2020 annual report - stives-h.schools.nsw.gov.au

2020 Annual Report

St Ives High School

8400

Printed on: 14 May, 2021 of 22 St Ives High School 8400 (2020)

Introduction

The Annual Report for 2020 is provided to the community of St Ives 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

St Ives High SchoolYarrabung RdSt Ives, 2075www.stives-h.schools.nsw.edu.austives-h.school@det.nsw.edu.au9144 1689


School vision

St Ives High School values Respect, Perseverance and Growth. Staff modelling and school programs focus on thedevelopment of students' capacities to reflect on experience, set goals, make informed decisions and maximise theirgrowth. SIHS is a comprehensive, high performing school that engages students in academic, creative and sportingexcellence. We foster students' understanding of their responsibilities to others and an understanding of their individualand collective responsibility as a member of our inclusive school community.

School context

St Ives High School is a coeducational comprehensive high school located on the Upper North Shore of Sydney. Theschool serves its local drawing area of St Ives, Hornsby and Mt Colah. The school's enrolments have been increasing inrecent years from 810 in 2012 to just over 1000 students in 2018. The school has a strong academic focus through along established gifted and talented program that has operated for over 20 years. The school has a hearing support unitmade up of two classes with student places offered to parents via a placement panel. The school runs a performing artsenrichment program through its Performing Arts Unit. The band program has seen significant improvements in recentyears and is actively supported by the school's parent body. The school musical is held every second year. The schoolhas an active sports program. A strong Duke of Edinburgh program is in operation and is strongly supported by parents.The school's P&C is very active and committed to the school. The school has three sister schools, Junten High School inJapan, Xinyu Number 1 School in China and Number 54 Middle School in Tianjin China. There are regular exchangeswith all three schools. In addition to overseas visits to our sister schools, there are also regular language excursions toSpain, China and Japan, and art excursions to a range of destinations.


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

Self-assessment using the School Excellence Framework

Elements 2020 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Delivering

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Excelling


https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability

https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability

Strategic Direction 1

Developing independent and motivated learners

Purpose

Our purpose is to underpin teaching and learning with current research on how students learn and grow. Students settargets and evaluate their success. The learning environment is one that encourages students taking managed risks,persevering and showing continual improvement. Students grow in a learning environment that fosters critical thinkingand an emphasis on student initiative.

Improvement Measures

Increase the percentage of students demonstrating expected growth in literacy and numeracy

Increase of year 9 students achieving band 8 Literacy (writing and reading) with 65% of students achieving a band 8 inwriting by 2020.

Staff surveys indicate that staff are facilitating an environment where students are setting goals, taking managed risksand self evaluating.

Student surveys indicate that students are continually feeling motivated and engaged in their learning when comparedto baseline data.

Progress towards achieving improvement measures

Process 1: Develop a systematic whole school approach to building student initiative and taking responsibility oftheir learning/growth. Seen when formalising opportunities for staff and student training and participationin Growth Coaching.

(DOE - 2, 3, 4)

Evaluation Funds Expended(Resources)

Students Coaching Students

The feedback from students in 2019 was positive. The program wasdesigned to give Year 8 students clarity around future direction and studyhabits. For Year 11 students, it provided them opportunities to refine theirinterpersonal skills. Due to Covid-19 restrictions, this program was pausedand will be continued in 2021.

Year 12 Coaching

We had a focus group look at the success of the Year 12 coaching program.As reported by the students involved, there were academic and wellbeingbenefits.

Following the release of HSC results we uncovered the following:

Amongst the Year 12 2019 cohort there were 123 Band 6 results out of 672entries. This gave a 'success rate' of 18.3%. Many of the students who wereinvolved in the coaching program exceeded expectations. Among the 35coaching students there were 44 Band 6 results out of 175 entries. This gavea 'success rate' of 25.1%. Thus, the success rate of students involved incoaching was higher than the success rate for students not involved incoaching.

Note - Success rate = no. of band 6s/no. of entries.

Funding Sources: • Staffing ($31200.00)

Process 2: Stage 6 curriculum, assessment, GaTS and wellbeing structure/policy review.

(DOE - 2, 3, 6)




We dedicated multiple School Development Days to giving teachers time todevelop new Stage 6 assessment tasks and teaching programs in responseto new NESA assessment requirements and new syllabi. This was highlyappreciated by staff. We also ran forums for high achieving/GaTs Year 12students to give them an opportunity to communicate their worries andanxieties around the new HSC courses. As a result, KLAs were able toprovide specific support to address student worries. The 2020 HSC resultswere very strong, with results in all new courses above state average.

In response to the new "High Potential and Gifted Education Policy," all staffreceived professional learning. Every KLA had a representative on the GaTsteam who could assist with monitoring and support for teachers indifferentiating programs and assessment to better meet the needs of ourstudents who are gifted and/or with high potential. St Ives High Schoolchanged literacy, numeracy and abstract reasoning testing to Cogat ACER(Melbourne) because it was a better reflection of natural student ability. It wasimplemented in 2020 for all students. Consequently, we have identified morestudents of high potential than under the previous testing, contributing to theformation of two HPGE classes in year 7 2021 rather than one.

Funding Sources: • Professional learning ($1521.00)

Process 3: A coordinated approach when embedding student literacy across the school.


In 2020 the Literacy Team contained representatives from each KLA andmeetings were held fortnightly with whole-school literacy meetings takingplace at lunch in term 1. The key focus continued to be extended writing andreading. Each KLA member investigated and initiated explicit literacystrategies specific to their KLA. An example of this was HSIE-PEAL scaffoldswith gradual withdrawal with Stage 4/5 to prepare for Stage 6.

All faculties continued to focus on the PEEL/PETAL/PEDAL/PESAL scaffoldsthat had been reinforced in 2019 to consolidate and continue to familiarisestudents with a common metalanguage.

With the advent of COVID online learning, staff and students focused onadapting online platforms to continue teaching their curriculum. During thistime, face-to-face meetings ceased. Also with the impact of the asbestosremediation in all the school buildings, due to continual movement also madeit difficult to continue literacy meetings.

Analysis of 2019 NAPLAN (Writing) recommended adding explicit markingcriteria for Narrative structure in English and a review of the LiteracyProgressions with the goal to embed them in the scope and sequence andprogramming.

The organisation of the Minimum Standards tests still occurred with 92% ofstudents in Year 10 achieving a band 3 or above in writing and 95% inreading in their first sitting.

The Writing Centre reopened in term 4 to support students in all aspects oftheir writing in addition to the programs run by the Learning and Supportteam - MultiLit, Quicksmart, and Spelling Mastery.

Funding Sources: • staffing ($15600.00) • Low level adjustment for disability($5500.00)



Transforming learning through professional sharing and growth

Purpose

Professional sharing amongst staff is supported and fostered through the provision of professional learning and coachingand mentoring of all teachers. Staff are given opportunities to reflect, set goals and have choice in choosing professionallearning pathways that lead to improved learning experiences and engagement for students.


Increase in % of teachers who feel that they have possession of a range of methods of engaging students in deep andauthentic learning

Increase in % of teachers who feel supported by their colleagues through professional dialogue

Increase in % of staff who see value in their Professional Learning when compared to 2017 baseline data. Teachersreport that professional learning achieves a balance between whole school direction, faculty objectives and personalneed in order to provide growth on multiple levels.

Increase % in students reporting increased engagement in the classroom.


Process 1: A culture of sharing best practice is facilitated by school leaders.

(DOE - 3, 7, 8)


In 2020, teachers again 'buddied up' with another staff member to completesnapshot observations. Staff spent time with their buddies reflecting on whatbest practice looks like in their classrooms. KLA head teachers also regularlyused KLA times to facilitate the sharing of best practice, particularly withregard to online teaching strategies in the year of COVID-19.

Process 2: Whole school approach to professional learning that facilitates a balance between personal choice, KLApriorities, whole school direction and student need.

(DOE - 3)


In 2020, we continued our whole school approach to professional learningthat facilitates a balance between varying priorities. To support personalchoice, staff were again offered a range of "Twilight Professional Learning"options to best support progress towards their Professional Learning Goals.With Covid19 restrictions, many conferences moved online, requiring staff tocomplete this in their own time. Further online teaching required staff tosupport each other to adapt and develop resources to effectively supportlearning in an online environment. Lastly, many staff continued to developnew resources for the implementation of new 7-12 syllabuses. Feedbackfrom staff was again overwhelmingly positive with survey feedback indicating: • Flexibility around Twilight Professional Learning improved their workload • Twilight Professional Learning allowed for the development of moreinformed teaching and learning programs • Teachers feel better equipped to support students' learning in an onlineenviroment • Twilight Professional Learning enabled productive collegial conversationsabout students' needs.To further support Professional Learning that was in line with KLA priorities,specific KLA Professional Learning and Sharing meetings were designated

Funding Sources: • Professional learning ($84488.00)



on the school meeting schedule. This provided KLA Head Teachers with theopportunities to provide Professional Learning that was tailored to studentneed in each specific subject area, including analyses of NAPLAN, RAP dataand new syllabus content.

Process 3: A coordinated approach when analysing student data, coaching and assessing students and facilitatingcritical thinking.


Year 12 2020 results showed that staff were continually modifying teachingstrategies to support student learning in response to analysis of previousHSC data.

Again in 2020, coaching was offered to all Year 12 students. Some studentsengaged in 6 thirty minute coaching sessions throughout 2020, while otherstudents tried just one session. Students were able to select their preferredcoach and, as is the nature of coaching, students were able to gain additionalsupport. Students identified as 'high achievers' were invited to providefeedback on ways the school could support them. This led to the formation ofstudy groups, tutorial lessons, holiday workshops and a feeling of unityamongst staff and students.

In 2020, we again created an assessment schedule that supported studentgrowth and prepared them for the end of year Higher School Certificateexaminations. Many staff continued their involvement with school andnetwork teams when responding to syllabus changes. Staff were encouragedto undertake professional learning that addressed syllabus changes. Theknowledge gained from this networking and professional learning resulted inrich summative and formative assessment tasks.

In 2020, the critical thinking team continued with a focus on 'raising the bar inStage 6' which had cross KLA representation. The team focused on the latestresearch around fostering student thinking.

Process 4: Ongoing evaluation and streamlining of administrative systems to enable staff to complete tasksefficiently.

(DOE - 7, 8)


SASS, like the whole school, was impacted by COVID and asbestosremediation work. SASS staff assisted with calls to families checking studentattendance during online learning. A major focus for SASS has been thesupport of teaching staff with administrative tasks. SASS provided clericalsupport to KLA staff, printing and scanning resources when required.Additional SASS staff with particular IT skills were employed such as techsupport and web support.

Funding Sources: • Operational Funding ($159304.00)



Forging a strong, connected community

Purpose

Our purpose is to facilitate a supportive community culture which will maximise opportunities for success in a wide rangeof extra-curricular programs. To increase and build upon a positive school brand that reflects the face of public educationin our local community. To broaden and reinforce students’ understanding of community values through real-worldcontexts.


Feedback from school stakeholders indicates an increase in 'school spirit' from year to year.

Increased parent involvement within the learning context (authentic audience).

Parent and staff surveys/feedback reveals improved communication processes around school systems, policies andstudent support.

Surveys of school stakeholders report that school facilities are optimised to best meet the needs of students and thelocal community.

Increased enrolments from local catchment.


Process 1: A Communication Team is formed and is made up of school community stakeholders. Improvedcommunication among school stakeholders and the wider community is prioritised.

(DOE - 9)


The disruption caused by COVID-19 made it difficult for progress in this area.Restrictions based upon who could visit schools made it difficult for thisgroups to meet during the year. P&C meetings continued, however, thesewere via ZOOM. Communication with our community was important duringthe year and social media was used extensively for this. The school ranonline well-being days for students and established a website for theseactivities. Extra curricula activities such as boot camp were conducted viaZOOM and this allowed parents to join these activities with their students.

Process 2: The use of school facilities is optimised within the local community, to best meet the needs of studentsand the local community.

(DOE - 8)


Again this was difficult during the 2020 COVID-19 year. Rather than increasecommunity use of facilities, this was reduced as restrictions were placed theuse the school's facilities to reduce the spread of the virus. External use ofthe school was also reduced due to asbestos remediation works.

Process 3: 'School Spirit' is encouraged through planned activities that encourage our community to engage, planand move forward together.

(DOE - 9)


Restrictions put into place to reduce the spread of COVID-19 made thisPrinted on: 14 May, 2021 of 22 St Ives High School 8400 (2020)


difficult in 2020. Activities However, school spirit


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding Sources: • Aboriginal backgroundloading ($3 439.00)

This money was used for well-being programsto support the small number of studentsidentifying with an Aboriginal Background.

Literacy and numeracy Staffing, literacy programsand SLSO support

Funding Sources: • Staffing ($60 000.00)

Most of the Year 10 students transitioned toTAFE and outside agencies at the end of theyear. A number of the Year 9 studentstransitioned to Year 10 equivalent pathwaysat TAFE. Many non attending studentsattended all year. Students in this class didnot integrate with the wider school and thishas led to a change in 2021. About 80% ofstudents obtained minimum standards in Year10. Our 2021 transition program is not basedin our school timetable, it is not a dedicatedclass.

Wellbeing Web based resources weredeveloped and loaded bySASS social media supportand the HT Teaching andLearning.

SASS staffing was used toidentify and call parents ofstudents not attendingonline learning classes.

Funding Sources: • School operationalfunding ($1 659.00)

COVID-19 provided everyone with lots ofchallenges during 2020. New methods ofteaching and learning were implementedvirtually over night. With this came new anddifferent well-being challenges. Online well-being days were implemented for studentsduring the year. Our online learningimplementation saw classes conducted onlinefollowing the existing school timetable whichmade it possible to track studentsnonattendance and uncover studentsstruggling with online learning.

In the July and October school holiday breakswe ran study tutorials for our Year 12 cohort.Feedback from students indicated that theworkshops were successful in instillingconfidence and assisting students whenrefining examination techniques. Theseworkshops were important in this yearimpacted by COVID-19. The 2021 HSCresults were some of the strongest the schoolachieved.


Student information

Student enrolment profile

Enrolments

Students 2017 2018 2019 2020

Boys 535 575 598 642

Girls 410 430 444 466

Student attendance profile

School

Year 2017 2018 2019 2020

7 95.1 95.7 94.4 93.9

8 94.4 93.5 93.8 91.4

9 92.2 93.4 89.8 90.9

10 93.3 92.4 90.7 89.5

11 93.6 92.7 93.1 92.7

12 93 93.4 92.8 93.2

All Years 93.6 93.6 92.5 91.9

State DoE

Year 2017 2018 2019 2020

7 92.7 91.8 91.2 92.1

8 90.5 89.3 88.6 90.1

9 89.1 87.7 87.2 89

10 87.3 86.1 85.5 87.7

11 88.2 86.6 86.6 88.2

12 90.1 89 88.6 90.4

All Years 89.6 88.4 88 89.6

NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic.The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 Marchto 22 May. During this period, schools monitored engagement with learning to determine whether students were markedpresent. This changed the attendance measure. There was also some evidence of varied marking practices as schoolsadjusted to the learning from home period, with some schools recording higher attendance rates while others recordingmarkedly lower rates.

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.


https://education.nsw.gov.au/policy-library/policies/school-attendance-policy?refid=285839

Post school destinations

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

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 0

Employment 0.5 1 2

TAFE entry 1 2 18

University Entry 0 0 80

Other n/a n/a n/a

Unknown n/a n/a n/a

Year 12 students undertaking vocational or trade training

30.41% of Year 12 students at St Ives High School undertook vocational education and training in 2020.

Year 12 students attaining HSC or equivalent vocational education qualification

95.3% of all Year 12 students at St Ives High School expected to complete Year 12 in 2020 received a Higher SchoolCertificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 11

Classroom Teacher(s) 58

Learning and Support Teacher(s) 0.7

Teacher Librarian 1

Teacher ESL 2.2

School Counsellor 1

School Administration and Support Staff 14.97

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, and scholarship opportunities to become a teacher and by providing a culturallysafe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres StraitIslander People.

Workforce ATSI

Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 6.30%

Teachers 3.30% 2.80%

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-freeSchool Development Days and induction programs for staff new to our school and/or system. These days are used toimprove the capacity of teaching and non-teaching staff in line with school and Departmental priorities.

In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachers


and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2020 Actual ($)

Opening Balance 1,297,078

Revenue 13,525,047

Appropriation 12,193,109

Sale of Goods and Services 106,484

Grants and contributions 1,132,580

Investment income 3,562

Other revenue 89,312

Expenses -13,992,571

Employee related -11,700,633

Operating expenses -2,291,938

Surplus / deficit for the year -467,524

Closing Balance 829,553

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.

2020 Approved SBA ($)

Targeted Total 289,627

Equity Total 445,007

Equity - Aboriginal 3,439

Equity - Socio-economic 18,092

Equity - Language 276,266

Equity - Disability 147,210

Base Total 10,477,662

Base - Per Capita 253,770

Base - Location 0

Base - Other 10,223,891

Other Total 514,322

Grand Total 11,726,617

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.

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data.

2020 NAPLAN

As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to theCOVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of studentsand continuity of education, such as online and remote learning.

The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuationof current NAPLAN governance arrangements through 2021.


http://myschool.edu.au/

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 2020 SSSG State School Average2018-2020

Ancient History 74.7 77.5 69.4 77.8

Biology 76.4 75.7 70.8 77.6

Business Studies 70.7 75.4 68.6 74.1

Chemistry 86.8 76.7 74.8 83.6

Community and Family Studies 74.9 78.4 72.4 78.3

Earth and Environmental Science 81.3 74.7 69.5 80.2

English Advanced 82.7 82.5 80.8 81.6

English Standard 73.8 72.9 68.1 73.8

Food Technology 81.9 78.2 70.2 76.6

Geography 82.2 76.7 70.1 79.6

History Extension 82.6 78.9 75.7 78.7

Hospitality Examination (KitchenOperations and Cookery)

81.8 76.9 72.5 82.3

Industrial Technology 81.5 77.3 67.5 75.0

Legal Studies 76.2 79.7 72.1 79.7

Mathematics Advanced 86.9 79.7 77.7 86.9

Mathematics Extension 1 86.5 78.6 79.1 85.0

Mathematics Standard 2 74.9 73.2 64.9 76.5

Modern History 78.7 76.2 68.9 77.6

Personal Development, Health andPhysical Education

78.0 76.3 69.9 77.2

Physics 79.0 74.8 73.0 78.3

Software Design and Development 76.9 76.0 71.8 77.5

Spanish Beginners 81.4 75.1 72.3 80.7

Visual Arts 83.2 84.5 79.2 83.8


Parent/caregiver, student, teacher satisfaction

The P&C Committee ran a 2020 Year 7 Survey. Parents were asked to rate their enthusiasm in promoting the school,with '10' being the highest number (most enthused). The large majority of parents rated a '9' or '10'/'10'. Over 70% ofparents gave an 8 out of 10 or higher. We continue to work with our community in bringing about improvements.


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.


2020 annual report - stives-h.schools.nsw.gov.au

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