Table Of Content21st Century 21st Century
Beverly Hills Girls High School Learning Teaching
Annual Report 21st
Century
School
2015
8255
Introduction
The Annual Report for 2015 is provided to the community of
Beverly Hills Girls High School as an account of the school’s
operations and achievements throughout the year.
It provides a detailed account of the progress the school has
made to provide high quality educational opportunities for all
students, as set out in the school plan. It outlines the findings
from self-assessment that reflect the impact of key school
strategies for improved learning and the benefit to all students
from the expenditure of resources, including equity funding.
Mr Colin Skene
Principal
School contact details:
Beverly Hills Girls High School
Corner King Georges and Broadarrow Roads
Beverly Hills, 2209
www.beverlyhillsgirlshigh.com
[email protected]
02 9150 4280
Principal’s Message
Every year at Beverly Gills Girls High School (BHGHS) and Beverly Hills Intensive English Centre (BHIEC) is a busy and
productive year. The two sites are dynamic and proactive in providing the best of informed practice to address the
learning needs of our students and the performance and development of our staff.
2015 was another such year for us with the our major focus being the implementation of the first year of our 2015 –
2017 School Plan with our aspirational Strategic Directions of 21st Century Learning, 21st Century Teaching and 21st
Century School. By the end of 2015 there had been significant progress in embedding our professional learning and
innovations around each of those Strategic Directions (SD). Specific outcomes and future direction feature in latter
sections of this report.
The physical spaces of BHGHS began a transformation to become more aligned with 21st Century Learning and
Teaching elements with work on the Beverly Hills Trades Skills Centre (BHTSC) nearing completion, while the major
refurbishment of grounds and administration areas commenced in November as part of the Secondary Schools
Renewal Program (SSRP). This is due for completion in mid-2016. I acknowledge and thank the school community for
their patience and understanding whilst these significant infrastructure projects have been underway with the
consequent restricted access and confined working spaces being unavoidable. Both projects, worth a combined
$4.5million, will add significantly to the opportunities and experience BHGHS provides for members of our
community, once completed.
Our teachers completed 14 hours of after-school professional learning with the express aim of starting the School
Plan implementation journey in a planned and strategic manner. Our staff, both teaching and non-teaching, are
committed to being the best they can be and I take great pride in working within such a team of dedicated people.
Our students continued to engender pride and bring acclamation to the school through their academic, cultural, and
social involvement, both within the school and beyond. Our School Captain, Nancy Do, was the recipient of the NSW
Minister’s Award for Excellence in Student Achievement, a pinnacle of success and recognition for her outstanding
achievements and commitment to our school and public education, more generally. There are too many highlights to
mention here but I recommend you read the report thoroughly to gain a better insight into just how well we do here
at BHGHS.
Every day, I witness truly wonderful interactions between our staff and our students, not just in the classroom, but
around the school and, sometimes, in response to difficult or challenging circumstances. The resilience, care and
support among the staff and students and between the staff and students are defining features of our school. It
provides the platform for the ongoing success and progress that the school continues to make.
I commend the 2015 Annual Report for your reading, analysis and reflection.
Colin Skene
Principal
School Background
School vision statement
Our VISION:
We will strive to prepare young women who shape their future filled with confidence, resilience and a
commitment to lifelong learning. They will respect themselves and others and be able to communicate
effectively. They will be socially responsible and actively participate, with integrity and courage, in
strengthening and preserving our democratic society. They will accept responsibility for their actions and
decisions. They will believe in their capacity to Be Somebody.
Our COMMITMENT:
We are a school community committed to:
• a comprehensive, responsive and dynamic curriculum which is challenging and appropriate for the
developmental needs of each student;
• a caring environment that encourages motivation, self-discipline and confidence through individual and
cooperative endeavours;
• professional growth of staff to respond effectively to the challenges of education in the 21st Century;
• partnerships in learning with the parents/caregivers of our students and key community stakeholders;
and
• effective and efficient school management that ensures equitable access to appropriate programs,
resources and opportunities for all students.
School context
Beverly Hills Girls High School (BHGHS) is a comprehensive high school with a consistent enrolment trend in
excess of 1000 female students. The adjoining co-educational Beverly Hills Intensive English Centre (BHIEC)
contains further 180 – 220 students.
Our school serves a community that is diverse in terms of ethnicity, culture and socio-economic background,
with around 90% of students from a language background other than English.
Nurturing the talents and abilities of individual students and working within our core belief that “Women Can
Do Anything” drives the curriculum, pedagogy, planning, leadership and management of our school.
The junior curriculum is offered in a unitised/semesterised system, allowing for breadth of subject choice and
flexibility in class groupings, including acceleration for the most academically able students.
Experienced and dedicated teachers work within a culture of collegial support and high expectations for both
their students' achievement and the quality of learning opportunities they provide.
Our school has a strong tradition of excellence in student achievement and high quality teaching and
leadership for learning.
Self-assessment and school achievements
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self-assessment using the School Excellence
Framework (SEF) our school achievements and the next steps to be pursued. The Framework supports
public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality
practice across the three domains of Learning, Teaching and Leading.
This year, our school undertook self-assessment using the elements of the School Excellence Framework.
Assessment of school achievement against the 14 elements of the SEF is described by one of 4 measures,
namely; working towards delivering, delivering, sustaining and growing or excelling.
In the domain of Learning our school demonstrated strengths in:
• positive, respectful relationships between students and staff aimed at student wellbeing and optimised
learning;
• effective processes and programs that address and monitor student learning needs;
• a positive learning environment providing students with opportunities to connect, succeed and develop
skills as 21st century learners;
• students who show empathy and respect for and contribute to the wellbeing of others within the school
and wider community;
• curriculum provision that supports effective student growth and transition with explicit student and parent
involvement;
• assessment reports that contain detailed information about individual student learning achievements and
areas for development;
• analysis of school performance data and other contextual information to identify trends and areas of
strength and targeted intervention;
• building a learning partnership with parents to support student progression and development; and
• above state average growth (value adding) for students of all achievement groups from Year 9 NAPLAN
to the completion of HSC studies.
In the domain of Teaching our school demonstrated strengths in;
• evaluation of effectiveness of teaching practice based on student performance data and teacher
feedback/self f reflection;
• processes in place to provide formal mentoring or coaching support to improve teaching practices
and career development;
• a culture of teachers working together (faculties, year groups, cross-faculty groups) to improve
teaching and learning for our students;
• a commitment to teacher development based on constructive feedback from peers and support for
innovation and leadership development;
• ensuring our school remains a professional community modelling the highest standards in teaching
and learning;
• sharing of learning from professional development programs with faculty peers and colleagues;
• consistent engagement of teachers in planning for their own professional development including
evidence-based feedback and reflection;
• responsible and ethical practice in working towards achievement of personal and professional school
goals; and
• a commitment of teachers to share expertise to support the development of content knowledge and
pedagogical practice of self and others.
In the domain of Leading our school demonstrated strengths in:
• a school community commitment to achievement of school strategic direction priorities;
• effective engagement with the local and wider community including parents, families, business, training
and wider educational organisations;
• strategic leadership focused on enriching the school’s standing within the local and wider community;
• provision of planned and purposeful leadership development opportunities for school staff;
• understanding of, and support for, expectations and aspirations to improve learning for each individual
student;
• longer term financial planning is integrated within school planning;
• use of school facilities for optimal use within the school and local community; and
• responsiveness of school practices and policies to school community feedback.
Our self-assessment process will further assist the school to refine the strategic priorities in our School plan
leading to further improvements in the delivery of education to our students.
Strategic Direction (SD) 1
21st Century Learning
Purpose
Ensure our students can understand, articulate and develop the skills and attributes of learning within the
context of an increasingly dynamic, connected and borderless world.
Build engagement of students through access to dynamic and authentic curriculum and learning
opportunities that maximise their school and post-school outcomes.
Equip our students with the skills to become productive, successful, contributing and leading global
citizens.
Overall summary of progress
Through the leadership of the 21st Century Learning SD Team, staff undertook professional learning to
develop a collective understanding of the essential attributes and skills of 21st Century learners.
Consistent use of the metalanguage within this SD was explicitly modelled through posters and other
promotional material.
Assessment reports were revised to include feedback to students on their progress in essential learning
attributes.
The staff intranet was updated by use of Sharepoint and now includes a Wellbeing link that provides staff
with current information on students who require additional learning support and approaches for
engagement and adjustment of curriculum, where appropriate.
Progress towards achieving improvement measures Resources (annual)
Improvement measure Progress achieved this year <$>
(to be achieved over 3 years)
Assessment practices of Semester 2 assessment reports of student learning included Funding from Teacher
skills and attributes are feedback to students on their development of agreed Professional Learning
developed and reports are attributes of successful 21C learners. ($5000)
amended to provide
feedback to students and
parents
ICT innovation enhances Staff Sharepoint page revised to include Wellbeing link with Technology budget
teacher understanding of images and details of student learning needs and suggested ($2000)
individual learning needs strategies to better engage
of students.
21C Learning skills are SD Team led development of posters that promote agreed RAM Low-level
explicitly promoted across 21C Learning skills and attributes. Awareness of students and disability funding
the school staff enhanced. ($3000)
Next steps
Further promotion of 21C Learning skills and attributes through video production and online presence
(website and school app).
Revision and implementation of a Stage 4 Learning to Learn program that embeds and develops 21C
learning skills and attributes.
Enhanced use of Sharepoint or other application to promote and distribute strategies that embed 21C
Learning in classes
Strategic Direction 2
21st Century Teaching
Purpose
Develop, consolidate and embed a culture of effective and engaging teaching practices that best meets the
needs of individual students.
Support the professional growth of staff through provision of, and access to, planned, informed and
relevant professional learning, particularly in effective mentoring of pre-service teachers as described in
Professional Experience Agreement (BHGHS/UNSW)
Build and embed a culture of innovation and collaboration among teachers that includes a commitment to
personal reflection and feedback on performance.
Strengthen the capacity of our teachers to learn, accomplish and lead.
Overall summary of progress
UNSW/BHGHS Professional Experience Hub School (PEX) program was developed and launched in
November 2015. The professional learning focus included BOSTES registered workshops in Mentoring,
support for teachers in accreditation at higher levels of APTS and enhanced understanding of 21C
pedagogy and assessment.
The DoE Performance and Development Framework was successfully implemented with all teaching staff
completing and undertaking all aspects of a Professional Development Plan; goal setting, evidence
gathering, self-assessment, peer observation, formal feedback)
Resources
Progress towards achieving improvement measures
(annual)
Improvement measure Progress achieved this year <$>
(to be achieved over 3 years)
All teachers complete Modules 1 and 2 completed (6 hours). Module 3 (3 hours) to PEX funding $60 000
BOSTES accredited PL be completed in Semester 1 2016. total
workshops on Mentoring
Increased teacher UNSW led and delivered workshops planned and developed for
understanding of implementation in 2016 within Professional Experience Hub PEX funding $5600
accreditation processes School program.
and number of teachers Support for professional learning and planning for SD leaders
accredited at higher levels and team members in accreditation.
of APTS
Next steps
Leadership development support incorporated into 2016 allocations of HTs and class teachers (1.3 FTE) to
allow for PL and planning for accreditation path to HA or Lead by end of 2017.
Third UNSW delivered module on Mentoring to be completed by all BHGHS teaching staff. Incorporate
learning into supervision and support for UNSW M. Teach students and TES students from UNSW and USYD
in 2016 – 17.
$25000 allocated for innovation in SD in 2016 with additional funding approved by School Management
Committee.
Strategic Direction 3
21st Century School
Purpose
Lead and manage for equitable access to and accountability for the development of all students and staff,
both teaching and non-teaching.
Strengthen connections between our school and the local and wider community. Recognise and promote
school and individual achievements.
Maintain a physical environment and level of resourcing that contributes to innovative and effective
teaching and learning.
Continue to develop partnerships with parents, community, university and business groups to enrich the
school experience and post-school options of students and staff.
Overall summary of progress
MS Sharepoint application implemented to collaborate and communicate within and between SD teams
and revamped staff intranet.
Audit of teaching and learning spaces completed to assess efficiency and alignment with 21st Century
Teaching and Learning principles.
Participation in and analysis of findings from DoE commissioned Communication and Engagement survey.
Ongoing support in 2016 to inform revised school promotion and communication modes.
Resources
Progress towards achieving improvement measures
(annual)
Improvement measure Progress achieved this year <$>
(to be achieved over 3 years)
Innovate for increased Increase in budget allocation for Technology Integration to
student and teacher use of $90000. Technology and global
21C teaching and learning Learning spaces/room audit completed. budget
resources and specialist Input from SD team and G&T students on configuration of $109000
learning Centre’s. library for learning hub.
5 staff attended PL workshop on Futures Learning and 21C
Learning infrastructure.
Increase in proportion of 2.4% increase in local Year 6 students opting for BHGHS in RAM loading and
local students choosing 2016. global budget
BHGHS for Year 7 enrolment Strategic involvement of parents and teachers from 3 local $2400
feeder primary schools in Communication and Engagement
survey of BHGHS.
Next steps
Complete and implement communication and engagement strategy as supported by DoE with emphasis on
strategic involvement and engagement with local community.
Implement and fund recommendations of SD led Learning Spaces/Rooming audit to create additional 21C
TL compatible spaces.
$25000 allocated for innovation in SD in 2016 with additional funding approved by School Management
Committee.
Key initiatives and other school focus areas
Key initiatives (annual) Impact achieved this year Resources (annual)
Aboriginal background funding Each of the four ATSI students were $2400
supported to access breadth of curriculum
including through course fee support,
specialist uniform, excursions including
cultural identity and enrichment initiatives.
English language proficiency funding Increased EALD teacher allocation allowed 3.8 EAL/D Teacher
for more EAL/D students to access classroom salaries and $3200
support for learning either within parallel resource funding
classes or in a team teaching model.
Targeted students support for Targeted support provided for students and $10080
refugees and new arrivals families to learn about community services
available to support their inclusion in our
local and wider community and enrichment
programs to extend understanding of
lifestyle and development options within
their new community.
Socio-economic funding Equitable access to curriculum through $91873
course fee support, general contribution
support, uniform and specialist equipment,
excursion payments, 0.2 SLSO salary
Low level adjustment for disability Additional support provided through 1.8 1.8 LaST salaries and
funding LaST and 0.8 SLSO employment. Students $63 480 resource
accessing support determined through funding
Learning Support Team with initiatives
provided relevant to need and stage of
schooling (e.g. travel training for transition
to work).
Support for beginning teachers Each of the three beginning teachers were $39000
allocated a 1 unit (2 hour/week) reduction in
teaching load and HT, PL Coordinator
support for induction, management and
accreditation support.
Other school focus areas Impact achieved this year Resources (annual)
UNSW/BHGHS Professional All BHGHS teachers commenced BOSTES $231000
Experience Hub School Program accredited professional learning in
Mentoring (3 x 3 hour modules) – to be
completed in 2016
Website development to share examples of
teacher practice at stages of AITSL
Classroom Practise Continuum. To be
progressed in 2016
Next Steps
Mandatory and optional reporting requirements
Student information
Post-school destinations
It is a requirement that the reporting of information
for all students be consistent with privacy and
Proportion of Year 10 Year 11 Year 12
personal information policies. students moving into
% % %
post-school
Student enrolment profile
education, training or
employment
Enrolments
1500 seeking employment 3
employment 7
s 1000
t
n
e TAFE entry 8
d
u500
t university entry 71
S
0 other 10
2009201020112012201320142015
Year unknown 1
Male Female
All Year 12 students were interviewed by the Careers
Enrolments in 2015 totalled 1198 students (BHGHS
Adviser and completed and updated their transitions
and BHIEC) with 105 boys enrolled in BHIEC.
pathways exit / careers for post school options.
2015 Year 12 destination – 88% are engaged in full
Student attendance profile
time tertiary study (University, TAFE or Private
Providers / Colleges).
Student attendance rates
100
e Year 12 students undertaking vocational or
t75
a trade training
r
e 50
nc 41 Students have continued to be supported to study VET
a
d25 courses delivered by TAFE (TVET) and other RTO’s such
n
e NSW Health Courses such as Beauty Therapy, Design,
t
At 0 Child Care, Baking, Sport & Recreation, Youth Work,
2009201020112012201320142015 Human Services, and Construction.
Year
School State DoE
Year 12 students attaining HSC or equivalent
School average daily attendance rate (91%) is
vocational educational qualification
consistent with school trends and remains above
comparable state average attendance. One hundred and thirteen (113) students (71%) of
the students received offers from a full range of
prestigious universities. 8 % (12 students) are
Retention Year 10 to Year 12 studying at TAFE, 10 % (16 students) at Private
providers, 2 % (4 students) apprenticeships and 12
Retention to Year 12 (SC to HSC / Year
students are in employment.
9 NAPLAN to HSC)
100.0
50.0
0.0
SC07-HSC09 SC09-HSC11 SC11-HSC13 NAPLAN 12-
HSC15
School State
Description:2017 School Plan with our aspirational Strategic Directions of 21st Century Learning, 21st Century Teaching and 21st . Strengthen the capacity of our teachers to learn, accomplish and lead. MS Sharepoint application implemented to collaborate and communicate within and between SD teams.
