similar to the generalstudent attendance for the same period.

* Literacy and Numeracy

Aboriginal students benefitted from a school wide focuson numeracy and literacy over 2107. Access to smallgroup tuition and Student Learning and SupportOfficers improved student outcomes. Students couldalso access specific software and hardware to assist intask completion. Assessment early in the year alsoenabled teachers to better understand original studentrequirements and capacities. 7 students from Year 7and 1 student from Year 9 completed NAPLANassessment with good results in the domains ofSpelling and Reading.

* Leadership, quality teaching and workforcedevelopment

Holsworthy High School's Aboriginal Co–ordinatorsattended numerous network meetings and the AnnualAboriginal Education Conference. Several mentors andteachers also participated in community activities andcultural experiences.

* Pathways to real post–school options

Western Sydney University supported students withuniversity applications, scholarship options, alternativeentry and the Badanami program. The AboriginalEducation Co–ordinator also worked in conjunction withthe Sydney South West Region. Students also hadaccess to both Careers and Transition Advisors in theschool. Holsworthy High School also expendedAboriginal Education Sponsorship Funding of $6335over 2017 to provide individual and low ratio tuition tostudents in Years 11 and 12.

Multicultural and anti-racism education

In 2017 there were five complaints that were handledby the ARCO Jacqueline Mikhail. Four ARCO referralswere from classroom teachers and one complaint wasfrom a student. There were no referrals from parents.

In all cases the complaints were handled as informalcomplaints and the Complaints Handling Guidelineswere followed.

The ARCO assisted in the complaints process to helpthe students involved. This included all parties involvedto fully document their complaint and understanding ofthe incident by listing events in a chronologicalsequence, including clear descriptions of peopleinvolved if necessary, outlining details of the impacts ofthe incident on the complainant and also finding out anindication of what the complainant would like to seehappen as resolution.

The ARCO also assisted the students involved tounderstand the significance and importance of the Anti–Racism Policy that is implemented in all schools inNSW and the process involved in making a complaint.

Follow up and feedback was offered to individualsinvolved in the cases handled by the ARCO.

Ms Mikhail coordinated through English Faculty;Holsworthy Year 10 student participation in theBankstown REAL TALK 2017 Poetry slam; liftingliteracy and diverse voices from all over Sydney. Over aperiod of six weeks; thirteen students worked withPerformance Poet Bilal Hafda in workshops to developtheir original work. Four Holsworthy students wereselected for the Sydney finals in September, whichwere attended by students from all over Sydneyincluding State and Federal Labor MP’s.

The CREST leadership program was initiated by MsMikhail, with the participation of twenty male students inYears 8 and 9 over a ten week term. Ms Mikhailsuccessfully coordinated the programme with Mr JalenTimms, Liverpool Multicultural Youth Worker fromPCYC.

In conjunction with the SRC in 2017; The ARCOsupplied items for a special Holsworthy High SchoolMulticultural Day. The whole school formal assemblyfeatured a striking speech by Year 9 student Ifeoma


Obiegbu and other lively student performances andpresentations.

Harmony Day was celebrated March 21st 2017 with avisual display in the Library windows that faced themain quad. The display was decorated orange for therecognised international Harmony colours for theelimination of Racial Discrimination. The HarmonyDisplay provided information promoting Australia as aculturally diverse and cohesive society.

Throughout the year, the ARCO raised awareness ofdiscrimination against our Indigenous people throughliterature and items at Formal Assembly for staff andstudents.

Ms Jacqueline Mikhail continues to be the ARCOofficer, and Mr Dean Roebuck continues to be theAnti–Racism Delegate Officer.

Other school programs

Project Based Learning

During term 3 of 2017, all Year 8 students atHolsworthy High School participated in a 10 week crossKLA Project–Based Learning unit. A student–centredapproach was utilised by staff throughout the project todevelop 21st century learning skills in a dynamic anauthentic, hands–on learning environment. Flexiblelearning spaces encouraged student groups to workcollaboratively using technology to solving real–worldissues using problem solving and critical thinking skills.Essential research, collaboration and extended writingskills were taught explicitly by teachers through theproject. Outcomes of this project for students includethe development of essential 21st Century learningskills, improved engagement and increasedassessment submission rates.

Student Teacher Engagement

In 2017, Holsworthy High School accommodatedseveral practicum teachers across many facultiesand from many higher learning institutions. TheUniversities work in close partnership with the school toplace students; thus exhibiting a collective collegialapproach to both Practicum and Supervising Teacherdevelopment. Twelve students were placed acrossfaculties within the school for their professionalexperience. Institutions that had student teachersplaced in 2017 include: Western Sydney University;Sydney University; University of New South Wales; and Australian Catholic University. All supervisingteachers completed the AITSL (Australian Institute forTeaching and School Leadership) module work shops.

Creative and Visual Arts

Visual Arts was offered to the junior school in Years 7and Year 8 and also to our middle school as electiveclasses in Year 9 and Year 10. Visual Arts was offeredin the senior school in Year 11 and Year 12 along withthe content endorsed course of Photography. Studentsalso studied Visual Design in Year 12.

The Photography course was taught by Ms Boettcher tosenior students in Year 11 and Year 12 who producedquality photographic work which was part of the MADDexhibition. In Year 11 Photography 2017 first in coursewas Liam Pierce. In Year 12 Photography the first incourse was Jessica Frankham

In the Visual arts faculty the students at Holsworthywere given the opportunity to develop and expand theirart making skills and knowledge through the teachingexpertise of Ms Alyshia Boettcher and Ms RowenaBooker. Ms Boettcher and Ms Booker took the electiveart classes to the AGNSW to view the ART EXPRESSexhibition and permanent exhibitions which was avaluable experience for our Stage 6 Visual Arts,Photography and Design students and to our Stage 5elective Visual Arts students.

Ms Boettcher was involved in the cross networkprogramme as a committee member of the MacarthurCross Network Creative and Performing Arts Projectwhere she organised an exhibition of student work andart workshops for targeted gifted and talented primaryand high school students in the South West Sydneyregion. Ms Boettcher also assisted with the end of yearCross Network performance that involved music, art,drama, dance and film. Ms Booker established an ArtClub that was run with both Visual Arts teachers onThursday afternoons from 3–4pm. The Visual Artsteachers became facilitators to the enjoyment andindependent creative art projects of a considerable sizeof students from across all Stages. Students wereencouraged to experiment, develop and resolve artmaking ideas of their own choice in many differentmedia areas. Some of the student’s work that had beencreated in Art Club also was exhibited in the MADDexhibition.

With inspiration and guidance from the Principal MrWatkins, Ms Booker established an Annual ArtCompetition at Holsworthy High School so that acurrent art display would hang in the Principals officeeach year. New artwork from the winners of each Stagegroup will be put on display for the following year. Thewinners of each stage group received recognitionthrough a certificate and a prize of art related materials.

The winners for the Competition were

Stage Four: Yesha Mae Young

Stage Five: Michelle Siwan

Stage Six: Madison Cram

The 2017 Visual Arts first in course award winnerswere–

Year 7: Yesha Mae Young and Tahlia Robinson

Year 8: Jamie Boag

Year 9: Liam Dwyer

Year 10: RhiannonMcGrath


Year 11: Holly Nettle

Year 12:Shae Pace

The Visual Arts Stage award winners were–

Stage 4: George Bennell (Year 8)

Stage 5: Haylee Green (Year 10)

Stage 6: Megumi Ramsay (Year 11)

At the end of2017 Jordan Richardson’s HSC Body ofWork, titled “Growth”, gained entry into the NEXTexhibition held at the Casula Powerhouse at thebeginning of 2018.

Defence Force Liaison Program

Holsworthy High School’s Volunteering team visited theKokoda Walkway Memorial Track to support WWIIveteran Reginald Chard with general cleaning of thetrack, creek and memorial stations. Reginaldvolunteered his time each week at the track to run toursfor school groups. Holsworthy High School’sVolunteering team also prepared 50 care packages thatwere sent overseas to our troops for Anzac Day.

Holsworthy High School hosted a Community Eveningwhich was for Defence Families . The night was agreat success for the organisation that attended tonetwork together for the benefit of our students.

Four students, 2 from defence families, were selectedand performed at the School’s Spectacular at theQudos Bank Area in the D’Arts section. Defencestudents also participated directly in the ANZACMemorial Centenary Project, the RSL and SchoolsCommemoration Service, the ANZAC Day SchoolAwards and the Centenary of the Harris Creek MilitaryBridge ceremonies with great commitment and positivecommunity feedback..

During 2017, Mr Osborne and Mr Radwanowski beganan after school games group, running on Thursdaysbetween 3pm–5pm. There was a regular attendance ofbetween 5 and 10 students each week from a totalgroup of 25 students spread across grades. Studentsenjoyed playing a variety of board, card andminiatures games. Attendees developed their socialskills, spatial reasoning, deductive thinking andbalanced both tactical and long termstrategic decisions.


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