2019 punchbowl boys high school annual report

Punchbowl Boys High School2019 Annual Report

8184

Printed on: 1 June, 2020 of 28 Punchbowl Boys High School 8184 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Punchbowl Boys 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.

School contact details

Punchbowl Boys High SchoolKelly StPunchbowl, 2196www.punchbowlb-h.schools.nsw.edu.aupunchbowlb-h.school@det.nsw.edu.au9708 6122

Message from the principal

Welcome to the Annual School Report for 2019.

It truly was another exciting academic year at Punchbowl Boys' High School in 2019. The school worked proactivelytowards implementing the final year 2018–2020 school plan. The staff worked to establish the new learning spacesincluding a Learning Hub, Design Thinking spaces and E–Sports Academy. These spaces allowed the school to developholistic learning experiences for students.

All the learning spaces developed over the past few years including the HSC Room and Wellbeing Room have assistedstudents in developing the "Dream more (Engage), Learn more (Educate), Do more (Empower) and Be more (Excel)philosophy.

These specialist rooms have provided students with the skills to be proactive lifelong learners. The learning spacesestablished in 2019, like the other three rooms refurbished in 2018, are exciting new learning areas to inspire students tomake the most of learning and social opportunities at the school.

Staff within these learning spaces educate students in the skills required for our changing 21st Century world. Theseskills support our students as they make the transition to the community as dynamic critical thinkers with creative ideas.

The next stage of exciting new learning spaces will take place in 2020/21. The new spaces will include:

The Cafe'

The Cafe' will provide a new learning place for students to develop their hospitality skills, as they learn the skills requiredto work in and operate a coffee shop.

'Cut Above the Rest' Barber Shop

In order to cater for the learning needs of all students, the school will be establishing a barber shop to teach students finemotor, gross motor, communication, self–care and business skills.

Future Focus Technology Lab

The school will be redesigning their computer lab to prepare for future online assessment and also a new technologyspace to teach computer skills for a global society.

Improved Higher School Certificate Results

I would like to congratulate the Year 12 students on their improved HSC results compared to the 2018 cohort. There wasan increase in students receiving grades in Bands Five and Six. There was a 38% increase in students achieving in thetop two bands and a 64% increase in student achieving a Band 4. Over 80% of our students received University, TAFE


and apprenticeship placements.

This Year 12 cohort has achieved many outstanding achievements over the years. This group have really embraced theschool philosophy of Dream more (Engage), Learn more (Educate), Do more (Empower) and Be more (Excel) and havebeen a true asset to the school.

A high percentage of these students will be the future leaders within our society. Their ability to display hard work andresilience has been admired by many across the community.

Outstanding Community Partners

Punchbowl High School is very fortunate to have strong community partnership with a wider variety of stakeholders. Ahuge thank you to many of our community partners that support us in providing so many wonderful programs for ourstudents during the year. Once again, the school coordinated around 300 outstanding academic and social programs forall stage groups to promote goal setting for students.

This has been a focus point for the school over the past three years as staff have worked in strong collaboration with thecommunity to provide over one thousand programs.

The programs provided wonderful experiences for students to gain important skills from a number of experts in theirfields, visit universities and TAFE campuses, complete courses with the NSW Police, partake in workshops with theAustralian Business Community Network and visit a number of events around Sydney including Vivid and the SupanovaPop Culture Convention.

Programs for Term One include:

Year Seven Orientation Program

Year Seven The Elements of learning and Achievement lessons

Aspire Program with the University of New South Wales

Interfaith and Intercultural School Visit at Moriah College

Athletics Carnival

Swimming Carnival

Cross Country Carnival

Year 7 Welcome BBQ

Empower Me! Whole School Assembly

Year 12 Western Sydney University Conference

Western Sydney Wanderers Football Clinic

Year 7 Swimming Program

Aboriginal Learning Mural in the Library

Elements of learning and Achievement Evening with Mr Eddie Woo

Sydney Comic Con– Pop Culture Excursion

Mission Impossible Four– Social Excursion

NRL game Bank West Stadium

NSW Education Week

Australian Business Network Community Lectures and Workshops

WIZE Up! Program

School Holiday HSC Study Programs


University workshops at both Western Sydney and New South Wales Universities.

Empower Me! Professional Learning Network Meeting

Subject Selection Parent Information Night

State Parliament Student Speech on Interfaith and Intercultural understanding

Interschool visit with Moriah College and Wiley Park Girls

Guest Speakers including Adam Newman to discuss setting career goals.

Book Week

Critical and Creative Thinking Workshops with Mind Wide Open

New South Wales Police Visits and Workshops

Wired for Wonder Student Conference

The Elements of Learning and Achievement and Empower Me! Old Boys' Day

Communication Leadership workshop with league legend Wayne Pearce.

Year 12 Graduation

Year 12 Formal Evening

Year 12 Barbeque

NAIDOC Day Assembly

Australian Business Community Network St George Bank Business Network

Australia vs Canada Basketball game Excursion

Youth Rock Final 320 Performance

VET Rotary Awards

PCYC Bankstown Police Program

Elements of Learning and Achievement Days

Empower Me! Days

Empower Me! Network Meeting

Community Iftar Dinner

Christmas Community Visits

TEDX Sydney Conference and School Performance

Inter–School Together For Humanity Workshops`

Sydney VIVID Light Show Excursion for Year 12 students

Sydney Story Factory

University of Sydney The Craft of Writing

Old Boys Reunion

School Debating


Australian Business Community Network Coding Course

Guest Speaker Trevor Matthews CEO and Auditor

Mufti Day Fundraising

Sorry Day

Deputy Principals to Hoyts Cinema to watch Spider Man Far From Home

Leadership Communication with Wayne Pearce

Punchbowl Boys' High offers many outstanding opportunities for students. One such opportunity is the LeadershipCommunication program with National Rugby League Legend and Professional Coach Wayne Pearce. Mr Pearce runthree workshops for fifteen students on the importance of communication in leadership positions and creating a positivemindset.

Feedback from the students was extremely positive with many already using a number of the strategies they have learntto set goals and communicate their ideas.

A huge thank you to Chester Hill Neighbourhood Centre who sponsored the program.

The Elements of learning and Achievement Evening with Special Guest Eddie Woo

The school held an Elements of learning and Achievement evening with world renowned teacher and mathematician, MrEddie Woo. This wonderful evening was attended by parents, caregivers, students, local primary school and staff. MrWoo talked about the importance of attention, playfulness and collaboration in the learning process with a special focuson the numeracy pillar.

All members of the school community were truly delighted to be part of this experience with many students encouragedto dream, Learn, Be and Do more in the area of Mathematics.

Punchbowl Boys' High School would once again like to thank Eddie for his time in sharing his knowledge and support ofthe Elements of Learning and Achievement framework.

TEDx Sydney

Our very own 320 band had the wonderful opportunity to perform at TEdx Sydney in front of nine thousand people. TheTEDx Sydney Conference is the leading platform of Australian ideas to the world. Therefore, the chance to perform at theconference was greatly appreciated by the school community.

Community Dinner and Visits

Time to bring the community together, the annual Iftar dinner has become a strong tradition in our school. Our schoolalways looks forward to such events with many of our students, families and community members. The school hostedover 260 guests including local member and former Principal Mr Jihad Dib, NSW Police, Wayne Pearce Rugby Leaguelegend, local primary schools and Western Sydney University.

At the dinner this year the school invited Human Appeal to be part of the evening. Their attendance was an opportunityfor the school to donate $3000 to this charity organisation. This generous donation from the school will support HumanAppeal to build a number of water wells for highly disadvantaged communities.

The school also organised as part of giving back to the community a number of visits to local nursing homes to wishresidents a wonderful Christmas period and New Year. These visits delighted many of the residents as they received acard and a small gift.

Old Boys' Elements of Learning and Achievement Day

The school has established a strong relationship with ex–students over the past few years. This has led to guest speakerpresentations and the Old Boys' prize. Many ex–students have been keen to share the knowledge they have learnt overthe years with present day students. The school successfully organised an Old Boys' Elements of Learning andAchievement day.

The presentations delivered by almost twenty former students showed what was possible once they completed school.The day connected all members of the school community to the highly successful past of the school with many formerstudents achieving outstanding achievements across a wider variety of fields.


Old Boys' Reunion– 2019

In 2019 the school had the opportunity to celebrate an Old Boys' Reunion. This event allowed former alumni to share therich history of the school and the many achievements of students who successfully transitioned to the community basedon the strong foundation of attending Punchbowl Boys' High School. Over one hundred former students visited theschool as part of the reunion and shared many highlights of their time at Punchbowl Boys' High.

As part of the day, Trevor Matthews and Michael Maude donated a school blazer and first 15s jersey from 1968. Thesetwo items will now be proudly displayed in the school hall.

I would like to thank Ken Scully, Trevor Matthews and Stephen Wilkes for organising the reunion.

Thank you

Finally, I would like to sincerely thank the parents/caregivers and teachers that contributed to the educational journey ofall our students in order to support them in achieving their academic and social outcomes.

Message from the students

Being a student at Punchbowl Boys' High School is great because the school is very aware of the complex issuesstudents face in our ever changing world and they have support groups to try to deal with them. Our school programscover academic support, emotional support and other difficulties. The programs that stand out are the university relatedprograms, Elements of Learning and Achievement Days, Empower Me!, Homework Club and The Breakfast Club. Withinour subject areas teachers are helpful with catching up work and clarifying things we don't understand.

The university programs, including Aspire and Fast Forward give us a greater insight into university life and the differentpathways available to us when we finish school. They have been helpful to boys who have always assumed they will goto university as well as to boys for whom tertiary study is a newer idea.

SRC, sports carnivals, Empower Me! and Elements of Learning and Achievement days gave senior studentsopportunities to take on greater responsibility and leadership by helping the teachers with activities. Elements of Learningand Achievement days brought boys together through sporting and other activities. This reinforced everyone'sself–esteem. It was interesting meeting the Punchbowl Boys' High School 'Old Boys' and to hear the different lifepathways they took to success. It was great to hear that it's OK not to know exactly what you want to do with the rest ofyour life, but to keep all the doors you can open; in fact, the most important idea is to keep all the doors open and to takeadvantage of every opportunity that school provides.

Hadi and Abdul.


School background

School vision statement

We inspire our students, teachers, parents/caregivers and community to:

Dream more (Engage) in a learning community that supports and encourages learners' aspirations and a strong senseof identity and belonging.

Learn more (Educate) through a rich and challenging differentiated curriculum, delivered by dedicated teachers and rolemodels who engage and motivate learners to achieve their full potential.

Do more (Empower) with experiences and opportunities that spark curiosity, promote critical and creative thinking skillsand reflect educational excellence.

Be more (Excel) as they become adaptive, resilient, empathetic and proactive world citizens.

School context

Punchbowl Boys' High School is a growing comprehensive high school situated in South West Sydney. The school has aculturally diverse student population with 99.6% of the boys being from language backgrounds other than English(LBOTE), being predominately Arabic, Pacific Islander and West African.

Key programs that have been established at the school to meet the diverse learning and social needs of our studentsinclude: the implementation of holistic wellbeing programs that values Respectful, Responsible, and Safe Learners,Student Representative Council (SRC), Leadership Programs, Debating Programs, Empower Me! Year 11 LeadershipSki Camp and the Year 7 induction program. Additionally, key areas of focus include: high growth in literacy andnumeracy outcomes in NAPLAN, HSC results that demonstrate increases in student performance in the higher bands ofachievement, whole school curriculum that is embedded within frameworks that promote quality teaching and engagedlearners, quality assessment informing all teaching and learning programs and maximising student attendance throughstrategic student academic and social support strategies.

The school is a leader in promoting educational community partnerships, boys' education and also in providing a safeand challenging learning environment valuing academic achievement, equity, respect and citizenship. The mission ofPunchbowl Boys' High School is for all students to be engaged in 21st century learning, critical and creative thinking andachieve academic and/or vocational success.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence


Strategic Direction 1

ENGAGE–A Sharing Learning Community

Purpose

Our school will establish a creative teaching and learning culture that will focus students' attention on their learning andachievement through high expectations, strong teacher–student relationships, clarity and explicit teaching, activelearning, encouragement and praise and consistent corrections and consequences. (Grattan Institute Report 2017)

The school will embed the 'Empower Me' pro–social skills program to engage students in the learning cycle as they worktowards learning and social outcomes.

Our students will work towards making the transition from our school to the wider community as creative, critical,independent thinkers and lifelong learners.

They will be equipped to be adaptive, resilient and empathetic global citizens who make a positive contribution to theircommunity and beyond.

Improvement Measures

The school attendance rate at average or above reflective of the average in similar schools for all year groups.

Students will have access to flexible learning spaces across the school to increase the value added trend data.

All staff use, implement, consolidate, review and evaluate the 'Empower Me' pro social skills program.

Increase the number of new and upgraded classrooms.

Increased proportion of students reporting a sense of belonging, expectations for success and advocacy at school.

Progress towards achieving improvement measures

Process 1: Student Wellbeing Program–Empower Me!

The school introduces a tailored framework that is comprehensive and inclusive focusing on thecognitive, emotional, social, physical and spiritual wellbeing of students.

Evaluation Funds Expended(Resources)

Punchbowl Boys' High School facilitated over 300 extracurricular programs in2019. Many of these had a specific Wellbeing focus. Student data from thepilot programs of the Empower Me! program indicated that studentsresponded positively to the support provided by this intervention with manyreporting increased feelings of being in control of their emotions. This wasreflected in a decrease in suspension data for these targeted students. 2020processes will be to maintain this approach and look for opportunities to buildthe capacity of additional staff to deliver the program.

Funding Sources: • Socio–economic background($30655.00)

Process 2: Creative Flexible Learning Spaces The school develops, through evidence based strategies andinnovative thinking, school–wide flexible learning spaces.


The flexible learning spaces completed in 2019 have been equitablytimetabled for staff and student use in 2020.

Funding Sources: • Socio–economic background($209227.00) • Socio–economic background($10000.00)



EDUCATE–A Creative Teaching Culture

Purpose

Our school will work towards embedding an 'Elements of Learning and Achievement' framework which emphasises theskills required to be a lifelong learner in today's ever–changing society. (The Elements of Learning & Achievement, TheAustralian Curriculum – General Capabilities)

We will realise this through the collaborative and reflective design, delivery and continuous monitoring of a differentiatedcurriculum. The high priority given to evidence–based teaching strategies will ensure every student can achieve their fullpotential. The school will collaborate with key partnerships and organisations across the wider community to engage,educate and empower students towards academic and social success.


Year 9 students will show personal growth within Literacy and Numeracy bands in NAPLAN.

HSC Bands Data reflects an increased shift towards the higher bands.

Evidence of community collaboration to increase the quality of real–world learning opportunities for students.

All teaching and learning programs will show consistent implementation by all staff of the ELA framework.


Process 1: Elements of Learning and Achievement Framework (ELA)

The school develops and implements an explicit, systematic learning framework to promote the deliveryof teaching programs.

Seven Pillars of the "Elements' framework

* Literacy

* Numeracy

* Wellbeing

* Transition

* Sports/Creative Arts

* 21st Century Learning

* Global Citizenship


All faculties have produced several teaching and learning programs in theELA template. Faculty reviews in Semester One 2020 will support facultyteams complete this process.

Funding Sources: • Low level adjustment for disability($31451.00) • Low level adjustment for disability($13680.00) • Socio–economic background($101780.00) • Socio–economic background($20000.00)

Process 2: Learning Connections

The school establishes active partnerships across the school community and works collaboratively toensure continuity of learning for all students.




The timetable for 2020 has allocated a 'Power Up' lesson to the Year 8English classes. The HT English and HT Mathematics will have a reducedteaching load to facilitate consistent learning practice in the areas of literacyand numeracy across the school.

Employment of Additional Staff

Teacher Release

Ability and Age Appropriate TeachingResources

Funding Sources: • English language proficiency($57774.00) • Socio–economic background($12262.00) • Socio–economic background($32047.00) • Socio–economic background($16060.00)



EMPOWER/ EXCEL– Innovative Leadership

Purpose

Our school will focus the passion, talents, commitment of staff, students, parents, caregivers, community members andkey partnerships to provide innovative leadership and student success.

This will be achieved through the support of consistent self–awareness, resilience and wellbeing practices and processesfor all members of the school learning community to initiate their development and implementation of new skill sets andtools.

Members of the school community will become more self–aware, build positive relationships, innovative leadershipcapacity and actively contribute to the school’s vision and the community. This will be provided through innovativeleadership opportunities and the promotion of student success.“ School leaders will enable a self–sustaining andself–improving community that will continue to support the highest levels of learning as a lasting legacy of theircontributions.” (School Excellence Framework).


All staff have developed Performance and Development Plans in alignment with the Professional Standards,Capabilities Framework and the school's strategic directions.

Staff will have access to opportunities across the school community to lead key directions.

Increase leadership opportunities for students across each year level.

Key Learning Areas, school practices and goals will demonstrate evidence to align with the School ExcellenceFramework.

Identification of the number of staff seeking leadership opportunities.


Process 1: School Leadership

The school builds the leadership capacity of staff and students drawing on and implementing evidencebased research.

Maintenance of student programs that comprehensively develop leadership capacity.


The process of filling extended leadership opportunity positions will continueto be completed through an EOI process. Student leadership will beenhanced with all potential Year 12 2021 students completing a leadershipinduction process prior to the nomination process.

Funding Sources: • Aboriginal background loading($1801.00) • Targeted student support forrefugees and new arrivals ($1861.00)

Process 2: School Systems

The school develops systems for succession, leadership development, workforce, financial andadministrative planning and practices aligned to the School Excellence Framework.


All staff completed their 2019 Professional Development Plans. WHS andFinance teams are set for 2020 and staffing needs were prepared well aheadof the start of 2020.

Funding Sources: • Professional Learning ($35227.00) • Support for beginning teachers($3763.00) • Operational Funds ($11181.00) • Socio–economic background



All staff completed their 2019 Professional Development Plans. WHS andFinance teams are set for 2020 and staffing needs were prepared well aheadof the start of 2020.

($57877.00) • Socio–economic background($17780.00) • Socio–economic background($64062.00)


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading All ATSI students updated their PersonalisedLearning and Support Plan with goals forsemester 1 2020 negotiated between student,parent/caregiver and the school.

English language proficiency EAL/D programs were evaluated in 2019 andthe decision was made to engage anadditional EAL/D teacher in 2020 to increasethe available supports for these students.

Low level adjustment for disability All students with an identified disability had aPersonalised Learning and Support Plandeveloped in consultation with students andparent/caregivers. The school maintainedsimilar staffing levels into 2020 to supportthese students.

Socio–economic background All students at risk due to socio–economicdisadvantage had a Personalised Learningand Support Plan developed in consultationwith students and parent/caregivers. Theschool maintained similar staffing levels into2020 to support these students.

Support for beginning teachers 4 ECTs attained accreditation through 2019.The support offered to ECTs through areduced face to face teaching load will bemaintained into 2020.

Targeted student support forrefugees and new arrivals

EAL/D programs were evaluated in 2019 andthe decision was made to engage anadditional EAL/D teacher in 2020 to increasethe available supports for these students,particularly those from a refugee background.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 490 497 484 498

Girls 0 0 0 0

Student attendance profile

School

Year 2016 2017 2018 2019

7 87.3 88 86.9 81.9

8 88.5 86.3 84.8 78.7

9 84.6 86.5 78.8 81.3

10 81.9 84.9 78 73.4

11 81.4 80.1 77.4 71.6

12 84.5 81.6 79.9 80.5

All Years 85.1 84.9 81.1 77.6

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 15

Employment 50 91 15

TAFE entry 50 9 11

University Entry 0 0 57

Other 0 0 0

Unknown 0 0 2

Year 12 students undertaking vocational or trade training

10.34% of Year 12 students at Punchbowl Boys High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

86.3% of all Year 12 students at Punchbowl Boys High School expected to complete Year 12 in 2019 received a HigherSchool Certificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 7

Classroom Teacher(s) 28.7

Learning and Support Teacher(s) 2.4

Teacher Librarian 1

School Counsellor 1

School Administration and Support Staff 7.18

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,675,068

Revenue 7,669,475

Appropriation 7,483,220

Sale of Goods and Services 44,649

Grants and contributions 133,523

Investment income 6,258

Other revenue 1,825

Expenses -7,072,102

Employee related -6,368,572

Operating expenses -703,530

Surplus / deficit for the year 597,373

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 74,940

Equity Total 1,325,733

Equity - Aboriginal 978

Equity - Socio-economic 874,131

Equity - Language 67,307

Equity - Disability 383,316

Base Total 5,545,948

Base - Per Capita 113,565

Base - Location 0

Base - Other 5,432,383

Other Total 293,397

Grand Total 7,240,018

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 4 5 6 7 8 9

Percentage of students 24.1 38.0 17.7 15.2 5.1 0.0

School avg 2017-2019 26.9 31.3 21.7 17.3 2.4 0.4


Band 4 5 6 7 8 9


School avg 2017-2019 17.3 33.9 32.3 14.1 1.6 0.8

Band 4 5 6 7 8 9


School avg 2017-2019 17.7 17.7 34.5 20.9 6.8 2.4


Band 4 5 6 7 8 9


School avg 2017-2019 21.7 43 23.7 8.8 2.8 0

Band 5 6 7 8 9 10


School avg 2017-2019 27.5 39.7 17.6 10.7 4.6 0


Band 5 6 7 8 9 10


School avg 2017-2019 22.3 38.1 28.7 9.4 1.5 0

Band 5 6 7 8 9 10


School avg 2017-2019 19.5 20.2 35.5 18.7 5 1.1


Band 5 6 7 8 9 10


School avg 2017-2019 49.6 28.8 15 6.5 0 0

Band 4 5 6 7 8 9


School avg 2017-2019 7.8 33.6 36.5 15.6 5.3 1.2


Band 5 6 7 8 9 10


School avg 2017-2019 3.1 34.9 39.8 18 3.8 0.4


School performance - HSC

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

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.

Subject School 2019 SSSG State School Average2015-2019

Biology 50.1 62.4 69.9 51.1

Business Studies 64.2 60.2 68.6 61.3

Economics 62.4 66.6 75.9 53.6

English (Standard) 57.0 62.2 67.3 56.5

Mathematics 32.7 66.6 76.9 39.2

Mathematics Standard 2 51.0 61.3 67.7 51.0

Personal Development, Health andPhysical Education

59.6 64.4 70.5 52.6


Parent/caregiver, student, teacher satisfaction

Punchbowl Boys' High School uses a range of measures to track the engagement and satisfaction of students,parents/caregivers and staff with our school. In 2019, these measures consisted of the Tell Them From Me (TTFM)surveys and People Matters Survey as well as internal data from the school Empower Me! Program.

Student responses to the TTFM Surveys indicated rates of advocacy at school (67%), Expectations for success (77%)and sense of belonging to the school (72%) that are above those rates reported at Statistically Similar School Groups(SSSG). Pleasingly, students at Punchbowl Boys' High School indicate that the school promotes a high sense ofbelonging to our school community coupled with high expectations for success at a rate (64%) equal to the state averageand well above the average in SSSG (50%).

Our internal data as a school also bears out this positive trend. Participants in the school's Empower Me! Frameworklessons reported at the completion of the program improved engagement with the systems and expectations of theschool and their data on the school wellbeing system noted a positive trend in their demonstration of positive learningbehaviours in the classroom.

Parent/caregivers engagement with the school was measured by the TTFM Parent survey. These results indicated thatour parent/caregivers feel welcome at the school and are informed of the school's decisions and progress at a ratehigher than the NSW State government means. In 2020, the school will look at alternate means to gatherparent/caregiver satisfaction data other than TTFM to increase the number of parent/caregivers responses submitted.

Teacher engagement with their workplace was measured using the People Matter Survey. Results indicate that staffoverwhelmingly feel the school manages change to meet the challenges of the future (73%), that communication is clear(86%) and that innovation and a focus on improvement defines our culture (82%).


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2019 punchbowl boys high school annual report

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