School Data Template - Gawler and District College B-12

Gawler and District
College B-12
Annual Report 2013
Annual Report 2013
Context
School Name:
Gawler and District College B-12
School Number:
0774
Principal:
Ms Gerri Walker
Region:
Barossa
Gawler and District College B-12 opened in 2013 incorporating Evanston Pre-School, Evanston
Primary School and Gawler High School. The Children’s Centre operates as a separate entity with its
own director and funding.
The school has 3 sub-schools – Junior (Reception – Year 6), Middle (Years 7 – 9) and Senior (Years 10
– 12).
SCHOOL VISION:
As a community of lifelong learners, Gawler and District College B-12 values, practises and celebrates
respect, generosity and excellence.
SCHOOL VALUES:
RESPECT
GENEROSITY
EXCELLENCE
to
self, everyone and environment.
2013 Highlights
Near the end of 2013, staff and students were asked to document highlights for this inaugural year.
There was a very long list, which we believe is a testament to how the school community has developed a
sound foundation on which to continue to build our school. We have included all of the highlights in no
particular order as they are all truly highlights!
Whole School Events:
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Each term there were Celebrating Success Assemblies where students were acknowledged for
personal success and musical items were presented.
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End of Year Whole School Awards Event was held at St Brigid’s School – students were
acknowledge for achieving the school values to a high degree for the whole year
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Student Leadership Committee who has demonstrated outstanding leadership across the school
and also run a number of successful fund raising events demonstrating generosity to the wider
community
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High level of student participation/ student voice valued and acknowledged through actioning of
many ideas, supporting causes donations to groups
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Our Book week was a big success. The Junior school children visited the Library to hear about
the short listed books and dressed up for a costume parade. They had a huge cake and lots of
fun. The theme this year was Read Across the Universe. It was a very exciting and very enjoyable
for everyone. On this day the Middle and Senior School students were encouraged to also dress
up – many did! The Student Leadership (SLC) ran a number of fundraising events to raise money
for the Salvation Army. The SLC also did Show Bags and a lunch for the Junior School.
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The opening of the school was a great day, it really felt we were one school and that it was the
start of a new school culture.
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Annual Report 2013
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An increase in student enrolments
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A diverse range of staff that have banded together to support each other to bring forth
successful student outcomes
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The Executive Leadership Team, a group of people that have proven, time and time again, that
children are at the heart of what we do.
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Identified areas of improvement, academically, and planning for how, as a staff, we can bring
forth change for the better
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Committing to culture of learning within the school
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Completing so many policies throughout the year
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The first whole school sports day - a success that will built upon in coming years.
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The school crossing - a big improvement for the safety of students
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Having supportive staff members that check to see if you're okay, making you feel safe and
accepted at work.
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The new gym floor, working really well to date.
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Use of shared facilities i.e. the COLA has certainly helped in PE, especially when hot or wet. We
are also able to utilise the whole space to assist in students learning especially in basketball,
where those who in the past, have been somewhat intimidated to perform next to those who are
more skilled, now they can have more space.
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New school uniform, it looks great and the majority of students are happy and proud to wear it
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Participation of so many of our students at the Gawler Show – performing, winning many of the
competitions in Art, Teach Studies and Agricultural Studies, running of the Animal Nursery and
Youth Ambassadors.
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Setting up the new Resource centre and working as a team R-12.
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Premier's Reading Challenge with many of our students achieving their goal.
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Broad collaboration to achieve an identity, vision and culture statement
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Development of a positive focused behaviour expectations policy, centred on our agreed values
of respect, generosity and excellence.
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High level of engaging training and development for all staff
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Registration of our new school – first in SA R - 12
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Strong sense of community engagement, including Gawler Show, Zonta, Green Crew planting
days, Child Friendly SA project
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Increased parent engagement in activities such as Mother’s and Father’s Day events, Careers
Evening, Course Counselling Nights, Parent Teacher events and at Celebrating Success
Assemblies
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Remembrance Day Assemblies and Posters
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Annual Report 2013
Events across the School
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Year 12 Graduation – this was a very successful event which celebrated the graduation of
our outstanding Year 12 students who have contributed so much to our school.
Anne Adams, a Reception Teacher, won the Barossa SA Public Teaching Award for Primary
Teachers.
Another 2 Special Class students are graduating as Year 12's.
In Agriculture we have:
o Had great success at the Gawler show with the goats and cattle. We also had
success with both at the Royal Adelaide Show. Our ducks won prizes at Mt.
Pleasant, Gawler and the Royal Adelaide Show.
o Planted and set trellises and irrigation in the orchard and vineyard
Two of our Junior School students were selected to be published. These were:
o In this year's Written in the Stars book, Gian Sharrock's (Year 7) story was selected to
be published.
o Abby Martin's Commendation Award for her narrative in the Barossa Writer's
Competition.
ATSI (Aboriginal and Torres Strait Islanders) highlights
o Next year we will become a campus for the South Australian Aboriginal Sports
Training Academy (SAASTA). This will allow Aboriginal students from our school and
neighbouring schools to undertake a Certificate III in Sport and Recreation.
o ATSI Presentation where ATSI students were recognised for successes over the year
including achievement, perseverance and consistency as well as the school values.
o ATSI morning teas for students most terms.
o 2 APAS Tutors who worked with middle and senior school ATSI students.
o Community Connections with Gawler Health where a medical team comes into the
school regularly for ATSI families.
o Also Workabout Centre where students were able to get accreditation for courses
studied. Also Natasha Chisholm came in regularly to the school to work with
individual students to support work pathways.
o 4 ATSI students who graduated at Year 12.
o Increase in enrolments of ATSI students this year.
o Increase on ATSI team of educators working to support ATSI students and their
families
o Homework Centre.
o ATSI students attended the Careers Expo.
o Transition process where ACETO visited primary school to support year 7 to 8
transition.
o Individual Learning Plans negotiated with all ATSI students.
o FLO ATSI students gained accredited learning, with one completing their year 12.
o Liaising with DECD staff including Barossa Aboriginal Education Team.
o DECD programs including Keeping Them on Track and Enter for Success.
Year 11 Home Economic students
o Food and Hospitality students were very excited to prepare hearty winter soups and
cakes for St Vinnie’s Fred’s Van. The students embraced the challenge and felt
proud and honoured to be able to do something positive for Gawler’s homeless.
o To gain a better understanding of the importance of the development of literacy and
numeracy skills in young children, Child Studies students participated in bringing
children’s story books to life for our Reception and Year 1 students. The Child
Studies students relished the opportunity to work with our younger students and
prepared some amazing props, illustrating the story books they chose to read to the
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Annual Report 2013
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students. This activity was extremely well received by the younger children and
their teachers. Some of the resources, the Child Studies students made have been
donated to the library to the junior school to use when they go over to the library
for reading sessions.
o The Child Studies class worked with the Children's Centre to share healthy foods
with the Junior School students.
o The Food and Hospitality Year11 class worked with the Share-a-Meal organisation to
find recipes suitable for elderly people. The organisation serves a three course meal
once a fortnight to elderly and shut-in people.
o Year 10 Living with Kids Students
 Made some tempting party food (containing fruit or vegetables) for the
“outdoor café” set up for students in the Preschool at the Children’s Centre.
 Designed and made some lovely hand embroidered baby quilts and
character dolls.
Learning Support Highlights
o Excellence in Modified SACE award for 2012 graduating student Matthew Kilworth
o Successful and positive morning tea for parents of students with ASD in Autism
Awareness Month
o Excellent performances by both Special Class teams in Students With Disabilities
Basketball Carnival and Alicia Veale winning Most Valuable Player for her grade
o The amazing efforts of some of our Year 12 students working with students with
Autism Spectrum Disorder in Lego Club
o Successful planning, participation and great outcomes for students in events
including Citizenship Ceremony, Class Election, Child Friendly Cities SA project
o Successful fundraising events including Quiz Night and High Tea and the
confirmation from Variety Club that these efforts have helped us to be successful in
our application for a Variety Club Sunshine Bus
o 100 % success rate in Completion of SACE subjects at Stage 1 and Stage 2 for 2013
o All teaching staff completing the Disability Standards for Education e- Learning
course
o Efforts of all staff with the National Collection of Data for Students With Disability
pilot
o Attending the Bright Stars Sports Day at Clare and learning more about the
Paralympic sports
o Tryphena Nicolai being chosen to represent Australia in the Special Olympics in
Newcastle in November
The Year 12 Music Tour to Yorke Peninsula where the students played at 2 different schools
and received outstanding feedback about how they performed and represented our school
The Year 11 and 12 Drama Performances were outstanding – the Year 12 play had a very
important message and the Year 11 was written and performed by the students. A number
of other performances - two year 9 nights one each semester and a year 11 performance
semester one IT STOPS NOW’ written by year 11 students re Bullying and performed to
primary school students.
The Year 8 Xmas Fair, also representing Year 9 and 10 students was a great family night
where largely Year 8 students had the opportunity to perform for the first time in bands and
drama.
New Year 12 Aquatics course for BOTH year 12 classes, provided a great opportunity for our
students, all of whom, who completed the 3 days did very well.
New display cabinet in Home Ec looks great and is very serviceable
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Annual Report 2013
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The success of the Doorways to Construction program with all the projects undertaken
paving (oval & COLA), concreting, dismantle and construction of pergola & shed.
Introduction of Doorways to Construction Plus with TAFE lecturer on site delivering
Certificate 3 Construction.
Completion of 4 more picnic benches to be placed in the yard.
Gawler Rotary have provided the Junior School with $1000 to set up bags of books that can
be borrowed by Junior Primary children and taken home to share with their family. It is part
of an encouragement project to improve home literacy. The Junior School librarian spoke at
their monthly meeting about how the bags have been set up and how successful the project
has been.
The Kiwanis Club of Gawler ran a project to encourage good citizenship within the Junior
School. The project was called TERRIFIC Kids . TERRIFIC stands for Thoughtful, Enthusiastic,
Respectful, Responsible, Influential, Friendly, Impeccable and Caring. Each teacher was
asked to nominate 2 students from each class. They received a bookmark, Certificate and a
book with their name on it which goes on the Library shelves.
New Agriculture Development
Junior school & Middle school performing together in Music. The middle school played the
music and the junior school sang and did actions to the song. This was a highlight for me as
it was a vision I was hoping for when the primary & high schools combined to become
Gawler & District College B-12.
Junior School cooking, especially the hot ham and cheese rolls and naan bread; making our
personal collages, to show our interests, wishes, things we like and decorating our room
with them, so it's OUR room and the receiving of weekly class certificates.
Police Band visit
In the Junior School, the achieving of different leaves on the 'Tree'-mendous Tree to
demonstrate achievement of school values. This was supported by the 'Tree'-mendous
Treat Days’.
Camp Quality people visiting us and talking about cancer
Report regarding Barr Smith library - for last seven years or so our Year 12 History students
have enjoyed access to the resources of the Adelaide University library. This was also the
case in 2013 with a whole day excursion into Adelaide for an orientation session held in
May. This has enabled them to access a rich offering of texts to enable them to complete
their major research essay. In recent years, Philosophy students also took advantage of this
facility. Over the years and this year, staff at the Barr Smith Library commented positively
about the thorough use our students have made of this opportunity. They have managed
access to the library over an extended period of time independently of the school. As a
result students have been exposed to university life and have shown excellent organisation
skills accessing appropriate information (the library holds in excess of one million texts) and
managing the borrowing process. To their credit not one text has gone astray: a comment
on the high level of responsibility they have demonstrated.
FLO Programs:
o The auditing and accrediting of FLO student programs.
o Improved communication with Case Managers in regard to expectations of their role
and support of FLO student learning.
o Jointly presented workshop to our school, Nuriootpa and Kapunda High Schools to
provide information to Service Providers in relation to school learning and how
SACE, Community Learning, Work Experience that is appropriate and assessment
tools considered.
One of our Year 12 students, Zaahir Naby being recognised for winning the Gawler Rotary
Youth of the Year Speaking Competition
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Annual Report 2013
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Both Year 5/6 classes in the Junior School undertook a unit of work on superheroes. They
looked at cartoon heroes and how they are represented in the media and then researched a
famous Australian. Students then designed their own superheroes and presented all of their
work at our "superhero expo" with other classes in the Junior School and members of the
leadership team.
Green Crew – this group of about 30 students from years 8 to 12 have again been active in
relation to the environment and sustainable practices. The deposit container recycling
program has continued and has resulted in about 17000 containers being collected from the
school site. This, along with drink stalls and barbeques has raised about $2500 for student
facilities this year. A number of students have been involved with other secondary schools
in an environmental education program which has enabled them to discuss issues, work on
projects and develop leadership skills. Other students have assisted with further plantings in
the wetlands and the construction of a bridge. Maintenance, watering and weed control in
the wetlands requires many hours of work and a number of students from the Green Crew
are to be commended for their willingness to undertake these tasks, in order to maintain
this valuable resource.
Report from School Council
During 2013, the School Council established itself within the new school structure. Early in the year
we agreed to change the structure of the agenda to facilitate deeper conversations. It was
agreed that all reports would be tabled via email prior to the meeting for members to read
and discuss at the meeting. This new format was successful in increasing the work of the
council in its inaugural year.
The format was:
 Welcome, Apologies, Minutes, Correspondence
 Information Session re Site Improvement Plan Priorities or State DECD priorities
For these sessions asked staff, students and any other relevant speakers to present
to the council members.
 Business Arising
 Finance Report
 Student Report
 Children’s Centre Report
 Principal’s Report
 Committee/Working Party Reports
 Canteen
 Fund Raising
 Social Inclusion –this working party did not form, but there were
processes set up to consider future development
 OSHC Grounds and facilities
 Uniform
 New Business
As we were a new school, there were many topics that the Council discussed. These included:
 Strategic Plan and Site Improvement Plan – progress against this each term
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New Day Structure for 2014 to facilitate improved access to professional development for
staff
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Behaviour Code
Curriculum for 2014
Uniform – ongoing development
Traffic near the school and car parking
ICT Future
LOTE
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Home Stay Visit (Japanese Exchange Visit for 2014)
School Zoning
Privatisation of OSHC
NAPLAN data
Buildings, Maintenance Grant and Facilities in General
A range of policies and practices including:
 Bullying & Harassment
 Grievance Procedures
 Behaviour Code
 Budget Process
In addition the Council addressed compliancy issues including data required under the
Cossey Report and Christian Pastoral Support Care Worker.
In 2013 the school council actively created successful partnerships with the local council ,
state government and local communities while supporting staff and students.
I would like to thank the School Council for their commitment and energy during our first
year and look forward to continuing this work in 2014.
Neil Gosden
School Council Chairperson
Site Improvement Planning
College for Education and Care
Objective: A positive whole college culture
Target: Each statement in our Staff Opinion Survey has a 75% or more positive
response
Highlights
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Participation by school community members in policy development, changes to practice,
decision making and whole college activities.
Key strategies
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Conduct Psychological Health Survey and develop associated Action Plan
Conduct National Safe Schools Audit and develop associated Action Plan
Decision Making Policy is implemented and monitored
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Behaviour Code is developed, implemented and monitored
Performance Development Policy is developed, implemented and monitored
Every staff member completes the Staff Opinion Survey
Level 2 Scan of ‘Attend To Culture’
Progress towards targets
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We had a 75% response to our Staff Opinion Survey which was much higher than in previous
years for the High School. The analysis of this data followings in the Opinion Survey section.
Psychological Health Survey completed and Action Plan developed. Further clarification of
some highlighted areas was conducted by the WHS committee to finalise Action Plan. Some
immediate actions were undertaken in response to survey. This survey will form the basis of
work in this area for 2014.
Decision Making Policy was implemented and reviewed – some minor changes, but overall
staff were clear about processes.
Much school community work by a Working Party with support from DECD Central Office in
the development of the Behaviour Code. This work was critical in terms of school culture –
students, staff and parents were part of the working party and there was much consultation.
There was one issue to be resolved at the beginning of 2014 re the Chill Room (withdrawal
room).
High increase in the number of staff completing the survey from the previous year from the
secondary staff – demonstrates improved school culture.
Implications for next year.
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This work will continue, but there is a foundation on which to work – critical that it was a
target in 2013 – now embedded.
Objective: Inclusive Whole School Policies and Practices
Target: Provide a range of whole school opportunities for student voice
Highlights and Progress towards targets
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Change of name from Student Representative Committee to Student Leadership Committee
(SLC).
Proposing and implementing of a more rigorous and inclusive election process for SLC.
Formal application process with teacher recommendation.
An Introduction Ceremony was preformed where each SLC received their badge and a
certificate of congratulations from Tony Piccolo.
Each homecare had at least one SLC rep to report back minutes and propose actions.
Student led whole school celebrations – Harmony Day, Red Around the Universe.
Student led initiatives – IDAHO Day, lunchtime discos
Child Friendly project involving year the year 2 and year 3/4 Junior School Classes the Junior
and Senior Special Classes plus a Year 10 SOSE class. Participating students had the
opportunity to voice their opinions and recommendations regarding community services and
how to create open spaces and play areas that are inclusive, enjoyable and child friendly.
Students voices were heard and valued across a variety of audiences including, GDC, local
council, Gawler Cluster Schools and DECD Educational Leaders. Their ideas, wishes and
artefacts were displayed at the International Children’s Day Celebration, in an educational
documentary and presented at the local council meeting.
An executive Student Leadership groups was formed to build leadership capacity and take
on specific roles and responsibilities.
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Annual Report 2013
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Regular meetings were conducted where whole school proposals were discussed and
actioned.
SLC requests were included for discussion on the ELT Agenda.
All major committees had SLC representation.
Senior SLC executives met regularly with the Junior School SLC to feedback and share ideas
and aid in the whole school direction.
Students knowing how to influence decisions by utilizing current policies and processes.
Student representation on the Behaviour Code Committee.
Key strategies
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Work with Student Leadership Committee to involve all students in whole school decision
making and policy development
Encourage staff to conduct, reflect and act on the TfEL Student Opinion Survey about Teaching
and Engagement
Implications for next year.
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Improved communication to staff and students through access to minutes.
SLC Home Care Proposal.
Term 1 “Bonding Camp” – organized for Pt Vincent Aquatic Centre.
Excellence in Achievement for every child/student
Objective 1: Challenging and Inclusive Teaching and Learning Program
Target 1a: By the end of 2013, all teachers are compliant with the Australian
Curriculum
Highlights:
Teaching and Learning leadership focus with leaders of learning meeting regularly.
Leadership teams working within learning areas to focus on Achievement standards and the
implications for our Reporting and Assessment Policy
Leaders 7-10 working with Australian Curriculum Implementation Officer to discuss and share latest
resources
Teachers accessed Australian Curriculum Implementation Officer (through a series of arranged
meetings) to reflect on their practice and establish an understanding of the implications of the
Australian Curriculum for their learning area.
Junior school teachers working with Australian Curriculum cluster teacher Facilitator Lauren Poole.
Teachers were released using Primary Years funding to work in teams with Lauren on planning
History Units. She also worked with teachers on familiarization of the Geography curriculum.
Resources were shared and the Cluster used EDMODO as an online resource and sharing tool which
all Junior School teachers are signed.
Teaching and Learning leader has established an online facility for the resources and learning plans
to be stored and shared across the site.
Parents staff and students were involved in the discussion and decision making process around the
introduction of LOTE at GDC. The decision supported the introduction of Japanese.
Progress towards targets:
Teachers R-10 are accessing Australian Curriculum online and using planning tools including Learning
Design. Teachers are using achievement standards in English, Mathematics, Science and History to plan
learning, assess and report. Teachers are accessing the new Geography curriculum in a familiarization
process. Work has also been undertaken in student free days and followed up in team meetings to
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Annual Report 2013
unpack the Literacy and Numeracy capabilities in learning areas across the school. This was supported
through a leaders leading learning process and task design incorporated these capabilities. Planning for
2014 has taken into account LOTE and the time requirements of learning areas to ensure compliancy.
Implications for next year:
With the Australian Curriculum implementation process, our response will be targeted at pedagogy and
using TfEL to establish and support professional learning communities. These will be initiated and
organized across the partnership as well as across the school. Timetable changes will enable dedicated
professional learning as part of new staff meeting arrangements in 2014.
Key strategies
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PD at staff and curriculum meetings and T&D days
Work with the Implementation Officers for AC in R-10
Work with AC Teacher Facilitator R-7
Moderation of student work and collaborative planning
Target 1b: Increase SACE Completion from 75% to 86% (state target)
Improve the percentage of A grades from 2.23% to 10%.
Highlights
All Students
 79% of all grades were passing grades
 77% Completed SACE
ATSI Achievement
 100% of Aboriginal and Torres Strait Islander Students passed and completed SACE
Modified SACE
 100% Stage 2 Subjects completed.
Male Achievement
 158 out of 222 grades were passing grades (71%)
Female Achievement
 201 out of 233 grades were passing grades (86%)
Key strategies
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Meetings between SL2 T&L and Stage 1 and 2 teachers
Moderation of student work and collaborative planning
Participation in CAT meetings
Participation in SACE run events
Progress towards targets
SACE completion increased from 75% to 77%. Percentage of A grades increased from 2.23% to 5%
Implications for next year.
We have seen some progress towards the target and we want to increase this incremental improvement.
The use of monitoring to inform and guide interventions in the senior school is one area that we intend to
strengthen next year. Careful reflection on the moderation feedback from SACE will be imperative and
needs to feed into performance development. Targeted and increased participation in SACE information
and moderation events will be a major focus of the senior school T&D.
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Objective 2: Whole College Numeracy and Literacy Program to Improve
Learning Outcomes for All
Target: Improved % of students in top 25% NAPLAN percentile and decreased % in the
lower 25% NAPLAN percentile for numeracy, reading and writing
Highlights
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Focus on Teaching and Learning through distributed leadership and establishment of Teaching
and Learning team meeting regularly
Whole school approaches to Professional learning through Australian Curriculum
implementation
Establishment of Numeracy and Literacy Committee
Development of Numeracy and Literacy policy
Literacy leaders across the 3 Sub schools trained as facilitators in Literacy for Learning Course
All teachers worked collaboratively to analyse NAPLAN data
Key strategies
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Numeracy Coach for staff in Middle Years
Quick smart Maths intervention program: Trained Literacy/Numeracy Coach and SSOs.
Program is delivered to students in Years 6-9
Students from Year 3 undertake PAT Maths testing
Whole school staff professional development program
Unpack NAPLAN data-disciplined dialogue, trends and directions for improvement
Intervention strategies in reading
Professional Development, writing genres
Running records
Accelerated Literacy
Premier’s Reading Challenge
Progress towards targets
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Teachers are beginning to drill down to the question analysis aspect of NAPLAN
Mapping writing genres across the whole school has begun
Building teacher capacity in use of running records
Numeracy coach continue to work with teachers using an inquiry approach
Implications for next year.
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Whole staff training and development in the Literacy for Learning course to improve teaching
and learning of literacy across the school.
Continuation of PAT-R and PAT-M testing to monitor achievement growth in reading and
Mathematics
Objective 3: Every Child Achieving their Potential through Inclusive Practices
Target 3a: Increase attendance rate to meet the state target of 93% by the end of
2014
Highlights
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Development of Attendance Improvement Plan and associated documentation
In-service of staff in the process including positive feedback and improvements to the plan
and processes.
Key strategies
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Follow up by teachers – letters, phone calls, flow charts
On agenda of Sub-school and Year Level meetings
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Develop, implement and monitor Attendance Policy
Executive Student Review Team monitors and acts on attendance data
Progress towards targets
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Executive Student Review Team formed which met each term to discuss student and families
at risk and the best possible way to support them.
Building the “Team Around the Child”, sharing and networking services.
Members included Executive Leadership, DECD Student Services support, Aboriginal Support
Officer and Families SA.
Implications for next year.
Embedding of the agreed processes developed and implemented in 2013.
Target 3b: All ATSI students are at Running Records standards in Years 1 and 2
Highlights
Continued focus on Reading Recovery as an intervention program
Aboriginal Education Teacher who has skills to support improved literacy outcomes for students. Focus
on hearing students read consistently and individual support for students i.e. vocab development
Homework centre with literacy focus where students read their take home books and words to a
volunteer or AET twice per week.
Key strategies
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Collect and enter EDSAS Running Records data once per term
Analyse Running Record data
Progress towards targets
Three ATSI students were in Year 1. One student achieved above the Running Record standard and two
students achieved below the standard for this year level.
Three ATSI students were in Year 2. One student achieved at the Running Record standard and two
students achieved below the standard for this year level. One of the students achieving below the
standard has a D level of support (NEP) and was a newly enrolled student.
Implications for next year.
Class teachers will be supported to provide Reading and Literacy Intervention for these students in Year 2
and 3 in 2014. Reading Support Teacher (R-2), Literacy Support Teacher (3-6) and Literacy Numeracy
Coordinator will continue to provide professional development and student support.
Running Records are collected each term and close monitoring of these students will be maintained.
Key strategies
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Collect and enter EDSAS Running Records data once per term
Analyse Running Record data
Target 3c: All Stage 1 and 2 ATSI students are kept on track for successful pathways
Highlights and Progress towards targets
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Stage 1 and Stage 2 students were a focus for our APAS tutoring which was able to be
increased to two days a week in the second Semester.
Attendance to our APAS tutoring support by our Senior Students rose in the second
semester.
Students were supported to achieve their successful pathway through termly monitoring
and entering of our KTOT data.
The redesigning of our ILP review template to encourage a partnership approach by
involving Homecare Teachers and Learning Area Teachers.
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Annual Report 2013



Forming a close relationship with the Regional Support Officers and Aboriginal Community
through the Homework Centre with some of our Senior Students attending the Homework
Centre to receive additional learning support and mentor our younger students.
Attendance to University Orientation days to learn about future pathways.
The establishment of GDC B-12 becoming a South Australian Aboriginal Sports Academy
School in 2014, to further increase the engagement and future pathways
Key strategies




Monitoring of Keeping Them On Track (KTOT) data
All Year 7 – 12 Home Care teachers of ATSI students collaboratively reviewing ILPs with AET
Utilisation of APAS tutoring and ASETO support
ASETO works with Industry Skills Manager re Student Pathways
Implications for next year.





Improve engagement and future pathways through the successful development of SAASTA.
Utilization and training and development or the “What Works” Program to further engage
our ATSI students in their successful learning.
Strengthen community partnerships through the development of an Aboriginal community
Committee which will provide further opportunities for Aboriginal voice, parental
involvement and decision making to best represent the successful learning opportunities
available for our ATSI students.
Further development of our ILP to involve Home Care Teachers and Learning Area Teachers
at the development stage of their Educational Learning Plan.
Promotion of our Homework Centre across the school to encourage more ATSI students to
aid connection, utilize the teacher support, learning resources and build relationships.
Target 3d: Junior School ATSI attendance rate to be 88%
Progress towards targets Junior School Attendance Rate for ATSI students for 2013
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Annual Report 2013
Attendance
Rate
GDC B-12
Term 1
87.3%
Term 2
82.8%
Term 3
83.8%
Term 4
85.9%
Average 2013
85.0%
Attendance Rate
2013 Term 12013 Term 22013 Term 32013 Term 4
2013
Gawler and District College B-1287.3%
82.8%
83.8%
85.9%
85.0%
Implications for next year



Increase ACEO hours in the Junior School.
Implement the “What Works”, Program to aid engagement and mentoring of “at risk”
students.
Further embedding of the newly implemented attendance checklist and flow chart to
support staff, students and families in identifying attendance issues and implementation of
attendance plans.
Target 3d: Middle and Senior School ATSI attendance rate to be 80%
School Attendance Rate Summary for Middle and Senior School ATSI students
Attendance
Rate
Term 1
Term 2
Term 3
Term 4
Average 2013
GDC B-12
95.2%
83.3%
69.1%
70.0%
79.9%
Highlights and Progress towards Target



Achieved target
Whole School implementation of Attendance Checklist and Flow Chart to support staff,
students and families to identify attendance issues and provide supportive strategies.
This also provides evidence towards the Student attendance Counsellor for pre-referral
meetings.
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Annual Report 2013

Development of Executive Student Review Team to identify “at risk” students regarding their
attendance and utilize a case management process to re-engage them in their learning.
Key strategies



Attendance issues of ATSI students are discussed at all Student Review Team meetings
Flow chart for attendance of all ATSI students followed
FLO attendance for ATSI students is monitored
Implications for next year

Professional Development in the “What Works’ Program ready for implementation in 2014.
Connections within the College Community
Objective 1: Inclusive Family Connections
Target : Each statement in our Parent Opinion Survey has a 50% or more positive
response
Key strategies



Every teacher communicates their learning program with families through letters and/or
learning area assessment plans
Every staff members acknowledges and communicates student successes with families
through phone calls, diary notes, emails, letters, whole school events etc.
In every communication, feedback from families is encouraged and valued.
Progress towards targets
The response to the parent survey was very small and statistically meaningless. The number of
complaints regarding poor communication was relatively small and in every case the situation was
rectified.
Implications for next year.
The parent survey (a survey which must be reported on every two years) will have more marketing and
will enable parents to respond in different formats. The school will continue to improve its use of
Daymap as a tool for interacting with parents. Use of the school diary will be monitored and strategies to
improve its use will be employed.
Objective 2: Inclusive Community Connections
Target 2a: Regional Office service providers report improved connections
Highlights

Meetings were established twice per term with the Manager of Support Services and the
Aboriginal Inclusion Officer. These meetings provided constructive feedback and
conversations about data.
Key strategies


Establishment of the Student Review Team
Implementation of Student Review Team recommendations
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Annual Report 2013
Progress towards targets


We establishment the Executive Student Review Team comprising the Executive Leadership
Team and the Regional Representatives noted above.
Recommendations were implemented and supported by the establishment of a School
Committee comprising the schools/student counsellors, Year Level Managers and the
Executive Leadership Team. This committee provided an effective forum for all issues
relating to students across the school.
Implications for next year.

Continuation of both committees – one with the Support Service managers and the other
within the school.
Target 2b : Accreditation of the majority of FLO programs
Highlights
Key strategies
 Audit of existing FLO programs
 Work with the FLO service providers to accredit programs
Progress towards targets


Audit of existing FLO programs
A process has now been developed and implemented in 2013 that provides information for
data entry and a means of monitoring all students doing accredited programs.
All staff and service providers involved in case managing these students have been in
serviced in the process. This has resulted in more accurate documentation of student
achievement.
Work with the FLO service providers to accredit programs
The appointment of a .5 FLO coordinator across the region( for 2013) has enabled all
learning plans to be reviewed and our staff to have an better overview of what programs are
being presented to our FLO students and the value and accreditation possibilities of each
program.
This appointment has also provided a person with the time and resources to work with the
service providers to rework existing programs that may be used for accreditation in SACE.
This has moved out focus on FLO students from initial engagement to improved learning
outcomes.
Implications for next year.
The information collected this year and the processes implemented along with the
engagement of Case Managers on site at Gawler House in 2014 will improve the learning
outcomes and resulting success in SACE/VET programs for our FLO students.
This will be monitored by annual collection of data on FLO student achievement and FLO
student destination.
Student Achievement
R-6 Junior Sub-School.
With the move to a new site teachers spent many hours in the moving process at the end of 2012
and again at the beginning of 2013. The building was still in progress when classes began the New
Page 16
Annual Report 2013
Year, but strong collaboration and an overwhelming desire to make the new site a place of learning
meant the many challenges of this change were dealt with in a positive and effective manner. New
staff appointed and existing staff from Evanston Primary instantly found a common purpose and
supported each other as the junior school became part of a much bigger unit. Day map as a whole
school approach to communication and reporting attendance were among the new learning and
adaptions staff needed to know and understand.
The leadership structure across R-12 enabled sharing of ideas and built bridges between staff. A very
successful whole school Sports Day really highlighted that R-12 could work together.
There were the beginnings of Senior Students involvement in supporting the R-6 learning program
and the transition of junior school students into the many opportunities that a secondary school
offers. Reception students went to the Wetland and visited Agriculture. Discos in the Gym and whole
school assemblies have established the traditions of a new site.
Values education and celebrations of positive behaviour through the Tree-mendous tree program
have supported improved learning and wellbeing outcomes. The Jacaranda trees planted along the
entrance to the junior school this have become the symbol of our purple “Jacaranda” and highest
award. Students celebrating this achievement with over 300 vouchers have had a morning tea with
the Principal Gerri Walker and their families.
A Graduation ceremony in the Drama unit for the Year 6’s exhibited for all the dedication and
determination staff, students and families have in working together and establishing new ways
forward, being sensitive and aware of past traditions but embracing the way forward.
Junior School in general
Running Records
Teachers use a range of tools and strategies to continuously monitor student achievement and
progress. There are agreements around using nominated assessments regularly to track student
improvement in particular in literacy learning. Reports based on this data provide evidence of
student achievement and growth.
Running Records Data
Selected reading books are levelled from 1-30 to reflect the growth in complexity and reading age.
Teachers sample a student’s reading using a running record to check for fluency and understanding.
We record running records up to level 26 as a regular part of the teaching and learning program and
input this data across the school in both Terms 1 and 3 in order to track progress and inform our
planning. Comments made refer to Term 3 data.
In Year 1:
Of the 20 students levelled in Term 3, 16 were present during the Term 1 data collection.
Seven (35%) students achieved above the Running Record standard for Year 1.
Six (30%) students achieved at standard.
Seven (35%) students did not meet the Running Record standard for Year 1 at the end of Term 3.
By the end of 2013, of these 7 students;
1 student was on Reading Recovery and had increased 3 levels
3 students had increased 2 text levels
1 student had increased 5 text levels
2 students had remained at the same text level.
In Year 2:
Of the 34 students levelled in Term 3, 30 were present during the Term 1 data collection.
Twenty Two (64%) students achieved at or above the Running Record standard for Year 2.
Twelve (35%) students did not meet the Running Record standard for Year 2 at the end of Term 3.
By the end of 2013, of these 12 students;
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Annual Report 2013
10 students had increased their text level but were still below the Running Record standard for Year
2.
The Early Literacy Learning Strategy
Provides funding to schools for a Reading Support Teacher to support improvements in children’s
early literacy learning and development.
In 2013, the Reading Support Teacher, Judy Holt worked with a graduate teacher in a year 1 class to
develop Guided Reading in the class. Worked with class teachers around Running Records and
teaching strategies to improve reading in the R-2 classes.
A report on the outcome and effectiveness of intervention and support programs for
targeted students.
The Junior School has utilised skills of teacher Leonie Emes to support students in Literacy Intervention.
Aligned to the English curriculum, this program operates during Literacy Block time for Years 3/4 and 5/6.
Students received 2 lessons on 3 days per week and class teachers worked with Ms Emes to plan, assess
and report. Goals were aligned to improve outcomes related to student data in NAPLAN, SAST and
Reading Levels.
The Junior School ran a small trial with Multi Lit and trained 3 teachers. This will be expanded in 2014.
Students in year 1 were supported by a Reading Recovery program run by a trained Reading Recovery
Tutor Judy Holt. Students involved in this program were selected with Reading levels below year level
standard and all students achieving improvements at the end of their 10 week program.
Early Years students were supported with additional SSO hours for Reading in the 2 Reception classes
working with class teachers on Oral Language and Phonemic Awareness.
Students with Autism were supported with SSO hours to work in class on programs developed by their
class teachers. Engaging students in learning, facilitating social stories and developing visuals supported
improved outcomes for these students.
All teachers are involved in planning using SMARTA goals for students with disability. A common NEP
proforma was introduced across the school and teachers can access these electronically.
In 2013 there were 124 students on Negotiated Education Plans in Years 7 -12 at Gawler & District
College. 42 of these students were in the Middle School in Years 7, 8, and 9, 39 students in the Senior
School in Years 10, 11 and 12. There were also 19 NEP students accessing Flexible Learning Options
program and 24 students placed in the two district special classes. The Learning Support staff in Years 7 12 consisted of a Co-ordinator, 2 teaching staff and 5 SSO’s.
Student Achievements in the Special Class in 2013 included:
 100 % completion rates in Year 12 class of 2013 with 2 students successfully completing
their Modified SACE.
 100% pass rates in Modified SACE – Stage 1 and 2
 Participation in the UNICEF Child Friendly Cities project being embedded into Stage 2
Research Project Modified
 Excellence in SACE Modified Subjects awarded to 2012 graduate Matthew Kilworth
 Participation in state and local sporting events
 10 students completed Work Experience Placement at Phoenix Incorporated
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Annual Report 2013
Programs targeted at improving achievement of students with disabilities and learning
difficulties




Increased offerings of Community Studies for students with disabilities and learning
difficulties to demonstrate their skills and knowledge and to successfully complete their
SACE.
There were students who achieved C grade or better in Community Studies.
More than 150 students on NEP’s and learning difficulties getting SSO support in mainstream
classrooms
3 Year 12 NEP students undertaking and completing VET modules to gain their SACE
Building Staff Capacity
To increase student achievement across the whole school there was a focus on building staff
capacity to differentiate the curriculum in order to meet the learning needs of all students.
As part of this;
 100 % of staff completed online Disability Standards for Education 2005 / Disability
Discrimination Act modules
 11 staff completed online courses in Understanding Dyslexia and Significant Reading
Difficulties
 12 staff completed online courses in Understanding Autism Spectrum Disorders
 100 % of staff participation in the National Collection of Data for Students with Disabilities
trial.
In 2014 we aim to continue this with:



Setting up a Dyslexia Awareness Group within the college – linking with Dyslexia Action
Group Barossa and Gawler Surrounds. (DAGBAGS)
Further training of staff on Differentiating the Curriculum, NEP students and the Australian
Curriculum, Dyslexia and Autism
Implementing MultiLit across the school
NAPLAN
Years 3 and 5
All students in year 3 and 5 participated in NAPLAN this year. Results show growth in Numeracy in Year35 where there are less than 25% in the lower band.
In reading there were more than 25% of our students in the lower percentile. This has determined our
focus for 2014 as our intention is to deliver MultiLit as an intervention program as well as work on
developing Sheena Cameron’s comprehension strategies. From the question analysis teachers identified
that inferential comprehension is an area on which we need to focus. To support a shift in this student
growth to the middle and higher bands, teachers have been are working on reading each day, reading 5
texts to their students each day and professional learning in the Big 6 of Reading. All Reception-Year2
classes deliver a synthetic Phonic approach in their Literacy program.
Teachers have been working on Big Ideas in Number to support this early understanding of number
concepts. Numeracy growth shows positive trends in this area.
Years 7 and 9
There was considerable work on improving the attendance rate of the students, particularly year 9s
participating in NAPLAN. The rate in 2013 was 85%, which delivers this improvement.
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Annual Report 2013
In 2014 the priority in relation to NAPLAN results for years 7 & 9 ( for both Literacy and Numeracy) is to
move a proportion of students in the lower 25% upwards to the middle 50% and to move a proportion of
students in the middle 50% upwards to the upper 25%.
Strategies aligned to the site improvement plan have been put in place in both Literacy and Numeracy to
make this shift.
Analysis of 2013 data has already started in all Faculty areas as this is a whole school approach and not
just the focus of the Literacy and Numeracy teams. This has also been reinforced for 2014 by the
appointment of a Literacy Coordinator, 0.6 Literacy Support Teacher and 47 SSO hours dedicated to
targeted literacy and numeracy intervention.
Student Proficiency Bands
Figure 1: Year 3 Proficiency Bands by Aspect
Table 1: Year 3 Proficiency Bands by Aspect
% Proficiency Band by
Test Aspect
Exempt
Year 3
1
2
3
4
5
6
Numeracy
8.3
37.5
37.5
12.5
4.2
Reading
8.3
33.3
25.0
20.8
12.5
Writing
20.8
37.5
20.8
16.7
4.2
Spelling
8.3
29.2
20.8
37.5
4.2
12.5
29.2
20.8
25.0
4.2
Grammar
8.3
Figure 2: Year 5 Proficiency Bands by Aspect
Page 20
Annual Report 2013
Table 2: Year 5 Proficiency Bands by Aspect
% Proficiency Band by
Test Aspect
Exempt
Year 5
3
4
5
6
7
8
Numeracy
18.5
29.6
44.4
3.7
3.7
Reading
10.7
21.4
35.7
25.0
3.6
Writing
17.9
21.4
28.6
25.0
7.1
Spelling
14.3
21.4
21.4
21.4
21.4
Grammar
14.3
17.9
28.6
21.4
17.9
8
3.6
Figure 3: Year 7 Proficiency Bands by Aspect
Table 3: Year 7 Proficiency Bands by Aspect
% Proficiency Band by
Test Aspect
Exempt
Year 7
4
5
6
7
9
Numeracy
5.4
40.5
35.1
16.2
2.7
Reading
7.3
19.5
36.6
17.1
19.5
Writing
17.1
22.0
39.0
7.3
12.2
2.4
Spelling
7.3
12.2
39.0
14.6
17.1
9.8
24.4
22.0
22.0
9.8
12.2
9.8
Grammar
Figure 4: Year 9 Proficiency Bands by Aspect
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Annual Report 2013
Table 4: Year 9 Proficiency Bands by Aspect
% Proficiency Band by
Test Aspect
Exempt
Year 9
5
6
7
8
15.5
40.8
26.8
12.0
4.2
Reading
7.5
27.4
32.9
24.0
8.2
Writing
32.4
25.7
19.6
17.6
3.4
1.4
Spelling
11.6
17.0
40.8
21.8
6.1
2.7
Grammar
15.0
28.6
34.0
17.7
4.8
Numeracy
9
10
0.7
Student Mean Scores
Figure 5: Year 3 Mean Scores
Table 5: Year 3 Mean Scores
Mean Scores
by Test
Aspect
Year 3
2013
Numeracy
380.9
Reading
395.6
Writing
379.6
Spelling
398.6
Grammar
381.2
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Annual Report 2013
Figure 6: Year 5 Mean Scores
Table 6: Year 5 Mean Scores
Mean Scores
by Test
Aspect
Year 5
2013
Numeracy
423.4
Reading
450.5
Writing
429.3
Spelling
455.2
Grammar
455.7
Figure 7: Year 7 Mean Scores
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Annual Report 2013
Table 7: Year 7 Mean Scores
Mean Scores
by Test
Aspect
Year 7
2013
Numeracy
487.4
Reading
518.4
Writing
490.4
Spelling
527.3
Grammar
495.4
Figure 8: Year 9 Mean Scores
Table 8: Year 9 Mean Scores
Mean Scores
by Test
Aspect
Year 9
2011
2012
2013
Numeracy
532.6
538.6
530.3
Reading
546.8
538.7
554.6
Writing
495.0
504.0
474.8
Spelling
540.9
552.7
556.3
Grammar
533.2
535.3
535.3
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Annual Report 2013
Growth
Figure 9: Year 3-5 Growth
NAPLAN School Growth: Year 3-5
Table 9: Year 3-5 Growth
Growth by
Test Aspect
Numeracy
Year 3-5
Progress Group
Site
Lower 25%
21.7
Middle 50%
65.2
Upper 25%
13.0
Lower 25%
50.0
Middle 50%
41.7
Upper 25%
Figure 10: Year 5-7 Growth
8.3
Reading
NAPLAN School Growth: Year 5-7
Table 10: Year 5-7 Growth
Growth by
Test Aspect
Numeracy
Reading
Year 5-7
Progress Group
Site
Lower 25%
46.7
Middle 50%
43.3
Upper 25%
10.0
Lower 25%
22.9
Middle 50%
60.0
Upper 25%
17.1
Page 25
Annual Report 2013
Figure 11: Year 7-9 Growth
NAPLAN School Growth: Year 7-9
Table 11: Year 7-9 Growth
Growth by
Test Aspect
Numeracy
Reading
Year 7-9
Progress Group
Site
Lower 25%
39.1
Middle 50%
52.2
Upper 25%
8.7
Lower 25%
35.0
Middle 50%
50.8
Upper 25%
14.2
Senior Secondary
Students in Year 12 Undertaking Vocational or Trade Training
111 students undertook Vocational Training as part of their SACE in 2013, completing 1300 competences
between them. 11 Year 12 Students completed a Certificate III qualification.
Student Data
Attendance
During 2013 there was a whole school focus on improving attendance. The graph and table below
demonstrates that this focus resulted in an improvement in attendance across the school.
Page 26
Annual Report 2013
Figure 12: Attendance by Year Level
Table 12: Attendance by Year Level
Attendance by Year Level
% Attendance
2011
2012
2013
Reception
88.9
Year 1
93.8
Year 2
94.7
Year 3
91.9
Year 4
92.9
Year 5
88.6
Year 6
87.1
Year 7
0.0
90.1
Year 8
82.0
87.7
88.7
Year 9
79.7
81.4
85.3
Year 10
82.8
82.1
83.4
Year 11
81.0
81.0
81.4
Year 12
79.3
82.4
82.1
Secondary Other
91.9
92.0
92.4
Total All Year Levels
81.4
83.0
85.6
Total ACARA 1 TO 10
81.6
83.6
87.3
Processes used to improve the attendance rate are outlined in the document below as a checklist for
all school personnel.
Page 27
Annual Report 2013
ATTENDANCE FOLLOW-UP Checklist
Student Name:
Date:
Home Care Teacher:
Home Care:
-
PHASE 1 ACTIONS
-
-
Process
Note/ SMS/ phone call required for every absence by
parent
Each day check the previous attendance
Change Day Map codes as appropriate
Write in Day Map Notes, each attempted contact with
parent
Contact the family by telephone after 3 continuous days
absence or 3 unexplained day absences in 3 weeks.
ACEO/ASETO to follow up with home visits for ATSI
students
Attendance Letter 1 sent home (H/C teacher send request
to SS)
p/c to H/C teacher to enter in Day Map
Check return of Letter 1 and enter correct codes
H/C notify YLM by email/ in writing about ongoing absence
or no return of Letter 1 within 7 days.
- Attendance Letter 2 sent home (Enter in Day Map)
ATTENDANCE MEETING – date set with parent
- Attendance Plan agreement written(see attachment) enter
in EDSAS
- Discuss options and strategies – consider appropriate
options below
- Set 6 week review date
Discuss reasons for absence
- Behaviour - support to follow School Behaviour Code
- Harassment – support to follow School Harassment Code
- Wellbeing – support and referral to outside agencies (
G.P., Headspace, NACYS, Second Story, FAYS, Gawler
Health, Rainbow Youth)
- Financial (Anglicare, Salt Services, U Care)
- Other – eg transport, nutrition (breakfast program)
Alternative program options
-
Changes to the content/presentation of the curriculum
-
Modified curriculum
-
Part time Timetable
-
Learning Support (NEP, SSO)
Person responsible
tick
H/C Teacher
ACEO/ASETO
H/C Teacher
H/C Teacher
YLM
YLM
YLM/ Sub Head
YLM/ Counsellor
Counsellor
Counsellor/CPSW
CPSW
YLM/ Subject
teacher
YLM/ Sub School
Head
YLM/ Sub School
Head
Learning Support
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Annual Report 2013
Aboriginal Ed
Team
H/C & Subject
Teacher
YLM/ Sub School
Head
YLM/ Counsellor
Sec Mentor
Program
Volunteer Program
CPSW
-
APAS, ILP
-
Positive Behaviour Learning strategies
-
Alternative Programs
-
Sporting, Recreational, Food, Community
-
Mentoring
-
Mentoring
Mentoring
Social Skills/Relationships/values
(Referral to Youth Connections, Fathers Farm,
CPSW Counsellor
Employment Directions)
Parental Support – Tidal Wave, FAYS, Toolkit Programs,
Counsellor
Anglicare
ATTENDANCE REVIEW MEETING ( 6 weeks from initial
YLM
meeting)
Student Review Team – raise concerns and discuss
Student Review
strategies
Team
Pre-referral consultation with Student Attendance
Counsellor (SAC) (Entered in EDSAS by YLM/Counsellor) YLM/ Counsellor
Active Referral
ELT Student Review Team – raise concerns and discuss
Sub School Head
Referral to the Student Attendance Counsellor (Enter in
YLM/Sub Head
EDSAS)
YLM/ Sub School Head/ Counsellor – attach attendance plan to Day Map
-
-
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Annual Report 2013
Client Opinion
As a new school we chose to use the DECD survey for students, parents and staff. The only comparison
that we can make with the previous year’s data was that 75% of the staff completed the survey, which
was a much higher percentage than in the previous years at Gawler High School.
All respondents completed the survey on-line.
In responding to the questions, respondents had the following options:
Rating
Score
Strongly agree
5
Agree
4
Neither agree nor disagree
3
Disagree
2
Strongly disagree
1
STUDENTS
We only had 271 responses from our students across the following year levels:
Year Level
5
6
7
8
9
10
11
12
TOTAL
Number of Responders
25
31
20
1
79
66
42
7
271
In 2014, we will use other methods to survey our Junior Years students. We will also monitor student
Reponses at each year level so that we do not get the gap in data as we did for Year 8 this year.
The responses are outlined in the table below with the highest ranked questions at the top
Survey Question
My teachers expect me to do my best.
My teachers provide me with useful feedback about my school work.
My teachers motivate me to learn.
My school looks for ways to improve.
My school gives me opportunities to do interesting things.
I feel safe at my school.
I can talk to my teachers about my concerns.
Teachers at my school treat students fairly.
I like being at my school.
Average
Response
out of 5
4
3.4
3.4
3.3
3.3
3.2
3.2
3.1
3.1
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Annual Report 2013
My school takes students’ opinions seriously.
My school is well maintained.
Student behaviour is well managed at my school.
2.9
2.8
2.5
Key points from the data:
 The feedback re the management of behaviour reflects the school being new and developing a
culture of how behaviour is to be managed. There was much work undertaken with the school
community about how behaviour is to be managed in our new school and this has been a
challenge. Work will continue in this area in 2014.

The concern re the maintenance of the school has been identified by the School Council and
Leadership Team. Maintenance funds for the last 2 years were spent on upgrading the Gym floor
and roof and the Maths, English and SOSE rooms. Funds were also identified for the 2014
budget to address this concern.

My school takes students’ opinions seriously requires deeper analysis – is this in the classroom,
in the school yard or in the general school decision making process? All school committees have
student representatives on them and there is a very active Student Leadership Committee. This
question will be followed up in 2014.
PARENTS
During the last term of 2012 and in 2013, the school conducted many surveys with the parents. These
included uniform, vision and values, day structure and feedback about the Behaviour Code – all of which
were responded to by up to 400 parents. In administering these surveys we used a variety of methods
and offered choice of how to complete them. With the Parent Opinion Survey, we believed that parents
were ready to go to online, but there were only 13 parents who completed the survey – 31 parents began
the survey. This is a learning for 2014 where we will administer the survey earlier, offer hard copy and
online and follow up with more parents. The breakdown of responding parents was:
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Annual Report 2013
Parent’s Year Level of Child When completing
Average Rating
the survey
7
1
9
4
11
6
12
4
Total
13
Hence we did not have any parents responding from the Junior Sub-School.
With this limited data it is difficult to provide any deep analysis.
STAFF RESPONSES
There was a distribution of staff across the school which reflects the staff distribution across Sub-Schools.
The responses are outlined in the table below with the highest ranked questions at the top.
Survey Question
Teachers at this school treat students fairly.
Teachers at this school expect students to do their best.
Parents at this school can talk to teachers about their concerns.
Teachers at this school provide students with useful feedback about their school work.
This school looks for ways to improve.
Average
Response out
of 5
4.3
4.2
4.2
4.1
4.1
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Annual Report 2013
Students at this school can talk to their teachers about their concerns.
Teachers at this school motivate students to learn.
This school works with parents to support students' learning.
Students like being at this school.
Students’ learning needs are being met at this school.
Students feel safe at this school.
This school takes staff opinions seriously.
I receive useful feedback about my work at this school.
Staff are well supported at this school.
Student behaviour is well managed at this school.
This school is well maintained.
Below is a graphic representation of this data.
4
4
3.9
3.8
3.6
3.5
3.5
3.3
3.3
3.2
3
Key points from the data:

The lowest 2 ranked questions by staff were the same as the lowest 2 ranked questions of the
students, although in the opposite order. Responses to these 2 questions were outlined in the
student analysis.
 ‘Staff are well supported at this school’ and ‘I receive useful feedback about my work at this
school’ reflects largely on the fact that we were developing the Performance Development Policy
for the new school throughout 2013 and this was not finished. Staff were supported used the
existing processes in the amalgamating schools and the processes used by new staff. Again this
is an area that will be a focus for 2014.
In summary, areas that were identified by staff as areas to be addressed were consistent with what the
Executive Leadership Team expected.
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Annual Report 2013
Accountability
National Partnerships
Outcomes from Buddy School

All staff (both teachers and SSO’s) has completed online Disability Standards for Education 2005/
Disability Discrimination Act. This has increased capacity of teachers to assess students learning
needs and make the necessary adjustments.

The 7 teachers and 4 SSO’s who have completed the Dyslexia online course have:

increased knowledge of what dyslexia is and how it presents differently in individual students

looked at and trialled strategies that can be used to support students with Dyslexia and
significant reading difficulties in R to 12

developed skills in testing and assessing students individual needs and setting SMART goals and
planning interventions to achieve these goals

The 12 teachers who completed the online Autism training have:

increased knowledge of what Autism is and how it presents differently in individual students

looked at and trialled strategies that can be used to support these students in years Reception to
12

developed skills in testing and assessing students individual needs and setting SMART goals and
planning interventions to achieve these goals

Working as a staff team to develop a common NEP format across the whole school

Training staff to write SMARTER goals for NEP students and to use NEP documents more
effectively

Developing a lunchtime program involving Year 12 as mentors, including LEGO club, to support
students with Autism and Learning Difficulties.

Developing and presenting to the school council and wider school community a Family Charter
for working with families. It is now in the final polishing stages ready to be launched and included
in the enrolment pack in 2014.

This family charter has highlighted the need for working together as a partnership to support
students and families and outlines working relationships.
In 2014 we aim to continue this with:






Setting up a family library of resources for teachers and families to use and access.
Purchasing Clicker 6 and training for staff
Launching and Printing Family Charter
Setting up a Dyslexia Awareness Group within the college – linking with Dyslexia Action
Group Barossa and Gawler Surrounds. (DAGBAGS)
Further training of staff on online Dyslexia and Autism courses
Training of staff in MultiLit
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Annual Report 2013
Staff
Teacher Qualifications
All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Number of
Qualifications
Qualification Level
Bachelor Degrees or Diplomas
141
Post Graduate Qualifications
55
Please note: Staff that have more than 1 qualification will be counted
more than once in the above qualification table. Therefore the total
number of staff by qualification type may be more than the total
number of teaching staff.
Workforce Composition including Indigenous staff
Teaching Staff
Workforce Composition
Full-time Equivalents
Persons
Non-Teaching Staff
Indigenous
Non Indigenous
Indigenous
Non Indigenous
0.0
77.6
1.79
24.06
0
81
2
26
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Annual Report 2013
Financial Statement
GAWLER & DISTRICT COLLEGE B-12
General Ledger Profit and Loss for Prior Year, period 13
Account
Total for GRANTS : DETE
Total for GLOBAL BUDGET REVENUE
Total for OTHER STATE GOVERNMENT GRANTS
Total for GRANTS : COMMONWEALTH
Total for PARENT CONTRIBUTION REVENUE
Total for OTHER OPERATING REVENUE
Total for RURAL OPERATING REVENUE
Total for NON-OPERATING REVENUE
Total Revenue
Total for SUPPLIES AND SERVICES
Total for GLOBAL BUDGET EXPENSES
Total for FACILITIES AND UTILITIES EXPENSES
Total for FINANCIAL EXPENSES
Total for EMPLOYEE EXPENSES
Total for OTHER OPERATING EXPENSES
Total for PARENT CONTRIBUTION EXPENSES
Total for RURAL OPERATING EXPENSES
Total for DEPRECIATION AND AMORTISATION
Total Expenses
Surplus or (Deficit) funds
11,684,438.66
651,532.89
1,300.00
379,197.61
435,474.58
202,427.70
6,551.07
273,194.42
13,634,116.93
1,518,161.64
10,844,762.49
201,666.55
540.27
61,274.67
154,945.98
49,338.50
7,147.50
21,603.03
12,859,440.63
774,676.30
Page 36

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