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Origin primary schools, attendance and engagement, suspension, TTFM

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Origin primary schools, attendance and engagement, suspension, TTFM

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Implications for school planning around numeracy

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Implications for school planning around numeracy

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Students are arriving at Kyogle High from consistent sources, the bulk from Kyogle Public School.

They arrive with a feeling of strong expectation and comparatively low advocacy. Over time our students experience declining perception of advocacy and expectation.

Our school attendance rates experience a significant decline during Year 10.

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Monaro High School
Cooma North and Cooma Public Schools continue to be our biggest feeder schools. Small numbers of students come from various schools throughout the year. Trend patterns show our re-enrolment rate for Yr 12 is approx 50%.
Overall school attendance in is 80% range- varies from semester to semester and year to year.

Suspensions- short suspension mainly years 7 and 8. Aggressive behaviour has more suspensions than continued disobedience.

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Monaro High School
Enrolments have decreased by 12 students from 2020 to 2021.
There is a decline in re-enrolment from year 7 down to year 12. Attendance is above 85% for all year groups except year 12.

Our school has aggressive behaviour as the highest percentage of reasons for suspensions.

Overall, there has been an increase in advocacy, expectations of success and sense of belonging in years 10-12 but a decline in years 7-9.

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Origin
33% EAS
48% CPS
4% Stock (none in 2022
Attendance - 77% 2022 36% 90+
TTFM - Advocacy 48% high
Belonging 46%
Suspension - mixed years mostly repeat offenders

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•	The number of enrolments from two school are increasing. The two schools are feeder schools to the high school.

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•	The number of enrolments from two school are increasing. The two schools are feeder schools to the high school.

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Our re-enrolment tends to drop Year 10 into 11 or Year 11 into 12 with students exiting to the workforce rather than other local high schools.

We need to determine whether this drop is due to post-school aspirations or engagement/difficulties at school

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James Fallon - Students come from Thurgoona Public, Albury North and Glenroy. Facing competition with private schools. 

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James Fallon - Students come from Thurgoona Public, Albury North and Glenroy. Facing competition with private schools. 

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Attendance and engagement a significant issue in Year 8/10 in particular but is poor across the board.
Suspension - relatively high
TTFM - low belonging and expectations particularly with Y9 but low across the board.

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•	The information about student’s numeracy abilities can be determined through student interviews at enrolment and Stage 4 Transition team visits to the primary school. The BESTSTART and Check in assessment data along with Year 5 NAPLAN data can be used to determine numeracy abilities of the students who are enrolling into the high school.

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•	The information about student’s numeracy abilities can be determined through student interviews at enrolment and Stage 4 Transition team visits to the primary school. The BESTSTART and Check in assessment data along with Year 5 NAPLAN data can be used to determine numeracy abilities of the students who are enrolling into the high school.

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Our students that stay into Year 11 and 12 tend report higher rates of advocacy and expectation

Do we provide better experiences for seniors or are our lower reporting students leaving?

Do we need to provide more work readiness programs for our school leavers or develop more programs to encourage school retention into Year 11 and 12?

Given our lower attendance rates, our any programs implemented at KHS could take longer to gain traction with students or yield results than in SSSG schools

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Re-enrolment drops over the years - need to improve belonging across school. COVID impacted the school need to get back online. Increase attendance.

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Chifley College Dunheved Campus - The processes are consistent amongst the schools that the high school gets their student enrolment from. The transition team has systems and processes set for getting this data.

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Chifley College Dunheved Campus - The processes are consistent amongst the schools that the high school gets their student enrolment from. The transition team has systems and processes set for getting this data.

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Female students stronger results, Aboriginal students are about state average but inconsistent, EALD students well below state average, improved results 2021 (Best school has achieved) below state average but approx equal to our SSSG.

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Monaro High School
Years 9 and 10 students need to be engaged more during lessons to build some appreciation for their school and their work. Attendance rates for year 12 need to boosted

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We are more than double the state average low advocacy and low belonging and we need to target this.

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Increase in enrolment and the implications this will have on staffing and numeracy programs offered by the school. Programs that should run in stage 5 that will increase engagement and increase student attendance.

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Need to do more work to collaborate with feeder schools.
Need more time to focus on numeracy in stage 4 to address gaps in stage 3 content (NAPLAN).
Need a way to monitor and track student progress across the school.
Needs to be a strategic approach for numeracy development that takes the kids from where they are at to where they need to be.

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Significant changes in origin school numbers. Normanhurst PS increasing, Turramurra HS decreasing.
Re-enrolment rates are consistent with SSSG. Lose some in Year 9, mainly to private schools.
Student attendance and level of engagement is a concern. Student perception of their expectation for success is declining. The number of students below 85% of attendance is a concern as this becomes a vicious cycle where they become disengaged and as they can’t do the work they don’t want to come to school, leading to less engagement.

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Sense of belonging is concerning. Lack of attendance for Year 8 & 9 is concerning. This creates a lack of engagement, lack of belonging and lowers their expectations for their learning.

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We currently have 305 students enrolled at THS. Attendance could be improved across all Year groups. A particular focus needs to occur with Year 9, 10 and 11 students. The majority of suspensions occur in Years 7 and 8. Students sense of belonging significantly drops in Year 9

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Chifley College Dunheved Campus - There has been an increase in enrolment between 2020 and 2021. Possible reason for this increase can be effective primary transition activities. There has been increased involvement of the high school with feeder primary schools on school activities such as Harmony Day, Primary school sports, STEM lessons.

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Chifley College Dunheved Campus - There has been an increase in enrolment between 2020 and 2021. Possible reason for this increase can be effective primary transition activities. There has been increased involvement of the high school with feeder primary schools on school activities such as Harmony Day, Primary school sports, STEM lessons.

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Inform staff about context shown by data including enrolments, low expectations and advocacy.
Encourage staff to hold students and parent accountable for their attendance. Encourage staff to have expectations of completion of work and being prepared for class by bringing all equipment.

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There needs to be a whole school approach to teach/encourage study skills.
We need to be using data to inform practice (eg NAPLAN)

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Students in Year 7 are only rating themselves at 61%.

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Improve Aboriginal numeracy results, integrating more numeracy across year 8 (not just year 7) move more students from the middle band up.

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A consistent whole school approach to teaching skills informed by data.

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Over the last three years, the enrolment rate at the school has increased. There are key system targets set for Numeracy, Lieracy & attendance and the Numeracy team have constant check-ins about student Numeracy and attendance. There are processes and structures in place by the transition, wellbeing and learning support team to assist in meeting targets set for Numeracy and improving student engagement.

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Numeracy is every KLAs business, however, only focus on it where it naturally exists in your KLA and explicitly teach the skills where relevant to them.

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Students come from Rural and Remote schools on the MCEETYA Geographical Location List. These schools are not located near a selective school. Our students sit the Year 5 Selective Schools Test for entry into Year 7.
OC students sit the Selective OC exam for entry into Year 5.
AHPG Trial Program identified Aboriginal students based on NAPLAN data into Year 5 (Started yesterday).
Stage 6 students apply based on availability of subjects at their home schools.
Our enrolments are increasing. 2023 projected 700+. Current enrolments 623, over 221 schools.

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-       Increase in enrolment.

-       Increase in Numeracy target % to achieve but this has been impacted by the pandemic.

There has been system support put in through Wellbeing team, Transition and Learning support team.

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Majority of our students were from our primary school, with only a few arriving from the local Catholic school. Loss of students to private schools is minimal. Student attendance is below our target of 92%, with approx. 1/4 of students having attendance of over 90%. This is something that we need to focus on to be able to improve numeracy.

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We have a high performing cohort, but we continually set stretch numeracy goals with an iterative process to reach higher targets set. This is a school wide approach across Maths, Science and English.

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We are an isolated Central School, with larger numbers in primary and potentially this will flow onto secondary in the next few years. Need to look at ways to improve student and communities perception on the school as there are quite a few families in the community who send their children away to boarding schools.

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Majority of our students are entering Y7 from HCS.
Very few numbers of students leave for private schools, most for other public schools, which suggests moving rather than looking for a ‘better’ school. However, some of the data for Destination Schools looked incomplete so this may need further investigation.
Average days absent highest in Stage 5 and Stage 6.

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Attendance rates are above state and SSSG schools. Yr 9 lowest attendance rate followed by Yr 6. A large amount of our top students move to boarding school at the completion of primary school and again this occurs at the end of Yr 8. NAPLAN data showed numeracy is on the decline. Yr 7 students in  the top 2 bands is increasing. There is no students in he top two bands in yr 9, this may be due to low attendance rates.

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Good attendance rate
Yr 9 is an academic and attendance focus.
Need to focus on moving students from middle bands (most our students sit here) to top 2 bands.

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Even though our students are high performing, they still need scaffolding and support around Numeracy to even further lift their achievements.