Rooty Hill HS 8908 ASR 2015

Rooty Hill High School Annual Report (a copy of the extended report with detailed date analysis is available from the school)

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2015

8908

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Introduction This document provides a summary of the progress the school has made towards providing high quality educational opportunities for all students, as set out in the school plan and as required by the NSW Department of Education. It outlines the findings from external data, school self-assessment and the external validation report (November 2015) that reflect: 1. the impact of three key school strategies for improved learning and 2. the benefit to all students from the expenditure of resources, including equity and school operations funding.

More detailed reports and outlines of achievement can be found on the school’s website.

School contact details: Rooty Hill High School North Parade Rooty Hill, 2766 http://www.rootyhillhighschool.nsw.edu.au/ rootyhill-h.school@det.nsw.edu.au Faceboook.com/rootyhillhs Twitter.com/rootyhillhs Phone: 61 2 96258104

School background School purpose statement As a Learning Neighbourhood school, our overall purpose is to increase expectations, capacity and achievement for students, staff and the community through three strategic priorities: Capability Driven Curriculum, Personalised Learning and Leading for Innovation.

School context School Context (2015): Rooty Hill HS is a large, co-educational, comprehensive community school in western Sydney located in a community experiencing rapid demographic change. The enrolment for 2015 is 1130 students. Over 50% of the students enrolled for 2015 – 2017 will be from non-English speaking backgrounds, including a significant number of students from Asian and Pacifica backgrounds. There is a significant enrolment of Aboriginal students (over 5%) and the school is committed to promoting its cultural and linguistic diversity. The school FOEI (family occupation and education index) for 2015 is 124 and this places the school one standard deviation below average in terms of educational need. The school’s 2015 budget based on the RAM (Resource Allocation Model) is $9987693, a drop from 2014 of $51497. Over the last 5 years in external student performance to Year 10 students performed 1.5–2.0 standard deviations below the mean. This grew to an average of over 2.5 at the HSC. This is the pattern that the school plan strategies seek to address. By contrast, students made significant progress and growth in literacy and science in the last two years. In 2015 – 17 the school plans to target the academic progress of the “middle students” and assist all students to achieve personal bests in the ACARA capabilities including literacy, numeracy, thinking and in information and communication technologies (ICT).

As a result of both a changing demographic pattern and the success of a number of initiatives, this statement has been updated for 2016. http://www.rootyhillhighschool.nsw.edu.au/

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Self-assessment and school achievements The three major school achievements of 2015 were: 1. The school achieved its best overall Higher School Certificate results since 2009 by reducing the number of students in the bottom three bands in most subjects and implementing a much more effective school to work and study transition program for students in Years 10, 11 and 12. In 2015 135 students completed Year 12 (69 female and 66 male). In the final examinations there were 15 HSC Band 6 results (1 x Biology, 2 x Business Studies, 1 x Drama, 1 x IPT, 2 X Mathematics General, 1 x Modern History, 1 x Music 1, 2 x PDHPE, 2 x Society & Culture, 1 x Entertainment, 1 x IDT) and 2 students achieved ATARs over 90.00. The following university offers were made: I. 18 December round offers II. 46 January round offers III. 21 main round university offers

2. The school’s evidence for the School Excellence Framework survey and External Validation highlighted the following features of the school: I. The school is a high equity school – that means that students from all backgrounds have the opportunity to do their best.

II. The school rates very highly on all non-cognitive outcomes including attendance, behavior, inclusion, personalised learning support and student wellbeing.

III. The school is recognised both formally (as a Social Ventures Australia Powerhouse School) and professionally as a creative and innovative school whose new work practices and willingness to create new ways of learning is transforming the school experience for parents and students. The school made strong progress on all milestones in 2015 towards the achievement of the planned products and practices that will be in place by 2017.

3. The development of the following innovative products and practices: I. A BYOD program based on the school wide use of @Google Classroom and supported by the development of a digital portfolio for students based on the ACARA capabilities.

II. School wide platforms supporting the creation of a capability driven curriculum in each subject and deep professional learning to further develop teacher capabilities in programming, lesson design, creativity and assessment.

III. A much deeper understanding of classroom observation as a tool for assessing student learning behaviours and the importance of task design and delivery in each lesson. This was supported by the creation of a registered Lead (APST) level course in Classroom Observation delivered in partnership with UNSW. IV. The publication of four over-arching policies covering major work of the school: Curriculum Policy; Personalised Learning Policy; Professional Practice Policy and Strategic Partnerships Policy.

V. A much more rigorous use of evidence informed practice based on quarterly reporting for each strategic direction and for key project roles within each area.

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Self-assessment using the School Excellence Framework- External Validation This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

In 2015, Rooty Hill High School participated in an external validation. Consultation to prepare for the validation was conducted with parents, students and the staff, including professional learning sessions. A comprehensive document containing over 100 pieces of evidence was prepared to support the school’s recommendation to the panel.

The school’s self-assessment and the external validation placed the school as excelling in:   

Learning: Learning Culture, Wellbeing, Curriculum & learning, Assessment & Reporting, Teaching: Data Skills & Use, Collaborative Practice, Learning & Development, Professional Standards Leadership: Leadership, School Planning, Implementation and Reporting, Management Practices & Processes

The school rated itself (and provided evidence to support that rating) as sustaining and growing in:   

Learning: Student Performance Measures, Teaching: Effective Classroom Practice Leading: School Resources

The external validation panel supported the school’s recommendations and commented that there was evidence that the second measure identified as “sustaining and growing” could have been rated as “excelling”. It should be noted that student performance measures for each school are compared to state averages and norms; the statistical processes used almost always mean that this school community will need to focus on progress, equity and improvement rather than comparative measures.

The self-assessment and the external validation process will further assist the school to build on its strengths (see picture below) to refine the strategic priorities in the School Plan leading to further improvements in the delivery of education to students.

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School Excellence Framework External data tracking as provided by the NSW Department of Education and Training

Contextual Information

Enrolments 1500

Students

1000 500 0 2009 2010 2011 2012 2013 2014 2015 Year Male Female

Student attendance rates

Attendance rate

100 75 50 25 0 2009 2010 2011 2012 2013 2014 2015 Year School State DoE

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Value Added

Student Attainment

Student performance in HSC 2015 at RHHS compared to the state based on band distribution data provided by BOSTES

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Attainment of Equity Groups

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

The My School website (https://www.myschool.edu.au/) provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

In 2015 the school’s results showed that the growth rates of students at this school in literacy were better than expected and that, in writing growth rates were above state average. There was pleasing progress in numeracy with more work to be done. Detailed analysis and reporting documents are held in the school.

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Strategic Direction 1 Capability Driven Curriculum Purpose Purpose: We will deliver our overall purpose through the development and implementation of high quality creative, digital, capability driven curriculum, teaching and learning, and assessment designed to increase the learning trajectory of each student.

Key Improvement Measures: 1. average growth (to within one mark) and value added data (learning trajectories) to within 1 standard deviation of state average 2. 40% of all students achieving Band 4+ in external tests and an average GPA of 3.5 on internal academic reports.

3. 80% students achieving benchmark standards in ACARA/BOS capabilities

Projects and Programs for 2015: UNIVERSAL PROGRAMS: Capability driven Curriculum Programming 7 - 12 – high quality school platforms, scope & sequence, programs, lesson sequences, lesson design, assessment, achievement standards and feedback.

Subject specific programming, teaching and learning of skills, capabilities and dispositions.

TARGETED PROGRAMS 2015-17: We are digital learners 2015-16: We are Writers 2015-16: We are Creative Learners 2015-16: We are Problem Solvers (numeracy)

Overall summary of progress There was significant milestone progress made towards the products and practices in the school plan and this progress was reported in detailed quarterly reports to the School Council. Key progress points included:

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Extensive document and curriculum practice reviews were conducted for all subjects 7-12, resulting in the school achieving full BOSTES curriculum and assessment compliance in 95% of courses and programs. All programs were created on an agreed school wide template identifying BOSTES requirements and embedding quality teaching and learning strategies based on developing student capability against the ACARA benchmarks. In an end of year qualitative review of the implement nation of the Capability Driven Curriculum in each faculty the following three findings were most important: • All faculties in the school used the programming template with its embedded links to the ACARA capabilities • All faculties had addressed one of more capabilities identified as critical their subject implementation • Lesson design, using the school’s agreed template, addressed capabilities through both the learning intention and success criteria.

Faculty professional learning plans demonstrated evidence of a focus on programming through capabilities to create a capability driven curriculum. Internal and external measures indicated the progress of students in learning and progress towards capability benchmarks was more than could be expected without intervention.

35 staff and the consultancy team participated in presentations by Bill Lucas around the development of creativity in learning, reinforcing the commitment to whole school platforms. In addition to the foundation platforms in the picture below, new school wide platforms were published for problem solving (GOAL) and inquiry/project based learning (the Creative Inquiry Cycle). A major highlight was the official launch of the We are Problem Solvers Google site, including video clips to introduce problem solving routines to the school community. These will be more fully implemented in 2016.

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In February 2015, the school introduced a BYOD program for all students based on the use of @Google Classroom.

Take-up rates for BYOD in Stage 4 (80% for Year 7 and 65% for Year 8) indicated a growing culture around the use of technology for learning and a structured equity strategy provided every student in the school access to Chrome books in all s u b j e c t s . T h e r e w a s clear evidence of success for the focus on learning environments to support an innovative capacity for 21st century learning.

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The innovative Lead Faculty strategy embedded in the school plan, supported by three in-house consultants (0.8 FTE) ensured a higher level of professional practice in relation to the development of a more challenging, creative and relevant 7-12 curriculum. This will transition to a deep focus on assessment in 2016.

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Formation of Vocational Education and Training (VET) professional learning team in recognition that Rooty Hill High School had the largest VET program of any high school in western Sydney.

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Year 12 students undertaking vocational or trade training 2015: In 2015, 57% of the HSC cohort studied 1 or more VET subjects at school as part of the HSC. Of those 9 students studied 2 VET courses. A group of 13 students completed VET courses provided by TVET (TAFEVET) and 3 completed SBAT 9school based traineeships)

Progress towards achieving improvement measures

Resources (annual)

Improvement measure

Staffing:

Progress achieved this year

$8.95 million

(to be achieved over 3 years) 1. average growth (to within one mark) and value added data (learning trajectories) to within 1 standard deviation of state average

Detailed Faculty and team annual reports were completed by all teaching staff to indicate progress against the key performance descriptors (available through the school).

Overall progress towards this measure in 2015 was positive, especially in NAPLAN and ESSA, primarily as a result of the continued emphasis in the development of student skills in the areas of extended writing.

In Year 9 NAPLAN growth in writing was above state average and in the HSC the overall z-score was within 1 standard deviation of the state result.

Other resources: The following teams made a significant contribution to work in this area:  Faculty teams  Executive and aspiring leader teams 

Lead faculties

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2. 40% of all students achieving Band 4+ in external tests and an average GPA of 3.5 on internal academic reports.

The overall trend for 2015 was positive with a reduction of students in the lower bands, and more students moving into the middle and higher bands in all KLA areas.       

3. 80% students achieving benchmark standards in ACARA/BOS capabilities

Significant success was achieved in 2015 with 41% of students achieved a Band 4+, 6% higher than 2014 HSC year.

Year 9 NAPLAN results: targets were met in all areas of Reading, writing, spelling and punctuation/grammar.

In 2015 58% Y11 ROSA grades were C or above. The average Y11 ROSA GPA is 2.70.

In 2015 73% Y10 ROSA grades were C or above. The average Y10 ROSA GPA is 2.99.

In Semester 2 2015, 72% Y9 subject grades were C or above.

The average Y9 GPA is 3.07.

In Semester 2 2015, 69% Y8 subject grades were C or above.

The average Y8 GPA is 2.90.

In Semester 2 2015, 82% Y7 subject grades were C or above.

The average Y7 GPA is 3.23

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PLT teams BYOD and @Google classroom initiative team

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In-house consultants Learning Support Team (5 teachers and 2.6 SLSO positions)  Students  Parents Members of each team contribute to quarterly reports outlining progress on milestones, key performance indicators and significant projects.

Significant work was completed in 2015 to create student friendly benchmark standard descriptors for the ACARA/BOSTES capabilities.

With the rollout of the digital portfolio (2016) providing a space for the tracking of progress towards these targets – this will be an ongoing area for development as the remainder of the school plan 3 year cycle operates.

It should be noted that 90% of students are above the benchmark levels in the non-cognitive capabilities; with 25-45% above benchmark in the cognitive capabilities.

Progress towards products and practices during 2015 CDC Products and Practices

Progress summary

Practice 1: Using a range of student learning benchmarks, the school undertakes ongoing action research to identify and create innovative programs and strategies to increase the learning trajectory of students.

Product 2: Every subject taught in the school has high quality, BOS aligned program and assessment documents aligned to school wide platforms.

Practice 3: Teachers embed capabilities and creative, higher order student learning activities into each subject program to ensure skills develop into capabilities and dispositions.

Product 4: 40% of students achieve Cluster 16 or equivalent on internal and/or external measures by the end of Year 10 in literacy, numeracy, ICT and critical & creative thinking.

Practice 5: In every subject student performance over time will be tracked using “the story behind the curve” to identify and track improvements, innovations and changes in student performance.

Practice 6: Targeted programs are designed and implemented using an action research framework to ensure that the purpose and planned outcomes of the program are planned, implemented, studied and reviewed.

Product 7: The products of each targeted program are embedded as platforms within the school and subject based curriculum.

Product 8: Every student will be able to use any device, anywhere, anytime to learn and create high quality academic work.

Product 9: There is evidence that the school’s assets, technology infrastructure and learning environments better support an innovative connectivity and capacity for 21st century learning.

1.On track

2.95% completed 3. On track 4. More work to be done 5. Implementation on track; more work needed in evaluation.

6.On track

7.On track 8.60% in Year 1 of BYOD 9.On track

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Next steps In 2016, in addition to making milestone progress towards the products and practices to be in place at the end of 2017, the school plan initiatives in this strategic direction will: 

maintain the emphasis on the development of quality assessment practices while at the same time exploring creativity and innovation in school assessment, with the continued employment of in-house consultants to work with teachers on the design of programs, lessons and assessment strategies.  continue work towards meeting the targeted key performance indicators especially around the area of the student GPA – the team has agreed to keep the aspirational benchmark, with a view to continue tracking the upward trajectory of students.  minor changes to the PLT structures for 2016 to include action research into targeted programs – focused on creative capabilities: o 2016-17: We are digital learners (@Google Classroom) o 2016-17: Creative Inquiry & Assessment o 2016-17: We are Thinkers, Readers & Writers o 2015-16: We are Problem Solvers (STEM)  rollout of the Digital Student Portfolio to all students 7-10 supported by deep  continue engagement in STEM projects with Sydney University and DoE  through the work of the Creative Inquiry and Assessment PLT, establish a whole school platform around Inquiry Based Learning – the purpose is to rework assessment concepts and practices to move students from engagement to immersion in learning over the next two years.

Excellence Assembly – 2015 award winners and special guests

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Strategic Direction 2 Personalised Learning This SD includes universal, targeted and intensive programs supported by Gonski funding in the following areas: Aboriginal background funding; English language proficiency funding; targeted students support for refugees and new arrivals; socio-economic funding; low and high level adjustment for disability funding Purpose Purpose: We will deliver our overall purpose through the development and implementation of high quality universal, targeted and intensive personalised learning programs that give each student the opportunity to do his or her best in making a successful transition to 21st life and work.

Key improvement measures: 4. 40% of students seeking university entry and 90% planning tertiary education after leaving school.

5. All students demonstrate progress in their digital portfolios towards being successful learners, confident and creative individuals and active and informed citizens.

Projects and Programs for 2015: UNIVERSAL PROGRAMS RHHS year group projects Student leadership 7-12 student support program including EALD support

TARGETED PROGRAMS Aboriginal education

INTENSIVE PROGRAMS Individual learning, behaviour and counselling support

SVA PROJECT: Career Capable Futures Focused: 21stC school to work transitions

Overall summary of progress There was significant milestone progress made towards the products and practices in the school plan and this progress was reported in detailed quarterly reports to the School Council. Key progress points included: 

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The Tell Them from Me (TTFM) survey and other school based data was used to identify baseline data for student expectations, participation, capacity and achievements. Year advisers extracted individual year group data from the TTfM report and conducted a deeper analysis to compare with data from previous years.

Overall there was a positive increase across a range of indicators, particularly in the social-emotional outcomes.

Year group snapshots for each cohort were presented to executive highlighting the number of programs in place, the success of each program and the areas for improvement.

Year 7 data was analysed and cluster data was used to ensure students were placed in classes according to their literacy levels and that lessons were designed to extend literacy skills from the student starting points.

A year group matrix was developed for each cohort to map personalised learning programs and events for 2015 for each year group.

Students were identified for and enrolled in various targeted programs including AFL Indigenous Academy, Norta Norta, AIME, LEAPS, Beacon Foundation, University of Sydney Compass program and other school programs, including Being Unique and Digital workshops. Participation levels were very high and were reflected in over 10000 pieces of individual recognition given to students in 2015.

Year Adviser reports were developed using Google Forms to show student progress on non-cognitive skills and systems were put in place to track key indicators (attendance, suspension, retention, and behaviour).

There was a significant reduction in the number of negative entries across all year groups. This could be attributed to a more proactive approach by the HT Senior School, HT Junior School and year advisers.

The personalised learning team reviewed the new Department of Education Wellbeing Framework and commenced updates to the school’s own personalised learning policy (the PERSIST Policy).

The school entered data for 350 students in the National Collection of Data for students with a disability.

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A growing number of parents came to the school seeking advice and support, reflecting the school’s more personalised approach to parent engagement. Data on the number and purpose of parent contacts will be tracked for 2016 as the new approach is evaluated. In addition, a new ‘virtual tour’ is currently in production which aims to showcase the school and provide information for busy and prospective parents.

The new student digital portfolio design was completed, tested and trialled with selected classes in Years 7 & 8 during Term 4. Students are able to upload evidence against the ACARA benchmarks and have that evidence validated by a peer, a teacher or trusted adult. In 2016, the portfolio will be adapted as post-school tool for students in Years 10, 11 and 12 focusing on work and enterprise dispositions.

The school continued its partnership as a Social Ventures Australia (SVA) Powerhouse School and used the strategies outlined above to work towards the project purpose of students leaving school “work and university ready”.

Aboriginal Education and Aboriginal background funding ($33274 Norta Norta) was used through the senior study to provide extensive and specialist support for senior students. Years 10, 11 and 12 also attended the weekly AIME tutor squad and took part in a range of university preparation and study skills programs. Every Aboriginal student had a personalised learning plan and was supported by personalised interviews, goal setting, additional support and transition planning. Students in each year attended a range of cultural and academic programs including the AFL Indigenous Academy, the Sydney University awareness day and AIME. Four teachers attended professional learning in the 8 Ways of Learning program and will share that learning with all staff in 2016.

English language proficiency funding ($68011) was used to support groups of students both in class and in personalised support through the Learning Centre and Senior Study. As in the past, the majority of these students demonstrated significant academic improvement in 2015.

Targeted students support for refugees and new arrivals was limited in 2015 to $100 funding for one student.

She accessed the senior study for all subjects and is making sound progress towards achieving minimum standards.

Low Socio-economic funding ($480555 including all equity funding) was used to maintain the school’s exemplary work in Personalised Learning and the development of capabilities, including literacy and numeracy in all students. This is extensively reported throughout the ASR. Low and high level adjustment for disability funding ($39656) was used to support targeted groups and individuals within the school in line with the school plan imperatives and the identified needs of students.

There were over 1000 contacts through the Learning Centre and Senior Study and two students received significant support and additional SLSO hours.

Post school destination data

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Progress towards achieving improvement measures

Resources (annual)

Improvement measure

Progress achieved this year

$2.5 million

During 2015, considerable time has been spent co-constructing resumes with senior students, conducting exit interviews and preparing students for employment or further study.

As part of the planning process, the following activities took place: ● Consultants employed to identify and define work readiness dispositions. ● Professional learning with Bill Lucas - dispositions of an educated 19 year old.

The following teams made a significant contribution to work in this area:

(to be achieved over 3 years) 40% of students seeking university entry and 90% planning tertiary education after leaving school.

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44% of students applied for university entry (see graph above).  All students demonstrate progress in their digital portfolios towards being successful learners, confident and creative individuals and active and informed citizens.

All students in years 7 & 8 completed the Social Curriculum program in PDHPE; achieving many of the non-cognitive capability benchmarks.

The Tell Them from Me (TTfM) survey, the ASR and Sentral data indicated a high number of students achieved the benchmarks of the non-cognitive ACARA capabilities.

After going out to tender for the Digital portfolio, it was decided to create the portfolio ‘in-house’. The portfolio was trialled in Term 4 with 30% of students in years 7 and 8 with all students successfully uploading evidence to a range of capability benchmarks.

Year group snapshots and the TTFM survey indicated continued improvement on all key non cognitive measures.

Data in relation to student performance on the cognitive ACARA capabilities showed growth in literacy (reading and writing) at or above state average, improved performance against the ICT benchmarks and increased capacity in creative and critical thinking through the use of the Creativity Wheel.

Students Student Representative Council Learning Support Team (5 teachers and 2.6 SLSO positions)

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Senior School Team Junior School Team Student Year group committees

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Senior leaders Year advisers PLT team Lead faculties Consultants

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Parents

Members of each team contribute to quarterly reports outlining progress on milestones, key performance indicators and significant projects.

Progress towards products and practices during 2015 Personalised Learning Products and Practices Practice 1: From enrolment all students participate successfully in creating and implementing their own digital personalised goal setting, learning improvement, transition and tertiary study plans.

Product 2: Students demonstrate on the ACARA capability benchmarks and their digital portfolios that they are successful learners, confident and creative individuals and active citizens.

Product 3: Students transitioning from high school in Years 10 -12 demonstrate academic & social dispositions and readiness for life beyond school and for tertiary study.

Product 4: There is evidence that students who are participating in universal, targeted and intensive personalised learning and leadership programs in each year group show improvement on measures of academic and social progress including attendance, participation, behaviour, retention and post school destination measures.

Product 5: The expectations, capacity and achievements of Aboriginal students meet and exceed school benchmarks in academic achievement, retention, further training and employment.

Progress summary 1. On track 2.On track in noncognitive capabilities 3. On track 4. On track

5. Some progress; more to be done

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Practice 6: Parents and caregivers are able to engage with the school at a level that suits their personal family circumstances. There will be opportunities for parents to undertake learning within the school community on issues identified by students and parents for parents.

Practice 7: The school is successful in implementing innovative systems and practices where students, school and community assume a greater voice in the school.

Practice 8: As the result of the SVA Bright Spots School Connection Powerhouse School recognition, the school has delivered creative solutions to achieve its purposes in personalised learning.

Practice: From enrolment all students participate successfully in creating and implementing their own digital personalised goal setting, learning improvement, transition and tertiary study plans.

6.On track

7.On track 8. Ahead of schedule 9.On track

Next steps in 2016 The school will continue to work on achieving the milestones in the school plan during 2016 and making progress towards the products and practices to be in place by the end of 2017. In particular: 

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The extensive review and subsequent adjustments made to the student digital portfolio will be implemented across the school in 2016. The portfolio will be launched with years 8 – 10 in Term 2 and adaptations will be made to extend the value of the portfolio to students in Years 11 and 12 applying for employment, scholarships and traineeships after finishing school.

The TTfM survey will be completed by all students in Term 1. Student advisory committees will be established in each year group to analyse results and provide feedback to students. Baseline data will be collected and used for new personalised learning initiatives in each year. The school planning group will also undertake a more detailed analysis of the data patterns now that the students have completed the survey over 3 years.

The school will participate in a new initiative, The Shifters program with the Mitchell Institute and Professor Yong Zhao from Harvard University to provide opportunities for students to further develop key entrepreneurial and collaborative skills, capabilities and dispositions for the future.

Top left: Megan Varley – School Dux 2015 with Minchinbury Public School Principal Rebecca Webster & 2016 School Captains Zoe Gower & Aadi Mishra Right: Student of the Year Olivia Morales Below left: Bailey Phillips Band 6 Result in Information & Digital Technology (VET) with Karen McSpeerin (Rlg Director Eastern Creek Principals’ Network)

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Student Achievements in 2015 In presenting the highlights of 2015, it should be noted that detailed reports of school and individual achievement can be found on the school website, on Facebook, in recognition assembly programs and in the Missing Link. These achievements also reflect the school’s high quality programs and platforms in personalised learning. The school would like to thank the more than 500 parents who attended assemblies in 2015 and the more than 400 who came to other events including parent teacher meetings.

One of the strengths of the school is that the significant provision of curricular innovation combined with an extensive universal, targeted and intensive co-curricular and extra-curricular program gives students opportunities to show their talents in a wide range of areas that create confident and successful graduates.

Academic Achievements Dux Megan Varley was the 2015 dux with four Band 6 and one Band 5 results and an ATAR of 94.85. Megan will be studying a Nursing degree at WSU in 2016.

The other year dux were: o Year 11 – Harshita Sabharwal o Year 10 – Sabrina Zaman o Year 9 – Morwarid Faiz & Imico Pablico o Year 8 – Venesse Angeles o Year 7 – Sussana Zaman  The following students achieved Band 6 results in the HSC: o Clare Da Silva – English Extension 1 (E3) o Kristine Diaz – Business Studies o Sokkhim Katherine Khov – Personal Development, Health and Physical Education o Raelene Kumar – Business Studies o Patrick Matekovic – Mathematics General o Olivia Morales – Drama, Entertainment Industry (VET) and Society and Culture o Bailey Phillips – Information and Digital Technology (VET) o Ryan Revilla – Music 1 o Angus Shephard – Mathematics General  The school now uses a “grade point average” (GPA) to calculate overall student performance. In Year 10 and Year 11 RoSA grades, the following 9 students received a GPA above 4.5 placing them in the top 10 per cent of the state. o Year 11 – Emma Jurd, Jacob Keaton, Patricia Lazaro, Rachelle Rativo and Harshita Sabharwal o Year 10 – Laura Matekovic, Sarah Mendoza, Lisa Vu and Sabrina Zaman  More than 500 students received academic awards at presentation assemblies during 2015.  Hannah Deo represented the school at the UBS Finance Academy, a competitive entry academy for selected students from across the state.  The VET Student of the Year was Ryan Revilla.  The Betty Andersen Practical Science Award winner was Aecel Sunga.

For details of other academic achievements, including first place in each HSC subject, please see the Excellence Assembly program and Missing Link. In addition, faculty annual reports are available from the school and these reports explain the academic performance of students in each subject over the last five years.

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Student Leadership and Participation   

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The Student of the Year was School Captain Olivia Morales whose achievement across a range of academic, leadership and community initiatives was exemplary.

Megan Varley was the school’s Caltex Best All Rounder in 2015, with a distinguished record in academic studies and in participation and leadership as school captain.

63 students in Years 7 - 12 were recognised with the principal’s Award for Outstanding Achievement and 5 students in each year were recognised each term with the newly introduced PERSIST award for overall contribution to the schools values.

The twelfth year of the School Ambassador Program in the junior school (Years 7, 8 and 9) was highly successful with the school training 97 Year 7 students to promote the school, model school values and serve the school community. Ambassadors helped with all major school events. Combined with other leadership programs such as the SRC, Student Volunteering and Peer Support student leadership was again a strong feature of the school’s positive culture.

The LEAPs mentoring program for Year 9 students ran for the eleventh year (coordinated by Sarah Andrews and Sarah Haigh) with mentors from the law firm Ashurst and lawyers from NBN Co. It was highly successful again in 2015 for the students in Year 9 who took part.

Open Girls Volleyball Team – Team of the Year 2015 with Coaches Ms Coleman and Mr Treharne

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The school’s Paramount Team of the Year was the Open Girls Volleyball Team, coached by Joel Treharne and Alyce Coleman and captained by Kiata Hemi (see full details on next page). The two runners up were the Mock Trial Team coached by Manvir Singh and the Open Boys Basketball Team coached by Buenjamin Diaz.

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Ryan Fitzgerald (Year 12) & Kiata Hemi (Year 10) Australian Defence Forces Long Tan Youth Leadership & Teamwork Award with LT Rommel Ledesma

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The following students received the Long Tan Leadership and Teamwork Award: o Year 10 – Kiata Hemi o Year 12 – Ryan Fitzgerald

Patrick Mills – Reuben F Scarf Award for Commitment 2015 and Helen Tuiafiso, Kanyapat Meekoh, Amanda Fuiono, Lara Ferri, Harsha Kumar & Rachelle Rativo – Chifley School Service Award Winners 2015 with Edmond Atalla MP

Mitchell Van Dyken, Nathan Johnson, Ky Staal, Emily Bolan & Mike Zamora – Jan van Doorn Personal Best Award Winners 2015 with Jan van Doorn

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Sport There were significant and measurable improvements in the design, delivery and performances in sport in 2015. In total there were 342 students who represented Rooty Hill High School on 903 separate occasions in 15 different sports. That represented a further 15% increase in opportunities in comparison to 2014.

The school had an outstanding years in terms of school achievements in sport being crowned Zone Champion School for the seventh consecutive year after winning every available trophy at the Zone Swimming, Athletics and Cross Country carnivals.

Other highlight included:   

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108 students represented Mt Druitt zone in sport in 2015 19 students represented Sydney West in Swimming, Cross Country, Athletics, AFL, Soccer and Volleyball. 3 students went on to represent NSW at National events.

School teams achieved outstanding results in Volleyball, led by coach Joel Treharne. Rooty Hill High School provided 9 players for the Boys Sydney West team and 3 players for the girls Sydney West Team. We placed first in NSW CHS for girls Volleyball and 2nd for Boys Volleyball. Kiata Hemi was awarded the NSW CHS MVP at the state competition. Charie Taia was awarded MVP of the Top 16 championships.

The school achieved its best ever results in Basketball in 2015. The Mt Druitt zone team won the Sydney West Championships with 5 representatives from Rooty Hill High School. The Opens Boys team progressed through to the final 8 Carnival in the NSW CHS championships. They competed extremely strongly to be placed 5th overall. The Under 15s Boys fell one game short of the top 8 after travelling to West Wyalong.

These teams were all coached by Ben Diaz.

Carlos Torzar was named the Sydney West Athletics Age Champion after winning the 100m, 200m, long jump and High Jump. He broke a 30 year Sydney West record when winning the High Jump. Carlos then went on to win the 100m and 200m at the NSW CHS Championships.

The Team of the Year was the Girls Open Volleyball team, Coached by Joel Treharne and Alyce Coleman and Captained by Kiata Hemi. Over the year they achieved first place at Sydney West and 1st place in the NSW CHS Carnival. They contain 3 Sydney West Representatives and 1 NSW CHS representatives.

The Junior Sports Champions were Carlos Torzar and Mirae Hemi. The Senior Sports Champions were Jarred Wright and Kiata Hemi.

Jarred Wright & Kiata Hemi – Senior Sports Champions 2015

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The Arts and Performance The school had another excellent year in the visual and performing arts, public speaking, musical performances and debating.

The Rooty Hill High School Art Acquisition Prize was won by Jessica Franco for her major work, composed of 4 mixed media panels Monkey See, Monkey Do…

Jessica Franco’s Monkey See, Monkey Do…

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In Term 1 the school hosted the regional HSC Music Study Day for the third year with 217 Year 12 students attending from 20 schools.

39 students were selected as Artist of the Week. The A Block exhibition featured exemplary student photography and visual arts works that were changed each semester to ensure the maximum display of exemplary work.

The school held its third student produced and directed musical drama performance in Term 4 – Broken. For nine months, members of the drama club worked together to write and stage the performance. In 2014 the success of the musicians coordinated by Mr. Kenny was noted by audiences.

Students from the school performed in the Learning Neighbourhood Reach Concert, Western Sydney Dance, Schools Spectacular and other concerts and dance festivals.

The Learning Neighbourhood schools had two major award evenings in 2014 where students from the four schools were recognised for writing (in May) and for their work in creative arts (in August). On behalf of all four schools we wish to thank all the students, parents and teachers who made both events so successful.

The grade winners of the Young Writers Competition were: o Year 7 – Emma Campbell o Year 8 – Skylar Bairstow o Year 9 – Anneka Shankar o Year 10 – Tyler Hopkinson o Year 11 – Angus Graham o Year 12 Angus Shephard (overall winner) The Art on the Hill award winners were: o Overall school award winner: Nicole Delos Santos. o Quality Award winners:  Stage 4 – Taylan Dinclik;  Stage 5 – Henry Smith and Chloe Quintero;  Stage 6 – Jessica Franco and Tristan Filio. o People’s Choice awards were won by:  Stage 4 – Ruchelle Dawe  Stage 5 – Sarah Mendoza  Stage 6 – Mary Salvador o Hangers Prize winner: Aemar Sunga

Over 200 parents and friends of the attended the award presentation.

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Strategic Direction 3 Leading for Innovation Purpose Purpose: We will deliver our overall purpose through a values driven, research based culture with a disposition to leading for creativity, improvement and innovation in our planning, partnerships and professional practice.

Key improvement measures: 6. The school is recognised as a major developer of innovative intellectual, organisational, social, professional, leadership and educational capital through both the LSLD and Great Teaching and Inspired Learning reforms.

Projects and Programs for 2015: PROFESSIONAL PRACTICE UNIVERSAL PROGRAMS Professional learning and leadership in a standards framework for all teachers and PLPs for all administrative staff.

Faculty and subject based professional observation Permanent Beginning Teachers (including support for all non-registered teachers)

TARGETED PROGRAMS RHHS Professional learning teams BOSTES School based Endorsed Provider project Professional Practice Mentors Classroom Observation

STRATEGIC PARTNERSHIPS LEARNING NEIGHBOURHOOD (see separate LN plan)

Overall summary of progress There was significant milestone progress made towards the products and practices in the school plan and this progress was reported in detailed quarterly reports to the School Council. Key progress points included: Professional Practice 

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The new Department of Education Performance and Development Framework was fully implemented with innovative materials and processes put in place to support the development and learning of all teachers.

Significantly, the school designed, in partnership with UNSW a lead level registered professional course for Classroom Observers that was delivered successfully within the school and to teachers from 18 schools in NSW. All paraprofessional staff completed a personalised PLP for the first time in 2015 after exploring different models in 2014. With the introduction of greater roles in the LMBR, @Google Classroom, Oliver (library software), online ordering, staff administration and enrolment management new work practices were supported by extensive, personalised professional learning for SAS staff.

The design and delivery of 9 registered courses at this school (8 at proficient level of the APST and 1 at lead level) as the lead school in the BOSTES Schools as Endorsed Providers trial. In addition, the school auspiced 5 courses for Rouse Hill HS and 6 for Northmead HS as part of the program. In 2015, the school was the only school endorsed to deliver courses at lead, highly accomplished and proficient levels for teachers from other schools across NSW. With the majority of the teaching staff at Rooty Hill High School being registered teachers, the school based access to registered professional learning made a significant impact on their ability to reach the required 50 hours of registered learning and 50 hours of teacher identified learning required.

The successful BOSTES accreditation of 4 staff at proficient level and 1 staff member, Linda Graham, at highly accomplished level. There were 4 Permanent Beginning Teachers (PBT- 1 in her first year and 3 in their second) who received time, funding (a total of $77740) and mentoring to complete their successful induction it not he school. In 2016 there will be 5 PBT in their first year. In addition, 5 teachers submitted in 2015 for

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maintenance for accreditation and the Higher Standards group of 6 teachers met on 8 occasions. Noelene Callaghan was named as an Australian Microsoft Expert Educator.

The ongoing support of undergraduates through practicum places. The school became a partner school with UNSW in the second half of 2015 and continued to offer places and mentors to students from University of Sydney, Western Sydney University and Charles Sturt University. In 2015 20 practicum placements were completed.

The school continued to develop new work practices linked to the APST and the SAS role statements. These included: o Significant focus through this Strategic Direction on the “people” development needed to build capacity in each of the strategic directions and the school operations plan, including staff, students, parents, the community and strategic partners. o Action research projects into aspects of the school’s work or new directions in research including digital teaching & learning, partnership initiatives (such as SVA reported above), secondary literacy, problem solving, professional practice and new DoE software and LMBT platforms. As a result 85% of teachers completed their projects and 1000% of the SAs staff reported making progress in understanding their better understanding roles. o A “registered” teacher from each faculty assuming key responsibilities within the faculty for supporting the BOSTES accreditation requirements with each teacher.

Teaching staff and the SAS (para-professional staff) attended 126 instances of professional learning outside the school in addition to participation in professional learning teams, school development days, faculty professional learning and school based programs and courses. The majority were in the area of quality teaching and learning as the graph below demonstrates teaching staff and the SAS (para-professional staff) attended 126 instances of professional learning outside the school in addition to participation in professional learning teams, school development days, faculty professional learning and school based programs and courses. The majority were in the area of quality teaching and learning as the graph below demonstrates teaching staff and the SAS (para-professional staff) attended 126 instances of professional learning outside the school in addition to participation in professional learning teams, school development days, faculty professional learning and school based programs and courses. The majority were in the area of quality teaching and learning as the graph below demonstrates.

Teacher qualifications In 2015 all teaching staff met the professional requirements for teaching in NSW public schools.

Qualifications

% of staff

Undergraduate degree or diploma

90%

Postgraduate degree

10%

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Workforce composition Position

Number

Principal

1.0

Deputy Principal(s)

2.0

Head Teacher(s)

12.0

Classroom Teacher(s)

53.4

Learning and Support Teacher(s)

2.6

Teacher Librarian

1.0

Teacher of ESL

0.6

School Counsellor

1.0

School Administrative & Support Staff

12.972

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. In 2015, the school had 2 staff members with Aboriginal background, one of whom was on leave.

Strategic Partnerships 

The design and publication of a Strategic Partnerships Policy including “value proposition” and “partner care” initiatives. The school reviewed its 27 partnerships in May and, as a result of this review: o The deputy principal was asked to present a session at the NSW Secondary Principals’ conference to assist other schools to develop similar approaches. o Partner Care packages were put in place for the major partnerships including Social Ventures Australia, Hanban (Confucius Classroom), Sydney University (Compass and STEM) and the University NSW (Practicum partnership and academic/research partnership). o A decision was taken to continue to review the Learning Neighbourhood partnership with the three partner primary school. In 2015 the value proposition of this partnership for RHHS was rated as low. o The Beacon partnership was concluded at the end of 2015.

Progress towards achieving improvement measures

Resources (annual)

Improvement measure

Progress achieved this year

$0.5 million

The school’s External Validation report in November 2015 indicated that the school has outstanding, innovative practice (see above).

Other resources:

The school was nominated for a number of awards and invited to take part in research based on how changing work practices and systems thinking through the Local Schools, Local Decisions program have influenced student learning and performance by changing the ways staff plan, think, implement and evaluate their work. The evidence informed practice approach was reported as leading edge by a number of strategic partners with whom the school worked in 2015.

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(to be achieved over 3 years) The school is recognised as a major developer of innovative intellectual, organisational, social, professional, leadership and educational capital through both the LSLD and Great Teaching and Inspired Learning reforms.

The school was recognised as a lead designer and deliverer of high quality registered professional learning with recognition to deliver within the school and across schools in NSW at proficient, highly accomplished and lead levels. New practices including cross faculty professional learning teams, action research for all staff, the lead faculty model, the faculty professional learning program and the year based projects were all highly evaluated and are now being embedded in practice. A direct correlation between improvement in a wide range of student measures and these practices has been established in school evidence.

The following teams make a significant contribution to work in this area:

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Teaching staff Para professional staff Permanent Beginning Teachers and mentors School Council Students & Student Representative Council Professional Practice Leader – DP Special Projects PLT team – Professional

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The Leading Classroom Observation course was delivered at conferences, at the school and for 16 schools from across NSW. It was highly evaluated for its strong research base and capacity to create change in practice. It will be developed further in 2016 with the development of online modules of support.

The school designed a new tool for assessing the value proposition of its strategic partnerships and was invited to share this work with other schools and organisations. As a result, the school was able to develop an approach to determining new partnership and seeking opportunities.

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Practice Mentors Lead faculties Consultants & academic partners Parents & strategic partners

Members of each team contribute to quarterly reports outlining progress on milestones, key performance indicators and significant projects.

Progress towards products and practices during 2015 Leading for Innovation Products and Practices

Progress summary

Product 1: The NSW DEC Performance and Development Framework and professional learning plans for individuals, teams and the school underpin ongoing, deep professional learning and staff practice.

Practice 2: The ongoing use and development of school wide learning and change platforms are informed by values driven action research.

Product 3: There is evidence of individual career growth and accreditation against professional standards at graduate, beginning proficient, accomplished and lead career stages.

Practice 4: Professional learning opportunities for leaders and aspiring leaders that ensure novice (administrative) leadership behaviours develop into adaptive and enabling behaviours that support student, teacher and school learning.

Practice 5: The school is recognised for professional learning team engagement that enhances teaching practice and influences the design and impact of major school programs and projects.

Practice 6: The school is recognised for high quality observation, monitoring, supervision and professional learning in each subject focused on improved curriculum delivery, capabilities, assessment and student learning progress in each subject.

Product 7: The school provides leadership to the wider educational; community as an endorsed provider in the design, delivery and publication of BOSTES registered courses at proficient, highly accomplished and lead levels.

Product 8: The school has deeply embedded strategic partnerships with parents, the wider educational, university, business and philanthropic community that add value to the school’s purposes.

Practice 9: Increasing expectations, capacity and achievement by working together with the Learning Neighbourhood schools in three key areas: curriculum and capabilities, connections and community.

1. Achieved

2. On track 3. On track 4. On track

5. On track 6.On track

7.Achieved

8.Above expectations

9. Below expectations

Next steps The school will continue to work on achieving the milestones in the school plan during 2016 and making progress towards the products and practices to be in place by the end of 2017. In particular: 

The school will use RAM funding to ensure each faculty and team has a Professional Practice Mentor to support the faculty in the following areas: o Mentoring and supporting colleagues within the faculty including permanent and temporary beginning teachers o Leading current understanding of the requirements and practice of accreditation. o Implementing and utilising the Professional Practice Policy, RHHS platforms and procedure in faculties o Coordinating faculty professional learning programs and activities and assisting in the design and delivery of registered professional learning.

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The school will transition professional learning courses developed during the BOSTES School Endorsed Provider trial to the Department of Education and will seek ways to continue to deliver registered professional learning at proficient, highly accomplished and lead levels.

The school will continue to improve practice in professional development for staff through: o School, faculty, team and individual performance development plans o Professional learning teams o Action research and project based learning for staff in relation to their roles o Deep learning in undertaking classroom observation The school will undertake further reviews of its strategic partnerships and look for new partnerships to benefit the school. New partnerships will be established with: o The Compass program from Sydney University o Western Sydney University Fast Forward program o SVA Collaboration project to support transitions to employment and further study for at risk students (in partnership with Plumpton High School). o Mitchell Institute in the design and delivery of the Shifters program The school will investigate and work with parents to extend the personalised learning program for students to a personalised relationship with parents. The first step will be the collection of data on the number and type of parent contacts in the school and then the School Council members will work on the design of new approaches using traditional and new means of contact.

Staff Achievements As a team the staff team at the school was recognised for its leadership, innovation and creativity in finding new solutions for new problems. The principal and deputy principals presented at the NSW Secondary Principals’ Conference. Melanie Douglas and Sarah Andrews presented at the Adolescent Success conference. The school hosted visits from 20 schools and contributed to the expert panel review chaired by Emeritus Professor Tony Shaddock into addressing the social and learning needs of all children. In addition, the school worked with ACARA on a case study into transversal competencies based on the creativity and capability work designed in 2015.

The following teachers received major professional awards and benchmarks:     

Noelene Callaghan – Microsoft Educator of the Year Linda Graham – first Highly Accomplished Teacher at RHHS Shaelee Dunbar – Leadership for Learning Award Conny Mattimore – ACEL Leadership Award for her work with Social Ventures Australia Peter Langfield & Christine Cawsey – UNSW School of Education Research Partnership and Community Engagement Award

Shaelee Dunbar Leadership for Learning Award 2015 with Karen McSpeerin

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School Operations School Planning and Evaluation As a “229” school implementing the LMBR program, the school used the school planning process to review its school operating systems in 2014 and make significant changes to its work practices, especially administrative staff. The result was high levels of personal accountability, more effective systems and practices and higher quality customer service across a range of areas. All milestones were achieved in this area. In addition, the school was recognised in 2015 for the high quality of its planning, evaluation and evidence informed practice. Three leadership teams are responsible for the delivery of the school plan and the school operations plan: 

The School Council and P&C

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The School Executive

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The School Operations committee and its subcommittees for finance, work, health and safety, assets & infrastructure, student enrolment and management, promotions, marketing and events, staff management.

School Council (including P&C) – President Lincoln Jurd The school has had an operating School Council composed of parents, students, staff and community representatives since 1993. Its role is to oversee the development of school policy, planning, school reporting and evaluation. In 2015, at each meeting the School Council examined the school’s quarterly reports, read financial papers and made decisions on actions the school should take to move its agenda forward. As all the P&C members are also members of the School Council the two bodies amalgamated their meetings in 2015. The following policies were developed or refined and ratified in 2015: Curriculum, Assessment & Reporting, Professional Practice, Strategic Partnerships and the first draft of the new Personalised Learning Policy (to be ratified in May 2016). This suite of policies underpins and is directly linked to each of the School Plan strategic directions.

Using a range of measures, the school reported that levels of parent satisfaction remained high for individual parents and caregivers and community support of the school remained strong. Attendance at P&C meetings declined significantly after five members left. The school council would like to thank Rodney and Sharon Johnson for their committed service to the school.

School Executive During 2014 and 2015, the school redeveloped its executive team, creating teams within the executive and beyond with responsibility for the School Plan strategic directions and the school operations plan (please see the School Plan and the SD reports above for more detail). This was supported by ongoing professional learning. Team members led the major projects and programs in the school, with delegations to staff and student teams implementing specific parts of the project. Data is collected continuously and is used as the basis for detailed quarterly reporting on all aspects of the school’s operation. As a result, the completion of the School Excellence Framework survey and the School Validation was prepared by the teams and they shared recognition for the work that was done. Multi-level data analysis and the full implementation of Outcomes Based Accountability resulted in significant insight into the performance of individuals, teams, classes and cohorts in the school. In 2016, the “teams” approach will be embedded with a focus on collaboration (PERSIST value: teamwork and leadership).

School Operations Committee This team has responsibility for the operation of the school and includes senior executive staff, administrative executive staff, the SAM and members of the school’s administrative workforce. Individual members of the administrative team have taken a paraprofessional approach to their work, assuming responsibility for the progress and monitoring of work in each of the areas included in the plan. Quarterly reports are prepared and detailed project plans are implemented to ensure progress towards operational targets. The results for 2015 are outlined in the remainder of this document.

Assets and Infrastructure 

The school worked with Public Works Department, Senior Pathways and Cliffords to design and construct the Minchinbury Trade Training Centre, a partnership between this schools and WS TAFE to deliver Metals and Manufacturing courses.

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As part of the annual maintenance program, D Block was completely repainted and refurbished, with two rooms being converted into open plan 21st design thinking and learning spaces.

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Major refurbishment resulted in state of the art facilities in three art rooms, two computer learning rooms and sections of the library.

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60% of students were connected to the school’s network though BYOD and accessed learning materials through the school’s @Google Classroom domain. All students had access through the equity program.

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The school removed 22 trees and began a program of replanting to sustain the site and preserve the Cumberland Forest setting of the school.

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A ramp was built to allow wheelchair access to and from the senior quadrangle.

Finance The RAM data is the main component of the “Appropriation” section of the Financial summary below. A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the School Council and P&C. Further details concerning the statement can be obtained by contacting the school. The financial position of the school was very strong at the end of 2015 with significant commitments planned for 2016 in improving technology access, learning spaces and the provision of additional staffing resources. The school would like to acknowledge the outstanding work of our School Administrative Manager, Cheryl Harvey in leading the implementation of new systems of practice with the LMBR software.

Financial summary table for the year ended 31 December 2015

Please note that the balance carried forward includes salary and other payments for the January period in the amount of $300000.

Workforce Planning The school met its milestones in this area in 2015 with relative stability in the teaching and administrative staff ensuring continuity in teaching, learning and administration. The school appointed a new Deputy Principal, Brenda Quayle who started work at the school in Term 2 and, at the end of the year Peter Langfield (who had been a teacher and leader in the school for 12 years) was appointed to Blaxland High School. Other teachers who left the school included: Amy Kay, Shaun Lockard, Peter Buhagiar, Joab Hull and Peter Kenny.

New leave management practices were implemented in 2015 and this, combined with the school funded in-built relief program, significantly reduced the overall cost of leave payments for replacement teachers and administrative staff.

There was a slight rise in injuries that resulted in time lost from work and this will be monitored closely in 2016.

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Student Administration Systems for more effective student administration including the full use of Sentral as a student management system, the Personalised Learning database and the use of @Google Classroom as a learning management system resulted in more efficient and effective engagement of students and their families with the school.

In 2015 the NSW DoE changed attendance requirements to align NSW with other states. As a result the school issued fewer exemptions as more families applied for approved leave to visit family, especially families living overseas. The impact was a slight decline in overall attendance figures.

Marketing, Events and Promotion Detailed records of school events and extra-curricular programs were published up to 6 times in the Missing Link, the school’s online newsletter. The school’s website and You Tube channel were visited more times in 2015 than in 2014 and the school launched a Twitter account. Overall data analysis indicated that it was the school’s Facebook page that was used increasingly by parents as a source of information and opportunity to ask questions. The Senior School Facebook page continued to be a major way for students to connect with each other and the senior welfare team and it provided advice on school and post school options. The school’s professional marketing strategy through its strategic partnership and professional practice ensured that the school’s reputation was extended as measured by increased visits, requests for presentations and opportunities to write for publications. Participation by parents and grandparents in assemblies, parent/teacher nights and other events involving their own children remained at similar levels to previous years, while traditional events like Open Nights for prospective students declined again in 2015. As a result, in 2016, the school will publish a virtual tour and will look for other online promotional opportunities.

Work, health and safety The school’s committee worked effectively together to develop effective systems for responding to emergencies, managing hazards and ensuring staff compliance with the DoE requirements.

Megan Varley, Harshita Sabharwal, Sabrina Zaman, Venesse Angeles, Susanna Zaman, Morwarid Faiz and Imico Pablico 2015 Dux with ex-students Ryan Romero and Breayla Harding

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