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Annual Report 2014
Mitcham Girls High School
Annual Report
2014
Annual Report 2014
Page 1
1. CONTEXT
School Name: Mitcham Girls High School School Number: 0903
Principal: Antoinette Jones Partnership Mitcham Plains Partnership
Mitcham Girls High School was established in 1964 under the leadership of Ms Margaret Ward. It is
located in the suburb of Kingswood, just 10 minutes from the city, and is easily accessible by public
transport. As the only single sex state school, it is not zoned and many girls travel considerable
distances, from all suburbs across Adelaide and near country towns, to come to a school where they
can be successful.
The school is proud of its history and, in particular, it is very proud of the achievements of all students.
It encourages excellence at all levels, provides numerous leadership opportunities to students and
develops an awareness of the changing choices available to women in our society.
In a single sex environment:
Girls achieve significantly stronger academic results than any other group in Australia
Girl-centred learning leaves no doubt as to who receives the teacher’s full attention, or who will be taking mathematics, science and technology classes
There is a greater sense of connectedness - listening, helping and accepting others’ points of view
All the leadership roles are filled by girls: from the captain of the soccer team to the head of the student body; from the first violin in the school orchestra to the main part in the Drama Productions; and from all the committee chairs in every organization to the leaders of every school club
Girls see strong female role models and understand that they too can achieve successful outcomes from their own efforts
All activities are open to girls: they participate, influence and lead
Girls take on all the roles in the group, providing an atmosphere where students take the risks necessary for genuine achievement
Girls thrive and excel in collaborative teams
Teachers can match their teaching to the way girls learn and develop their courses to suit girls’ needs
Girls can work through the challenges of adolescence without fear of embarrassment or harassment
Girls can develop their relationships in a supportive environment
There is no obstacle preventing girls from exploring a career in any area
Girls’ achievements are celebrated
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Student well-being is at the heart of everything we do. Our pastoral care programs, as well as
extensive co-curriculum programs, support our students in the development of self-esteem, respect,
positive working relationships, social responsibilities, leadership skills, resilience, study skills, care for
self and others.
Our leadership program provides outstanding opportunities for all students to enhance their skills in
many different areas: Debating, Peer Leadership, House Leadership, Student Representative
Council, Leaders in Mathematics, Ambassador Badge (bronze, silver, gold).
Teaching and learning is strengthened through curriculum development and documentation as well as
professional learning, thus maintaining very high standards and high expectations of all students.
Shared and collaborative leadership is valued and practised at Mitcham Girls High School.
The Student Representative Council plays a major role in the school; their input is sought and valued and it has assisted the school in bringing about significant improvements.
The guidance and advice of the Mitcham Girls High School Governing Council is of paramount significance. The school is thankful for the willingness of all members to undertake a very demanding role and for their commitment to maintaining the unique qualities of the school. In 2014 the Parent Voice Committee was able to connect with more than 340 families who were given the opportunity to comment on various school issues (refer page 24). We value the outstanding support provided by all support staff – their commitment and dedication add value to the aspirations we have for our students. I thank all staff for their commitment to girls’ education. Without their support, dedication and goodwill
we would never be able to offer the array of programs and activities our students enjoy.
In particular I thank Tony Sims, Meredith Arnold, Zinta Ozolins, Anne Carpenter, Kate Burdett and
Jenni Stewart for their dedication and their leadership.
I wish to acknowledge all the students who attend Mitcham Girls High School. Their talents, their commitment, their behaviour, their friendliness, their leadership and their love of learning make us proud. Last but not least, we thank Richard Costi, Education Director Mitcham Plains, for his guidance and
support.
I congratulate all staff and students for their successes in 2014. I am sure you would agree with me
that the achievements and co-curricular activities on pages 4/5 are impressive.
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2. REPORT FROM GOVERNING COUNCIL
As Chairperson of the Governing Council I would like to thank all parents and staff members who
serve on the Council. The time they spend supporting the school is greatly appreciated because,
ultimately, the students benefit from such input. Mitcham Girls High School, being the only public
girls’ school in the State, is one of a kind and it is important that we provide assistance to Antoinette
and staff to ensure that we provide the best educational opportunities for girls.
In 2014 we said goodbye to a number of long serving members who had served on the Council and
various sub committees over the years. Their “voices” helped bring about changes at Mitcham and
we thank them for their enthusiasm and passion for girls’ education.
At the 2014 AGM of the Governing Council many new parents nominated to join the “group” and
others nominated during the year. Parents working in partnership with the school can bring about
important changes which will benefit our girls. I encourage all parents to consider joining either as a
Council member or just as a member of the various sub-committees (currently including Canteen,
Finance, Fundraising, Parent Voice, Physical Resources, Uniform and ICT).
This year the school and the Council have worked tirelessly to introduce the ICT for Learning
Program. Through this program parents may purchase a computer at very competitive educational
prices, complete with software, long life battery and connectivity to the school’s network.
A large amount of money was committed by the school to improve the school’s infrastructure so as to
provide a fast and efficient service for the students. The school is also in the process of developing
policies and procedures, as well as user guides to assist parents and students with this new ICT for
Learning Program. Curriculum development will also see many aspects of teaching and learning
presented online in the near future.
The Governing Council members have also assisted in a number of events over the year including,
but not limited to, the Open Day/Night, Parent Survey (Parent Voice), Information Night and the Quiz
Night. Jenni Stewart, parent and secretary, with the help of other parents, worked extremely hard to
organise the Quiz Night. Many thanks to David and Paula for the many hours they spent collating the
parent survey.
We also have many parents working as volunteers in the Canteen, the Library, the classroom and
Sport. I thank them all. Their work is very important.
Andrew Piggin
Chairperson
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3. 2014 HIGHLIGHTS
Year 12 results
68.2% of all Year 12 results are As and Bs
94.48% of all Year 12 results are As, Bs and Cs
Overall average Year 12 grade: “B”
92.3% of Stage 2 students achieve their SACE
Highest ATAR: 98.95
NAPLAN results
92.8% of Year 9 students are at level 6 or above in Grammar
97.3% of Year 9 students are at level 6 or above in Reading
98.2% of Year 9 students are at level 6 or above in Spelling
91% of Year 9 students are at level 6 or above in Writing
98.1% of Year 9 students are at level 6 or above in Numeracy
31.5% of students achieved at Bands 9 and 10 in Reading. (21% in 2010)
18.7% of students achieved at Band 9 and 10 in Numeracy (8% in 2010)
27% of students achieved at Bands 9 and 10 in Grammar (22.1% in 2012)
27% of students achieved at Bands 9 and 10 in Spelling (22.2% in 2012)
16.2% of students achieved at Bands 9 and 10 in Writing (22.5% in 2012)
Other successes
Year 10 students winners of the University of Adelaide eChallenge
Twelve Year 8/9 students prize winners of the Oliphant Science State Awards
Year 9 student winner of the Flinders University Science Prize 8-12
Year 8 students winners of the State Lego League Competition: Team Award
Year 8 students winners of the National Lego League Competition: Judge’s Award – All Round
Four Year 11 Students receive distinctions in the RACI National Chemistry Quiz
Year 9 Science students winners of the State Bridge Building Competition: Creativity
Year 11 student winner of the National History Challenge
Year 12 student winner of the University of Adelaide Principals’ Scholarship
Co-curricular Activities
Year 8 Camp
Year 9 Camp
Year 8-11 Debating
Australian English Competition
Young Writer’s Award
Plain English Speaking Competition
Spring Poetry Competition
Premier’s Reading Challenge
Oliphant Science Award Competition
RIO Tinto Chemistry Quiz
National Youth Forum
Year 12 Formal
Swimming Carnival
Open Day
International Women’s Day
Community Service Activities
Dance Nights
Music Nights
Year 11 Drama Production
Year 12 Drama Production
Harmony Day
Cultural Exchange Programs
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State Bridge Building Competition
Engineering Challenge
Science Week
Italian Language Competition
Melbourne History Trip
Languages Trip to New Caledonia
Physics and Chemistry in Arkaroola
Australian Mathematics Competition
Senior School Ski Trip
Risky Business
Year 11 Reflection Day
SACE Day
Year 12 Retreat
Languages Exchange Programs
School Magazine
Beach Volleyball
Girls Surfing Day
Environment Group
House Sport
Zone Sport (Netball, Badminton, Soccer, Volleyball, Indoor Soccer, Basketball, Tennis)
Primary School Visits
Leadership Conferences (SRC)
Peer Support
Mentoring Program
Presentation Night
The school is committed to continuously improve educational outcomes for all students; it is guided by its Vision, Principles and Goals and uses the Site Improvement Plan as its framework and guide for continuous improvement in all aspects of school life. In the pages that follow, it is evident that the school has remained focused on:
curriculum development
improving communication with parents
improving NAPLAN results
improving SACE results
improving attendance rates
improving the ICT infrastructure The school has been very successful in achieving the majority of the targets it set out to achieve in 2014 and it is very proud of the fact that both NAPLAN and SACE results are well above state averages. Unfortunately the school was not able to secure funding from the State Government to refurbish the Visual Arts Centre.
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4. SITE IMPROVEMENT PLANNING AND TARGETS
SITE IMPROVEMENT PLAN 2014
STRATEGIC DIRECTION 1: Council of International Schools (CIS) Accreditation Focus Areas Actions Expected Outcomes/Targets Achievements CIS 5 Year Report 1. All staff members and the Governing
Council are given the opportunity to outline how recommendations made by CIS Accreditation Team have been addressed by the school.
1. Staff write faculty/group reports addressing how recommendations have been implemented.
2. Summary Report written by DP and approved by staff and Council
In progress
STRATEGIC DIRECTION 1A: Improve Communication and Parental Involvement Focus Areas Actions Expected Outcomes/Targets Achievements Parent Voice Committee Opportunities for parents to engage with school
1. Encourage more parents to join committee
2. Respond to concerns/issues 3. Surveys to gauge satisfaction 4. Use the MGHS App to keep parents
informed 5. Use school’s website to present general
information to all parents
1. Improved communication between school and families
2. Involve more parents in the development of policies and procedures
3. Increase understanding of school processes
4. Concerns of families are brought to the attention of Principal and/or Governing Council
5. Diversity of school community is considered more carefully and needs appropriately identified and addressed
6. Client satisfaction survey to be sent to all parents
The use of the MGHS App, the school’s website and email system are used constantly to keep parents informed on school issues, progress and new initiatives. The Parent Forums have been a very successful medium through which the school has consulted its community. 340 parents responded to a satisfaction survey conducted by the Parent Voice Committee.
Code: green = achieved. Red = not achieved.
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SITE IMPROVEMENT PLAN 2014
STRATEGIC DIRECTION 2: Implementation of New Curriculum Development: Teaching, Learning, Wellbeing Focus Areas Actions Expected Outcomes/Targets Achievements Literacy for Learning
Continue with induction on Literacy for Learning:
Module 5
Module 6 Encourage another four members of staff to attend three day training
1. Number of students below Band 6 will reduce as follows: a. Grammar to 5% (from 7.1%) b. Spelling 4.5% (from 6.3%) c. Writing 5% (from 7%) d. Reading 3% (from 3.5%)
2. Mean scores will increase by 10 points in each of the aspects: a. Reading from 594.5 to 604.5 b. Spelling from 578.5 to 588.5 c. Writing from 575.3 to 585.3 d. Grammar 579.8 to 589.8
1. Number of students below Band 6 in 2014: 1. Grammar: 7.2% 2. Spelling: 1.8% 3. Writing: 8.1% 4. Reading: 2.7%
2. Mean Scores:
a. Reading: 604.5 b. Spelling: 598.1 c. Writing: 563.2 d. Grammar: 593.3
Numeracy for Learning
1. Appoint Leader 2. Whole faculty approach to improve
numeracy leading to whole school approach in 2014-2015
Thorough analysis of NAPLAN results
Maths Curriculum review
QuickSmart
1. Lower growth in Numeracy will increase by at least 2% to 20%
2. Middle growth in Numeracy will increase by at least 2%% to 52%
3. Upper growth in Numeracy will increase by at least 2% to 27.5%
4. Number of students in Band 9 will increase by at least 1% to 8.1%
5. Number of students on Band 10 will increase by at least1% to 1.9%
6. Mean score in numeracy will increase by 10 points: 56.4 to 574.4
1. Lower growth in Numeracy: 20%
2. Middle growth: 46.3% 3. Upper growth: 33.7% 4. Number of students in
Band 9: 14% 5. Number of Students in
Band 10: 4.7% 6. Mean score: 578.2
Code: green = achieved. Red = not achieved.
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SITE IMPROVEMENT PLAN 2014
STRATEGIC DIRECTION 2: (cont.) Implementation of New Curriculum Development: Teaching, Learning, Wellbeing Focus Areas Actions Expected Outcomes/Targets Achievements
Gifted Education
Improve quality of delivery and content
PD for all staff
Targeted PD (staff who teach GifT)
Staff implement strategies learned
1. Well Developed GifT Dance program 2. Well Developed GifT Soccer Program
1. GifT Year 8/9 class commenced in 2015
2. Soccer program not successful
Vocational Pathways/ Career Plans
Continue to increase opportunities for students to access alternative pathways to maximise their learning:
FLO; Apprenticeships; Skills for All, Quality LinCs
Each student will be supported to develop her career pathway, through the Care Group Program and Personal Learning Plan
1. Continue to offer a range of nationally accredited training to students in Years 10, 11 and 12 through VET and Registered Training Organisations.
2. 95% of students will achieve the SACE
(93% in 2013) 3. Increased attendance (92% from 91%)
1. Number of students accessing VET has increased. See SACE Data.
2. 92.31% of students
completed the SACE 3. Attendance 92.5%
Curriculum Development
Review and develop curriculum and build capacity to engage all girls in learning through the Australian Curriculum, TfEL, SACE, VET:
Professional learning through PLCs (TfEL, AC, differentiated curriculum, DayMap Moodle, ICT)
Use Unit Planner to document curriculum
School will work towards the implementation of Year 8 Australian Curriculum: The Arts, Health and PE, Technology
In progress
Attendance 1. Continuous monitoring of attendance of all students.
2. Help parents to become more accountable
Attendance rates will increase to 91% from 92%
Attendance 92.5%
Code: green = achieved. Red = not achieved.
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SITE IMPROVEMENT PLAN 2014
STRATEGIC DIRECTION 3: Development of Information and Communications Technologies
Focus Areas Actions Expected Outcomes/Targets Achievements Infrastructure
Develop ICT Plan for 2015-2016 x Greater engagement with use of ICT Progressing
DayMap / Moodle
1. Use DayMap and Moodle to support teaching and learning
2. PD targeted at whole school
All staff will post notices, assessment plans, tests, etc. on DayMap and/or Moodle
Progressing
DayMap
1. Use DayMap to its fullest capacity 2. Record attendance: class rolls, subject
rolls 3. Monitor attendance more closely 4. Use as intranet:
a) Teacher - teacher b) Teacher- students c) School – parents
x
1. Increased attendance 2. Improved communication
Attendance 92.5%
STRATEGIC DIRECTION 4: Development of Physical Resources Focus areas Actions Expected outcomes/targets Achievements Visual Arts Centre Continue to lobby Governments for funds To be included in the State Budget’s Capital
Works Projects Submission to State Government not successful
Old Science Labs Refurbish as meeting spaces. Add staff offices, storage compactus.
Progressing
Year 12 study Turn Year 12 Study into a bigger, safer Dance Room
Progressing
Pool heating Install new solar heating Progressing
Code: green = achieved. Red = not achieved.
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5. NAPLAN
5.1 Middle School
Figure 1: Year 9 Proficiency Bands by Aspect
Table 1: Year 9 Proficiency Bands by Aspect
% Proficiency Band
by Test Aspect
Year 9
Exempt 5 6 7 8 9 10
Numeracy 1.9 26.2 29.9 23.4 14.0 4.7
Reading 2.7 9.1 25.5 28.2 24.5 10.0
Writing 8.1 23.4 25.2 27.0 10.8 5.4
Spelling 1.8 15.3 27.0 28.8 14.4 12.6
Grammar 7.2 16.2 22.5 27.0 18.9 8.1
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Student Mean Scores
Figure 2: Year 9 Mean Scores
Mean Scores by
Test Aspect Year 9
2012 2013 2014
Numeracy 567.4 564.4 578.2
Reading 581.9 594.5 604.5
Writing 571.4 575.3 563.2
Spelling 579.4 578.5 598.1
Grammar 589.7 579.8 593.3
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Figure 3: Year 7-9 Growth
NAPLAN School Growth: Year 7-9
Table 3: Year 7-9 Growth
Growth by Test Aspect Year 7-9
Progress Group Site
Numeracy Lower 25% 20.0
Middle 50% 46.3
Upper 25% 33.7
Reading Lower 25% 9.3
Middle 50% 45.4
Upper 25% 45.4
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5.2 Senior Secondary
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Students in Year 12 Undertaking Vocational or Trade Training
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6. STUDENT DATA
6.1 Attendance
Figure 4: Attendance by Year Level
Table 4: Attendance by Year Level
Attendance by Year Level % Attendance
2012 2013 2014
Year 8 90.9 92.4 95.0
Year 9 89.1 90.4 92.4
Year 10 88.8 90.3 92.6
Year 11 88.9 89.6 91.5
Year 12 92.4 90.3 91.1
Total All Year Levels 89.9 90.7 92.5
Total ACARA 1 TO 10 89.6 91.1 93.3
The school has made progress in increasing attendance over the past few years. Attendance is monitored on a daily basis by Care Group teachers, Year Level Managers and Administrators. Parents are contacted each time a student is absent, without a reason, for more than three days. The correlation between attendance and achievement is often highlighted and students who attend school 100% of the time are rewarded at assembly each term. The school’s attendance rate is above the state average attendance rate for secondary schools. Students are to be commended for their commitment given that most of them travel very long distances to come to the school of their choice. An interesting and challenging trend, however, is the number of families who travel overseas during school time and therefore request exemption from school for their children. In 2014, a total 715 absences were due to overseas/family holiday.
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6.2 Destination
Table 5: Intended Destination
Leave Reason 2013
School Index DECD
No % % %
Employment 4 2.1% 2.0% 3.0%
Interstate/Overseas 20 10.5% 10.9% 10.1%
Other 2 1.1% 0.5% 1.4%
Seeking Employment 6 3.2% 1.3% 3.6%
Tertiary/TAFE/Training 55 28.9% 5.4% 4.6%
Transfer to Non-Govt School 9 4.7% 12.9% 9.7%
Transfer to SA Govt School 39 20.5% 46.1% 47.4%
Unknown 55 28.9% 20.9% 20.1%
7. CLIENT OPINION
The school conducts many opinion and satisfaction surveys throughout the year. 1. As part of the school’s Performance and Development processes, each year students are asked
to complete the “Teacher Contribution to Learning” evaluation form based on the SA TfEL Framework. Students are asked their opinion on how their teachers: a. Develop democratic relationships b. Build a community of learners c. Negotiate learning d. Challenge students to achieve high standards e. Teach students how to learn f. Foster deep understanding g. Explore the construction of knowledge h. Promote dialogue as a means of learning i. Build a learner’s understanding j. Connect learning to students’ lives k. Assess learning in authentic contexts l. Communicate learning in multiple modes
2. Teachers are required to complete a self-reflection questionnaire based on the above indictors
and their line managers are also asked to complete the same. 3. In 2014 the Parent Voice conducted a very extensive survey of parents, asking open-ended
questions on topics including teaching and learning, supportive learning environment, physical resources and student well-being.
A total of 340 responses were received and collated by the Committee. They expressed great satisfaction with:
teaching and learning
ways in which the school deals with well-being
the very supporting learning environment afforded to students Parents also identified issues that needed addressing:
upgrading of physical resources: bathroom, change rooms and the Visual Arts Centre
the limited choice of subjects at Year 11
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In response, the school:
Refurbished the girls’ bathroom on ground level and has plans to refurbish the bathrooms on the second level in 2015
Combined some Year 10 and Year 11 (Stage 1) subjects and made them available to Year 10 and Year 11 students as Stage 1 subjects. This new structure will be evaluated in Term 3, 2015.
The school has targeted some money and will continue to fund-raise in order to upgrade the Visual Arts Centre
8. ACCOUNTABILITY
8.1 Behaviour Management
Year Level 2011 2012 2013 Change
M F T M F T M F T 2011-2012 2012-2013
Year 8 1 1 13 13 -1 13
Year 9 1 1 8 8 -1 8
Year 10 2 2 2 -2
Year 11 1 1 -1
Year 12 1 1 -1
Total 4 4 2 2 21 21 -2 19
The school has a very clear and strong Behaviour Management Policy which reflects the values of the school: Respect, Excellence and World Citizenship. Our Pastoral Care programs and negotiated Classroom Behaviour Management Plans assist in maintaining a calm, respectful environment where students are encouraged to achieve their very best. Over the past two years the school has been collecting data on bullying and harassment (now named aggressive behaviour) in an effort to identify and support victims and perpetrators of unacceptable behaviour. Part results of the survey are included below.
MGHS SURVEY OF AGGRESSIVE BEHAVIOURS – SUMMARY OF RESULTS (undertaken Term 4, 2014) Includes comparison data for previous two surveys completed in 2013 and in Term 1, 2014 Question 1: Indicate your year level Number completed: Year 8:1 93 8:2 95 Year 9:1 108 9:2 93 Year 10:1 86 10:2 84
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Question 2: How would you describe aggressive behaviours at this school? (Rating on a continuum: Not a problem → A problem)
Scores are shown as a percentage.
Table 2:1 YEAR 8 – 2014 cohort only (surveyed in Term 1 and Term 4)
Most students indicate that they have a low level of experience.
Table 2.2 YEAR 9
2013:1 116 students 2013:2 116 2014:1 108 2014:2 93
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Table 2.3 YEAR 10
2013:1 101 2013:2 78 2014: 1 86 2014:2 84
Table 2.4 YEAR 11
2013:1 91 2013:2 54 2014: 81 No survey for second half of year.
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Question 3: How much do you personally suffer from harassment? Not at all A bit Reasonably often All the time
Table 3:1 YEAR 8
Table 3:2 YEAR 9
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Table 3:3 YEAR 10
Table 3:4 YEAR 11 – no data for second half year
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Question 4: Worst forms of bullying seen or experienced
In this question students were asked to list or describe behaviours they found worrying:
Behaviour Year 8 Year 9 Year 10
Rumours/Gossip 7 27 11
Not minding own business 2
Teasing about uniform 4
Saying mean things/verbal 28
Passing notes 1
Bitching/talking behind back 22 32 22
Cyberbullying 9 15 4
Physical violence 9 5 4
Judgmental 9 7
Discriminate/exclude 10 9 9
Rude comments/disrespect 27 16 /9
Threats 2
Swearing 16
Name calling 7
Staring/looks 10
Question 5: Times of the day worst for aggressive behaviours?
Before school
AM classes
Between Lessons
1/2 Recess Between
3/4 Lunch PM
classes Between
5/6 After
school
Yr 8:1 31 8 6 48 6 56 6 6 52
8:2 43 6 15 50 16 52 15 16 9
Yr 9:1 25 9 8 42 7 50 10 8 36
9:2 46 34 26 50 24 61 37 22 14
Yr 10:1 40 12 19 59 16 68 11 16 56
10:2 43 11 9 48 12 53 20 10 9
Yr 11 15 6 5 20 7 23 12 7 32
Question 6: In contrast to the previous three surveys, Question 6 asked students to identify
descriptively specific areas, or times of the day when aggressive behaviours occurred.
The key information extracted from this is that students behave better when teachers are present.
The school needs to take steps to address the aggressive behaviours displayed before and after
school as well as at recess and lunch time.
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8.2 Relevant History Screening (formerly Criminal History Screening)
Context Site leaders are responsible for ensuring their sites comply with the screening verification. In summary the responsibilities involve sighting and recording clearance information on EDSAS or HRS system (or maintaining copies of clearances if not connected to these systems). All Mitcham Girls High School staff and volunteers are required to hold a DCSI Screening Unit clearance. The school does not allow volunteers to be on site unless it sights the relevant DCSI clearance. Volunteers who do not hold a DSCI clearance are supported to lodge an application with the Business Manager. Details are entered onto the school data base and the original documentation is forwarded to the DCSI Screening Unit for processing. Once applications have been approved the school receives notification via email from the DCSI Screening Unit. The notification date(s) are entered into the data base, details of volunteers are entered into EDSAS and a copy is placed in the DCSI folder.
8.3 Human Resources - Workforce Data
8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Qualification Level Number of
Qualifications
Bachelor Degrees or Diplomas 83
Post Graduate Qualifications 31
Note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.
8.3.2 Workforce Composition Including Indigenous Staff
Workforce Composition Teaching Staff Non-Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full-time Equivalents 00 40.35 0.4 11.81
Persons 00 47 1 15
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9. FINANCIAL STATEMENT
MGHS General Ledger Balance Sheet, for Prior Year, period 13
MGHS General ledger Profit and Loss, for Prior Year, period 13
Canteen, General Ledger Balance Sheet for Prior year, period 13
Canteen, General Ledger Profit and Loss for Prior Year, period 13
Canteen Trading Statement for the term ended 31/12/2014