/10 by The Heights School

ANNUAL REPORT 2010 “We are winners” Top in the state

The Heights School, Brunel Drive Modbury Heights 5096 Ph: 8263 6244 Fax: 8263 6072 www.theheights.sa.edu.au Page 1 of 22

Annual Report 2010 THE HEIGHTS SCHOOL Location Number: 1430

CONTEXT

The Heights is a large Preschool to Year 12 school situated in the foothills of northern Adelaide. It is an Ignite focus school for gifted education. The school is divided into three sub-schools to effectively manage the range of learning experiences of a large number of students. The school offers a broad curriculum including SACE Stage 2 Specialist Mathematics, Physics and Chemistry, specialist cricket program, and automotive VET (Vocational Education & Training) centre and the Stephanie Alexander Kitchen Garden program. The school offers a broad range of competitive and after-school sports across the sub-schools. More than 200 community members volunteer in the school annually and the Parent Club and Governing Council are actively involved in the life of the school.

Our Vision Through our passion for learning we will create Happy Healthy Productive Global Citizens Keen to meet challenges and build a just community

Our Values We work hard to learn We respect each other We value acts of generosity The school enacts its vision and values through focussing on the following priorities: To provide curriculum to meet the learning needs of the full range of students. To support student and staff wellbeing. To improve grounds and facilities through community involvement. The school community responded to a number of changes in 2010. • Helen Calvert was appointed as the Principal with tenure of 5 years and most leadership positions were filled by tenure. The Senior School Deputy Principal, Assistant Principal and Arts Co-ordinator continued in acting capacity for the year. The permanent School Administration Officer, Business Manager, was appointed in Term 4. • The Stephanie Alexander Kitchen Garden Program developed. A Kitchen Expert and Garden Expert were appointed to work with Year 3-5 classes fortnightly. The kitchen classes operated in a temporary location in OSHC until completion of the kitchen as part of the BER (Building the Education Revolution) redevelopment of the Junior School building. • Refurbishment of the Junior School building was completed in Term 4 including the Stephanie Alexander Kitchen. Middle School students and staff were relocated to rooms vacated by Junior School classes and staff in preparation for refurbishment of the Middle School building scheduled to begin at the end of Term 1 2011.

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Highlights and Achievements Academic and Artistic Two of our Year 12 students, Tessa Rawolle and Stephen Harris, achieved 3 Merits for 20/20 in SACE Chemistry, Biology and Mathematical Studies and Australian Tertiary Assessment Ranks of 99.8 and 99.2. Stephen was awarded a scholarship to the University of Adelaide as well as being a recipient of the BAE/NAMIG C2C (Creation to Concept) scholarship. Tessa was accepted to study Physiotherapy at the University of South Australia and Stephen is studying a double degree in Engineering (Mechatronics).

Students took part in a range of Science competitions. Twelve students were CREST Award recipients. Fergus Dall again received a High Distinction for the ICAS Science Competition and Maths. He also received the Year 10 Maths Medal for the highest score in SA and NT (the second year in a row!).Fourteen students received Distinctions in Science and 14 High Distinction/Distinctions in Maths. Three students received Highly Commended Certificates in the SASTA Oliphant Science Awards, the largest Science competition in SA with over 2000 entries. Alan Puddy-Matthew achieved great results in the Rubik’s Cube Australian Nationals. He achieved 1st place in the 4X4 cube blindfolded and 5X5 blindfolded. Aaron broke the Australian record twice. The STAR group gained the use of a 16” (400mm) telescope from the Astronomical Society of SA. The Wakakirri troupe were finalists with their 2010 Story Dance Dance Dark Deeds in Duckville. They were highly commended by the judges. Seven stories written by 8 students were published in the Wakakirri Short Stories book in the Eye Openers Section and the Mind Openers section. • A very successful Arts Week was held in August celebrating and showcasing the Arts in various forms. A popular event was ‘So you think you might have talent?’ which gave students the opportunity to perform to an audience. • Brandon Symes’ SACE Stage 2 art work was selected for display in the SACE Art Show of students’ work in the state. The school completed its Digital Education Revolution (DER) planning and achieved 1:1 computer status (Year 9-12). The wireless infrastructure upgrade was completed. •

Health, Sport and Physical Activities Students continue to excel in a range of school and after school sports and competitions: Open Boys Indoor Cricket, NE Vista winners Year 9/10 Boys Indoor Cricket NE Vista winners Year 9 Indoor Cricket Vista winners Year 9 State Metropolitan SSSSA Super 8’s winners Year 8 State Metropolitan SSSSA Super 8’s winners First annual Heights/Wirreanda cricket game for Cameron & Davies Cup 4 students represented the Salisbury East District in the State Athletics Championship Romi Franceschilli selected in the final 20 of the State Talent Identification Squad for soccer The Open Girls Football Team won the NE Vista 12-A-Side Football carnival.

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2010 was a huge year for the Pedal Prix program. Two new vehicles and teams entered the events; the new senior team vehicle ‘Odyssey’ made the way for the first primary team who raced in ‘Phoenix’; the first old scholars team and vehicle ‘Harsky and Sutch’ took shape. The Heights School is the only school in the competition to submit and race an entry in all 4 age categories.

• •

The Heights School won the School Blood Donor Award for the Northern area for the third year in a row. Staff and students made 114 donations. The Walking Bus was initiated and students, families and teacher walked to school on Wednesdays. Jump Rope for Heart Jump Off encouraged Junior School students to keep active as did the Premier’s Be Active Challenge which resulted in the school receiving $385 from the Premier for equipment.

Local and International Community • •

•

• •

The first Grandparents’ Day was held in Term 3. Due to the level of success it will become an annual event. In the true spirit of our school value ‘We value acts of generosity’ students raised over $2,000 from various activities organised to sponsor Andrew Costello, PE teacher and Specialist Cricket Program/Sports Coordinator, for his entry in the Melbourne Marathon. Money raised was donated to Novita (who support 1500 disabled children throughout Australia). Students participated in international programs and exchanges at The Heights as hosts for overseas students and staff from Japan, Malaysia, Singapore, Thailand and Indonesia and as visiting students to Singapore. We hosted our first full fee paying overseas students: a student from Germany for the year and a student from Japan for one term. Negotiations began to establish a sister school relationship with Jit Sin High School in Penang. The R-12 SRC and Governing Council Grounds and Facilities Committee worked with KESAB (Keep SA Beautiful), the Australian Sustainable Schools Initiative SA (AuSSI-SA) and Department for Environment and Heritage to develop a School Environmental Management Plan for becoming a sustainable school. Our first goal is to be a litter free environment.

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2. STRATEGIC DIRECTIONS AND TARGETS Strategic Direction 1: LITERACY IMPROVEMENT IN COMPREHENSION

Improvement in ‘making connections’ and ‘inference’ outcomes in reading comprehension P-12 Target:

•

Percentage correct at the question item level for questions about making connections and inference in 2010 NAPLAN reading results is at the like school and state levels at Years 5, 7 & 9 indicating that students are able to show improved understanding in these aspects.

Strategies: • All teachers participated in professional learning sessions facilitated by the Regional Consultant on 2 pupil free days and in Week 0. • Faculty/cluster workshops were scheduled fortnightly for subject or level of schooling specific professional development. • All teachers developed an individual Action Plan to describe strategies and monitoring/evidence processes/collection to achieve the literacy improvement target. • Common texts were purchased as a resource for improving and sharing knowledge about comprehension teaching strategies. • Intensive programs were conducted for students at risk of not achieving the SACE literacy requirement. Outcomes It was expected that there would be little evidence of improvement in the short period of focus on reading comprehension, and specifically the skill of inference. Reading (comprehension) is an aspect of literacy requiring improvement in all state NAPLaN results. Building teacher knowledge of comprehension strategies was the initial focus for improvement. Analysis of individual questions in NAPLaN Reading and comparison with schools of similar index of disadvantage, SA and national school percentage of correct answers confirmed inference as an aspect for continued focus. Total

Count of Aspect

35 30 25 20

Total

38 30

28 21

18 11

16 8

Spelling

Reading

Writing

Moderately Below

Grammar

Spelling

Reading

Spelling

Reading

Writing

Grammar

Spelling

Reading

Writing

Grammar

Spelling

Reading

Writing

Spelling 3

At or Above

Writing

1 Reading

Writing

Grammar

Spelling

Reading

Writing

Reading

Reading 3

1 Writing

Spelling

4 0

Grammar

22 23

Writing

Grammar

Significantly Below

School / National Comparison Year Level Aspect

Total

Count of Aspect

35 30 25 20

Total

15 23

10 5

Reading

At or Above

Moderately Below

Significantly Below

School / National Comparison Year Level Aspect

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Recommendations • • •

•

Implement updated individual teacher Action Plans. Implement Leaders’ Action Plans to support teachers to action strategies and measures to achieve literacy improvement targets. Participate in the Tactical Teaching – Reading program for secondary teachers to train two teachers as facilitators for the program with small groups of teachers and as mentors for secondary teachers. Identified primary teachers participate in the NAR (Northern Adelaide Region) Comprehension Strategy Professional Learning program for primary teachers as facilitators for the program with primary teachers and as mentors.

Strategic Direction 2: IMPROVEMENT IN LEVELS OF ACHIEVEMENT OF LEARNER OUTCOMES; SACE PERFORMANCE STANDARDS FOR COMPULSORY REQUIREMENTS Target: •

100% students achieve C in compulsory subjects /components in Stage 1 English, Stage 1 Maths, PLP (Personal Learning Plan)

89% of our students gained a C grade or better in Stage 1 English in 2010. Students were offered both English and English Pathways; support was provided to those students who were at risk of not achieving a C grade. 66.5% of our students gained a C grade or better in Stage 1 Maths in 2010. Analysis shows that 89% of students undertaking Mathematics in Stage 1 gained a C or better, while 50% of students in Maths Applications and Numeracy for Work and Community Life achieved a C or better. Students who attend and are studying higher level Maths are achieving above the state average, however those students doing Numeracy for Work and Community Life and who are poor attendees and disengaged are failing to reach the required standard. 96.4% of students in the PLP gained a C or better grade in 2010.

Recommendations •

• • •

In 2011 we will continue to build on the professional development of staff in relation to the use of performance standards and linking them to appropriate task design with particular emphasis in the Mathematics subjects. Supervised study line to be utilised to ensure that students who are at risk of not gaining a C will be supported to gain the compulsory subjects. SSO support provided in Numeracy for Work and Community Life Maths Pathways to be offered as an option in semester 2.

Target: • 100% students achieve 10 credits for Stage 1 Introduction to Research Project The introduction to the Research Project was taught for the first time in 2010 to prepare students for the introduction of the compulsory Research Project in Stage 2. This was written as a Stage 1 Integrated Learning subject with an emphasis on group tasks. 96.2% of students gained ten credits in this subject in 2010.

Target: •

3% increase in student attendance annually

Strategies Each of the three sub-schools focussed on increased communication with parents and families. Home group teachers in the Middle and Senior schools spent more time talking with students individually, at year level and sub-school assemblies about the importance of attendance and the requirement to follow up on unexplained absences. The Middle School had a specific focus on reducing unexplained absences and letters were sent to parents at the end of each term requesting explanations and this was followed up with individual students by home group teachers.

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We have achieved an increase in student attendance and met our 3% improvement target at Reception and Year 9. Improvement in attendance, (less than 3%), has been achieved at Years 2, 4, 5, 6, 8 and 11. Attendance at The Heights School from Reception to Year 7 and at Years 8, 9 and 11 was above both regional and state levels. Our attendance improvement plans targeted a reduction of unexplained absences by 3%. We achieved greater than 3% decrease in unexplained absences at Year 1 (58%), Year 2 (35%), Year 3 (9%), Year 4 (20%), Year 5 (54%), Year 6 (73%), Year 7 (52%), Year 8 (67%), Year 9 (46%). The target was not met in the post compulsory years.

Recommendations A continued focus on attendance is required across the school as the 3% improvement target was only met at two year levels. A particular focus on increasing attendance at Year 10 and 12 is required in order to ensure that attendance increases to both regional and state level. Also a focus on decreasing unexplained absences in the post compulsory years is required in order to reduce unexplained absences to regional and state levels. The attendance module of our new online Learner Management System – Daymap - updates student attendance in real time. This program is a key tool for our 2011 improvement focus.

ANALYSIS OF SITE SELF REVIEW

Teachers analysed NAPLaN and SACE data. Individual Action Plans for improvement in comprehension were reviewed and revised. The site validation process is schedule for 27th September 2011.

INTERVENTION FOR LEARNING STRATEGIES AND SUPPORT FOR TARGETED GROUPS

Students with Disabilities and Difficulties The Heights School has a consistent number of students (65) who receive Special Education support through their Negotiated Education Plan (NEP). NEP reviews with parents, students, teachers and outside agencies are held annually to continuously monitor the student’s progress and wellbeing. We have noted a small increase of students with Asperger Syndrome within the school and to support the learning of these students experts from Autism SA provided a workshop for parents in Term 1. Staff have also participated in introductory training on aspects of Asperger Syndrome and Autism. All students in the Early Years with speech and language difficulties work on an individualized program with a highly trained School Support Officer (SSO) to increase their skills and confidence with a new computer program called Reading Doctor. The learning support team is a group of highly skilled SSO’s who deliver specialised programs and support, some individually and some in class for all our students with an NEP. Two of the School Support Officers are undertaking further studies to increase their knowledge and skills of supporting students with disabilities. Students with English as their Second Language The number of students from English Second Language (ESL) backgrounds has remained steady with a slight increase of students from The Middle East, The Gulf States and India. These students are provided with in-class support through teachers and School Support Officers working together. The increase in ESL students has added a new cultural dimension to The Heights. Teaching and support staff have attended training and development to support ESL learners and are becoming confident in assigning a scale to their writing development which enables us to further support them.

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Students with Special Needs – Ignite Program The Ignite program is a selective entry program that targets gifted and talented students. The Heights School caters for gifted and talented students in the Northern Adelaide region with students entering the program at Year 8 level. Support for gifted and talented students is provided in a number of ways. • Professional development in gifted education is provided each year in Term 1 for staff new to the school. • Staff regularly attend state and national conferences to acquire and share new knowledge. • Curriculum sharing and development occurs each year between staff from the three Ignite schools. • Gifted and talented students are clustered together. • Acceleration, curriculum compacting, extension and enrichment are provided within the Ignite schools. • Parent/student opinion surveys are conducted each year. 2010 Parent Survey Data 89% of the parent respondents reported that their child felt physically safe to very safe, and/or secure at The Heights, and 89% felt emotionally secure at The Heights. 89% of respondents believed that transition to The Heights was smooth to very smooth. 94% of the parents/caregivers responded that their child felt happy to very happy in the class. 61% of respondents rated more, or much more satisfaction with school this year, as compared to last. 28% thought it was about the same. 78% of respondents rated the overall program challenging or more than challenging. 72% of respondents thought the workload and homework was about right. 89% of respondents said expectations had been met or exceeded. 72% of respondents thought that there had been about the right amount of opportunities, or more, to become involved in school life. Data over time indicates that while the mean reading level of students entering the Ignite program from it’s inception in 1997 has varied and decreased, the TER/ATAR (Tertiary Entrance Rank/Australian Tertiary Assessment Rank) has remained consistently high. The cohort who entered the program in 2007 achieved a mean ATAR of 80 in 2010. THS Reading Mean & TER Mean 1997 to 2007 450.0 400.0 350.0 300.0 250.0

Reading TER

200.0 150.0 100.0 50.0 0.0 1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

ABORIGINAL EDUCATION AND EMPLOYMENT STRATEGY OUTCOMES

Thirty one Aboriginal students were enrolled at The Heights School in 2010. An Aboriginal Community Education Officer was employed for 22 hours per week, two Aboriginal Education Teachers worked across the school P-12 for 0.2 each. Tutors were employed to work with Senior School students in relation to Maths and assignment planning, research and final drafts as well as working with Junior and Middle School students in maths, reading and writing. Community meetings for families and students were held each term.

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Attendance Two Aboriginal students had attendance patterns which were of concern. Interagency and district support was sought as the school followed its attendance policy. The key strategy was to strengthen teacher, family and student partnerships in order to increase attendance, reduce lateness and unexplained absences. Behaviour Six Aboriginal students were externally suspended in 2010: four students were externally suspended on one occasion; one student was externally suspended on 6 occasions; and one student was externally suspended on two occasions in addition to being excluded to another school. Literacy and numeracy School data indicates that Literacy and Numeracy achievement levels are satisfactory. SACE Completion Two students began stage 2 at the beginning of 2010. One student achieved her SACE while undertaking a business traineeship. The other student left during the school year to take up full time employment with the Australian Taxation Bureau – he plans to complete his SACE at an adult re-entry site in the future. Young Indigenous Entrepreneurial Program Nine students participated in this course as part of the NEVO (North East Vocational Opportunities) program funded through the Department of Trade. Students undertake a business program facilitated by an Indigenous business owner and supported by a teacher from The Heights School. Students achieve a SACE Stage 1 unit. Four students were from The Heights School, three from Salisbury East High School and two students, including a SACE Stage 2 student, were from Banksia Park International High School. Automotive Program The Heights School delivered a General Servicing of Motor Bikes program to two groups of eight Aboriginal students as part of the Wiltanendi Northern and Southern programs. Aboriginal Cultural Studies The Heights School participated in the DECS Aboriginal Cultural Studies development program. Six-week units of work were developed, documented and trialled at Year 6/7, Year 8 and Year 9. Ignite Program Two students successfully studied at Year 11 as part of the Ignite accelerated program. No students enrolled in Year 8 Ignite classes in 2010.

REPORT FROM GOVERNING COUNCIL rd

Parent members of the Governing Council were elected at the Annual General Meeting on 23 February 2010. The Governing Council is constituted of 23 members: the Principal, 3 staff (representing the Junior, Middle and Senior School), 2 students (elected by the SRC), community member (Frances Bedford), and 13 parents. Two parent members resigned due to work commitments and one parent was elected in Term 3. All meetings had a quorum. Subcommittees established: Financial Advisory Committee, Grounds & Facilities, Monitoring and Review, Fundraising. Other committees reporting to the Financial Advisory Committee: Uniform, OSHC. Nomination of Office Bearers and standing orders of the Governing Council proceeded as per Constitution. Decisions were made by a quorum at all meetings. Meetings were held twice per Term in weeks 3 and 7. . Decisions: • The Constitution was reviewed and approved. • Terms of reference for subcommittees were approved and published on the website. • Meeting dates, agenda and minutes were published on the school website. • Subcommittees were convened by a parent member of Governing Council. • Formal written acknowledgement of staff outstanding contributions to the community. • Materials and Services fees were prescribed and the polling processes proceeded. • Change to the school day.

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Achievements The arrival this year of Ms Helen Calvert the School Principal, and the appointment of a new School Business Manager (Vicki Kennewell), has given The Heights School some critical leadership stability and direction for the future. A strong systematic approach to the way business is conducted throughout the school is evolving, and a robust debt collection policy has been implemented. Parents can be assured that all families will be held accountable for school fees, ensuring that everyone contributes equally for the education of their children. Paying families will no longer have to subsidise the education of non paying families. Jim Rouse Chairperson The Heights School Governing Council

ANNUAL GENERAL MEETING st

The Annual General Meeting is scheduled for 1 March 2011.

REQUIRED DATA ANALYSIS

8.1 ENROLMENT

While Reception enrolment remains stable and increasing, the change in enrolments in Years 1 to 7 continues to be of concern, particularly in Years 4 and 7. Enrolments in Years 8, 9 and 10 reflect the acceleration of Ignite students from Year 8 to Year 10. Total enrolment was sustained in 2010 with new enrolment and students leaving school varying according to year level. Throughout the 2010 year total enrolment in Year 8 increased by 16 and in Year 5 by 12. Attracting enrolments continues to be a priority for action across the sub-schools for 2011 with an emphasis on increasing communication in and beyond the local community. PRE-SCHOOL ENROLMENTS AND ATTENDANCE (ADA) DATA 2008 - 2010 55 50 45 40 35 30

Enrolments ADA

25 20 15 10 5 0 Term 1 Term 2 Term 3 Term 4 2008 2008 2008 2008 Feb May July Oct

Term 1 Term 2 Term 3 Term 4 2009 2009 2009 2009 Feb May July Oct

Term 1 Term 2 Term 3 Term 4 2010 2010 2010 2010 Feb May July Oct

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Attracting enrolments is always a priority for our Pre-School as these subsequently impact on Junior School/School enrolments. Since May 2008 when the new purpose-built Pre-School became operational, enrolments have increased and remain steady. Some intermittent decline and increase in enrolments throughout each year 2008 – 2010 is not always reflected in the recorded data collected for DECS in week 3 of Term 1 and week 2 of Terms 2, 3, and 4 each year. These varying enrolment numbers in the Pre-School can be attributed in part to the seven Reception intakes each year [in week 1 and week 6 of Terms 1 – 3 and in week 1 of Term 4]. Enrolments/attendance anomalies occasionally occur and may be reflected in the collected data. Attendance can at times be ‘higher’ than enrolments [e.g. Term 2, 2010] when children attending the full day Pre-School program [2 sessions per day] or combinations of full day and half day programs, attend 4 sessions during a week in which 3 sessions per week, per child, is normally offered …e.g. weeks in which a public holiday, student-free day or school closure day occur. Generally, all children attending the Pre-School will attend The Heights School. Occasionally a very low percentage [1% - 2% per year] enrol in private schools or other DECS schools. An analysis of reasons for enrolment in other schools indicated parental choice or families moving to another area. Overall, the Pre-School has maintained increased enrolments and attendance since July 2008 and is committed to acting on strategies to increase and maintain enrolments for 2011 and beyond.

8.2 ATTENDANCE Refer to Strategic Direction 3 and Pre-School data above.

8.3 RETENTION /DESTINATION Apparent Retention R-9

Apparent Retention Year 10-12

The average retention for Years 11 and 12 was 94.3% for 2010. A total of 62 Year 11 and 12 students exited The Heights School, 41 from 127 students at Year 11 and 21 from 134 students at Year 12/13.

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Of the 62 students who left in Years 11/12/13 • 21 moved to full-time paid employment. • 22 transferred to other educational institutions. • 2 left for University after the start of the school year. • 4 had long term illnesses. Currently 8 are seeking employment and 5 unknown.

8.4.1 LITERACY & NUMERACY (YEARS 3, 5, 7 & 9) The National Assessment Program - Literacy and Numeracy (NAPLaN) data below represents information about student achievement data in 5 aspects tested – grammar, reading, spelling, writing and numeracy. Students are tested in all five areas in years 3, 5, 7, and 9. Mean scores are provided for the school, the Northern Adelaide region and schools determined by the Commonwealth to be schools of a similar index, like The Heights School, across Australia. It should be noted that all test results of students in South Australia are below the national mean score.

Year 3

The Year 3 students achieved at a level above the region and above the national index in Spelling. Grammar, Reading, Writing and Numeracy mean scores are above the region and below the national same index schools. Reading will remain a priority on the site learning plan for further professional learning with a target commensurate with the Regional Comprehension strategy of 5% improvement.

Year 5

Year 5 students have achieved above the region and above the national index mean in Numeracy and Writing. The mean score for Spelling is the same as the national index school score. The mean score for Grammar and Reading is above the region and below the mean score of national schools of the same index. Comprehension and reading will remain as a priority. The primary cluster will increase teacher knowledge of reading strategies and teaching practices to achieve a 5% improvement target.

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Year 7

The Year 7 cohort achieved a mean score above the region in all areas and equivalent to the national like index schools in Reading. Year 9

The Year 9 achievement for 2010 has been consistent with the region and the national mean scores. In all areas the school has achieved above the region and below the national index. There has been a slight decrease in Numeracy achievement and a slight increase in Spelling. Reading achievement remains an area for improvement. A group of high achieving Ignite students do not undertake the Year 9 NAPLaN testing and their achievement is not represented in the Year 9 data. The Year 8 accelerated Ignite class undertakes a compacted course where they achieve Years 8, 9 and 10 in two years. The class undertakes Year 8 and then is accelerated to Year 10 annually. Growth in Literacy Student growth refers to progress students have made from one test to the next. The growth data below refers to the cohort who participated in the NAPLaN tests in 2008 and 2010. Year 3 to Year 5

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The growth from 2009 to 2010 has been in the middle where 52% have achieved middle group growth levels and less than 20% have achieved in the upper group. Improvement targets for 2011 are an increase of 14% in the upper growth levels and a decrease of 9% in the lower growth levels. Growth in Literacy Year 5 to 7

Growth has remained relatively consistent with 58-64% in the middle growth band.

Growth in Literacy Year 7 to Year 9

There has been a slight improvement of students from Year 7 to 9 in the upper growth group and a decrease in the percentage of students in the lower growth group. The highest percentage of growth is in the middle group.

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8.4.2 SENIOR SECONDARY STUDENT ACHIEVEMENT: SACE SACE Stage 1 Results Mean school achievement across all areas was lower than both state and like schools. English and Cross Disciplinary Studies were closest to state average. When looking at these results it is important to note that there was a small group of students who did not achieve across a range of subjects. When these students are factored out, the rest of the cohort performed at a level comparable to the like and state levels. Strategies to increase Stage 1 results in 2011 •

A supervised study line has been introduced in Stage 1 to support students to complete tasks to a higher level.

•

SSO support provided in a range of classrooms.

•

Positive rewards for academic achievement and work completion.

While there has been a decrease from 2009, which was also a state and like school trend, we still had a completion rate above state levels.

SACE Stage 2 results

There was a slight increase in the number of A’s and B’s in 2010, from 2009.

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VET (Vocational Education and Training) and FLO Programs 14 year 12 students undertook VET or TAFE programs in 2010. This represents 13 % percent of Year 12 students. Of those students, 11 students achieved their SACE using VET qualifications. Three achieved VET units of competency, while not achieving their SACE. There were no FLO students in 2010.

8.5 PARENT OPINION SURVEY Community Satisfaction Data The DECS Opinion Survey tool was used in 2010 with parents, students and teachers. Statements for response sought information from staff, students and parents about satisfaction with the Quality of Teaching and Learning, Support of Learning, Relationships and Communication, Leadership and Decision Making. As this is the first year that these surveys have been utilised, comparison with data from previous years in not valid. Opinions of parents were collected using 2 methods. The DECS survey provided an opportunity for randomly selected parents to complete the survey online or hardcopy. Twenty one parents responded. Hardcopies of the same survey were randomly distributed to parents at events such as student Year 9-11

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course selection, SACE Information session, Arts Week concert, and by class teachers to parents visiting the school. 46 parents responded. Total responses were less than 10% of the parent community.

SCHOOL SURVEY DATA THS Parent Opinion Survey 2010 350

300

Total Responses

250 Strongly Disagree Disagree

200

Neutral Agree Strongly Agree Don't Know

150

100

0 Quality of Teaching & Learning

Support of Learning

Relationships & Communication

Leadership & Decision Making

Statement Groups

DECS SURVEY DATA

Parent satisfaction in all aspects is comparable to state and region comparison. School survey data indicates a higher level of satisfaction with Relationships and Communication. Focus for school operations in 2011 is more efficient and effective communication strategies. (Daymap provides a new tool for communication with parents re attendance and assessment. The system also has the capacity to increase two way communication using email). The challenge continues to be collecting statistically valid data from an increased percentage of parents representative of all families in the community.

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8.6 STUDENT SATISFACTION A statistically reliable number of students in Years 4-12 were randomly selected to complete the survey online. Seventy eight students provided responses. REGION COMPARISON

STATE COMPARISON

Student satisfaction in all aspects is comparable to state and region comparison. Statement responses (disagree/strongly disagree) not favourably comparable with the State indicate the following areas for improvement: • • •

The cleanliness of the school and responsibility of everyone to look after and take care of the school. Regular discussion with students about progress by teachers. More engaging work/curriculum activities.

R-12 SRC students with support from KESAB developed a proposal for litter management that will be implemented in 2011. A curriculum program which addresses issues associated with littering will be developed in 2011. Surveys completed by Year 7 students transitioning to Year 8 provided data for staff to analyse and develop a response to address issues identified relating to engagement in curriculum.

8.7 TEACHER SATISFACTION Fifty seven teachers (85%) provided responses to the online survey. REGION COMPARISON

STATE COMPARISON

Staff satisfaction in all aspects is comparable to state and region comparison. Statement responses (disagree/strongly disagree) not favourably comparable with the State indicate the following areas for improvement: • Communication and involvement in decision making. • Professional development needs and interests. • Feedback on work performance.

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The focus for school operations in 2011 is implementation of the DECS Performance and Review Policy and Procedures, ongoing development of a Professional Learning Community culture, and more efficient and effective communication strategies. All staff will be trained to use the Daymap daily bulletin online.

9.0

TEACHER QUALIFICATIONS

All teachers have the required qualifications to enable full teacher registration.

FINANCIAL REPORTS

OUT OF SCOOL HOURS CARE Out of School Hours Care (OSHC) has had another busy and exciting year with many changes. Our staff are now employed on a permanent part time basis as a result of the new Industrial Award. OSHC staff have attended training and development focussing on a detailed finance management program, Budget Buddy. One OSHC Co-Director has taken twelve months parenting leave. The joint Co-Director has been appointed to the role of full time Director for the next twelve months. The numbers of children attending the centre has steadily increased over the year with up to 40 students attending afternoon sessions at the end of 2010. This year OSHC was not able to operate on Student Free days as the numbers attending were very low and did not make the program economically viable. To improve the financial standing of the centre the Governing Council has approved a slight rise in fees for before and after school care during Term 2. The OSHC centre has a waiting list of children wishing to attend Vacation Care. OSHC provides not only care for students but also a wonderful learning program during term time. Exciting excursions and incursions attract students from the Heights as well as our neighbouring schools. The students were involved in a wide and varied program from beach excursions, Master Chef Day in The Heights Home Economics Centre to gardening, games and quiet reading and relaxing times. This year our service also provided care for a Special Needs student from outside our school community OSHC at The Heights is meeting its goals of providing quality care, increasing numbers and improving its financial position.

THE HEIGHTS SCHOOL General Ledger Profit and Loss for Year Ending 31/12/2010 Account

Description

YTD Posting

REVENUE R-CAH R-CAI R-CAU R-CCG R-CCL R-CCR R-CEE R-CHY R-COV R-CPI R-CPS R-CPX R-CPY R-CSG R-CTC R-CTE R-CTT R-CVA

PERFORMING ARTS CHOIR - REVENUE MUSIC INSTRUMENT HIRE - REVENUE REVENUE GRANTS WHOLE CURRICULUM - REVENUE REVENUE RESOURCE CENTRE - REVENUE ENGLISH - REVENUE HEALTH & PHYSICAL ED - REVENUE VET - REVENUE PERFORMANCES(IN SCHOOL) - REVENUE IGNITE'S PROGRAM - REVENUE FLEXIBLE LEARNING OPTIONS YOUTH COMPACT SCIENCE GENERAL - REVENUE COMPUTING - REVENUE TECHNOLOGY - REVENUE TECH STUDIES PROGRAMS ABORIGINAL STUDIES - REVENUE

1,349.05 2,163.64 8,869.59 106,711.40 409.5 411.35 120 1,370.00 41,425.18 85.5 2,305.00 2,043.00 16,173.75 75.45 127 545.6 889.15 5,000.00

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R-CXC R-CXE R-SGE R-SGJ R-SGM R-SOP R-SSG R-ZDM R-ZDO R-ZDS R-ZOE R-ZOJ R-ZOO R-ZOP R-ZOR R-ZOX R-ZOZ R-ZUU R-ZZB R-ZZF R-ZZG R-ZZH R-ZZI R-ZZP R-ZZR R-ZZS R-ZZT R-ZZZ

CAMPS EXCURSIONS STUDENTS GENERAL - REVENUE JUNIOR COUNCIL - REVENUE MIDDLE COUNCIL - REVENUE REVENUE SPORT - GENERAL REVENUE MANAGEMENT-REVENUE SCHOOL COMMUNICATIONS - REVENUE STAFF MANAGEMENT - REVENUE OVERSEAS STUDENTS INDUSTRY GRANTS - OTHER OUT OF SCHOOL HOURS CARE - REVENUE PRESCHOOL PROGRAM - REVENUE PARENTS & FRIENDS CLUB - REVENUE GRANTS STATE - REVENUE GRANTS COMMONWEALTH - REVENUE GENERAL STORE - REVENUE BUILDING EDUCATION REVOLUTION FACILITIES - REVENUE GRANTS WHOLE SCHOOL - REVENUE O.H.S. & W. - REVENUE INFORMATION TECH SYSTEMS - REVENUE PRINTING / PHOTOCOPY - REVENUE SCHOOL FUNDRAISING - REVENUE PARENT CONTRIBUTION - REVENUE TRAINING & DEVELOPMENT - REVENUE WHOLE SCHOOL - REVENUE

Total for REVENUE EXPENSES E-CAA E-CAB E-CAH E-CAI E-CAM E-CAU E-CCB E-CCG E-CCJ E-CCN E-CCR E-CCS E-CCU E-CEE E-CHE E-CHY E-CLL E-CMM E-COS E-COV E-CPE E-CPI E-CPS E-CPT E-CPX E-CSG

20,480.71 34,108.14 37,250.85 1,618.85 759.95 8,436.45 3,281.77 -522.59 102.1 208,426.00 64,482.80 9,009.50 -286.5 16,487.00 5,357.15 385 -7,761.60 86,103.96 520,000.00 147,205.81 8,640,341.45 2,648.00 9,138.96 1,247.03 3,650.26 343,897.70 250 19,548.14

10,365,721.05

ART - EXPENSES PERFORMING ARTS DRAMA - EXPENSES PERFORMING ARTS CHOIR - EXPENSES MUSIC INSTRUMENT HIRE - EXPENSES PERFORMING ARTS MUSIC - EXPENSES PERFORMANCES TIMETABLING GRANTS CURRICULUM - EXPENSES JUNIOR SCHOOL - EXPENSES SENIOR SCHOOL - EXPENSES RESOURCE CENTRE - EXPENSES EXPENSES - CROSS CURRICULUM SOCIAL JUSTICE - EXPENSES ENGLISH - EXPENSES HOME ECONOMICS - EXPENSES HEALTH & PHYSICAL ED - EXPENSES LOTE - EXPENSES MATHEMATICS - EXPENSES SPECIAL EDUCATION - EXPENSES VET - EXPENSES EARLY YEARS PROGRAM - EXPENSES PERFORMANCES(IN SCHOOL) - EXPENSES IGNITE'S PROGRAM - EXPENSES ITAS EXPENSES GRANT FLO SCIENCE GENERAL - EXPENSES

6,799.63 927.9 5,651.05 1,501.15 2,092.79 9,393.31 10,795.00 19,439.15 23,877.84 6,105.07 22,176.35 3,339.64 1,592.48 5,998.28 14,501.05 9,459.73 3,787.15 3,287.39 101.51 36,104.90 9,352.02 300 67,505.49 2,859.56 2,000.00 10,029.27

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E-CTE E-CVA E-CVS E-CVW E-CXC E-CXE E-SGE E-SOS E-SSG E-ZDC E-ZDM E-ZDO E-ZDP E-ZDS E-ZOB E-ZOE E-ZOJ E-ZOO E-ZOP E-ZOR E-ZOS E-ZOZ E-ZSO E-ZUU E-ZZA E-ZZB E-ZZF E-ZZG E-ZZH E-ZZI E-ZZP E-ZZR E-ZZS E-ZZT E-ZZZ

TECHNOLOGY - EXPENSES ABORIGINAL STUDIES - EXPENSES SOCIETY & ENVIRONMENT - EXPENSES WORK EDUCATION - EXPENSES CAMPS EXCURSIONS STUDENTS GENERAL - EXPENSES SOLAR PROJECT SPORT GENERAL - EXPENSES SCHOOL COUNCIL - EXPENSES MANAGEMENT - EXPENSES SCHOOL COMMUNICATIONS - EXPENSES PRINCIPALS MANAGEMENT - EXPENSES STAFF MANAGEMENT - EXPENSES BACK TO SCHOOL - EXPENSES OVERSEAS STUDENTS INDUSTRY GRANTS OUT OF SCHOOL HOURS CARE - EXPENSES PRESCHOOL PROGRAM - EXPENSES PARENTS & FRIENDS CLUB - EXPENSES SAPSASA COSTS GRANTS COMMONWEALTH - EXPENSES SCHOOL DEFINED SPECIAL PROJECTS UNIFORM/STATIONERY SHOP FIRST AID PROGRAM - EXPENSES BUILDING EDUCATION REVOLUTION FACILITIES - EXPENSES GRANTS WHOLE SCHOOL - EXPENSES O.H.S. & W. - EXPENSES INFORMATION TECH SYSTEMS -EXPENSES PRINTING / PHOTOCOPY - EXPENSES SCHOOL FUNDRAISING - EXPENSES PARENT CONTRIBUTION - EXPENSES TRAINING & DEVELOPMENT - EXPENSES WHOLE SCHOOL - EXPENSES

Total for EXPENSES

313.25 6,634.42 5,769.31 208.38 21,533.62 29,961.05 34,242.28 626.06 13,873.65 545.55 37,149.29 27,555.35 7,416.40 7,890,991.60 -104,346.91 52,197.30 1,179.83 745.25 53,591.52 3,353.58 1,920.94 11,398.35 896.81 98,185.12 2,459.58 17,372.27 693,130.22 4,952.06 3,925.85 150,246.15 35,708.00 3,052.10 21,516.82 7,324.36 49,101.41

9,463,708.53

GRANTS : COMMONWEALTH R-CPT

ITAS FUNDING

Total for GRANTS : COMMONWEALTH

4,594.00 4,594.00

PARENT CONTRIBUTION REVENUE R-CHV

SPECIALIST SPORT FEES

Total for PARENT CONTRIBUTION REVENUE

8,655.85 8,655.85

OTHER OPERATING REVENUE R-CCJ R-CCM

JUNIOR SCHOOL - OTHER REVENUE MIDDLE SCHOOL - OTHER REVENUE

9,116.76 1,814.01

Total for OTHER OPERATING REVENUE

10,930.77

Total Revenue

24,180.62

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SUPPLIES AND SERVICES E-CBB E-CCC E-CCL E-CCM E-CHV E-CTT E-CTU E-SOP E-SPS E-ZON

BUSINESS EDUCATION - EXPENSES SCHOOL COUNSELLORS JS CLASSROOM BUDGETS MIDDLE SCHOOL- EXPENSES PE ELECTIVES TECHNOLOGY MULTI MEDIA EXPENSES PEDAL PRIX PROGRAM STUDENT SERVICES - EXPENSES OPEN ACCESS

Total for SUPPLIES AND SERVICES

356.05 302.91 13,469.49 32,955.96 10,774.53 20,682.52 3,117.93 13,093.39 -7.65 471.82 95,216.95

NON-OPERATING EXPENSES E-SGR

SRC

Total for NON-OPERATING EXPENSES Total Expenses

3,737.03 3,737.03 98,953.98

Surplus or (Deficit) funds

827,239.16

FUNDS ALREADY COMMITTED FOR 2011

496,481.64

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