2014 Annual Report Advice for NSW Independent Schools

Transcription

1 2014 Annual Report Advice for NSW Independent Schools Registered and Accredited Individual Non-Government Schools (NSW) Manual (October 2014) Australian Education Regulations 2013

2 Copyright Copyright of this document is owned by The Association of Independent Schools of New South Wales Limited (AIS). NSW independent schools are licensed to copy and amend tools, proformas and matrices for use in the school. Any other uses of the document require the written approval of the AIS. Disclaimer The Association of Independent Schools of New South Wales Limited (AIS) has taken care in the production of this publication. However, readers should understand that the information, guidance and advice are generic. Legislation and requirements change over time. This resource is based on requirements at the time of publication. Publications are updated and available on the AIS website at

3 Contents 1 INTRODUCTION 1 2 LEGISLATIVE REQUIREMENTS NSW Government requirements for annual reporting Australian Government requirements for annual reporting 4 3 DOCUMENTATION REQUIRED FOR THE SCHOOL ANNUAL REPORT 5 4 SCHOOL POLICIES AND PROCEDURES TO SUPPORT ANNUAL REPORTING Sample school policy and procedures 6 5 ANNUAL REPORT PLANNING GUIDE 8 Theme 1: A message from key school bodies 9 Theme 2: Contextual Information about the school and characteristics of the student body 10 Theme 3: Student outcomes in standardised national literacy and numeracy testing 11 Theme 4: Senior secondary outcomes (student achievement) 12 Theme 5: Teacher qualifications and professional learning 16 Theme 6: Workforce composition 18 Theme 7: Student attendance, and retention rates and post-school destinations in secondary schools 19 Theme 8: Enrolment policies 21 Theme 9: Other school policies 22 Theme 10: School determined priority areas for improvement 25 Theme 11: Initiatives promoting respect and responsibility 28 Theme 12: Parent, student and teacher satisfaction 29 Theme 13: Summary financial information 31 Theme 14: Publication requirements 34 APPENDIX 1: 2014 SCHOOL ANNUAL REPORT CHECKLIST 35

4 1 Introduction This document is provided to assist schools to meet the school annual reporting requirements for the 2014 reporting year (due by 30 June 2015). This document provides: a summary of the requirements for school annual reporting, based on NSW Government legislation (20 major points) and Australian Government legislation (9 major points) advice on focus areas for the 2014 annual report a sample school policy (for schools to amend as appropriate to their school context) relating to educational and financial reporting a guide to the required content of the annual report, with advice and explanatory information about what needs to be included. The main points from the relevant legislation have been grouped in this document into 14 thematic areas, which together cover all relevant legislative requirements. The guide includes examples of information that schools may wish to adapt for their own context, where appropriate a checklist (Appendix 1) for assisting compliance in reporting for the annual report, which includes both NSW Government and Australian Government requirements and some additional requirements related to the NSW Literacy and Numeracy Action Plan for participating schools. The document focuses on defining the minimum that must be included in the school annual report, based on information available at the time of publication. Note that amendments to Australian Government legislation have resulted in a change to the previously required date for publication of schools first School Improvement Plan now required by January 2016 or a date to be determined by the Minister for Education. The Association of Independent Schools NSW

5 2 Legislative requirements Annual reporting requirements are set out in the Board of Studies, Teaching and Educational Standards (BOSTES) Registered and Accredited Individual Non-government Schools (NSW) Manual, October 2014 a, Section 3.10, and the Australian Education Regulations 2013 b (Part 5 (60). Note that the October revision of the BOSTES Manual complements changes arising from amendments of the Australian Education Act 2013 (on 26 November 2014) and Australian Education Regulation 2013 (on 11 December 2014). c As noted above, these amendments also indicate that publication of a school s first School Improvement Plan is now not required until January 2016 or a date to be determined by the Minister. 2.1 NSW Government requirements for annual reporting The Manual states that to be compliant with requirements, a registered non-government school must have policies and procedures that ensure its participation in annual reporting to publicly disclose the educational and financial performance measures and policies of the school as identified by the Minister. Schools may include the information covered by these requirements within their existing reporting documentation, or produce a separate report. If information addressing these requirements is incorporated in existing documentation, it must be by way of a clearly identified, separate section. The Education Act requires that this information be publicly disclosed. Ideally, this information will be published or its availability advertised online if the school has a website. The school's annual report must be provided in an online or appropriate electronic form to the BOSTES unless otherwise agreed by the BOSTES. Reports are to relate to each school year. Each non-government school is to produce a report by no later than 30 June in the year following the reporting year. (Manual Section 3.10, p. 50) Manual Reference Requirement A registered non-government school must have policies and procedures that ensure its participation in annual reporting to publicly disclose the educational and financial performance measures and policies of the school A registered non-government school must have policies and procedures that ensure it can provide data to the Minister that is relevant to the Minister s annual report to Parliament on the effectiveness of schooling in the State. Each registered non-government school s annual report must include the following information (ref: Manual , pp ): a message from key school bodies contextual information about the school student outcomes in standardised national literacy and numeracy testing the granting of Records of School Achievement results of the Higher School Certificate including comparison of student performance to statewide a Available at b Australian Education Regulation No 195, 2013 as amended is available at c Australian Education Act No. 67 of 2013 as amended is available at taking into account amendments up to Australian Education Amendment Act 2014, available at The Association of Independent Schools NSW

6 performance and trends in student performance senior secondary outcomes including - percentage of students in Year 12 undertaking vocational or trade training - percentage of students in Year 12 attaining a year 12 certificate or equivalent VET qualification a summary of professional learning undertaken by teachers (as defined by the Teacher Accreditation Act 2004) during the year details of all teaching staff (as defined by the Teacher Accreditation Act 2004) who are responsible for delivering the curriculum in terms of numbers in the following categories: i. having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or ii. having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications workforce composition, including indigenous (as known and with regard to consideration of privacy issues) student attendance rates for each Year level and the whole school a description of how the school manages student non-attendance retention of Year 10 to Year 12 (where relevant) post-school destinations (secondary schools only). For students beyond the compulsory years of schooling these can be represented in broad terms (e.g. workforce, further study, unknown) and in the most appropriate way according to each school s circumstances the full text of the school s enrolment policies, including all prerequisites for continuing enrolment characteristics of the student body school policies. A summary of policies for student welfare, anti-bullying, discipline and complaints and grievances, with information on: - changes made to these policies during the reporting year - how these policies are disclosed publicly priority areas for improvement as selected by the school including comments on the achievement of priorities for the previous year. The areas selected for improvement by the school may or may not include targets for student achievement actions undertaken by the school to promote respect and responsibility. These may relate to respectful behaviour, involvement in community service activities, and specific class-based activities a description in plain language of parent, student and teacher satisfaction. This can be represented in the most appropriate way according to each school s circumstances summary financial information which includes: - income from all sources, including Commonwealth and State grants and subsidies and all private income, including fees and donations - expenditure on all purposes, including teaching and learning, administration and financing (i.e. borrowing costs, depreciation, etc). The Association of Independent Schools NSW

7 2.2 Australian Government requirements for annual reporting The Australian Government requirement for annual reporting, as identified in the Australian Education Regulation 2013 (as amended in 2014), Part 5 (Section 60), is that the following information for a school must be publicly available within 6 months after the end of a year. Section 60 (3) (a) (b) states that the approved authority for a school must: a. make the information publicly available on the internet; and b. make arrangements to provide the information, on request, to a person who is responsible for a student and is unable to access the internet. Section 60 (2) states that the information (summarised below) is the minimum information required, and this section does not prevent an approved authority for a school from making other information publicly available. School Information Reference Requirement 60 (1) (a) Contextual information about the school, including the characteristics of students at the school 60 (1) (b) Teacher standards and qualifications 60 (1) (c) Workforce composition, including Aboriginal and Torres Strait Islander composition 60 (1) (g) School income broken down by funding source Key student outcomes Reference Requirement 60 (1) (d) Student attendance and how non-attendance is managed by the school 60 (1) (e) Student results in NAP annual assessments 60 (1) (h) (i) Senior secondary outcomes 60 (1) (h) (ii) Post-school destinations Satisfaction Reference Requirement 60 (1) (f) Parent, student and teacher satisfaction with the school As noted above, amendments in late 2014 of the Australian Education Act 2013 and Australian Education Regulation 2013 indicate that publication of a school s first School Improvement Plan is now not required until January 2016 or a date to be determined by the Minister. The Association of Independent Schools NSW

8 3 Documentation required for the school annual report As noted in 2.1 above, the required information for the school annual report may be provided as a separate document or may be included as part of existing documentation that has been prepared for other purposes, such as Newsletters, Speech Day Reports, the Prospectus, etc. However, if the information is incorporated into existing documentation it must be provided in a clearly identified, separate section (ref: Manual, Section , p. 50). While schools make their own decisions about how much detail they want to include in these additional forms of documentation, it is important to note that information for the school community will often be more detailed than required by the BOSTES and the Australian Government for public reporting of the annual school report. Where the information required is already published on My School, schools may reference the website rather than resubmitting the information. Schools participating in the NSW Literacy and Numeracy Action Plan should note the additional requirements outlined in Section 5, Theme 10 in this document. The Association of Independent Schools NSW

9 4 School policies and procedures to support annual reporting The Manual (Section ) requires that schools have policies and procedures that ensure participation in annual reporting, so as to publicly disclose: educational and financial performance measures, and policies of the school. The policy should include a general statement of the school s intended goals/objectives with regard to reporting and should specify the procedures that are in place for ensuring that the policy is being implemented. To reduce duplication, the policy can incorporate Australian Government reporting requirements as well as NSW Government requirements. The following sample text may provide a basis for assisting schools to draft policy and procedures suited to their own contexts. 4.1 Sample school policy and procedures Sample policy < school > has procedures in place to maintain the relevant data and will comply with reporting requirements of the NSW Minister for Education and the Australian Government Department of Education. This reporting includes participation in annual reporting to publicly disclose the educational and financial performance measures and policies of the school and requirements related to the provision of data to the Minister that is relevant to the Minister s annual report to Parliament on the effectiveness of schooling in the State or data that may be requested by the Minister from time to time Sample procedures Procedures for Annual Report Procedures for implementing the policy include: identification of the position title(s) of the staff member(s) responsible for co-ordinating the final preparation and distribution of the annual report to the Board of Studies, Teaching and Educational Standards (BOSTES) and other stakeholders as required for each reporting area, identification of the position titles(s) of the staff member(s) responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness preparation of the report in an online or appropriate electronic form to provide to the BOSTES through RANGS Online the annual schedule for: - delivery of information for each reporting area to the person(s) coordinating the report - preparation and publication of the report - providing annual report requirements in electronic form to the BOSTES on RANGS Online by 30 June public disclosure of the annual report within 6 months after the end of a year by making it available on the internet (e.g. the school website) and on request in a form accessible by a person who is responsible for a student who is unable to access the internet. The Association of Independent Schools NSW

10 Procedures for requests for additional data From time to time the Australian Government, through the Minister for Education, and the NSW Government, through the Minister for Education, may request additional information. To ensure that such requests are dealt with appropriately, identify the position title(s) of the staff member(s)/person(s) responsible for the collection of the relevant data/information, coordinating the school s response and for ensuring provision of data/information requested by Minister(s) through the specified authority in an online or appropriate electronic format by the due date. The Association of Independent Schools NSW

11 5 Annual Report Planning Guide The reporting requirements stemming from both the NSW Government and Australian Government Regulations are set out in the following guide, together with advice to assist schools to comply with the requirements. Possible examples of content have been included to illustrate ways in which schools could consider reporting about their own individual contexts. Each thematic area is set out as in the following example: Requirements as set out in the Acts and/or Regulations and/or BOSTES Manual, with references from each relevant document Advice about possible ways to fulfil reporting requirements for this area Sample text - possible formats and examples of reporting for this area The Association of Independent Schools NSW

12 Theme 1: A message from key school bodies Requirements The annual report must include a message from key school bodies. [Ref: Registered and Accredited Individual Non-government Schools (NSW) Manual ] Advice In reporting against this indicator schools may include a message from: the School Board (or equivalent governing body) or a parent representative body the Student Representative Council (or equivalent), if such a group is part of the school organisation other key school bodies. There are no mandatory areas or issues that must be addressed in the message(s) from the above school bodies. The message from the School Board (or equivalent) may simply explain the purpose of the report or may be more detailed and possibly provide comment on specific areas such as school governance or the partnership between parents and the school. The message for the Student Representative Council (or equivalent) could focus on the contribution of the students to the life of the school. Possible examples of content While schools need to report on their own context and activities during 2014, the following extracts provide examples of the formats which could be used. Example of possible message from the Chairperson of the School Board:.. The School Board met eight times in A major task undertaken during the year was the review of long term planning and updating of the Five Year Strategic Plan that sets improvement directions for the school. At long last, ground was broken for the new building which will provide the much needed additional science laboratory space, as well as additional classrooms and art space. The modifications to the existing building were also completed, providing adequate facilities to accommodate all our students in the new information centre and by mid Example of message from the Student Representative Council: In 2014 the Student Representative Council (SRC) comprised house captains and representatives from Years 10 and 11. The SRC represented the school at a number of events including the combined ANZAC Ceremony and the Leadership Forum held in Sydney in June. The SRC organised a number of events for students which raised funds for The Starlight Foundation and the Salvation Army. Many students and teachers participated in the Winter Sleep Out which was such a success that we are planning to freeze together again next year.. The Association of Independent Schools NSW

13 Theme 2: Contextual Information about the school and characteristics of the student body Requirements The annual report must include contextual information about the school characteristics of the student body [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] Information to be made publicly available annually must include contextual information about the school, including the characteristics of students at the school [Ref: Australian Education Regulation 2013 Part 5 (60) (1) (a)] Advice To avoid duplication in the report, the characteristics of the student body/students at the school can be included appropriately within the contextual information. Where the same information is already publicly available and is provided through more than one medium, schools should ensure consistency of this information. For example, schools have already provided this information for the My School website. Therefore the school s statement (contextual information) from the My School website could be included in the annual report OR it can be provided in the annual report as a link to the My School website: Possible examples of content Sample comment: The school is a faith-based Christian co-educational school established in 1998, which offers classes from Kindergarten to Year 12. Situated in Sydney s South West, in a suburb that has both residential and light industrial areas, the school caters to a diverse community, with students representing 44 different language backgrounds. In 2014 there were 750 students of whom 500 are in the secondary school. There are approximately equal numbers of boys and girls throughout the school. Many students commence Kindergarten with low levels in many critical areas of literacy. A number of students have special needs. In addition, 1% of students are Aboriginal or Torres Strait Islanders. The school enrols overseas students for the senior years.. The Association of Independent Schools NSW

14 Theme 3: Student outcomes in standardised national literacy and numeracy testing Requirements The annual report must include student outcomes in standardised national literacy and numeracy testing [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] Information to be made publicly available annually must include student results in NAP annual assessments [Ref: Australian Education Regulation 2013 Part 5 (60) (1) (d)] Advice Include NAPLAN performance in literacy and numeracy assessments only for the current reporting year (2014). Since student performance on NAPLAN has already been provided for the My School website, schools may reproduce the information from the My School website OR provide a link to the My School website: The inclusion of information on NAPLAN must be provided in accordance with the requirements of all relevant State and national legislation, including the My School Section 18A which states that school results must not be publicly revealed in a way that ranks or otherwise compares the results of particular schools, except as authorised by or under a relevant national agreement. Possible example of content The school may wish to link to NAPLAN information on My School ( or it could be reproduced from that site, for example (but not necessarily) in tabular form such as Note: If information is quoted directly from a website such as in this example, explanations should be provided for codes or language with which the audience may not be familiar. So in this example, it would be helpful for SIM and ALL to be explained as simply as possible (i.e. that the references are to similar schools (and what this means) and all schools). The Association of Independent Schools NSW

15 Theme 4: Senior secondary outcomes (student achievement) Requirements The annual report must include information on: the granting of Records of School Achievement results the Higher School Certificate including comparison of student performance to statewide performance and trends in student performance Where it does not contravene privacy and personal information policies, graphical and/or tabulated presentation of this information is required and should show: comparative performance over time comparisons with state-wide performance, and comparative information in relation to similar schools where appropriate. Interpretative comments for the graphical/tabulated information presented must be provided. Publication of performance data must be consistent with the requirements of all relevant State and national legislation (refer also following advice Publication of school results) Senior secondary outcomes including: Percentage of students in Year 12 undertaking vocational or trade training, and Percentage of students in Year 12 attaining a Year 12 certificate or equivalent VET qualification [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] Publication of school results: (3) School results must not be publicly revealed in a way that ranks or otherwise compares the results of particular schools, except as authorised by or under a relevant national agreement. (4) A person must not, in a newspaper or other document that is publicly available in this State: (a) (b) publish any ranking or other comparison of particular schools according to school results, except with the permission of the principals of the schools involved, or identify a school as being in a percentile of less than 90 per cent in relation to school results, except with the permission of the principal of the school. (5) Nothing in subsection (4) prohibits: (a) (b) anything authorised to be done by or under a relevant national agreement, or the publication of the ranking of the schools in the top 10 per cent in relation to the results of Higher School Certificate examinations and related assessments so long as the information used to determine that ranking is information as to the results of students that may be publicly revealed under subsection (6) (c). 6) School results must not be publicly revealed if the results of an identified student are revealed, except as follows: (a) (b) to the student or to the student s parents, or to anyone with the student s or parent s consent, to the principal of a school (including a school in another State or Territory) at which the student is The Association of Independent Schools NSW

16 Requirements enrolling, is enrolled or was previously enrolled, (c) in the case of results of School Certificate or Higher School Certificate examinations and related assessments by or with the approval of the Board, by way of the publication of the results of students who the Board considers have achieved outstanding results. [Ref: Education Act 1990 No 8, Section 18A] For a school that provides secondary education: (i) senior secondary outcomes, including the percentage of year 12 students undertaking vocational training or training in a trade and the percentage of year 12 students attaining a year 12 certificate or equivalent vocational education and training qualification [Ref: Australian Education Regulation 2013 Part 5 (60) (1) (h) (i)] (Note that further annual report requirements related to senior secondary outcomes are included in Theme 7) Advice Schools that are registered but not accredited for the RoSA or HSC should state that this reporting area does not apply to the school. The inclusion of information on senior secondary outcomes must be provided in accordance with the requirements of all relevant State and national legislation, including the NSW Education Act 1990 Section 18A which states that school results must not be publically revealed in a way that ranks or otherwise compares the results of particular schools, except as authorised by or under a relevant national agreement. In reporting of any student results, schools should also take into account Principle 6 of the Privacy Act 1988 (Schedule 1, Part 3 - available at which relates to the use or disclosure of personal information. Record of School Achievement (RoSA) The RoSA is a cumulative credential. It is for Year 10, 11 and 12 students leaving school prior to the Higher School Certificate. The school should report the numbers of RoSA credentials issued by the BOSTES to students in Where no RoSA credentials were issued in 2014, this should be stated. Information on the RoSA is available on the BOSTES website: Higher School Certificate (HSC) Information in the graphs or tables must be accompanied by comments that interpret trends in student performance: over time; and in relation to state-wide data HSC information must include: Information about academic and non-academic pathways Graphs or tables with interpretive comments to show: - comparative trends in student performance over time - comparisons with state-wide performance - where appropriate, comparative information in relation to similar schools. The Results Analysis Package includes features that allow schools to compare their school s performance in a course to the performance of the whole state candidature. The Association of Independent Schools NSW

17 Advice There is no requirement to report any information related to the ATAR. In addition to information provided on RoSA and the HSC, schools must provide narrative or graphical information demonstrating the percentage of Year 12 students undertaking vocational or trade training; and the percentage of Year 12 students attaining the HSC or equivalent VET qualification Schools may provide a link to the MySchool website for information relating to VET: Schools should also provide information on the percentage of Year 12 students undertaking vocational or trade courses. In addition, there is a requirement to note the percentage of Year 12 students who have attained the HSC or who have attained the equivalent vocational education and training qualification (AQF Certificate III). Possible examples of content (RoSA and HSC) Sample comment (for schools that are registered but not accredited): This reporting area does not apply to primary schools. Record of School Achievement Sample comment for the Record of School Achievement...The school did not have any students that required the award of a Record of School Achievement OR...The formal Record of School Achievement credential was awarded by the BOSTES to students. Higher School Certificate The following example is provided to illustrate one way that a school could include information in a table about the results of the HSC Standard English course, including comparison of student performance to state wide performance and trends in student performance. Bands could be reported individually, or could be reported in groups, e.g. Bands 1-2; 3-4; 5-6 or in the example below which also reports the Higher School Certificate examinations in a manner consistent with the Education Act Sample table: Higher School Certificate English (Standard) results Subject Year No. of students Performance band achievement by number and percentage Bands 3-6 Bands 1-2 English: Standard School: 58 (96%) State-wide: (90%) School: 2 (4%) State-wide: (10%) School: 48 (96%) State-wide: (90%) School: 2 (4%) State-wide: (10%) School: 36 (90%) State-wide: (90%) School: 4 (10%) State-wide: (10%) To provide interpretive comments, including about trends in student performance, for the tabular and /or graphical information presented, schools may choose to provide information about: numbers /percentages in individual bands or in combinations of bands (e.g. 5-6 and 2-4) for each subject showing comparative performance overtime. percentages/numbers above 50 marks only reference to the school s performance using publicly available data such as numbers of students in BOSTES lists such as Distinguished Achievers, All Rounders, First in Course, Top Achievers The Association of Independent Schools NSW

18 Possible examples of content (RoSA and HSC) improvement indicators in particular subjects. Where comparative information in relation to similar schools is appropriate to provide, this should be presented in graphical and/or tabulated form with accompanying interpretive comments. Sample interpretative comment for Higher School Certificate examination results.. In 2014 [number] students sat for the NSW Higher School Certificate in [number] courses. In total, xx% of candidates across all courses achieved marks of 50 or more (Band 2 or higher) with xx% of these placed in Bands 5 and 6 ( marks). Of the [number] candidates who sat for a one unit extension course [xx% or number] achieved 25 marks or more out of 50 with [xx% or number] of these achieving in the highest bands with 40 marks or more. In general, student achievement was at or above state level. This has been a consistent trend over the past three years. Possible examples of content (vocational outcomes) (i) percentage of Year 12 students undertaking vocational training or training in a trade In 2014, % of the Year 12 cohort participated in vocational or trade training. (ii) percentage of year 12 students attaining a year 12 certificate or equivalent vocational education and training qualification: Information could be presented through a table as in the following example: Year 12 students attaining Year 12 certificate or equivalent VET qualification: Year 12 Qualification/Certificate Percentage of Students 2014 HSC 99% 2014 AQF Certificate III or above 1% Note that Senior secondary outcomes are documented on the My School website: The Association of Independent Schools NSW

19 Theme 5: Teacher qualifications and professional learning Requirements The annual report must include: Details of all teaching staff (as defined by the Teacher Accreditation Act 2004) who are responsible for delivering the curriculum, in terms of the numbers in the following categories: i. having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or ii. having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications. a summary of professional learning undertaken by teachers (as defined by the Teacher Accreditation Act 2004) during the year [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] Information to be made publicly available annually must include teacher standards and qualifications (as mandated in the State or Territory in which the school is located). [Ref: Australian Education Regulation 2013 Part 5 (60) (1) (b)] Advice The requirement to report qualifications relates only to details of teaching staff directly delivering courses of study designed to implement the NSW curriculum, who have the responsibility for assessing student participation, performance and progress in these courses, and who have the qualifications noted above. Curriculum for primary or secondary school is defined as that determined by the BOSTES in accordance with the Education Act For the 2014 school year, schools must provide the actual numbers of teachers who are qualified in each of the two categories (i and ii) as listed in the requirement. Schools could provide a link to the My School website for total teacher numbers: The Teacher Accreditation Act, Part 1, 3 (1) defines professional development as including formal and informal learning activities designed to maintain and enhance the knowledge and skills of teachers. The requirement to report professional learning strictly refers only to teachers who were covered in 2014 by the Teacher Accreditation Act, however schools may find that it is more convenient to report on the professional learning that has occurred across the full teaching staff. While the decision on whether to include any additional staff in the report is a matter for individual schools to decide, the sample text provided in the Possible examples box below does include a reference to all staff. This information could be presented in a table, and should report: the number of teachers participating in professional learning activities, and a plain language description of the professional learning activities undertaken. Schools should note that using the names of individuals or information which identifies individual needs to be considered before publication, to ensure compliance under the Privacy Act The Association of Independent Schools NSW

20 Possible examples of content Teaching standards/qualifications Teaching standards/qualifications may be reported in tabular form, for example: Category Number of Teachers i. Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or X ii. Teachers having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, Y Professional learning Sample information:..the School Executive participated in courses conducted by the AIS Leadership Centre. All the teaching staff participated in professional learning about meeting the needs of diverse learners during the school development day in Term 1 to increase staff understanding of effective differentiation in their classroom practice. In addition the following professional learning activities were undertaken by staff throughout 2014: Description of the Professional Learning Activity No of staff participating Pastoral care provided information that assists teachers in pastoral care positions undertake their role including current issues in adolescent health and communication skills 5 Mathematics provided an introduction to a wide range of computer interactives to support teaching and learning in Mathematics 2 ICT provided information on the effective use of tablet devices in the primary years. 4 The Association of Independent Schools NSW

21 Theme 6: Workforce composition Requirements The annual report must include: a description of the school s workforce composition including Indigenous (as known and with regard to consideration of privacy issues). [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] workforce composition, including Aboriginal and Torres Strait Islander composition [Ref: Australian Education Regulation 2013 Part 5 (60) (1) (c)] Advice A description of the workforce composition could provide a link to My School or could include the data already published on My School ( however, schools should note that currently the Australian Government has limited publication on My School to: numbers of full-time and part-time teaching staff including principals, deputy principals and senior staff with administrative duties numbers of full-time and part-time non- teaching staff e.g. ancillary staff FTE teaching and non-teaching staff. A description of the workforce composition based on My School data would therefore also need to include a statement referring to Aboriginal and Torres Strait Islander staff. Where the Privacy Act allows, schools should provide a statement with particular reference to the number of Aboriginal and Torres Strait Islander staff and the type of positions e.g. administration / teacher. This information was recorded on the August 2014 school census (unless numbers would have meant a breach of privacy). Possible examples of content School staff 2014 Teaching staff 42 Full-time equivalent teaching staff 36 Non-teaching staff 10 Full-time equivalent non-teaching staff 6.4 PLUS a statement referring to any Aboriginal and Torres Strait Islander staff. The Association of Independent Schools NSW

22 Theme 7: Student attendance, and retention rates and post-school destinations in secondary schools Requirements The annual report must include: student attendance rates for each Year level and the whole school a description of how the school manages student non-attendance retention of Year 10 to Year 12 (where relevant) post-school destinations (secondary schools only). For students beyond the compulsory years of schooling these can be represented in broad terms (e.g. workforce, further study, unknown) and in the most appropriate way according to each school s circumstances [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] Schools must make publicly available: student attendance at the school, including: i. the attendance rates for each year of schooling; and ii. a description of how non attendance is managed by the school [Ref: Australian Education Regulation 2013 Part 5 (60) (1) (d) (i) and (ii)] (For a school that provides secondary education) post-school destinations [Ref: Australian Education Regulation 2013 Part 5 (60) (1) (h) (ii)] Advice Student attendance rates Note that attendance rates are to be reported for each Year level and for the whole school. For each school Year (Grade) from 1-10, information on student attendance could be provided by reporting the average attendance rate per year as reported in the Australian Government student attendance data collection process for For other school Years (K, 11 and 12) schools should use similar data collection processes. Schools could also report the whole school attendance rate OR could provide a link to the whole school attendance rate data on My School Management of non-attendance The processes the school has in place to monitor attendance and strategies to improve unsatisfactory attendance are part of the evidence of compliance in Student Welfare, section of the Manual. These strategies could be used to provide a short description of how the school manages non-attendance. The Association of Independent Schools NSW

23 Advice Student retention rate from Year 10 to Year 12 Primary schools and secondary schools with only Years 7 to 9 students should state that this part of the report is not relevant for the school. Retention rates are to be based on data relating to actual students who have been tracked from the completion of Year 10 to the completion of Year 12 in 2014 and can be reported as a single percentage in the most appropriate way according to each school s circumstances. Schools could comment on the any significant trends or features in student retention. Post-school destinations Primary schools should state that this part of the report is not relevant to the school. Information in relation to this reporting indicator relates to students who were over 17 years of age and who left the school in 2014, and can be included in either in a narrative form, through charts or tables. Possible examples of content Student attendance rates Sample table: Year Level Attendance Rate % Year Level Attendance Rate % Year Level Kindergarten X Year 5 X Year 10 X Year 1 X Year 6 X Year 11 X Year 2 X Year 7 X Year 12 X Year 3 X Year 8 X Whole School XXX Year 4 X Year 9 X Sample statement about whole school rates: Attendance Rate % Ninety-four per cent of students attended school on average each school day in This was similar to the daily attendance in OR For whole school student attendance rates please refer to the school s data on the My School website: Management of non attendance Sample information: (The school should use excerpts from the school policy on non-attendance for this section of the report) Student retention rates and post school destinations Sample information:.. Seventy percent of the 2012 Year 10 cohort completed Year 12 in The retention rates over the past two years have been declining. Based on the information provided to the school when students leave it would appear that many of the students who leave the school at the end of Year 10 or during Year 11 do so because of family circumstances or to pursue employment or vocational training. Most students who left school at the end of Year 12 following the completion of their school education continued on to University (56%), enrolled in TAFE (34%) or pursued full-time employment (8%), with a further 2% to other destinations. The Association of Independent Schools NSW

24 Theme 8: Enrolment policies Requirements The annual report must include: The full text of the enrolment policies, including all prerequisites for continuing enrolment [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] Advice It is not sufficient to provide only a summary of the school enrolment policies. The enrolment policies must be provided in full to meet this reporting requirement. The enrolment policy must be stated in full identifying all relevant aspects of the enrolment process and include reference to: any requirements e.g. an interview with Principal, a tour of the school prior to making an application for enrolment all prerequisites for continued enrolment e.g. academic performance, attendance, behaviour, payment of fees. Details of the procedures are not required the requirement relates only to policies. The text should comply with Disability Discrimination Act Possible example of content The school must provide the enrolment policy in full including all specified requirements. Note: Authorised logged-in users from member schools may also wish to refer to the Draft Enrolment Policy in the policy section of the AIS website. The Association of Independent Schools NSW

25 Theme 9: Other school policies Requirements The annual report must include: A summary of school policies for student welfare, anti-bullying, discipline and complaints and grievances, with information on: - changes made to these policies during the reporting year - how these policies are disclosed publicly to access or obtain the full text of these policies (Note: the policies may be discrete or integrated according to school context) [Ref: Registered and Accredited Individual Non-Government Schools (NSW) Manual ] Advice For annual reporting purposes, schools must provide a summary (not the full text) of the information for each of the four policies of: student welfare anti-bullying student discipline reporting complaints and resolving grievances. Information is to be provided on: any changes made to policies during the reporting year (2014) how and/or where the full text of these policies are publicly available or disclosed on request (e.g. by contacting Principal, in handbooks, published on internet, etc) The summary of the discipline policies must include that the policies: are based on principles of procedural fairness and involve parents in the processes of procedural fairness for suspension and expulsion AND clearly specify the two statements in of the Manual, to confirm that the school does not permit corporal punishment of students, or sanction corporal punishment of students by non-school persons The summary of the complaints and grievances resolution policy should include a statement of how parents can raise a concern and how the school will respond and manage it with procedural fairness. The Association of Independent Schools NSW

26 Possible examples Schools must include summaries of their own policies relating to the four required areas. The following provides an example of a format (not suggested content) that schools could use. The examples are designed using the terminology and, where appropriate, the order of the registration requirements as provided in the relevant sections (3.6.2 and 3.7) of the Manual. Each school will have its own approach to documenting their own policies, but care will need to be taken to ensure that within the totality of the school s policies and procedures each of the requirements is addressed. A suggested reporting structure would include, in addition to requirements related to the four policies, a summary of the school s overarching intended goals/objectives. The following sample summaries are presented in tabular format (one row for each policy), but an alternative format may be to present information about each of the school s own policies under separate headings, as several paragraphs of text. If there were no changes to a policy, this should be noted. Policy Changes in 2014 Access to full text Student welfare The school seeks to provide a safe and supportive environment to support the mental, physical and emotional wellbeing of students through programs that: meet the personal, social and learning needs of students provide early intervention programs for students at risk develop students sense of selfworth and foster personal development In 2014 the policy was revised to include the provision to follow up on student attendance issues as an integral part of student welfare. The full text of the school s student welfare policy can be accessed by request from the principal, from the school website and intranet, student diary and parent information booklet. Anti-bullying The school policy provides processes for responding and managing allegations of bullying including the contact information for the local police School Liaison and Youth Liaison Officers. In 2014 the school s antibullying policy and procedures were reviewed. The policy implemented included the role of and processes for contacting support services available to the school community including the local police School Liaison Police and the Youth Liaison Officers. The full text of the school s anti-bullying policy can be accessed by request from the principal, from the school website and intranet, student diary and parent information booklet. The Association of Independent Schools NSW

27 Possible examples Policy Changes in 2014 Access to full text Discipline The school expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school. All behaviour management actions are based on procedural fairness. Parents are involved in the processes of procedural fairness when sanctions result in suspension and expulsion of a student. Disciplinary actions do not include exclusion. The discipline procedures were reviewed in 2013.The policy implemented in 2014 includes revised processes for disciplinary action that are based on procedural fairness The full text of the school s discipline policy can be accessed by request from the principal, from the school website and intranet, student diary and parent information booklet. Complaints and grievances resolution The policy uses as appropriate, procedural fairness in dealing with complaints and grievances and includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate how parents raise complaints and grievances and how the school will respond. No changes were made in 2014 The full text of the school s complaints and grievance resolution policy can be accessed by request from the principal, from the school website and intranet, student diary and parent information booklet. The Association of Independent Schools NSW