Annual School Report - Fairvale High

NSW Department of Education & Training

8456

2010 Annual School Report Fairvale High School

NSW Public Schools – Leading the way

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Principal’s message

In 2010, the school benefited from major capital works and improvements in the learning environment. The federal injection of funds known as the ‘Building the Education Revolution’ was a welcomed boost to the school. These funds have enabled the construction of the new Language Centre, complete with classroom, seminar room and environmentally friendly features. As well, seven science labs and the preparation room were refurbished under the State government capital works program. Furthermore, the hospitality kitchen, preparation room and laundry have all been upgraded and we now have a state of the art kitchen for our senior Hospitality students.

The school targets have been in the areas of improving the levels of student achievements in literacy and numeracy, improving student engagement and retention, improving teacher quality and increasing the use of connected learning through our new technology facilities. Consequently, the implementation of strategies to this end has resulted in marked improvement in these areas. The school will continue to focus and build on these accomplishments. Moreover, staff professional learning has also continued to be a priority. Financial resourcing and time have been directed to career development, quality teaching, the use of ICT and literacy and numeracy professional learning. A highlight for the year was the weekend conference for all staff where the area of student engagement was given paramount attention.

Student achievements have been sound in the academic arena. In sports, there have been outstanding successes in inter-school carnivals, knock-out games and other integrated sports. We were the runner up in the State finals for handball, and had five of our students represent Australia in the Youth Olympics in Singapore. Also, Justin and Carrisa Holland represented Australia in the Commonwealth Games (held in India). Justin and Carrisa also gained Zone Blues Awards as Sportspeople of the Year.

In 2010, Year 9 students were provided with individual laptops from the Federal government’s ‘Digital Education Revolution’ initiative, which means that students now have access to a wider range of learning tools. In the area of technology, interactive whiteboards have also been installed in a number of classrooms. Other benefits to students have been in the purchase of musical instruments and sports equipment.

Fairvale High School students have also been involved in a wide range of other extra-curricular activities, ranging from public speaking and debating, through to mock trials. Fairvale High School, as a community, held the Same Song Same Day event where we joined

schools around Australia, and hosted Paulini and Joseph Gateau from Australian Idol to celebrate and showcase our own able singers and musicians. Further, the Performing Arts staff launched the String Ensemble and Talent Quest this year. Once again, the Dance Ensembles were outstanding and were presented with regional awards and trophies.

The P&C meetings have been well-attended. The P&C has been active in the decision-making processes of the school and in supporting targeted students with scholarships. Our P&C members supported many community activities throughout the year. We are most appreciative of their contribution and look forward to their on-going interest and support.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Mrs Kathleen Seto

P&C message In 2010, parents continued to be involved in many aspects of the school. Attendance at P&C meetings has continued to be strong with an average attendance of 32 people. This trend has been attributed to the popularity of day time meetings and a greater involvement of the parent body in decision-making in the school. The parent body is considered a valuable and integral part of the school community in making decisions which directly impact on student wellbeing and learning. The P&C continued to support students experiencing difficulty with the donation of resources including learning aids and laptops.

We encourage and celebrate the success of students, staff and the community in learning.

Parent learning programs have been an outstanding success. Information sessions which mirror the School Development Day and conference presentations to staff are provided for parents. These sessions allow parents to learn about the latest research in adolescent wellbeing and education.

Georgina Madison CLO

Student representative’s message 2010 was an eventful year, full of change for Fairvale High School's Student Representative Council. Led by our School Captains, Jasmina Dugalic and Keagan McCrohon, Vice Captains, Lea Vesic and David Bui, and Junior School Captains, Tedda Pou and Zoe Ida, the SRC worked hard to achieve its main goal this year – to increase school spirit and strengthen the voice of students.

Highlights of the year include:

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Leadership Skills

SRC members continually represented the school’s student body in 2010. School Captains and SRC leaders presented on the weekly Monday whole school assembly with confidence and fine leadership.

Senior SRC members attended staff team meetings including the leadership team meeting in order to bridge the gap between staff and student visions of school leadership.

SRC members regularly spoke at relevant year assemblies in order to encourage the student body to involve themselves in various leadership activities around the school, as well as in the wider community. Such activities included attendance at the National World Leaders Day, the Cyber Bullying Ambassador program and Girls Leading Social Change held at The Women’s College at the University of Sydney. The day’s activities were focused around inspiring and empowering young women to have a positive impact on our world.

The SRC in 2010 also focused its interest in environmental issues around the school and the globe. Students attended the Youth Environment Network (YEN) Conference at the University of Western Sydney. The conference involved over 180 motivated students from schools in South West Sydney, who were enthusiastic about helping our world tackle environmental issues. The conference marked the continuation of the YEN where students work together to create programs and begin initiatives within their school and the broader community that will help facilitate a sustainable future.

Community Activities

The SRC continued to be one of the main fundraising bodies of the school and encouraged all students to be community-minded in their approach to life.

The SRC organised for our school to support such activities as Legacy Day and The World’s Greatest Shave, run by the Leukaemia Foundation, through fundraising and volunteering. SRC members proudly joined with other students and community members to represent our school at events to mark ANZAC Day, Battle for Australia Day and Remembrance Day.

SRC students also attended events such as the Community Relations Commission for a Multicultural NSW Youth Leaders Day. Two of our students attended an evening of guest speakers with dinner at Cabramatta Bowling Club. The evening featured guest speaker Tim Costello, the CEO of World Vision. One of the guest speakers was Rebecca Ordish, Founder and Director of the Mitrataa Foundation, which works to provide educational opportunities for disadvantaged children in Nepal, encouraging our students to think and act globally.

Student Representation

Our SRC were an effective student voice in 2010. Regular meetings were held with the Senior Executive about issues affecting students and SRC members regularly represented the views of their year group at year assemblies and meetings. The 2010 SRC administered the school-wide elections for the 2010 Student Representative Council, developing valuable organisational skills. It was a pleasure working with the 2010 SRC and we would like to thank and congratulate all SRC representatives for their hard work and maturity.

Jasmina Dugalic and Keagan McCrohon 2010 SRC Captains

School context

Fairvale High School is a very large, dynamic, multicultural high school in the Fairfield area. The values of Fairvale High School are founded on the principles of tradition, care and innovation. The school's supportive and caring environment builds learning capacity in a wide range of academic, sporting and vocational subjects. Fairvale High School has achieved exemplary successes in many areas and offers extension opportunities in Mathematics, English, History and the creative and performing arts. Selected students are invited to participate in advanced progression in Mathematics, achieving their 2 unit Mathematics HSC at the end of year 11. The school-delivered vocational education program includes Hospitality, Construction, Retail Services, Business Services and Information Technology. Fairvale High School's success is supported by student-centred programs in technology, literacy and numeracy (delivered across all KLAs), integrated sport, welfare and peer support programs. Fairvale High School's delivery of comprehensive, inclusive and student-centred learning programs are achieved with support from highly skilled and committed teachers and intensive homework/tutorial centres. Professional learning programs for staff include a highly successful whole school annual weekend conference. Links with the community are strengthened through outreach adult education classes and an active parent and community committee.

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Student information

It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Student enrolment profile

Enrolment at Fairvale High School has steadily increased over the last few years but stabilised in 2009 and 2010. It is expected that enrolments will remain stable in the coming years.

Student attendance profile

School Enrolments

0200400600800

1000120014001600

2006 2007 2008 2009 2010

Stud

ents

Male Female

Management of non-attendance

Weekly reviews by the school’s welfare team and the Home School Liaison Officer encourage students to attend regularly. Students with a poor attendance pattern were followed up and referred to the relevant welfare agencies. Attendance rates increased dramatically in 2010, especially in the senior years. The school attendance has remained well above both the state and region average.

School Attendance Yr 7-12

878889909192939495

2007 2008 2009 2010School Region State

Retention to Year 12

Seventy one percent of our 2008 Year 10 cohort completed Year 12 in 2010. This represents a decrease from last year and is still significantly higher than the State average. Our success in this area is a result of programs put in place to ensure students are able to select the subjects that suit them best, study in supported senior study rooms and the after-hours

homework centre and student welfare support structures.

Proportion Staying On (SC to HSC)

01020304050607080

SC04-HSC06

SC05-HSC07

SC06-HSC08

SC07-HSC09

SC08 -HSC10

School SEG State

Post-school destinations

Thank you to our 2010 Year 12 students and parents for their participation in the Post-School Pathways Survey. We had 92% participation, which is higher than in previous years.

This year our school has seen one of the largest increases in the number of students successfully gaining positions in university courses for the last few years. One program that helps students decide to go to university is our School to Work program. This program encourages students to research careers and the courses required to enter them, and then map out the most appropriate educational pathways to successfully achieve these careers. Last year, as part of this program, the school organised a number of guest speakers from various universities who supplied students with information about their courses. A number of students enrolled in university courses also supplement their income by maintaining part-time, casual employment.

It is also worth noting that this year, we have students enrolled in a wider variety of university courses than has been the case in the past. This represents a trend away from students just attending local area universities.

In spite of the general improvement in our results, our survey tends to indicate that not enough of our students seem to be pursuing careers in the VET courses they have completed for their HSC studies. (This is especially important for students not pursuing a university degree). Further analysis in this area needs to be pursued as the first step in remedying this trend, which demonstrates an area for improvement.

The rest of our students are either involved in apprenticeships/traineeships, part-time work or study. Of these, a large percentage were organised via the Jobs Pathways Program through our local employment agencies. This also represents an encouraging trend. Very few students had no specific plans for the future.

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Post-School Destinations

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Full-tim

e Work

Unive

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Year 12 students undertaking vocational or trade training

In 2010, 82 Year 12 students completed VET courses, representing 39% of Year 12 students at Fairvale High School.

Year 12 students attaining HSC or equivalent vocational educational qualification

In 2010, 210 Year 12 students attained their Higher School Certificate, representing 99% of Year 12 students at Fairvale High School.

Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies

Generally, staff retention at this school is very high. Total number of staff in 2010 was 130, of which 108 were teachers. At the end of 2009, two teachers were promoted to another school, three teachers transferred to another school, one teacher retired and two teachers left to pursue careers in other areas. This is a retention rate of approximately 92%.

Staff establishment

Position Number

Principal 1

Deputy Principal(s) 3

Head Teachers 18

Classroom Teachers 71.1

Teachers of Emotional Disabilities 2

Teachers of Behaviour Disorders 1

Teachers of Mild Intellectual Disabilities 3

Teachers of Moderate Intellectual Disabilities 1

Support Teachers Learning Assistance 2.1

Teacher Librarians 1.4

Teachers of ESL 2.4

Counsellors 2

Total 108

The National Education Agreement requires schools to report on Indigenous composition of their workforce.

One teacher identifies as a member of the indigenous community.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff Degree or Diploma 53 Postgraduate 47

Prime Minister Julia Gillard and NSW Minister for Education Verity Firth

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Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary: 30/11/2010Income $

Balance brought forward 801099.81Global funds 770472.70Tied funds 898318.59School & community sources 533317.33Interest 50793.04Trust receipts 72521.23Canteen 0.00Total income 3126522.70

ExpenditureTeaching & learning Key learning areas 260102.42 Excurs ions 169125.07 Extracurricular dissections 90555.14Library 21268.17Training & development 10855.98Tied funds 794466.63Casual relief teachers 137696.55Administration & office 337865.21School-operated canteen 0.00Util ities 149398.11Maintenance 321688.80Trust accounts 72312.38Capital programs 176179.73Total expenditure 2541514.19Balance carried forward 585008.51

A full copy of the school’s 2010 financial statement is tabled at the annual general meeting of the P&C. Further details concerning the statement can be obtained by contacting the school.

School performance 2010

Achievements

Arts

This was an outstanding year for the Arts at Fairvale High School. The following achievements demonstrate the commitment to excellence for all involved.

Visual Arts Achievements

Rohmone Kozlova’s artwork was exhibited in Art Express 2010. Manh Wai Ly’s artwork has been nominated for Art Express 2011.

Year 9 students Sophie Ky, Kevin Vilaythong and Lilian Nguyen’s artworks were selected and exhibited in Operation Art 2010 at the Armory Gallery. Lilian

Nguyen’s artwork was also exhibited at the Art Gallery of NSW and published in the Teachers Resource CD.

Year 11 students Bernadette Gelabert and Emily Hellyer were accepted into the Dobell Drawing School at the National Art School.

Year 9 students Sophie Ky and Lilian Nguyen entered the Calling All Artists competition and their works were published.

Judy Lim, Lilian Nguyen, Tiffany Phung, Teresa Solase, Sui Yein Le and Susanne Tang were accepted into and completed the Make it Reel summer school course at the University of Technology, Sydney.

Approximately sixty Year 7 students were selected to participate in the Open Gallery education outreach program at the Art Gallery of New South Wales.

Year 10 Visual Arts students were selected to participate in the Art Side In education program at the Art Gallery of New South Wales.

Year 11 Visual Design students have been working with senior landscape architect Louise McKenzie from Fairfield City Council and Graham Chalcroft on refining designs to improve Baragoola Park.

All the Visual Arts exhibitions held throughout the year showcased students’ exceptional talent and artistic ability through their artworks. All exhibitions were a great success.

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Performing Arts Achievements

Achievements in the performing arts included:

• Music Count Us In: This featured students performing with and alongside Paulini and Joseph Gatehau from Australian Idol. Alissa Williams completed a workshop with nine other students from around Australia with John Foreman and created one of the Music Count Us In songs for schools to learn.

• Year 8 Music students and Alissa Williams featured in a television commercial shown on Channel 10, promoting the Music Count Us In event.

• Travers Ross (from So You Think You Can Dance?) workshop.

• South West Region Education Week launch where Khanh Nguyen and Cindy LaMantia performed at Revesby Workers Club.

• Band competition: ‘Bring It On! School Idol’ band Joe’mama.

• South West Region Dance Festivals: Bankstown Town Hall.

• SWR - Talented Identification Program (Vocalists): Paulini Tawamacula and Alissa Williams.

• SWR - Talented Identification Program (Regional Stage Band): Kevin Nguyen, Daniel Munos, Darryl Nguyen and Tram Tran. Mr Thwaites was the musical director.

• Assembly performances for Year 7-12.

• 'End of term' concerts including Term 2 ‘Talent Quest’.

• Australian Dance Challenge: Approximately 30 dance ensembles competed in this activity and Fairvale High School came 2nd and 4th in 2009 and 2nd in 2010.

• Senior showcases in HSC music, Drama and Dance.

• SWR - Performing Arts Unit: Director's Choice Concert.

Performing Arts Gifted and Talented Opportunities:

• SWR Spectacular 'Director's Choice' - Homebush Bay.

• Chanel Lea (featured artist of the Regional Hip Hop Boys Dance Group).

• Paulini Tawamacula (featured vocalist) and Cindy LaMantia (backing show band on drums).

• Five other students successfully auditioned and were involved in various roles.

• Regional Performing Arts programs.

• Alissa Williams (featured vocalist), Kevin Nguyen (guitar), Tram Tran (bass), Khanh Nguyen (guitar) and Daniel Munos (drums).

• Paulini Tawamacula (featured vocalist).

• Chanel Lea (featured hip hop dancer).

• Chris Ortiz (band playing guitar).

• Cindy LaMantia (band playing drums).

• Year 11 Works In Progress evening.

• Special education creative and performing arts extravaganza.

• Fairfield City Council Youth Awards: foyer entertainment.

• Regional VET awards dinner: foyer entertainment (Alissa Williams).

• South West Region Pacific Islander Awards Night: Paulini Tawamacula accepted an award and performed.

Students attended Encore, Call Back and OnStage! which are Board of studies performances from the best Music, Dance and Drama students from the 2009 and 2010 HSC exams.

Mathematics Achievements

There were 115 candidates for HSC Mathematics courses in 2010. There were 57 candidates for 2 Unit General Mathematics and 51 candidates for 2 Unit Advanced Mathematics. From the 2 Unit Advanced Mathematics course, 22 students attempted the challenging Extension 1 course and a further 7 students attempted the extremely challenging Extension 2 course.

HSC Course Results

The results for General Mathematics were once again disappointing. Results fell below state averages. However, there was a marked improvement in band summary with a high proportion of students falling into the Band 3, 4 or 5 categories. This result has been very encouraging, because we have managed to improve group averages and bring them closer to state averages.

The results for Advanced Mathematics were outstanding. 54% of students gained Band 5 or 6. Results were well above state averages in all bands.

The current HSC Mathematics courses are extremely demanding and really should only be attempted by students who have a keen interest to do well, or show some reasonable aptitude for Mathematics. Nevertheless, the students presenting for extension

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courses continue to achieve outstanding results with results well above state averages.

In Extension 1, 100% of students were placed in the top two bands (compared with 82% of the state). For Extension 2, 100% of students were placed in the top two bands (compared with 90% of the state) with all students receiving notional Band 6 results.

The results for our extension courses were quite significant and we maintain our reputation for outstanding achievement in teaching and learning with students who have high levels of mathematical talent and interest.

260 students attempted the School Certificate test. We achieved a very significant improvement in Band 5 and Band 6 results, with 33% achieving this level. There were 40 students who achieved Band 6 results, compared with 22 in 2009 and only 17 in 2008. Overall, other band results were similar to previous years.

School Certificate Course Results

However, we have been able to demonstrate steady overall improvement in the middle bands. We have employed a teacher’s aide over the last two years to implement an intensive tutorial program for mid-range students who are capable of improvement. This has worked remarkably well and we have been able to demonstrate steady overall growth over three years of School Certificate results.

The popular Australian Mathematics Competition was held once again with nearly 200 students participating. Our results were once again excellent and similar to results in previous years:

Other Achievements

• 28 students achieved distinction level results

• 77 students achieved credit level results

• 55 students achieved proficient level results

Eight students entered the very challenging Australian Informatics Competition.

• 3 students achieved distinctions

• 3 students achieved credits

Mathletics is a substantial online resource for all students. Participation rates are over 90% in Years 7-10. It continues to provide engaging support for teachers and students. In particular it can be programmed to assist in the development of some numeracy (and some literacy) concepts.

Sport

2010 proved to be a most successful year for sport at Fairvale High School. The school’s policy of providing two different types of quality and challenging sporting

programs to cater for the needs of all students, proved once again to be popular throughout the school. The sports program consists firstly of an integrated program with the PD/H/PE curriculum for Years 7 – 11, where students take part in a wide variety of sports and recreational activities in their normal class times, taught by the PD/H/PE staff. The second half of the sports program takes into account the Combined High Schools Knockout competitions, as well as the three major carnivals for the school; the Swimming, Cross Country and Athletics carnivals, where students have the chance to represent the school in a competitive environment against other schools from around the State, with the possibility of being selected to represent the school at the Zone, Region, State and National levels. ‘Gala days’ are also organised for students in Years 7 and 8 with other schools from the Lansdowne Zone. This event introduces those students to the concept of organised team sports in a friendly and non-competitive atmosphere.

2010 gave us a number of highly respectable and promising results in our team sports and individual activities. A number of students went on to represent the school at Zone, Regional and State levels very successfully in Swimming, Cross Country and Athletics. In Zone Cross Country, our girls teams finished 2nd and our boys finished 3rd, giving us an overall 2nd place. We had a total of 116 students participate in the zone carnival, with Mahmoud El Merbani finishing 2nd in the 15 years boys, our best result. We had seventeen students qualify to run at the Regional Carnival. Our goal for next year is to have more participants in the zone and regional carnivals.

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Kristina Simic was the 13 years age champion. Our 14 years boys relay team consisting of Sila Usoalli, Dylan Sam, Trevor Walker and Tuan Loi Dang finished 1st. We had 25 students participating in the regional carnival and with four students qualifying for the State Carnival. These students were:

• 14 years male shot put – Liam Collenette

• 12 years female shot put – Moli Tavita-Matavale

• 18+ years female discus – Vienna Kalolo

• 13 years male long jump – Yousef Kadhim

Overall, Fairvale High School put up a strong showing at all of the major carnivals this year.

Our students also had an outstanding year with our team sports. Throughout the year we have had 25 teams compete in the knockout sports competition and over 400 students attempted to be selected in these teams.

Furthermore, the knockout sports competition would not be possible without the support of our staff who gave up their personal time to coach and coordinate all of our teams.

The Sportsman and Sportswoman of the year was a difficult choice to make this year with so many outstanding efforts by many individuals, however, in the end, one athlete stood out above the rest for her achievements, all round abilities and their excellent attitude and sportsmanship throughout the entire year. The Sportsperson of the Year was Paulini Tawamacala.

This is a relatively new award reintroduced into Fairvale’s Sporting Achievements. Any student that has qualified to represent Fairvale High School in any State sporting competition is eligible for a School Blue. This is an extremely prestigious award that is extremely difficult to attain, yet this year, we have seventeen students that have met the criteria. The following students are to be congratulated for receiving School Blue Awards:

• Justin Holland (Wrestling)

• Carissa Holland (Wrestling)

• Paulini Tawamacala (European Handball)

• Bella Faasau (European Handball)

• Jasmin Huriwai (European Handball)

• Fasi Pauulu-Liolavave (European Handball)

• Tusi Mu (European Handball)

• Michael Do (European Handball)

• Arron Huynh (European Handball)

• Nassim Abuhamed (European Handball)

• Jennifer Le (Futsal)

• Karina Banno (Futsal)

• Maggie Yin (Futsal)

• Liam Collenette (Athletics)

• Moli Tavita-Matavale (Athletics)

• Vienna Kalolo (Athletics)

• Yousef Kadhim (Athletics)

Special Award for National Representation

This is the first time that we have introduced this award, as it is the first time we have had so many students representing Australia in an international competition.

The ultimate achievement in sport, the reason why athletes make sacrifices, the hours in the gym, the hours of practise, the sweat, the set backs, the injuries, all become a distant memory when you are working towards one day having the honour of representing your country.

The next five students have done exactly that and have this year represented Australia in their chosen sport. There is much to admire about a young person who is able to set themselves a goal, work towards it and then achieve it. They are all great role models for our school and their success shows all of us the reward of hard work, perseverance, self-belief and faith in our own ability.

Sport enables individuals to prepare for life – not only do you strive to win but you inspire others by your persistence. Learning about respect, competition and fair play are valuable lessons that we take away when we participate in sporting competitions. The following students are the inaugural recipients of this award:

• Justin Holland (Wrestling) Senior Commonwealth Games

• Carissa Holland (Wrestling) Junior Commonwealth Games

• Paulini Tawamacala (European Handball)

• Bella Faasau (European Handball)

• Jasmin Huriwai (European Handball)

With the outstanding efforts, attitudes and achievements of our students and coaches throughout 2010, we can only hope that the following years will continue to build upon this very positive start to the new decade.

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Academic

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 understanding demonstrated in these assessments.

• Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7)

• Year 9: from Band 5 (lowest) to Band 10 (highest for Year 9)

In the School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).

Literacy – NAPLAN Year 7

Year 7 sat their NAPLAN test in May 2010. The results of this test give an indication of the work the students have completed in their primary school and the first term of high school. The results show that students coming into Fairvale High School are performing below the state average in all areas of literacy, except spelling. As a result of this, programs are put in place to ensure literacy standards are raised.

Percentage of students in bands: Year 7 reading

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Percentage in band 2010

School average 2008 - 2010

SSG average 2010

State average 2010

Percentage of students in bands: Year 7 spelling

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Numeracy – NAPLAN Year 7

The results of this assessment allow the school to focus attention on areas of need. The following graphs show the performance of students in the 2010 NAPLAN tests. Students entering Year 7 in 2010 generally performed poorly in relation to their State cohort, with many below the state average and only 45% achieving Band 7 or above. Our target of reaching 85% of students achieving Band 7 or above by Year 9 is ambitious but essential in ensuring students are able to improve.

Percentage of students in bands: Year 7 numeracy

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Literacy – NAPLAN Year 9

The NAPLAN results of 2010 fell well short of our aspirational target of 85%, however with 65.7% of our students achieving Band 7 or above, this represents a significant increase from the 2009 result. It also represents a vast improvement for this group from Year 7 to Year 9.

Percentage of students in bands: Year 9 writing

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Percentage of students in bands: Year 9 spelling

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Percentage of students in bands: Year 9 grammar and punctuation

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Numeracy – NAPLAN Year 9

The NAPLAN Numeracy test was a real success for our students in 2010. 72% of Year 9 students achieved Band 7 or above. This is very close to the state average and represents significant improvement on the NAPLAN results for the same cohort in Year 7.

Percentage of students in bands: Year 9 numeracy

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School Certificate

School Certificate relative performance comparison to Year 5 (value-adding)

Fairvale High School had excellent growth data in 2010, showing high value-added results for the cohort of students completing their School Certificate this year. The high value-added results are well above the state average and reflect the programs put in place to support Year 10 students.

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School Certificate: Relative growth from Year 5 (value-added)

-2.0

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School 2010School Average 2006 - 2010SSG Average 2010

Percentage of students in performance bands:

School Certificate English-literacy

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Percentage in band 2010School Average 2006 - 2010SSG average 2010State average 2010


School Certificate Mathematics

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School Certificate Science

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Average HSC Relative Performance from Year 10 (value-added)

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SSG average 2010

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Higher School Certificate

The following compares HSC results to state results:

Course School 2010

School 2006 - 2010

SSG 2010

State 2010

Ancient History 72.1 68.7 65.0 70.5

Biology 68.2 69.7 70.0 72.2

Business Studies 77.8 69.2 69.0 72.3

Chemistry 72.1 70.2 65.0 73.8

Community and Family Studies 72.4 71.7 70.0 71.1

Drama 72.3 69.7 70.0 73.9

Economics 63.9 64.6 0.0 72.6

Engineering Studies 72.3 68.0 0.0 75.2

English (Standard) 65.3 64.4 59.0 61.8

English (Advanced) 82.6 79.8 73.0 79.9

English as a Second Language 74.5 72.0 0.0 72.3

Industrial Technology 75.8 67.2 67.0 68.8

Information Processes and Technology 74.6 71.8 67.0 72.2

Legal Studies 73.0 70.3 64.0 70.7

General Mathematics 68.6 65.9 67.0 69.0

Mathematics 79.4 72.7 65.0 75.0

Mathematics Extension 1 89.0 84.6 66.0 81.3

Modern History 66.7 67.6 67.0 73.7

Music 1 75.8 77.8 76.0 78.7

Personal Development, Health and Physical Education 73.1 73.1 73.0 73.4

Physics 67.0 68.5 68.0 74.4

Society and Culture 67.0 67.6 67.0 73.2

Textiles and Design 74.9 73.5 0.0 74.6

Visual Arts 79.9 78.6 74.0 77.4

Construction Examination 72.3 69.9 0.0 70.8

Business Services Examination 77.2 77.2 0.0 69.8

Retail Services Examination 74.3 75.0 0.0 72.4

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Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9.

The performance of students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 7 students in our school achieving at or above the minimum standard in 2010

Percentage of Year 7 students achieving at or above minimum standard

Reading 89.8 Writing 89.3 Spelling 90.2 Punctuation and grammar 81.4 Numeracy 91.6

Percentage of Year 9 students in our school achieving at or above the minimum standard in 2010

Percentage of Year 9 students achieving at or above minimum standard

Reading 80.3 Writing 86.9 Spelling 88.2 Punctuation and grammar 84.0 Numeracy 89.3

Significant programs and initiatives Fairvale High School has been receiving equity program funding for over 16 years. During this time, it has had various coordinators, developed many programs and purchased numerous resources. Interested staff members were asked to submit applications for projects, which were then discussed by the committee before a decision was made. The project managers completed a management plan, which is embedded within the school management plan and worked towards achieving the outcomes of their areas.

All the projects were successful to some degree, but some more than others. The main goal of all the projects was to utilise PSP funding in more effective ways. For every project, areas of improvement were identified and were used for planning 2010 projects.

• Embedding technology across the school was extremely successful, as always, with 100 percent participation of our Year 7 students. They continue to produce high quality work and this is

followed up in ICT classes with intranet publishing and evaluation.

• Building links continued to be a focus area for 2010. Stronger collegial links were developed with our feeder primary schools and incoming Year 7 students will be supported more effectively and appropriately through the more accurate transfer of data. 2011 will see this project continue with a new focus on developing literacy across the middle school. Members of the Fairvale High School literacy team will be paired with a primary school mentor and will work together to improve literacy.

• Mathletics continues to improve student numeracy skills and is an invaluable tool for teachers in the classroom, as students are engaged and work at their own pace. Mathletics will continue in 2011 and will be funded through PSP.

• Accelerated Reader, a program designed to improve the reading and comprehension ability of students, was continued in 2010. 2011 will see a focus on embedding this program into the school culture and increasing the number of teachers and students accessing it.

• The study skills program was continued and all students in Years 10 to 12 participated in the workshops and activities. In 2011, this program will be more widely used and accessed by all students and staff.

Faculties were also supported in the development of literacy and numeracy strategies to support students, using SMART data as a starting point. Professional development was a large focus of this project.

Community participation continues to show success. Parents accessed outreach courses in the areas of ESL English, Computing Skills, Financial Literacy and Return to Work Skills. 127 parents registered for these courses and all attained their TAFE certificate. These courses will continue in 2011, with more being added to the list. The focus in 2011 will continue to be to improve the sharing of information between school and home. Parents will be offered information sessions about a variety of topics so they are more informed of the requirements of students and the expectations of the school.

In 2011, PSFP will align itself more strategically with the new school focus on literacy. PSFP funds will be provided to professionally develop staff and improve student literacy acquisition.

Aboriginal education

The implementation of the new Aboriginal Education and Training Policy at Fairvale High School takes into account the vast cultural backgrounds of our students.

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Across the curriculum, teachers present Aboriginal perspectives in all subjects. In HSIE (specifically Australian Civics and Citizenship, History and Geography, Society and Culture and Legal Studies) and in English, Aboriginal perspectives are a specific focus. Programs for Year 8 included a visit from Aboriginal performers which helped to expand the profile of Aboriginal people and gave first hand insights into Aboriginal cultures. Fairvale High School also ensures that the Aboriginal staff member is given every opportunity to help lift the profile of Aboriginal people, which she does regularly and proudly.

Multicultural education

In 2010, 86% of the school’s student population came from a language background other than English, representing approximately 54 different national and cultural groups. There were a variety of programs delivered to support this area of our school. These include:

• diagnostic testing of all ESL and international students at enrolment, to determine the type and level of learning support required;

• regular liaison with Intensive English Centres to ensure a smooth transition for new arrivals into high school;

• the ‘welcome program’ implemented each semester to introduce newly exiting IEC and international students to Fairvale High School;

• ESL perspectives included in new programs and resources made available to all staff;

• Junior and Senior Learning Centres fully staffed to assist all students;

• ESL Action Research Pedagogy Project implemented in targeted History classes;

• additional English language classes targeting students with specific ESL needs; and

• Multicultural Day held to celebrate the culturally diverse student population.

Respect and responsibility

Fairvale High School has a proud record of community service and encouraging students to undertake community service activities on a voluntary basis. In all years, students are active participants in many voluntary activities, including the Red Cross school program. The Fairvale High School Leo club is the largest in the state and its student members are successful in fundraising and community programs. Its task is to develop a spirit of community service and provide a variety of opportunities where students can demonstrate a responsible and ‘other-centred’ focus within the junior school and further develop this throughout the senior school.

Much of this development will occur with the refinement and enrichment of the present learning and welfare programs. Central to this development will be a school focus on the core values of school, as they impact on the school culture.

Special Education

Fairvale High School has a special education unit on site that caters for students with mild to moderate intellectual disabilities. 2010 was a particularly successful year for the unit with all Year 10 students attaining their Life Skills School Certificate and Year 12 students gaining their Higher School Certificate. 2010 also saw the first cohort of students complete their Certificate I in Retail Services which involved working with VET teachers to run a simulated Coffee Shop. A number of students in Year 12 also completed courses in Sports Fitness, Auto Detailing and Hospitality.

Priority Schools Program and Low SES School Communities National Partnership Programs

From 2011, Fairvale High School will participate in the Low SES School Communities National Partnership. As a result, a significant amount of time in 2010 was dedicated to planning for the implementation of this important initiative.

The school used a number of methods to determine the most effective way to utilise this new finding source. Electronic surveys were conducted with staff, students, parents and community members on a range of topics, including literacy, numeracy, school leadership and community engagement. These survey results provided a wealth of statistical information in relation to areas for whole school development.

In addition, planning sessions were conducted with the entire school at the annual school conference, ensuring that teachers were directly involved in the establishment of targets and generation of ideas for improving school functions. Furthermore, a series of other planning sessions were conducted with the school executive, where specific programs to improve student outcomes were presented, discussed and refined.

This led to the creation of the situational analysis of Fairvale High School, which now evidences the strategies which will be used from 2011 to address the six areas for national partnerships reform.

In brief, these programs include:

• annual school conferences;

• annual executive planning conferences;

• executive professional learning programs;

• use of school teams;

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• creation of new positions including a Bursar, Assistant Manager (National Partnerships) and Information Officer;

• implementation of a teaming approach with Year 7 classes;

• use of the accelerated reader program;

• employment of a literacy critical friend;

• release time for head teachers to work on literacy strategies individually with staff members;

• restructured Community Liaison Officer positions to cater for a wider variety of parents, families and community members;

• establishment of a holiday school program as a remediation strategy; and

• employment of a Transition Officer.

It is anticipated that these initiatives, which are linked to the Low SES School Communities National Partnerships program, will develop a stronger link between the school and the local community, in addition to improving student outcomes through the strategic use of school resources.

Connected learning

Fairvale High School has embraced a wide range of information and communication technologies with the long term goal of effectively using these technologies to improve teaching and learning. The school has three large dedicated computer rooms and five smaller rooms equipped with desktop computers and printers and all are connected to the school network.

All students in Year 9 and 10 have been issued with DER netbook computers with access to a wireless network available in every classroom. Two class sets of notebook computers are also available for teachers to use with their classes. Both the DER wireless network and the school network allow students to connect to a wide range of class and subject resources through a school Content Management System powered by Moodle software located on a school server. Training of staff in the use of Moodle is a high priority and currently eighty staff members have completed in-school training for developing e-learning resources.

Interactive whiteboards are now located in eleven classrooms along with two connected classrooms to support teaching and learning. Thirty teaching staff have had training in the use of these resources at a school or regional level and there is a high demand for IWB rooms for teaching and learning activities.

In the Year 10 Computing Skills test, students achieve results in three different bands – competence not demonstrated, competent and highly competent. Students at Fairvale High School achieved an average mark of 76%, which was above the SSG average of 74.4%, however, below the state average of 77.4%.

Progress on 2010 targets

Targets for 2010

During 2008, our inaugural school planning conference decided on the following targets for 2009 - 2011.

Target 1

Literacy

1.1 75% of students achieving Band 7 or above in Year 9 NAPLAN Literacy.

1.2 At least 20% of students achieving in the proficient bands in Year 9 NAPLAN Literacy.

Fairvale High School implemented the following strategies to achieve this target:

• Analysis of NAPLAN and SC results to identify student literacy learning needs.

• Formation of NAP Skills program for Year 8 in 2009, continuing into 2010 and beyond.

• Continuation of refugee programs including the refugee after school study program in partnership with the University of Western, Sydney and the Refugee Assistance Program in association with the DET - Multicultural Education Unit Program.

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• Continuation of learning assistance classes in Year 7 and 8 and the formation of learning assistance classes in Year 9. This involved the teaching of these classes by specialist learning assistance teachers for English, Mathematics and HSIE.

Our success was measured by:

• 71% of students achieving Band 7 or above in Year 9 NAPLAN Literacy, which fell short of our target of 75%, but represents significant improvement for this cohort from their Year 7 result.

• 21.3% of students achieving in the proficient bands in Year 9 NAPLAN Literacy.

Target 2

Numeracy

2.1 75% of students achieving Band 7 or above in Year 9 NAPLAN Numeracy.

2.2 At least 25% of students achieving in the proficient bands in Year 9 NAPLAN Numeracy.


• Continuation of NAP Skills program for Year 8 into 2010.

• Incorporate Mathletics into junior Mathematics learning programs.


• 71.7% of students achieving Band 7 or above in Year 9 NAPLAN Numeracy, which fell short of our target of 75% but represents significant improvement for this cohort from their Year 7 result.

• At least 28.8% of students achieving in the proficient bands in Year 9 NAPLAN Numeracy.

Target 3

Student Engagement and Retention

3.1 90% of SC graduates complete Year 12 or recognised vocational course from accredited provider.

3.2 Student attendance rate reaches 95%.


• High quality transition programs to support students and their families throughout schooling.

• Offer appropriate VET courses in the senior curriculum and engage with local community organisations to maximise support for every student, including building opportunities for work-based and community-based learning.

• Provide students with leadership and learning opportunity beyond curriculum requirements.

• Introduce student welfare, attendance and reporting profiling system. Support and counsel students with attendance issues.


• 80.2% of School Certificate graduates completed Year 12 or recognised vocational course from an accredited provider.

• Student attendance rate reached 94.2%.

Target 4

Connected Learning

4.1 ICT classroom and 'Connected Classroom' established to support the training of staff in the use of ICT pedagogy with relation to their subject area.

4.2 100% of teaching staff will access and utilise elements of the professional learning program developed by the ICT Team.

4.3 20% of teaching staff have been supported to implement ICT pedagogy into their classroom practice.

4.4 Four community training programs are developed and presented.


• Provide professional learning opportunities for teaching staff in relation to ICT pedagogy, especially in the eLearning environment.

• Support teaching staff in the implementation of ICT pedagogy with relation to classroom practice and subject specific pedagogy, using software such as ‘Moodle’.


• ICT classroom and 'Connected Classrooms' established to support the training of staff in the use of ICT pedagogy in relation to their subject area.

• 100% of teaching staff access and utilise elements of the professional learning program developed by the ICT Team.

• 50% of teaching staff have been supported to implement ICT pedagogy into their classroom practice. eLearning becomes a familiar aspect of classroom teaching and learning.

Target 5

Teacher Quality

5.1 100% of beginning teachers achieve the level of ‘professional competence’.

5.2 100% of teachers registered with the NSW Institute of Teachers are supported in moving towards ‘professional accomplishment’.

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5.3 100% of teaching staff are supported by upgraded TARS process to address individual teacher professional learning needs.

5.4 100% of teaching staff attend whole school learning conference.

Fairvale High School implemented the following Strategies to achieve this target:

• Building teacher and school leader capacity to support school improvement and student learning.

• Strengthen implementation of the NSW Quality Teaching model.

• Coordinate and support teaching staff to access registered professional learning across all elements of the professional teaching standards.


• All eligible teachers were accredited with the NSW Institute of Teachers.

• Most teachers and all school leaders participated in programs that built capacity and school improvement.

• Support for all early career teachers through professional growth programs and mentoring support continued.

• 93% of teachers attended the annual staff conference.

Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to curriculum and the other related to educational and management practice. In 2010, our school carried out evaluations of the Mathematics faculty and our communication with the community.

Curriculum

Mathematics Faculty Evaluation

Background

The evaluation has been conducted in a flexible, open and cooperative environment which reflects the harmony that was evident in the Mathematics staffroom. It has been obvious to the team that all members of the faculty have been fully engaged in preparing for this evaluation and were welcoming to the team in allowing their lessons to be observed. The staff members who were observed and interviewed were relaxed about the process and were forthcoming with information about their faculty and teaching practice.

The review was postponed on two occasions due to unforeseen circumstances involving school organisation and issues with the availability of external personnel. The faculty was asked to choose focus areas that reflected their strengths and the areas they considered were in need of development. The teachers were looking forward to the findings and recommendations from the evaluation team in order to continue moving forward.

Prior to the evaluation, the Mathematics data was collected using the Quality of School Life survey ‘Student Subject Attitude Survey’ and analysed to provide authentic student data. Over 180 students participated in the surveys.

During the course of the three day evaluation, the team observed some lessons, interviewed staff members, interviewed students in focus groups, reviewed data collected from students via surveys, examined documentation. The team also observed feature lessons demonstrating the use of innovative technology in the classroom. On the last day the Head Teacher, Steve Barbuto, presented the team with an in depth view of how and why the faculty works in a professional team environment.

The information gathered by the evaluation team has been discussed and analysed by all members of the team to record findings and as such, provide recommendations that the faculty and school can incorporate into planning to maintain continual improvement.

Findings and conclusions

Programs

The faculty maintains a central store of syllabus based programs and registers, reflecting a differentiated curriculum to provide for a variety of achievement levels in Stage 4 and Stage 5. All HSC Mathematics courses are offered and the programs for Stage 6 reflect the details for each course. The faculty monitoring folders store the senior programs as well.

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The teaching programs are aligned with syllabus outcomes which form the basis for all planning and presentation of lessons. It was observed that teachers were familiar with the content of the syllabus however, there was no evidence this was shared with students. Course scope and sequences are structured with differentiation to meet different levels of achievement of all students. Based on the needs of the students, in consultation with all faculty members, the flexible scopes are regularly reviewed. Teachers use assessment data in conjunction with course overviews to decide on the sequence of content for the class for the next teaching and learning cycle.

Collaborative planning and informal sharing of resources through discussion are used to support teachers in developing teaching strategies. The team found no evidence of formal recording and linking of teaching strategies to outcomes. However, this is covered quite explicitly in the syllabus. The team found no centrally recorded evidence of differentiated teaching strategies for engaging low achieving students. However, the program and scope and sequence reflected an appropriate framework for these students. Teachers record lessons in their teacher’s chronicle.

It was evident through class observation that teachers provide lessons to ensure that students are engaged in new learning, based on deep knowledge and deep understanding. Students were able to grasp difficult concepts. Teachers understand the place and function of the teaching and learning cycle in programming both the content and delivery of syllabus outcomes. Teachers clearly explain assessment requirements and provide quality feedback, identifying for the student areas of strength and areas for development.

The faculty uses assessment data and information about students’ prior learning, in conjunction with course overviews, to determine the pathway towards which whole class groups will be working.

The registration process enables consistent tracking of student progress against syllabus outcomes for Stages 3–6. In addition to this, the students keep their own tracking records, providing evidence of the level that concepts are achieved both inside and out of school. A withdrawal program, funded through the PAS Program, focusing on drill and practice, caters for specific areas of need and has been successful in improving the results for students in the middle bands.

Classes are streamed where possible to differentiate teaching and learning and meet the needs of students, however, Year 7 classes cannot be streamed due to timetable constraints. It is a view that this limited greatly the opportunity to use evidence gathered from the students’ prior learning.

Technology

The faculty has embraced the use of technology in the classroom and in faculty organisation. Teachers recognise the value of technology in helping their teaching and the learning process for students.

The Mathematics staff has integrated the use of interactive whiteboards and data projectors using a variety of applications to deliver lessons. Some software packages that were observed in use included Microsoft Excel, Microsoft PowerPoint, Notebook and Geogebra. Other software packages such as Autograph, Mathstype and EduData were also available to the staff. Mathletics is a major source of web based work given to students, and monitored by teachers, online. Students are engaged and recognise it as a valuable tool in their learning.

Technology in the classroom - strengths

The majority of teachers is conversant with the use and application of technology, and are currently preparing and using a variety of resources to present their lessons.

Laptops currently issued to Year 10 students and some Year 9 students have been incorporated into lessons. All classrooms have wireless internet and therefore students are able to use the internet within the classroom to access web pages required for some lessons.

More resources for technology are required to be available in all classroom because currently only one classroom has an interactive whiteboard.

Technology in the classroom - areas for Improvement

Professional learning tasks should be focused on the uses and applications of technology in order to aid teachers to improve their lessons and lead to more varied lesson strategies.

Expertise of teachers within the faculty needs to be recognised and exploited to further the skill set of the staff.

Mathematics computer lab (15 computers) is small and is unable to cater for a full class, in particular, Year 7 and Year 8.

The collection and analysis of data is a major strength. Data is continually collected in order to provide information for effective decision-making.

Technology in the faculty

Technology is used to analyse data on student achievements. The technology is used to map individual students to specific outcomes and record and present results efficiently.

SMART Data (School Certificate and Higher School Certificate results), NAPLAN results and internal

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results are analysed using advanced computers and computer software. These analyses are used to make informed decisions on class placements and the awarding of grades in the School Certificate. The analysis is used to evaluate and compare the performances of individual students and groups or classes of students. The evaluation and comparison occurs internally (within school) and externally (across state).

Student Engagement

Student engagement is a direct consequence of the teaching and learning within the classroom, as well as outside factors such as cultural background, family, friends, religion and relevance. Engagement can be defined by students’ interests, work ethic, work completion and student involvement and participation.

A large amount of students were engaged whilst in mathematics lessons. Student surveyed indicated they appreciated the importance of mathematics because:

Student Engagement - Strengths

• They achieve results quickly.

• Teachers’ expectations of the standards required were clear.

• Family and cultural expectations on the value of mathematics are high.

• They see it as an important subject to do well.

• Teachers have high expectations regarding the quality of work.

Teaching and learning strategies that encourage engagement in mathematics included:

• Clear outcomes were given to the students before the lesson.

• Students, after completing an activity, were directed to the next activity (there was no wasted time).

• A variety of activities used in the lesson were challenging for students.

• The use of scenarios to relate to real situations.

• The use of laptops improved engagement.

• Good lesson structures were used.

• A homework register kept students accountable for their work.

While students were engaged in completing their work and saw the work as important, some students surveyed found:

Student Engagement - Areas for Improvement

• The work was uninteresting.

• The work not relevant to their life or future.

• They did not have a say in what or how they learned.

The students surveyed who were not engaged indicated:

• The explanations were too difficult.

• Explanations were not repeated in a variety of ways.

• The teachers talked too much.

• Lower achieving students who struggled in mathematics were less engaged than higher achieving students (who were generally constantly engaged).

• When students do not achieve easily they become frustrated and engagement decreases.

Other features

The Mathematics faculty at Fairvale High School has led the implementation of innovative programs and teaching techniques. The team observed many examples of innovative practice that need to be mentioned in this report. A significant improvement in student performance has resulted from an externally funded program of remediation for students experiencing difficulty. This program involves a tutor analysing individual student data, identifying areas of weakness, interviewing students and providing activities that helped develop the area of weakness. Students work on their activities at home or during their free time. This program may cease with the current funding budget.

Innovative use of technology with the ‘Wii’ system has made presentation and learning hardware much cheaper and effective in engaging students. The system, developed by Lam Nguyen, uses three whiteboards to display PowerPoint presentations that can be sequenced appropriately. Wii technology provides interactivity for the students without the expense of the interactive whiteboard.

The faculty is involved in many external programs, completions and activities that extend the opportunities for the students. The Mathletics program has been successful in integrating the use of technology into teaching, learning and student engagement. Fairvale High School has recently achieved “Best Secondary School” and “Most Improved School” awards through the Mathletics program. Upwards of 300 students regularly participate in the Mathematics Competition, with outstanding results.

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Many other features contribute to a faculty that has been very successful in catering for the needs of our students over many years.

Recommendations – Programming

The faculty has considerable depth of teaching expertise and the sharing of this expertise would build the capacity of faculty members and enhance student learning outcomes. This could occur through:

• A formalised process of recording, sharing and filing quality lessons and activities that engage and challenge students. Linking these strategies to a database of shared teaching and learning resources available in the faculty’s resources collection may enhance student outcomes.

• The innovative use of expandable classrooms and team teaching, recommended by the Head Teacher should be trialed.

• The whole school timetabling team investigates the best way of enabling Year 7 Mathematics classes to be organised according to data obtained from primary school sources to support the teaching of Mathematics and NAPLAN classes.

• At the commencement of new topic areas, teachers to provide students with a copy of the syllabus outcomes to be addressed and the planned methods of assessment.

Recommendations – Technology

• Explore the possibility of installing appropriate levels of computer technology into all Mathematics classrooms.

• Further training and support for staff in the use of technology and related software.

• Time needs to be set aside for training within the school, using the expertise already available.

• Teacher professional learning courses should be made available to teachers that are related to areas of technology.

Recommendations – Student Engagement

• Students need to be correctly placed in the appropriate classes and lessons need to be pitched correctly to the ability level of the students. The teacher constructs learning experiences which allow all students to demonstrate achievement of syllabus outcomes. The range of student success is recognised, shared, valued and built into further learning.

• Learning experiences in class to be more relevant to student experiences and situations outside the classroom. Mathematics outcomes are to be linked to real life scenarios, especially to make mathematics more relevant to low achievers.

• Ensure lessons employ various teaching strategies.

Conclusions

The evaluation has established that the Mathematics staff have a high level of commitment to their key learning area and to their student’s performance and progress. Students and the team acknowledge the depth and breadth of expertise of the Mathematics staff. Fairvale High School is very fortunate to have such a strong and dedicated team of teachers.

It is evident that this a faculty that has a strong sense of purpose. They are cohesive, collegial and work collaboratively towards the improvement of student achievement in Mathematics and are focused on improving their own professional learning and have a willingness to share their professional knowledge and expertise.

The faculty has excellent systems in place that enable them to operate efficiently and within school resource management guidelines.

The team would like to thank the members of the faculty for the professional way in which they approached and engaged in this evaluation.

Educational and management practice

Through the community surveys completed by students, staff and parents, there appears to be a significant disconnect between school and community perceptions. Whilst the school has invested resources in communicating with parents through P&C meetings, Outreach classes, publications of events, a school website and funding of a Community Liaison Officer position, it is apparent that not all cultural/language groups are being catered for. The findings from these surveys are as follows:

Parents and community connection

A majority of staff (86%) believe that the school regularly communicates with the community (parents/carers) about school programs. The community have responded by stating that a significant majority (60%) feel that they need to be communicated with more often.

Communication

Staff (91%) state that they feel that this is a school where information about student progress is clearly communicated to parents/carers. However, 50% of our parents/carers are having difficulty understanding the information that we are providing regarding student progress. We can surmise that this difference is not simply one of language as we regularly provide translators and translations to progress reports and interviews. It would appear that it is an issue of deciphering meaning from any feedback that we are providing for parents/carers. The community would

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like more information (43%) as to how to understand school reports and when the reports would be distributed. This issue is also reflected by the strong desire by parents/carers (70%) for the school to share more information about student learning. Students also expressed a desire in this area (44%). Whilst in contrast, 82% of staff believed that the school was performing well at sharing information about student learning between the school and home.

The dimension of communication is obviously an area of great disconnect between stakeholders and will therefore be a priority for 2011.

Connecting learning at home and at school

Parents/carers (71%) feel that student learning is not connected to family and community contexts, whilst 62% of students and 77% of staff feel that we are successful in making this connection. This could possibly be a reflection of parent knowledge about course content and learning activities. However, 63% of parents/carers and 87% of staff believe that lessons at Fairvale High School should be and are interesting and engaging for students. A majority of students (66%) also concur by stating that their lessons are interesting and engaging.

A significant majority of students (64%) believe that Fairvale High School is not a school that encourages parents/carers to be involved in their child’s learning. This is also reflected in 54% of parents/carers and 30% of staff feeling the same way. Students also feel that the community should come together more regularly to support student learning (56%). This result is strengthened by the parents/carers response where 34% stated that this was an area of future development.

This evidence suggests that we need to provide more information and provide parents with the skills to promote and support learning at home. We also need to provide the community with as many opportunities as possible to access this information and share the celebration of our successes together.

Building community identity

Students (54%) felt that members of the community do not come together to support student learning. The staff (60%) indicated that this was an area for future improvement. However, 34% of parents/carers saw it as a significant achievement of the school and something that we do well.

In building an effective school community, 62% of parents/carers have indicated that they require more support to help them contribute to the school community. Staff (30%) have also recognised that more support is required to build a successful school community. Parents/carers have indicated that cultural differences are not a barrier in the

development of our school as 71% of these stakeholders indicated that the backgrounds of all cultural groups are reflected in school practices and activities.

The evidence suggests that the community appreciates the efforts made by the school in this area and that for the building of community identity and school culture to continue, more support needs to be provided to parents/carers. There also needs to be more awareness raising information for staff and students.

Recognising the role of the family

Teachers (33%) and parents (59%) feel that we should all work more often in partnership to support student learning, whilst 55% of students feel that parents and staff are working often and well together in supporting them in their learning. Both staff (47%) and parents (51%) stated that this could be achieved by providing more support to parents so that they can assist their child’s learning at home.

Parents (74%) have stated that they require the school to consider the needs of families more when we are organising school activities. It is unclear whether this is an issue of convenience, cost or some other factor.

The evidence suggests that the students feel supported by both their parents and the staff of Fairvale High School. To build upon this positive finding, the school needs to provide greater support to parents in bridging the divide between school and home to support student learning.

Consultation and decision making

When important decisions are made within the school, 62% of families indicated that they would like more communication or information. This was supported by 37% of staff. However, 65% of parents/carers were pleased with the level of involvement by community members with the development and monitoring of key activities in the school plan. Staff (57%) stated that community members need to be more involved in this aspect of school operations.

Parent/carers (39%) stated that the school was strong at supporting community members on school committees and that they felt encouraged, valued and listened to.

The evidence suggests that the school needs to ensure that important decisions are communicated clearly and regularly to all stakeholders.

Collaborating beyond the school

Parents/carers feel that the school’s leaders are actively involved in community committees (47%), that the school needs to draw on the community’s resources and skills more to support student learning

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(64%) and that the wider community needs to be more active in the celebration of student achievements (77%).

The evidence suggests that the school needs to encourage greater participation from the community in celebrating student success and utilise community resources to help maximise student success through learn from our community.

Participating

Students (66%) and parents/carers (47%) felt that the school does not invite or encourage the community to become involved in school and classroom activities. Staff (60%) also felt that we could do more in this area.

Parents/carers (61%) stated that the school is a place that encourages and supports community members to take on leadership roles within the school. However, 56% of staff believed that this was an area for development.

“Positive relationships should exist between the school and its community” (statement agreed to by 66% of parents/carers).

The evidence suggests that the school needs to open up our classrooms and lessons to the community. We also need to communicate to staff the leadership roles that the community do have in the school. We need to be vigilant at maintaining positive relationships with our community.

Parent, student, and teacher satisfaction In 2010, the school sought the opinions of parents, students and teachers about the school in a variety of contexts. In preparation for our involvement in the Low SES School Communities National Partnership, the school conducted extensive electronic surveys in areas including:

• literacy

• numeracy

• school leadership

• community engagement

The results of these surveys are presented above in relation to the review of an area of educational and management practice, namely, communication with the community.

In terms of literacy and numeracy, survey results indicated that teachers were generally satisfied with the resources available to teach literacy and numeracy, however, additional professional learning and other resources were desired.

In terms of school leadership, teachers generally agreed that Fairvale High School and its leadership team understand the school context, build relationships based on trust, are accountable, implement change effectively, inspire and motivate learners and constructively challenge educational practice.

The results of these surveys contributed to the overall direction taken to implement strategies linked to the Low SES School Communities National Partnership. These initiatives are outlined above and include head teacher literacy release time, a teaming approach for Year 7 classes, tutorial programs, after school tutoring, the restructure of the Community Liaison Officer position/s and the use of a critical friend in literacy.

Professional learning

Grant 2009: $64,170.00

Paid 2009 % of grant

460 – Beginning teachers $3,416.78 5.32

461 – Use of ICT $5,940.50 9.26

462 – Literacy Numeracy $1,961.51 3.06

463 – Quality Teaching $8,971.36 13.98

464 - Syllabus Implement $17,263.56 26.90

465 – Career Develop. $17,898.27 27.89

466 – Welfare and equity $5,245.46 8.17

Carried Forward $4,762.56 7.42

$65,460.00 102.0

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Beginning Teachers TPL was also accessed through an AGQTP Tied Grant. Use of ICT was also accessed through a DER Professional Learning Tied Grant. Literacy and Numeracy and Quality Teaching TPL was also largely accessed through a PSP Tied Grant. Welfare and Equity TPL was also accessed through Welfare Global Grants and Equity Tied Grants.

Fairvale High School is active in developing the capacity of staff through a suite of professional learning programs including:

• School teams focusing on student leadership, professional learning, literacy, ICT, OH&S, student welfare, performance and presentation, curriculum and learning support.

• Merit selection training for members of merit selection panels. Staff are also regularly mentored by members of the senior executive on career development and the merit selection process.

• A rigorous EARS and TARS process where staff accountability is measured in regular interviews based around NSWIT criteria, leading and managing requirements, school policy areas and personal aspirations, knowledge and skills.

• Executive planning conference where school operations, school targets and priorities are reviewed and discussed for future planning and resourcing.

• Fortnightly executive professional learning sessions are designed to develop the leadership capacity of the executive team so that they may develop staff capacity in their faculties and improve student learning performances.

• Staff development days and an annual school conference (which commenced in 2008) are used as forums to develop staff knowledge of school priorities and capacity to improve teaching performance to improve student learning outcomes.

Staff survey results indicate that they feel that the school’s leaders have built relationships based on trust, mutual respect and collegiality (81%) and that 84% state that this assists the school leadership to improve the school by knowing its strengths and weaknesses. The staff also reminded school leaders that they must ensure that all members of the school community are treated fairly (25%).

To continue to improve school performance, 22% of staff state that teachers should reflect more upon their practice, 28% wanted a clearer statement of school purpose, 26% requested more support in implementing change that improves student learning outcomes and 35% would like to encourage parents and students to take leadership roles within the school.

The staff have also stated that the school’s leaders model a commitment to school improvement (83%) and 87% of respondents acknowledged that the school leaders are interested in and accountable for student learning outcomes.

These results are encouraging as the school leadership team has spent the past three years focusing on building a culture of mutual trust, underpinned by reflective professional practices targeting improvements in student learning outcomes.

School development 2009 – 2011

Fairvale High School has a rigorous school planning process where the school plan is developed in consultation with staff, parents, community members and educational consultants. As a school, with the alignment of school programs with research-driven decision-making, we expect to see improvements in student performance in the coming years.

Targets for 2011

Target 1 – Literacy

1.1 70% of students achieving Band 7 or above in Year 9 NAPLAN Literacy (an increase from 65.5% in 2010). 1.2 At least 20% of students achieving in the proficient bands in Year 9 NAPLAN Literacy. 1.3: Decrease the percentage of students achieving Band 1 by 30% from Year 7 2009 to Year 9 2011.

Strategies to achieve this target include:

• Incorporation of explicit teaching of literacy skills in lessons across the curriculum, supported by DASA learning modules, team teaching within faculties and peer observations.

• Whole school TPL on literacy pedagogies. • A teaming approach for Year 7 classes, where

teachers are trained in SMART2. • Employ a Head Teacher – Literacy to support the

accelerated reader program and assist teachers and head teachers to improve literacy pedagogy.

• Continue the NAP skills program in 2011. • Head teachers to use literacy release allowance to

work individually with classroom teachers. • Employ a literacy critical friend to implement and

monitor action research and school-based projects.

• Continue the after school homework centre in 2011.

• Maintain learning assistance and ESL classes in Years 7-10 with reduced class sizes.

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• Ensure there is a literacy focus at the 2011 staff conference.

Our success will be measured by:

• 70% of students achieving Band 7 or above in Year 9 NAPLAN Literacy (an increase from 65.5% in 2010).

• At least 20% of students achieving in the proficient bands in Year 9 NAPLAN Literacy.

• Decrease the percentage of students achieving Band 1 by 30% from Year 7 2009 to Year 9 2011.

Target 2 – Numeracy

2.1: 78% of students achieving Band 7 or above in Year 9 NAPLAN Numeracy. 2.2: At least 30% of students achieving in the proficient bands in Year 9 NAPLAN Numeracy. 2.3: Decrease the percentage of students achieving Band 1 by 30% from Year 7 2009 to Year 9 2011.


• Use of the numeracy teacher’s aide to facilitate NAP numeracy lessons.

• Extension and enrichment program for GAT students to meet differentiated needs.

• All classes in Year 7-9 to be timetabled into computer rooms for one lesson per week for Mathletics.

• Numeracy teacher to identify students in the lowest bands and supports them in moving them into higher bands with individual tuition sessions.


• 78% of students achieving Band 7 or above in Year 9 NAPLAN Numeracy.

• At least 30% of students achieving in the proficient bands in Year 9 NAPLAN Numeracy.

• Decrease the percentage of students achieving Band 1 by 30% from Year 7 2009 to Year 9 2011.

Target 3 – Student Engagement and Retention

3.1: 80% of 2009 SC graduates complete Year 12. 3.2: Student attendance rate improves from 91.9% to 93%. 3.3: Boys and Girls attendance and retention rates are equal.


• Employ Community Liaison Officers and an Information Manager to improve the quality and

frequency of school newsletters, website updates and school-community communication to address the diversity of cultural backgrounds.

• Run community events. • Organise parent information sessions and

workshops. • Ensure the annual staff conference has an

emphasis on engagement. • Employ a Transition From School Officer to work

with student engagement, welfare and learning support teams with regard to individual students and liaise with external employment agencies.

• Collect and maintain accurate data on student retention and post-school destinations.

• Improve Year 7 induction programs to include high quality team building.

• Offer a holiday school program for students failing to meet attendance requirements and are in danger of not meeting course requirements.

• Employ three student engagement teachers to case manage individual students.


• 80% of 2009 SC graduates complete Year 12. • Student attendance rate improves from 91.9% to

93%. • Boys and Girls attendance and retention rates are

equal.

Target 4 – Connected Learning

4.1: 100% of teaching staff will access and utilise elements of the Professional Learning program developed by the ICT Team. 4.2: 60% of teaching staff have been supported to implement ICT pedagogy into their classroom practice. 4.3: Four community training programs are developed and presented.


• Evaluate data from the Year 10 Computing Skills Test.

• Employ a temporary ICT to facilitate teacher support and training.

• Develop professional learning activities and resources relating to the application of subject specific ICT pedagogy.


• 100% of teaching staff will access and utilise elements of the Professional Learning program developed by the ICT Team.

• 60% of teaching staff have been supported to implement ICT pedagogy into classroom practice.

• Four community training programs are developed and presented.

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Target 5 – Communication and Community Partnerships

5.1: All executive staff involved in school planning conference. 5.2: Four parent workshops and information events organised and run targeting Year 7. 5.3: School website and school promotion improved and four newsletters published.


• Organising an annual executive planning conference to develop, publish and establish a shared understanding of the school’s strategic vision.

• Strengthen school accountability by streamlining aspects of financial management through the creation of a Bursar position and Assistant Manager (National Partnerships) position.

• Employ Community Liaison Officers and an Information Manager to improve the quality and frequency of school newsletters, website updates and school-community communication to address the diversity of cultural backgrounds.

• Introduce Work Education and Work Studies into the curriculum.

• Enhance community consultation through community surveys and connecting the community with all areas of school operations.


• All executive staff involved in school planning conference.

• Four parent workshops and information events organised and run targeting Year 7.

• School website and school promotion improved and four newsletters published.

About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Kathleen Seto, Principal

Warren Groth, Deputy Principal

Peter Rouse, Deputy Principal

Keith Ellis, Deputy Principal

Nada Dukic, Deputy Principal

Mark Sutton, Relieving Deputy Principal

School contact information

Fairvale High School

Thorney Road, Fairfield West 2165

P: 9604 3118

F: 9725 5246

www.fairvale-h.schools.nsw.edu.au

School code: 8456

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:

http://www.schools.nsw.edu.au/asr

http://www.fairvale-h.schools.nsw.edu.au/�

http://www.schools.nsw.edu.au/asr�

Annual School Report - Fairvale High

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