2017 Pittwater High School Annual Report - Amazon S3

In assessment and reporting, there has been an emphasis on assessment for learning. It reflects a belief that all studentscan improve using the principle of timely feed forward. Students use assessment and reporting processes to reflect ontheir learning. It is planned carefully to align to outcomes and therefore allows us to gather evidence from whichinferences about student learning can be drawn and this evidence used to further meet individual learning needs.As a learning empowered school we have high expectations of all students. We work to develop lifelong learners whoare engaged and take responsibility for their own learning. We excel in areas of the curriculum which is differentiatedeffectively and inclusive of all learners. Individual and personalised learning plans based on student data are availablefor identified students on Sentral – both those who have learning difficulties and those identified as high potentialstudents. Reporting processes have been streamlined to increase productivity for students and efficiency for teachers.Student –parent–teacher interviews occur once a year strengthening links between school and home.Students are supported in their transition to the workforce through a number of programs that provide a link betweenschool and employment or further education. These initiatives have increased engagement, attendance, improvedclassroom behaviour and results in Year 10, 11 and 12.Identified literacy areas have been targeted with the aim of developing teacher expertise and student understanding andapplication. The school literacy team in consultation with staff implemented the PEEL and PETAL scaffolds to improvethe NAPLAN identified deficit in writing, particularly paragraphing. SMART analysis of writing scores has shown cleargrowth in student performance over three years. RAP analysis identified using ALARM would enable teachers to supportthe development and expression of critical thinking.Pittwater High School is committed to the holistic development of all students. We value and create a safe, caring andsupportive learning environment where our students feel happy and enjoy coming to school. We support studentsthrough our pastoral care and wellbeing programs, ensuring students have respect for each other while developing inthemselves strength of character and resilience. Our positive behaviour for learning (PBEL) values ask students to beresponsible, respectful and to aspire. The development of a transparent, proactive and comprehensive student wellbeingprogram has been achieved through the establishment of student management procedures. This includes learningcontracts, consistent school–wide student management procedures, co–curricular opportunities, and a comprehensiveanti–bullying plan.2. The results of this process indicated that in the School Excellence Framework domain of Teaching the school issustaining and growing:Pittwater High School is committed to reflective ongoing professional learning, the sharing of innovative practices andworking collaboratively across the school. Teachers are actively engaged in planning their own professional developmentto improve their performance and to take up leadership positions in the school. Teachers are willing to share expertiseand work beyond their classrooms to contribute to broader school programs. In the area of collaborative practices we areexcelling.At Pittwater High we excel in explicit systems for collaboration, classroom observation, mentoring and feedback tosustain quality teaching practice. Teachers also collaborate across faculties to ensure consistency of curriculum deliveryand strategies for curriculum differentiation. There is a particular focus on improved teaching methods in literacy andnumeracy, with professional learning activities focused on building teachers’ understandings of effective teachingstrategies in these areas.At Pittwater teachers engage in detailed analysis of external performance data to identify trends and areas of need. Theyalso use internal data sourced from reporting processes and transition testing used with Year 7 students as well as classassessments. Classroom practices, including assessment for learning (AfL), give opportunities for the development ofthe C3R learning capabilities. There is evidence of quality explicit, specific and timely feedforward to improve studentlearning and structures to support peer assessment/review. We aim to have well managed classrooms with well plannedlessons so that students can engage in learning productively with minimal disruption. Clear processes are in place tosupport students with behavioural issues.3. The results of this process indicated that in the School Excellence Framework domain of Leading the school isexcelling:Leadership development is central to school capacity building. Staff have purposeful leadership roles based onprofessional expertise. The school community is committed to the school’s strategic directions and practices to achieveeducational priorities within a culture of high expectations. This is evident as teachers have participated in leadershipdevelopment with action research that centres on teaching practice and delivery. At Pittwater High the school plan is atthe core of continuous improvement efforts, with the school’s vision and strategic directions evident in its main activity.In terms of school resources the school is excelling. Physical learning spaces are used flexibly and technology isaccessible to staff and students. Succession planning, leadership development and workforce planning are designed todrive whole–school improvement. The school leadership team makes deliberate and strategic use of human and financialresources to drive whole school improvement. Longer–term financial planning is integrated with school planningPage 4 of 19Pittwater High School 8379 (2017)Printed on: 6 April, 2018

and implementation processes, strategically used to achieve improved student outcomes. School facilities have beenupgraded in a range of areas to change the physical appearance of classrooms and the external environment. As aschool we also excel in management systems, structures and processes underpin ongoing school improvement and theprofessional effectiveness of all school members. Technology enhancements support teaching, learning andadministrative processes. Technology infrastructure improvements have been carefully planned and form an integral partof the structural changes to improve both management systems and classroom practice.Within a culture of high expectations, students have opportunities to excel as they develop capabilities of critical andcreative thinking, collaboration, communication and resilience that will equip them as successful contemporary globalcitizens. Student leadership is highly valued in the school with an active prefect body and SRC, ensuring a strong studentvoice. Students are aware of those less fortunate than themselves and financially support a sister school in Afghanistanas well as local charities such as Shave for a Cure – events such as these also contribute to school spirit.There is evidence of increased levels of community engagement with parents and the broader community. Parents areactively involved in information nights for every year group, their child in goal setting interviews, parent–teacher nights,working bees, supporting the schools expectations of students and key events such as community forums orperformance nights. The P and C is active with financial support, contributing committees and support at communityevents to further increase connections for parents. The school’s partnerships and relationships, in the PeninsularCommunity of Schools (PCS) enables access resources for the purpose of enriching the school’s standing within thelocal community and improving student outcomes.Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.For more information about the School Excellence ability/sef–evidence–guidePage 5 of 19Pittwater High School 8379 (2017)Printed on: 6 April, 2018

Strategic Direction 1Student engagement through quality teaching and learning practicesPurposeWe will deliver our overall purpose through high quality curriculum, assessment, effective integration of technology, andteaching and learning practices. We will continue to raise expectations of student learning outcomes and increasedlevels of student engagement.Overall summary of progressWe have continued to lead the development of high quality teaching and learning programs that engage and challengeall students. In 2017 we embarked on the philosophy of a growth mindset for all students – a belief that with opportunityall students have the capacity to grow and improve. We have continued to track student performance with a continuedfocus on raising the bar around student literacy.Progress towards achieving improvement measuresImprovement measures(to be achieved over 3 years)Funds Expended(Resources)Progress achieved this year Evidence that 20 minutes of70% of lessons have explicitliteracy embedded including useof Alarm and PEEL Evidence of increased valueadded growth across all abilityilliteracy and numeracy plus HSCresults 70% of students using BYOD inclasses. Evidence of termly checking ofHSC monitoring folders in facultymeeting minutes Evidence of Assessment forlearning including timely qualityfeedback Evidence of Curriculumdifferentiation includingchallenging tasks andaccommodationsLiteracy advisers in 2017working across the schoolat a timetable cost of 30,000 Literacy website developed Core faculties of HSIE, English and Sciencemeeting target regularly Super charging sentences initiative 95% of students are using BYOD in classes HSC monitoring folders are regularly checked byHT's and evidence of work samples are present inthe folders. Assessment for learning practices are evidencedby the milestone schedules present in tasks. Curriculum differentiation is evidenced in tasks inthe choice offered to students. Some tasks offerextension activities and learning Introduction of Top Quartile initiative to engagehigh potential studentsTechnology help desk 5days a week at cost of 50,000ACED programming timeduring trial and Preliminaryexams at a cost of 8,000Next StepsFurther development of quality teaching and learning programs with consideration for new NESA syllabi. Alsoaccountability over delivery of curriculum and monitoring of student progress. Focus on building a team to investigatestage 5 engagement. Capabilities identified and explicitly taught and linked to learning activities. Capability matrixdeveloped for all KLAsContinuing to enhance technology forlearning through professional development ofstaff, explicit teaching to studentsand maintaining infra structure to supportIncreasing opportunities for highpotential students to be challenged and engaged. Building student capabilities soall students develop as independentresilient self directed learners who apply cooperation, critical and creativethinking,and communication including literacyGrowth mindset approach in challenging students: Recognition of growth mindset and place of persistence and risk taking in reaching potential Recognition of high potential students to challenge and extend them Practices such as compacting the curiculum and project based learning to allow depth of learning, cooperativelearning and self–direction learningPage 6 of 19Pittwater High School 8379 (2017)Printed on: 6 April, 2018

Quality explicit, specific and timely feedback to improve student learning Practices to support peer assessment and self reflection to assist learningPage 7 of 19Pittwater High School 8379 (2017)Printed on: 6 April, 2018

Strategic Direction 2Holistic development of the child into an independent young adultPurposeWe will deliver our overall purpose through the holistic development of the child with proactive student wellbeingprograms, capabilities development, co–curricular activities and student leadership opportunities. Students have a voicein all aspects of school life as they develop into young adults.Overall summary of progressStudents have had an increased voice through effective SRC and prefect body. In addition our high achieving studentshave been mentored and supported through the Top Quartile initiative. There is a positive sense of connection andcommunity at school as evident in the playground, demonstrated in events such as music on the quad, teacher vsstudent games and mufti days. Mental health issues continue to be of concern, but these students are well supported atschool through key welfare personnel.Progress towards achieving improvement measuresImprovement measures(to be achieved over 3 years)Funds Expended(Resources)Progress achieved this yearReduced number ofmisadventures due to mentalhealth issuesQuicksmart numeracyprogram 25,000Increased level of senior support to assist withresilienceSupport to extra curricularactivities 30,0

School contact details Pittwater High School Pittwater Rd & Mona St Mona Vale, 2103 www.pittwater-h.schools.nsw.edu.au pittwater-h.School@det.nsw.edu.au 9999 4035 Message from the Principal Pittwater High School is a comprehensive coeducation secondary school which is highly regarded in the local area. Our