Wangaratta High School 2024 Annual Report by Wangaratta High School

2024 Annual Report to the School Community

School Name: Wangaratta High School (8425)

• all teachers at the school meet the registration requirements of the Victorian Institute of Teaching (VIT)

• the school meets prescribed Minimum Standards for registration as regulated by the Victorian Regulation and Qualifications Authority (VRQA) in accordance with the Education and Training Reform Act 2006 (Vic) (this includes any exemption granted to this school by the VRQA, for the most recent calendar year, in relation to minimum student enrolment numbers and/or the curriculum framework requirement to deliver a languages program)

• the school meets the requirements of the Child Safe Standards as prescribed in Ministerial Order 1359 –Implementing the Child Safe Standards – Managing the risk of child abuse in schools (PDF)

Attested on 23 April 2025 at 10:07 AM by Dave Armstrong (Principal)

• As executive officer of the school council, I attest that this 2024 Annual Report to the School Community has been tabled and endorsed at a meeting of the school council and will be publicly shared with the school community.

Attested on 23 April 2025 at 10:07 AM by Dave Armstrong (Principal)

HOW TO READ THE ANNUAL REPORT

What does the ‘About Our School’ commentary section of this report refer to?

The ‘About our school’ commentary provides a brief background on the school and an overview of the school’s performance over the previous calendar year.

The ‘School Context’ describes the school’s vision, values, and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics, and special programs.

The ‘Progress towards strategic goals, student outcomes, and student engagement’ section allows schools to reflect on highlights related to implementation of and progress towards the School Strategic Plan and Annual Implementation Plan, and efforts to improve student learning, wellbeing, and engagement.

What does the ‘Performance Summary’ section of this report refer to?

The Performance Summary includes the following: School Profile

• student enrolment information

• the school’s ‘Student Family Occupation and Education’ category

• a summary of parent responses in the Parent Opinion Survey, shown against the statewide average for Secondary schools

• school staff responses in the area of School Climate in the School Staff Survey, shown against the statewide average for Secondary schools

Learning

• English and Mathematics for Teacher Judgements against the curriculum

• English and Mathematics for National Literacy and Numeracy tests (NAPLAN)

• Senior Secondary completions and mean study score

Wellbeing

Student responses to two areas in the Student Attitudes to School Survey:

• Sense of Connectedness

• Management of Bullying Engagement

Student attendance and engagement at school, including:

• how many Year 7 students remain at the school through to Year 10

• how many exiting students go on to further studies or full-time work

• Student attendance at school

Results are displayed for the latest year and the average of the last four years (where available).

Key terms used in the Performance Summary are defined below:

Similar Schools

Similar Schools are a group of Victorian government schools with similar characteristics to the school. This grouping of schools has been created by comparing each school’s socio-economic background of students, the number of nonEnglish speaking students and the school’s size and location.

NDP and NDA

NDP’ refers to no data being published for privacy reasons or where there are insufficient underlying data. For example, very low numbers of participants or characteristics that may lead to identification will result in an ‘NDP’ label.

‘NDA’ refers to no data being available. Some schools have no data for particular measures due to low enrolments. There may be no students enrolled in some year levels, so school comparisons are not possible.

Note that new schools only have the latest year of data and no comparative data from previous years. The department also recognises unique circumstances in Specialist, Select Entry, English Language, Community Schools and schools that changed school type recently, where school-to-school comparisons are not appropriate.

The Victorian Curriculum

The Victorian Curriculum F–10 sets out what every student should learn during his or her first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.

The Victorian Curriculum is assessed through teacher judgements of student achievement based on classroom learning. The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities.

The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’. ‘Levels A to D’ may be used for students with disabilities or students who may have additional learning needs. These levels are not associated with any set age or year level that links chronological age to cognitive progress (i.e., there is no age expected standard of achievement for ‘Levels A to D’).

Updates to the ‘Performance Summary’ in the 2024 Annual Report

Reporting on the following measures has been updated in the 2024 Annual Report to align with changes to departmental and public reporting products.

NAPLAN

In 2023 NAPLAN was updated to report against proficiency standards. For further information on the changes to NAPLAN reporting in 2023, please refer to the National Assessment Program ‘Results and Reports’ page.

In line with these changes, the NAPLAN section of the Performance Summary includes NAPLAN data from 2022 to 2024. 2022 NAPLAN data is presented separately as this is not comparable with 2023 and 2024.

The NAPLAN section has been updated to include a 2-year average (2023 and 2024) for the percentage of students in the Strong or Exceeding proficiency levels. The 2022 NAPLAN section continues to report on the percentage of students in the top three bands.

Please note the previously reported NAPLAN 4-year average will not be available until 2026, when there will be 4 years’ worth of NAPLAN data available under the new methodology. Similarly, NAPLAN Learning Gain data will not be reported until 2025 as the measure requires at least 3 full years of data for the comparison.

About Our School

School context

Wangaratta High School is the only government secondary school in the Wangaratta area and plays a central role in the life of the regional community. We are proudly public, unpretentious, and inclusive a school that focuses on what matters: academic excellence every day, point-of-need education, and nurturing aspiration in every learner.

The school has operated on its current site for many decades. Between 2009 and 2017, significant rebuilding took place across the campus. In 2023, a comprehensive Master Plan was developed, and in 2024, further progress was made towards the architectural design of a $11.7 million modernisation project funded through a Victorian Government election commitment. This includes the redevelopment of our Flexible Learning Centre and senior learning areas. We are now awaiting the outcome of the next state budget.

Wangaratta High School is supported by a dedicated team of 72.90 total FTE for 2024 full-time equivalent staff, comprising 47.10 teachers, 25.80 education support staff, and three principal class employees. Student enrolment has remained stable, with approximately 600 students. Our student population reflects the broader diversity of the community, with 4.1% non-English speakers, 2.83% temporary residency, and 7.16% Aboriginal and Torres Strait Islander students. Our programs and support structures ensure that all students are known, cared for, and able to access targeted learning at their point of need.

The school’s vision is to empower all students to grow academically, socially, and emotionally in a learning environment built on high expectations and high support. We are committed to nurturing aspiration every day through a culture of excellence, care, and integrity.

Wangaratta High School offers the full range of senior programs, including the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM), and a range of Vocational Education and Training (VET) pathways, allowing every student to pursue their post-school goals with confidence and purpose.

Our highly regarded Select Entry Accelerated Learning (SEAL) program supports advanced learners with a tailored curriculum, while our broader teaching and learning model is built around differentiation, data-informed practice, and ongoing professional learning. The strength of our teaching staff and their commitment to continual improvement are key drivers of our strong student outcomes.

Education at Wangaratta High School extends well beyond the classroom. We believe in music for life and learning, with one of the largest and most inclusive instrumental music programs in North East Victoria. Music is a central element of school life, enhancing student engagement, selfconfidence, and creativity.

Our co-curricular and outdoor education programs promote sport and education that build character, leadership, and resilience. In 2024, students engaged in a wide range of enriching experiences from interschool sport and mountain biking championships to canoeing expeditions and leadership forums.

We prioritise student wellbeing through a coordinated team of social workers, counsellors, youth workers, and mental health practitioners. Our approach integrates whole-school wellbeing strategies with targeted interventions to ensure every young person is supported to thrive.

A feature program in the middle years is the Year 9 Community Leadership Challenge (CLC), which empowers students to engage in local service and global citizenship through project-based learning. The CLC strengthens social connection, independence, and civic engagement, while reinforcing the school’s broader commitment to values-based education.

At Wangaratta High School, every student is known. Every learner is cared for. And every young person is supported to grow into who they can be, equipped with the knowledge, skills, and character to thrive in a changing world.

Progress towards strategic goals, student outcomes and student engagement

Learning

Wangaratta High School has made substantial progress in achieving its overarching learning goal of embedding whole school collaborative approaches. This focus includes enhancing curriculum planning, assessment, differentiation, and the consistent use of the instructional model across teaching practices.

The refinement of curriculum planning processes has been essential in ensuring alignment with the instructional model. While still early in its implementation, the model has been well-received by staff. The ‘Learning Focus’ stage has been particularly effective in promoting consistency. Enhanced collaboration among staff has resulted in more reliable application of differentiation strategies, boosting learning outcomes across various subjects.

Ongoing professional development has been a key driver in supporting these collaborative practices. This commitment to staff capability building has been complemented by targeted programs such as the Inclusion Hub and Applied Learning classes for Years 8–10, contributing to significant literacy improvements. Notably, Year 7 and Year 9 NAPLAN results reflect a 10% increase in reading comprehension and a 12% improvement in writing skills compared to the previous year.

In numeracy, interventions such as problem-solving workshops and fluency programs have produced a 15% increase in proficiency among Year 8 students over the year. Data-driven instruction continues to be strengthened, with Year 10 Mathematics showing a 20% improvement due to targeted interventions.

The school’s commitment to these collaborative approaches and targeted strategies supports a more inclusive and responsive learning environment. Continued refinement and professional development will be critical to further enhancing student learning outcomes and ensuring consistency in the application of the instructional model.

Wellbeing

1. Professional Development on Building Relationships

In 2024, staff participated in targeted professional development focused on building strong, positive relationships with students. These sessions emphasised strategies to create supportive learning environments and strengthen student engagement through effective communication, deescalation techniques, and wellbeing-focused approaches.

2. Enhancing the Reconnect Program

The Reconnect Therapeutic Intervention (RTI) program was redesigned to address the increasing complexity of student needs. Adopting a holistic and clinically informed model, the program now integrates specialist input and supports students in emotional regulation, stress management, and self-awareness. In 2025, a key focus will be robust data analysis to guide practice and evaluate impact.

3. Emotional Regulation and Behavioural Support

The Wellbeing Team introduced structured emotional regulation sessions aimed at helping students develop resilience and effective coping strategies. Concurrently, Year Level Leaders implemented targeted behavioural support interventions for students requiring additional care, reinforcing positive behaviour within a wellbeing framework.

4. Attendance and Student Monitoring

Refinements to attendance tracking processes enabled more accurate identification and follow-up of student absences. The introduction of integrated Student Data Profiles and data walls enhanced our capacity to monitor and respond to student wellbeing needs more effectively.

5. Wellbeing Programs Across Year Levels

• Junior Years: Focused on foundational support through Reconnect, emotional regulation sessions, and social-emotional learning activities.

• Middle Years: Emphasised personal development, wellbeing engagement programs, and tailored support.

• Senior Years: Addressed wellbeing during transition through study support, post-school pathway events, and community-based wellbeing initiatives.

Engagement

1. Renewal of the Student Representative Council (SRC)

The SRC was successfully renewed and operated throughout 2024, providing students with a meaningful platform for voice and leadership. Initiatives included student-led events, peer mentoring, and participation in school decision-making. The SRC has been central to fostering a culture of empowerment and agency.

2. Impact of the Prefect Team

Prefects played a key role in enhancing school culture, collaborating with the SRC, supporting school events, and strengthening communication between students and staff. Their leadership was evident in their involvement with major events including the Wang High Way assembly and ANZAC Day ceremonies, ensuring a strong student voice and sense of pride.

3. 'Wang High Way' Assembly

This whole-school assembly continued to serve as a cornerstone for student engagement, showcasing student leadership and reinforcing school values. Increased student involvement in presentations promoted ownership and a strong sense of community.

4. Applied Learning and Hands-On Programs

Applied learning programs engaged students through experiential, real-world learning opportunities. These pathways supported the development of problem-solving, teamwork, adaptability, and critical thinking skills. In 2025, the school will expand and further personalise these programs to reflect the needs and aspirations of our community.

5. Behavioural Engagement Through Case Management

A structured, data-driven case management approach enabled the identification of behaviour trends and the implementation of targeted strategies. This contributed to improved student engagement and a reduction in unsafe and disruptive behaviours.

6. Student Recognition and Celebration

The school strengthened positive reinforcement strategies through improved recognition systems, such as expanded use of ‘Gotchas,’ consistent celebration of achievements, and a clearer focus on student contribution across year levels.

7. Key Engagement Achievements in 2024

• Strengthened student voice and leadership through SRC and Prefect systems.

• Increased participation in student-led events and decision-making.

• Reduction in Compass entries for unsafe and disruptive behaviours.

• Improved student connection and engagement, reflected in a 5% increase in the Attitudes to School Survey for student sense of connectedness.

• 5% improvement in effective teaching practice, indicating stronger instructional engagement and classroom experience.

Other highlights from the school year

Outdoor School – Future Makers

In 2024, our Year 9 students participated in the Outdoor School’s Future Makers program at the 15 Mile Creek campus. The 12-day residential experience, including a five-day student-led canoeing expedition on the Murray River, was a standout feature of the year. Students embraced the opportunity to build resilience, develop leadership, and connect deeply with themselves, each other, and the natural environment.

The overwhelmingly positive experience has already inspired a significant increase in interest from the 2025 Year 9 cohort, with many eager to be part of this valuable program.

Music at Wangaratta High School

Music remained a vibrant part of student life in 2024 through our strong Classroom and Instrumental Music Program. Students developed skills and confidence through lessons, rehearsals, camps, and public performances.

Highlights included a successful Beginner Band Camp, the Mid-Winter Concert featuring the Symphonic Band, and the recording of Polyphonic as part of the Kool Skools program. The September Concert Band Tour provided further experience through five regional performances, while the inaugural NEVR Ensemble Day hosted at WHS brought together 16 regional schools. Students also performed at the Jazz Festival, presented a strong End of Year Concert, and returned to local primary schools.

These opportunities were supported by dedicated staff, volunteers, and the WHS Music Support Group.

Sport at Wangaratta High School

2024 was another strong year for school sport, with 236 students representing Wangaratta High School across 86 teams in 49 events. Students participated in 17 different sports, demonstrating teamwork, commitment and pride in representing the school.

Highlights included:

• Strong results at regional and state levels in swimming, athletics and mountain biking.

• A senior student achieving national and international medals in cycling.

• A junior student selected for the Victorian Triathlon Team for a third consecutive year.

• A top-three finish in the school’s first appearance at the Victorian Alpine Mountain Biking Championships.

• A record number of Age Group Champions across both major school carnivals.

In 2025, WHS will establish a Sport Hall of Fame and a digital archive to honour past and present achievements, further strengthening our sporting legacy.

Community Leadership

Challenge (C.L.C.)

All Year 9 students participated in the Community Leadership Challenge (CLC), which promotes empathy, resilience and community engagement. Students took part in excursions, workshops and volunteering projects with aged care facilities, primary schools, and local organisations supporting vulnerable people.

The cohort was widely praised for their maturity and community spirit, with many students going above and beyond during their placements. Program facilitators described the 2024 group as one of the most engaged and generous in recent memory.

Financial performance

In 2024, staffing costs as allocated through the Student Resource Package moved into deficit, resulting in a $98,000 repayment obligation to the Department in 2025. The school’s overall cashflow remained extremely tight throughout the year, with a modest carry forward figure of $189,561.

In response, robust expenditure controls were implemented, leading to a notable reduction in consumable expenses by $55,000 compared to 2023. Equity funding remained strong and continued to support a range of targeted programs, including MacqLit (literacy intervention), the Year 9 Community Leadership program, the Alternative Learning program, and Hands on Learning.

Fundraising activities once again played an invaluable role in supporting school initiatives. The Music Support Group remained highly active, contributing significantly to the ongoing success of the school’s music program. A successful Trivia Night raised $4,000, while the Hands on Learning team continued their regular fundraising through kindling sales and the collection of bottles and cans.

The school’s Building Fund enabled a $15,000 withdrawal, which was used to purchase and install two Aquafil Hydrobank drinking fountain and bottle refill stations. This was complemented by the installation of a fully funded Active Schools playground, completed at a total value of $58,000.

In November 2024, the School Saver Bonus of $252,000 was deposited into the school account, significantly boosting the carry forward figure into 2025 to $761,983.70.

For more detailed information regarding our school please visit our website at https://www.whs.vic.edu.au

Performance

Summary

The Performance Summary for government schools provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian government schools.

All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes 2.0 (FISO 2.0).

Refer to the ‘How to read the Annual Report’ section for help on how to interpret this report.

SCHOOL PROFILE

Enrolment Profile

A total of 598 students were enrolled at this school in 2024, 282 female and 313 male.

2 percent of students had English as an additional language and 8 percent were Aboriginal or Torres Strait Islander.

Overall Socio-Economic Profile

The overall school’s socio-economic profile is based on the school's Student Family Occupation and Education index (SFOE).

SFOE is a measure of socio-educational disadvantage of a school, based on educational and employment characteristics of the parents/carers of students enrolled at the school. Possible SFOE band values are: Low, Low-Medium, Medium and High. A ‘Low’ band represents a low level of socio-educational disadvantage, a ‘High’ band represents a high level of socio-educational disadvantage. This school’s SFOE band value is: Medium

Parent Satisfaction Summary

The percentage endorsement by parents on their General School Satisfaction, as reported in the annual Parent/Caregiver/Guardian Opinion Survey.

Percent endorsement indicates the percent of positive responses (agree or strongly agree) from parents who responded to the survey. 48.8%

year)

Parent Satisfaction

School Staff Survey

The percentage endorsement by staff on School Climate, as reported in the annual School Staff Survey. Percentage endorsement indicates the percent of positive responses (agree or strongly agree) from staff who responded to the survey. Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons. School Climate

Climate (latest year)

LEARNING

Key: ‘Similar Schools’ are a group of Victorian government schools that are like this school, taking into account the school’s socioeconomic background of students, the number of non-English speaking students and the size and location of the school.

Teacher Judgement of student achievement against the Victorian Curriculum

Percentage of students working at or above age expected standards in English and Mathematics.

LEARNING (continued)

NAPLAN

Percentage of students in the Strong or Exceeding proficiency levels in NAPLAN.

Note: The NAPLAN test was revised in 2023. As a result, a 2-year average has been provided for 2024

LEARNING (continued)

NAPLAN (continued) Reading

NAPLAN Reading (2022) Year 7

LEARNING (continued)

Victorian Senior Secondary Certificate

In 2023, the Victorian Curriculum and Assessment Authority introduced the new VCE Vocational Major (VCE VM), a vocational and applied learning program within the VCE, and the Victorian Pathways Certificate (VPC).

This section reports on the Victorian Senior Secondary Certificate completion rate, which includes VCE and VCEC VM students at the School, Similar School, and State level.

WELLBEING

Student Attitudes to School – Sense of Connectedness

The percentage endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian government school students, indicates the percent of positive responses (agree or strongly agree).

Student Attitudes to School – Management of Bullying

The percentage endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian government school students, indicates the percent of positive responses (agree or strongly agree).

ENGAGEMENT

Average Number of Student Absence Days

Absence from school can impact on students’ learning. Common reasons for non-attendance include illness and extended family holidays.

Attendance Rate (latest year)

Attendance rate refers to the average proportion of formal school days students in each year level attended.

Student Retention

Percentage of Year 7 students who remain at the school through to Year 10.

ENGAGEMENT (continued)

Students exiting to further studies or full-time employment

Percentage of students from Years 10 to 12 going on to further studies or full-time employment.

Note: This measure refers to data from the year when students exited the school. Data excludes destinations recorded as 'Unknown'.

Student Exits

10 to 12

Student Exits (latest year) Years 10 to 12

Percent of students with positive destinations

FINANCIAL PERFORMANCE AND POSITION

31 DECEMBER, 2024

All funds received from the Department of Education, or raised by the school, have been expended, or committed to subsequent years, to support the achievement of educational outcomes and other operational needs of the school, consistent with department policies, School Council approvals and the intent/purposes for which funding was provided or raised.