Lismore High School
Annual School Report 2014
[school code]
8124
have completed our second batch of elections for
our school leaders and prefects for 2015. The
time I have spent working with our 2015 leaders
inspire me with confidence of positive change
within the school.
School Context
Lismore High School has undergone significant
demographic change over the past 10 years. The
student clientele has changed from professional
families to blue collar and service industry
families. It has a significant population of
Aboriginal students 20% and 5% Non-English
Speaking Background. This has resulted in the
recognition that old teaching practices are not
relevant to students. The enrolment for 2015 is
360 students. The start of 2015 has seen the
largest increase of Year 7 enrolments in many
years.
I have spent a lot of time meeting with the
Department of Education and Communities
lawyers and the Perpetual Trust lawyers of the
Nesbitt award. The Nesbitt award is a significant
donation of funds to Lismore High School
students. The award has been in abeyance for
over five years due to complications with the
trust in delivering on the conditions of the will.
The new Nesbitt award which will begin in 2015
has the complications removed and will be
focused around academic achievement.
In the last two years there have been significant
improvements made at the school. School
attendance rates are the highest in 5 years,
National Assessment Program Literacy and
Numeracy growth rates are the highest in 7 years.
Higher School Certificate results are the most
improved in 10 years. A culture of learning is
evident in the school for staff and students,
backed by strong student wellbeing programs
and teaching and learning backed by data driven
improvement. The school has a very strong
partnership with Southern Cross University and
students have access to University facilities for
wider learning. Lismore High School works
strongly with the Education faculty S.C.U. in preservice teacher training. Lismore High School is
part of the Rivers Secondary College and works
collaboratively with Richmond River High School
and Kadina High School who are also part of the
college.
We were one of handful of schools that was
audited as part of the Australian Skills Quality
Authority (ASQA), vocational education and
training audit program. It was a major
achievement by the staff at the school to
successfully pass the audit. Our vocational
offerings to students will be expanding with
Business Services and Sports Coaching being
introduced in 2015.
2014 has been a year of development as we
construct a new 3 year school plan to set the
direction for the school. We had consultation
with staff, parents and students in the
development of the new school plan. The new
school plan reflects the priorities of the groups
within the school.
We have had the best growth on our NAPLAN
results in literacy and numeracy in years. We had
an increase from 3 areas at state growth and
above in 2013 to 7 areas at state growth and
above in 2014. The unfortunate drawback is that
the more successful you are the less resources
become available. As a result we lost staffing of
our Learning and Support Teacher which was
relocated to schools more in need.
Principal’s Message
This is my second year at Lismore High School
and there has been much achieved by us as a
school. I have been proud of the successes of
staff and students and what we have achieved
this year. We conducted the Tell Them From Me
(TTFM) survey in 2013 and 2014. The survey
measures student satisfaction with the school on
a number of measures. More than 200 students
completed the survey and the feedback has
shown that students have seen significant
improvement within the school from 2013 to
2014.
2014 saw major changes in the way technology is
delivered at Lismore High School. The funding for
our Technical Support Officer (TSO) ceased with
the completion of the Digital Education Program
(DER). We managed to keep Jaryd Gibson our TSO
on until the end of 2014. Jaryd will join the staff
as an administration member at the start of 2015.
Our student leadership team has grown and has
paved the way with further generations of
student leaders in the school. I have enjoyed
working with the school leaders of 2014 and look
forward to working with the 2015 leaders. We
2014 saw the introduction of the RAM (Resource
Allocation Model). This resource has allowed us
to support many activities and programs that
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improve student learning. This has included the
High Achievers program. The program involved
students from Year 10 to Year 12. Students went
on an excursion to Sydney to see the different
universities available and to meet students from
two different Sydney schools. Students were also
provided study skills lessons during the year.
our standards and expectations are continuing to
grow.
Kellie McBeath
Secretary/SASS Representative
In 2014 staff received professional learning in
project based learning. Project based learning will
be a new approach to learning to keep students
engaged with what they are doing in the
classroom. It is a collaborative approach to
learning. Teachers from all faculties have been
involved in the development of the projects and
lessons in the project based learning. Mrs
Catriona Fraser has led the project based learning
with staff. In 2015 we will be using project based
learning with all our Year 7 classes.
We saw a number of retirements this year with
Lindsay Kitching, Greg Zobel, Diana Doust and
Anne Ford. We will miss these staff members and
the valuable contribution they have made at the
school. Greg and Lindsay have remained working
with us as casual teachers during the year.
Lindsay in particular has been working to support
our senior students.
2014 saw the implementation of the River’s
College structure. Staff and community members
made it clear that they want the name of Lismore
High School to remain. A number of staff are part
of the collaborative working parties. The college
is trying to embrace new styles of collaborative
working. 2015 will continue to expand on our
successes as a school as we move into the River’s
College structure.
Student information
Nigel Brito
Student enrolment profile
Principal
Gender
Male
Female
School Council Report
2014 has been a successful year for the School
Council. This year we have attracted new
numbers who have enjoyed having an input in
the overall way the school runs.
2011
2012
2013
2014
272
227
214
185
282
224
203
178
There has been a steady decline in the past of
student enrolments. Since 2013 the rate of
declining student enrolments has been reduced.
There has been a strong focus on developing
partnerships with local partner primary schools.
This should see increased enrolments at the Year
7 level in 2015. If the expected trends continue
overall student numbers should increase in 2016.
Being a member of the school council offers an
opportunity to understand and participate in
important discussions in matters relating to
students and their education. This year has left
us feeling that the school is moving forward and
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Post-school destinations
Enrolments
1000
Students
Post-school
destinations
500
seeking
employment
employment
TAFE entry
university entry
other
unknown
0
2008 2009 2010 2011 2012 2013 2014
Year
Male
Female
School
State DEC
Year 11
Year 12
%
%
%
0
13
7
33
66
0
0
0
50
25
0
0
13
21
5
55
7
5
Year 10
Student attendance profile
Year
7
8
9
10
11
12
Total
7
8
9
10
11
12
Total
Year 10
2011
2012
2013
2014
89.2
86.7
87.5
89.4
83.5
85.4
85.4
83.6
83.0
82.5
81.1
76.9
80.6
80.6
82.3
78.4
81.3
81.4
80.0
78.3
84.7
81.1
85.4
88.0
82.8
81.9
83.6
83.7
92.5
92.4
93.2
93.3
90.1
90.1
90.9
91.1
88.8
88.7
89.4
89.7
87.1
87.0
87.7
88.1
87.6
87.6
88.3
88.8
89.2
89.3
90.1
90.3
89.2
89.1
89.9
90.2
Of the students who left at the end of Year 10 the
majority went to other schools. Of those who
met the requirements of the school leaving age,
the majority went to TAFE with the remainder
into employment.
Year 11
Students who left school at the end of Year 11
went predominantly into employment with the
other choice being TAFE.
Year 12
(55%) of Year 12 received offers to university, 25
students to Southern Cross University, 7 at
Griffith University, 2 at University of University of
Queensland, 1 at University of new South Wales,
1 at Newcastle University and 2 at University of
New England, (some students received multiple
offers).
3 students received bursaries or
scholarships.
In 2013 there was a significant increase in
student attendance from 2012. In 2014 this rate
was maintained. In 2015 the focus will be to
improve upon this number. There will also be a
new attendance policy being implemented across
the state.
Of the students who received university offers
(62%) students are now full time study at
university with the majority studying at Southern
Cross University or Griffith University. Many of
these students received offers via early entry
schemes or from previously completing early
entry study programs during Year 11/12.
Management of non-attendance
Student attendance data is tracked through the
OASIS system. A Head Teacher is allocated the
responsibility of following up attendance issues
with students. Students who still continue to
have low attendance are referred to the Home
School Liaison Program (HSLO).
Others are working full time during a gap year
before commencing University 2016.
Students from the Special Education Unit have
received entry into Post School Funded Training
for Employment (7%).
In term four, 2014 the school trialed electronic
roll marking. This will become mandatory in 2015
and should provide instant feedback on student
attendance and minimize student truancy.
One student has gone straight into an
apprenticeship (Mechanic), whilst some students
are working on a casual basis whilst attempting
to find full time employment.
TAFE has provided a career path for 3 students
with the majority of them continuing studies
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from School Based Traineeships or from the TVET
program, they completed in Year 11 and 12.
occur. In 2014 there was a focus on professionally
developing staff around the disability standards
and programming and assessment.
Year 12 students undertaking vocational or
trade training
In 2014 the principal ran two interest groups for
staff. One group was for staff interested in
promotions positions and another group met
who were interested in getting accreditation at
the higher levels. These groups were well
subscribed and staff from other schools were
invited to attend.
28% who attempted the HSC in 2014 undertook
vocational or trade training qualifications.
Year 12 students attaining HSC or equivalent
Vocational educational qualification
95% of students attained the HSC or met the
equivalent Vocational educational qualification.
In 2014 three teachers sought accreditation with
the NSW Board of Studies, Institute of Teachers.
All three teachers were successful in achieving
their accreditation.
Workforce information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
Beginning Teachers
Beginning teachers were supported through
mentors chosen by the teachers. They were also
provided with additional professional learning to
assist their development as teachers. Staff were
provided with release time in preparing their
accreditation documentation as well as being
provided additional release time for tasks such as
report writing. Programming and assessment
were a focus of support and many of the
beginning teachers undertook the classroom
teacher development program (CTP).
Workforce composition
Position
Principal
Deputy Principal(s)
Head Teachers
Classroom Teacher(s)
Learning and Support Teacher(s)
Teacher Librarian
Teacher of ESL
School Counsellor
School Administrative & Support Staff
Total
Number
1
1
8
26.2
1.7
1
0.4
1
9.4
49.7
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce.
Lismore High School employs an Aboriginal
Community Liaison Officer, a Year 7-10 Norta
Norta tutor and a number of teachers to support
the Norta Norta program in Years 11 and 12.
Three staff identify as Aboriginal.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
Professional
accreditation
% of staff
84
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learning
and
teacher
Professional learning is a high priority at Lismore
High School. It is through effective professional
learning that change in teaching practice can
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Financial summary
School performance 2014
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
There was an overall improvement in growth for
students on NAPLAN and the HSC in 2014.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Academic achievements
30/11/2014
NAPLAN
$
468146.86
375717.84
734873.56
124060.98
15374.03
34398.14
0.00
1752571.41
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Year 7: from Band 4 (lowest) to Band 9 (highest
for Year 7)
34491.61
50076.67
18252.78
8582.90
1536.28
643604.39
135359.81
107184.86
0.00
128545.41
47652.37
45456.90
0.00
1220743.98
531827.43
Year 9: from Band 5 (lowest) to Band 10 (highest
for Year 9)
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au
and enter the school name in the Find a school
and select GO to access the school data.
In particular student growth at Year 9 was
significantly higher than state level in a number
of strands.
Higher School Certificate (HSC)
In the Higher School Certificate, the performance
of students is reported in performance bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
A full copy of the school’s 2014 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
In 2014 there was a focus on improving the
performance of students in the HSC. This was
achieved through a number of strategies
including a senior homework centre, curriculum
audits, assessment task reviews, study skills
program and the high achievers program.
There was an across the board improvement on
the mean scores of many subjects. Due to the
small cohort size., (under 10 students).
Summary statistics or graphical representation of
student performance must not be used for
cohorts of less than 10 students in the course or
subject. Where there are fewer than 10 students,
schools need to report in the narrative form.
Many of the subjects cannot be listed but there
was substantial increase in student performance.
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School 2014
in Casino formed part of their learning. Students
attended an Aboriginal painting workshop and
learnt about having a career as an artist.
School Average 2010-2014
100
90
80
70
60
50
40
30
20
10
0
School 2014
Some highlights for Aboriginal students were the
Macquarie University Science road show where
Aboriginal students taught others how to conduct
experiments and they imparted scientific
knowledge to their fellow students. Also the
Indigenous Travelling STEM roadshow brought
their show to our school.
English (Advanced)
English (Standard)
Community and Family
Studies
Business Studies
Biology
Ancient History
The AIME program at Southern Cross University
was attended throughout the year by our
students and we were delighted when one of
them was selected as an AIME ambassador.
Significant student experiences were had at Nura
Gili, the Winter School at UNSW and at NIYLA
National Gathering for Indigenous youth leaders.
Our students were part of a locally organized
Aboriginal leadership group that comprises
leaders form schools in the area.
School Average 2010-2014
Multicultural education and anti-racism
100
90
80
70
60
50
40
30
20
10
0
Beginning students were withdrawn for targeted
support for two whole days a week. The teaching
program for New Arrivals focussed on social and
academic language acquisition that supported
peer interactions and reflected curriculum needs.
Mathematics General 2
Legal Studies
Geography
Direct EAL/D teaching involved the provision of
EAL/D instruction to groups of EAL/D students
across Stages 4, 5 and 6. The New Arrivals
Program consisted of orientation to school,
assessment of English language proficiency and
Intensive English language instruction.
Emerging and Developing EAL/D students were
withdrawn from classes for one period a week for
explicit language instruction in grammar and
academic reading and writing. Support was also
provided for completion of assessment tasks and
exam preparation.
Significant programs and initiatives –
Policy and equity funding
Aboriginal education
Support in curriculum areas was negotiated after
consultation with subject teachers and faculties.
The EAL/D program incorporated metalanguage
and relevant keywords derived from curriculum
content. Assessment tasks were modified to
support EAL/D student outcomes and
participation.
Throughout 2014 Aboriginal students had the
benefit of Norta Norta tutoring from Years 7 to
12.
An Aboriginal art class was introduced for any
students who were interested in learning and
developing their artistic skills and cultural
knowledge. An excursion to Jambama Art Gallery
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The EAL/D teachers were also responsible for
organising meetings with parents and translators
to assist with subject selection for senior EAL/D
students. The EAL/D teachers provided subject
teachers with language background information
and English language proficiency levels.
Harmony day was celebrated at the school and
students and staff were made aware through
racism and anti-discrimination training through
the student welfare curriculum. The school has
four trained Anti-Racism Contact Officers.
School planning and evaluation
2012—2014
Aboriginal background
Funding from RAM was used to purchase time for
a teacher to be dedicated to managing Aboriginal
programs within the school. This teacher had
responsibility for coordinating Aboriginal
programs such as the Aboriginal Indigenous
Mentoring Experience (AIME) with Southern
Cross University. The teacher coordinated
support for Aboriginal parents with their students
and ran a number of innovative art programs.
Funding was also utilized to purchase Student
Learning Support Officer time for students who
would normally not get access to support through
other programs.
School evaluation processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
HSC Improvement
Background
HSC performance has been declining for the past
number of years at Lismore High School.
Findings and conclusions
An evaluation was conducted on HSC procedures
by the Principal and the school self-evaluation
team. HSC data and school procedures around
the HSC were examined by the team. Processes in
the school were compared with the Board of
Studies best practice systems. It was found the
school was not following best practice in the HSC.
Socio-economic background
Funding from RAM was utilized for a variety of
programs within the school. A major component
of this was technology upgrades within the
school to modernize the school computers.
Funding was also allocated for long term asset
replacement of technology and modernization of
the network. The High Achievers program which
targets students who have the potential for high
HSC scores was implemented. This program
allowed students to excel in their studies by
providing an environment of high expectations.
Funding was also used to supplement Teacher
Professional Learning with a focus on Project
Based Learning for 2015 and the gifted and
talented program for the partner primary schools
Hi 5’s.
Future directions
School procedures were changed to better align
with the Department of Education and
Communities and the Board of Studies policy. A
suite of programs and strategies were to be
implemented to support student outcomes.
NAPLAN
Background
NAPLAN growth performance has not been
increasing at Lismore High School in Literacy and
Numeracy.
Findings and conclusions
Two targets specified in the school plan were
literacy and numeracy. In evaluating the success
of these targets it was decided that the growth in
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NAPLAN data for Year 9 was to be evaluated.
Data was collected through the NAPLAN smart
data. The NAPLAN target around Reading was not
met however the Numeracy target was met.
Other strands at Year 9 in the literacy strands
showed growth.
Strategies to achieve these outcomes in 2014:

Training in delivery of NSW Syllabus

Programming including the NAPLAN
questions as focus of the teaching

Common assessment task
Future directions
School priority 3
Focus on teacher programs and assessment to
incorporate NAPLAN into them substantially.
Higher School Certificate: Increase Higher School
Certificate performance by an increase in 50% or
more by an average of 3 marks in comparative
subjects from2013.
School planning 2012-2014:
Outcomes from 2012–2014
School priority 1
School systems are improved, resulting in
improved student learning outcomes
Literacy: Increase the student expected growth
on the Reading aspect on NAPLAN at Year 9 from
(48.9% Year7, 2012) to 51% or higher
Evidence of achievement of outcomes in 2014:

Outcomes from 2012–2014
Strategies to achieve these outcomes in 2014:
Improve literacy performance in the school
so that student growth is higher than state
growth on NAPLAN
Evidence of achievement of outcomes in 2014:

Target not achieved as reading growth
was 47.2%

Other strands, spelling, grammar and
punctuation and writing were higher
growths
Target met. More than 50% of the
subjects mean score grew.

High achievers program

Senior student homework centre

Study skills program

Common assessment task review

Curriculum audit of HSC subjects
Strategies to achieve these outcomes in 2014:

Training in delivery of NSW Syllabus

Programming including the NAPLAN
questions as focus of the teaching

Common assessment tasks
School priority 2
Numeracy: Increase the student expected growth
on the Numeracy aspect on NAPLAN at Year 9
from (37.8% Year 7, 2012) to 41% or higher
Parent/caregiver, student, and
teacher satisfaction
Outcomes from 2012–2014
Improve numeracy performance in the school
so that student growth is higher than state
growth on NAPLAN
In 2014, the school sought the opinions of
parents, students and teachers about the school.
As part of the school planning process for 2015,
input about satisfaction with the school was
obtained from students, staff and the school
Evidence of achievement of outcomes in 2014:

Target met and exceeded. The growth
rate was 78.4%
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community. This information was used to help
plan for the future directions of the school.
The table below contains the responses in order
of priority for the top two issues impacting on
the school against the focus area. The focus area
was defined by research conducted by the
Marketing and Communications Directorate with
parents from the Lismore and surrounding
communities.
Focus Area
Priority 1
Community - Improved
Parental
Information
Involvement
Frequent
Communication
Opportunities
Programs for
G&T students
& disengaged
students
Improved
facilities &
equipment
Discipline & Consequences
Behaviour
for behaviour
Consistency
Values
Motivation
Respect –
staff &
students
Pastoral Care School
/Wellbeing
Counsellor –
improved
access &
awareness
Teacher/staff
mentors
Academic
Excellence
Non-academic
programs
Enthusiasm /
Effort
Students believe that education will benefit them
personally and economically, and will have a
strong bearing on their future.
Priority 2
75% of students in this school valued School
Outcomes; the NSW pilot norm for these years is
74%.
73% of the girls and 77% of the boys in this
school valued School Outcomes. The NSW pilot
norm for girls is 72% and for boys is 75%
Future Directions
2015-2017 School Plan
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the school’s website from the
beginning of Term 2 2015.
In 2014 the school planning process has involved
strong input from the three key stakeholder
groups, staff students and the community.
There was an initial community consultation
involving representatives from all three
stakeholder groups in equal proportions. This
group formulated the strategic directions for the
school and involved 27 people. They were formed
around the feedback from the DEC
Communications Directorate on what parents
were considering when sending students to
public schools in the Lismore area.
Tell Them From Me (TTFM) survey
There were 191 students from Years 7-11 who
undertook the Tell Them from Me Survey in
2014. The Tell them from Me Survey is a
Department designed survey measuring student
outcomes and school climate.
The student leadership team in the school was
consulted about the strategic directions.
In most measures there was a dramatic
improvement in student satisfaction with the
school experience in 2014 compared to 2013.
Following the broad community consultation, a
focus team of students and staff collaborated on
turning the strategic directions into the 5P’s in
the school plan.
The staff school improvement team developed
the school planning document.
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At all stages feedback from the processes were
made available to staff, students and community.
Feedback was provided through the Parents and
Citizens association and the School Council.
The three strategic directions are based around
the three key stakeholder groups. With a focus of
improved teaching and learning in the classroom
underpinning this and the enabling processes.

Staff

Students

Community
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Nigel Brito, Principal
Andrina Bennett, School Administration Manager
Karl Caper, P&C President
Kellie McBeath, School Council Secretary
Glenn Varcoe, Relieving Head Teacher
Glenn Jeffrey, Careers Adviser
Catriona Fraser, Librarian
School contact information
Lismore High School
118 Dalley St, Lismore NSW 2480
Ph: 02 6621 5185
Fax: 02 6622 2940
Email: lismore-h.school@det.nsw.edu.au
Web: www.lismore-h.school.nsw.edu.au
School Code: 8124
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
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