Planning template – V2.0
School background 2015 - 2017
School vision statement / School context / School planning process
Building Harmony and Success:
Be the best you can,
Give respect, get respect,
Responsible in all we do,
Learning is power,
Accept people are different,
Work together. / Belmont High School is a comprehensive high school located in the southern suburbs of Newcastle. The school was established as the first comprehensive school outside of Newcastle in 1953.
There have been some improvements to buildings since the school was established but many of the facilities are still in their original state.
The Family Occupation and Education Index (FOEI) for Belmont High School is 102 which places the school above the state average of 100 for disadvantage. Fifty four percent of other government schools have higher levels of disadvantage. Fourteen percent of students are in the highest quartile of the FOEI with 61 percent in the lowest two quartiles. Enrolment levels have shown a decline from 1120 students in 2010 to1005 in 2015.
The school has three support classes (two IO and one IM) with total enrolments of 36 students. Student attendance in 2013 was 93.9 percent which was above state levels (90.2). Retention rate from year 9 NAPLAN 2011 to the HSC in 2014 was 51.9% which was below the state level of 53.2%. In 2015 the staffing entitlement is 70.3 teachers including the executive staff (principal, 2 deputy principals, and 12 head teachers).
The school receives a learning and support allocation of 2.0 teachers. Ten new executive staff have been appointed to the school since 2010. Thirty six teaching staff have been at the school from before 2010. The school provides an enrichment stream in years 7-10 with students selected to participate in these classes after sitting an external test. A “middle school initiative” class currently is also offered for students in years 7 and 8 which provides modified curriculum and reduced numbers of teachers to assist students to adjust to high school.
The creative and performing arts are the criteria for non-local placements at BHS and this is reflected in the size of the ensemble groups at the school. The creative and performing arts areas are also regularly some of the highest performing subjects in the Higher School Certificate. In the 2014 HSC only three subjects (business studies, community and family studies and PDHPE), were above state average.
The school also has a strong tradition in competitive diving and trampolining. In 2013 and 2014 the school participated in the National Partnership Literacy and Numeracy Program with the training of staff in the Focus On Reading Program. Staff have recognised the need for a similar program (Focus on Writing) to be implemented for HSC students in 2015.
NAPLAN results in 2014 showed Year 7 candidature below state averages in student growth in all areas with particular deficits in spelling, writing and reading. Year 9 candidature were 18 points higher than state averages in writing and showed equal to or comparable results in average growth in numeracy and reading, while spelling was below state average by 11 points.
The P&C operates the school canteen contributing significant funds to support educational programs at the school. Attendance at P&C meetings is on average 8 parents. / In 2014 the school sought the opinions of students, staff and community as well as reviewed data collection from previous years. The planning process has continued into 2015 and is ongoing in terms of evaluation and adjustments as necessary in response to shifting contexts.
Staff feedback in 2014 expressed that the current vision statement of Building Harmony and Success was appropriate and that the value statements that underpin it were an accurate representation of the desired school culture, however, development is needed in communicating these values to students and community.
Staff consistently identified student engagement, literacy/numeracy levels and ICT in the classroom as areas for development. Whole school communication and structures were also identified as areas in need of review and improvement, as was overall community support. The 2012 Organisational Review identified break times, elective structures and class compositions as areas still yet to be effectively evaluated. There were mixed views from staff on Parent Teacher Night organisation and structures however the majority of parental responses were in favour of current systems and processes.
Student feedback from the 2013 Tell Them from Us survey, 2014 VET survey and the 2014 Year 12 exit survey highlighted the following:
The percentage of students who expressed they valued school outcomes was 10% below the TTFM norm, with a significant drop in year 11. The number of students who identified as intellectually engaged and interested and motivated was 9% below norm with the lowest indicator consistently in year 9. Levels of anxiety were 5% higher than TTFU norm while levels of depression were 4% higher with increased rates for both spiking in year 8 and decreasing into year 9. 24% of students identified as victims of bullying (stage 4 most highly represented) against the TTFU norm of 22%. 55% of students indicated they planned to finish high school against the TTFU norm of 82%.
Feedback from the 2014 year 12 cohort exit survey showed 87% agreed or strongly agreed that the teacher student relationship from 7-12 was one of mutual respect. When asked if building harmony and success was evident at BHS 48 of 52 students responded in the affirmative. The 2014 VET Student Survey of yr12 showed 20 students completed VET certification with 85% of cohort expressing they were more work ready on completion.
Community collaboration has included: 2014 - Parent Teacher Night Survey, Parent Phone Survey, Dare to Lead Snapshot, AECG consultation and PLP Morning Tea. Parents/community have also been invited to contribute ideas and suggestions in Quantum 2015. Parent phone surveys resulted in predominately positive feedback in the areas of communication, student management and teaching and learning. There was support for the implementation of a homework centre and although parents approved of absence/truancy notifications via text some responses suggested there was potential for improvement in this area.
Consequently Belmont High School has framed its future development around the strategic areas of : Quality Teaching and Learning, Quality Systems and Quality Relationships. Essential products and practices in need of development were identified by staff as: Quality Teaching and Learning - improvements in NAPLAN and HSC performance approaching or exceeding state averages; increased student and engagement through alternative programs; BYOD and ICT support and TPL in the classroom. Quality Systems - strategic student management system review and implementation; attendance truancy monitoring and response system review and development and development and publication of a Welfare Team policies/manual. Quality Relationships - development of anti-harassment/building resilience and cyber ethics program(s); PLP development and implementation and creation of a BHS Homework Centre.
Teaching and learning initiatives will focus on improved student literacy, numeracy and HSC retention and performance, sourcing appropriate teaching and learning experiences for disengaged students and developed confidence of all stakeholders in ICT implementation. Systematic reform will begin with revised student management systems at the commencement of 2015; strategic attendance and truancy monitoring and response review and support systems to manage student ICT devices and school loan devices. The direction of Quality Relationships will address spikes in student anxiety levels through targeted resilience/anti-harassment program development, PLP implementation development and the establishment of a BHS Homework Centre to support student learning and welfare outcomes.
Ongoing collaboration and evaluation is integral to this plan with participation in the 2015 Tell Them from Us survey already underway, embedded data evaluation milestones and further planned events for community collaboration including AECG and P&C calendared collaboration events.
Belmont High School 8203
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Planning template – V2.0
School strategic directions 2015 - 2017
Purpose:
To improve delivery of innovative and creative teaching and learning experiences for students to reach their academic, vocational, technological, social, cultural and personal potential in a global society. / Purpose:
The focus on BHS Quality Systems recognises that processes are the means by which the school organisation harnesses and realises the talents of its people to produce quality teaching and learning and relationships that are critical for student success. / Purpose:
To develop productive relationships within the school and wider community in order to enhance the educational opportunities for the students of Belmont High School.
Belmont High School 8203
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Planning template – V2.0
Strategic Direction 1: Quality Teaching and LearningPurpose / People / Processes / Products and Practices
Why do we need this particular strategic direction and why is it important?
To improve delivery of innovative and creative teaching and learning experiences for students to reach their academic, vocational, technological, social, cultural and personal potential in a global society. / How do we develop the capabilities of our people to bring about transformation?
Students: Improved levels of engagement in academic, vocational, technological, social, cultural and sporting endeavours through differentiation of teaching and learning practices to engage more students.
Staff: Specified TPL to develop staff capacity to attain, maintain and innovate the Australian Teaching Standards and the delivery of the Australian Curriculum. Ongoing exploration and implementation of Quality Teaching frameworks and pedagogical development.
Parents/Carers: Engage parents through collaborative activities working with staff to improve the quality of the learning experiences of all students.
Community Partners: Engage community partners, agencies and experts to support the implementation of rich learning opportunities for all students.
Leaders: Provide opportunities for aspiration, succession and professional development. Ensure meaningful learning experiences to all students in a 21st century contect. / How do we do it and how will we know?
· Planning and program development based on rigorous RAP/Smart analysis for HSC and NAPLAN data.
· Technology implementation –BYOD infrastructure embedded in faculty/whole school systems; TPL for ICT innovation and innovation.
· Provision of accessible and accurate subject selection advice, including information evenings, student interviews, parent consultation and Careers Advisor consultation.
· Further development of alternative pathways for students including all Middle School Initiative, GATS and extension programs, VET, RISE and targeted IEPs and transition programs for appropriate students.
· Ongoing and extensive consultation with parents/carers, staff and community nights.
· AECG and ATSI Education Committee consultation.
· Development of a Curriculum Committee to oversee timetable construction, assessment practices and effective delivery of BOSTES curriculums in NSW.
· The implementation of a whole school TPL program based on school plan..
Evaluation Plan
Whole school data analysis of NAPLAN and HSC results with targeted evaluation of Focus on Writing effectiveness; TTFM survey results; staff collaboration and feedback; SRC student survey; milestone monitoring and ASR date collection. / What is achieved and how do we measure?
v Upward trending value added student achievement in both NAPLAN and HSC.
v 100% of staff involved in the Performance & Development Framework by Dec 2015.
v Increase in the number of VET course opportunities in senior subject selection.
v Annual TPL plan be implemented and available to staff.
Product:
· NAPLAN and HSC results upward trending in student growth/value added.
· Teaching and Learning programs and assessment complying with BOSTES syllabus for the Australian curriculum.
· 8 Ways of Learning, Super 6 and Focus on Writing embedded in faculty programs.
· Improved communication with parents through information evenings and parent meetings.
· Increased staff leadership capacity – succession planning.
What are our newly embedded practices and how are they integrated and in sync with our purpose?
Practice:
· Stakeholder feedback through TTFM surveys, Year 12 exit surveys and parent surveys embedded in milestone evaluation.
· Structured support in the PDP and AITSL accreditation process.
· Use of innovative ICT for staff and students in the classroom – faculty and committee plans explicitly linked to school plan.
· Increased attendance and student engagement through alternative pathways to meet student needs.
Improvement Measures
v Upward trending value added student achievement in both NAPLAN and HSC.
v 100% of staff involved in the Performance & Development Framework by Dec 2015.
v Increase in the number of VET course opportunities in senior subject selection.
v Annual TPL plan to be implemented and available to all staff.
Strategic Direction 2: Quality Systems
Purpose / People / Processes / Products and Practices
Why do we need this particular strategic direction and why is it important?
The focus on BHS Quality Systems recognises that processes are the means by which the school organisation harnesses and realises the talents of its people to produce quality teaching and learning and relationships that are critical for student success. / How do we develop the capabilities of our people to bring about transformation?
Students: Provide explicit knowledge on relevant school and associated policies: Illness and misadventure, monitoring card system, N-Warnings/determinations, NORTA tutoring opportunities; welfare/support access, uniform policies and procedures, attendance and truancy monitoring, BYOD policy and responsibilities, to increase awareness and confidence with communication systems.
Develop SRC leadership opportunities and input into school systems and frameworks; continue PLP development and facilitation of ATSI student representation on SRC; develop junior AECG program.
Staff: Deliver explicit knowledge of relevant school and associated policies in Staff Meetings/TPL exercises. Establish more explicit baseline data such as LAST adjustments and documentation incorporating effective evaluation and identifiable milestones. Support staff in National Standards accreditation and maintenance and PDP development. Welfare team development – policies and procedures booklet. Allow appropriate resources for Faculty Development Days/data analysis exercises; whole school roles for all faculty HTs and develop Faculty Plans in alignment with school plan; CAT Team transition programs; TPL on PLPs and IEPs in the classroom.
Parents/Carers: Provide access to explicit knowledge of school and associated policies (Quantum, Info Evenings, P&C, Skoolbag, Millennium), promote parental/carer participation in homework centre and nurture a culture of proactive communication with parents/carers.
Community Partners: Closer AECG consultation, invitations and inclusion of community partners into Welfare Team meetings. Liaise with local businesses and agencies to provide appropriate support for students and families.