Balaklava High School Gwy Terrace, PO Box 41, BALAKLAVA SA 5461 Phone: (08) 8862 0600 Fax: (08) 8862 0650 e-mail: dl.0769.info@schools.sa.edu.au Principal: Mark Healy Deputy Principal: George Cafcakis Administrator: Ruth Stevens 2014 Annual Report School Values Positive Relationships range of extra-curricular activities, totalling nearly 300 in the 2014 school year. These are certainly indicative of a successful and positive year at Balaklava High School and one on which we will continue to build in 2015. Respect Integrity Dedication Excellence Vision Through the highest quality teaching, in a caring and challenging learning environment, students are inspired and supported to achieve their best so that they can thrive in their life beyond school. 2014 Overview Student Forum Induction Ceremony February 2014 These reflect the commitment of staff at the school to continue to provide a diverse, relevant and engaging curriculum for students. Here students have the opportunity to experience real success, at each year level, and to successfully negotiate their schooling through Vocational or more Academic pathways. Certainly quality teachers, excellent facilities, diverse, challenging and engaging learning programs, fine students and supportive parents comprise the great majority of this school community. Together they genuinely support student success both at school and in their lives beyond their Balaklava High School years. Achievements in Learning / Year 12 Balaklava High School is certainly an educational institution in which students, supported by highly skilled and motivated staff, have broad opportunities to learn and experience real success. The 2014 school year again reflects this reality. Three Year 12 students attained an Australian Tertiary Admissions Rank of 80 or above. Situated in the heart of the Wakefield Plains, about Congratulations to: 100 kilometres north of Adelaide, Balaklava is a Courtney Pringle (Dux) medium sized country high school providing a broad, Brittany Koch quality secondary education to students from Year 8 Caitlyn Moulds through to Year 12. 93.10 92.30 80.85 Beginning the year with 328.6 students, 29.4 teaching The 2014 Year 12 school year saw: staff and 10 School Services staff, the 2014 school 84.09% of students achieving their SACE year again reflected a great many highlights, 90% of students who applied for Tertiary achievements and strong evidence that Balaklava High positions received offers into such degree School remains a very successful and progressive courses as: Medical Radiation, Education, educational establishment. Nursing, Design, Agricultural Science, Health Sciences, Commerce and others. Highly motivated staff dedicated to the provision of 87.79% of Year 12 grades were in the A to C quality teaching and learning continue to drive the range. school’s improvement journey. As this report shows there have been improvements demonstrated in many areas. These are shown in aspects of the NAPLAN results, in the increased percentage of students passing all their subjects and in students attaining A and B grades. The Specialist Music program continued to be a very positive feature of the school. The strengths and capabilities of many of our fine students were again on display in such events as the “Showcase” evening, the “Stepping Out” Performing Arts concert and the Balaklava High School “Fusion” Art and Design Exhibition at the Courthouse Gallery. accessed the VET programs on offer at the school. In addition the Vocational Pathways programs continued to provide students with the opportunity to succeed. This is demonstrated by the fact that: Again these reflect the continued growth of both the Visual and Performing Arts Faculty areas as increasingly vibrant and positive school curriculum areas. The Trade Training Centre continued to provide opportunities for students in the region to develop skills and competencies in Agriculture, Engineering, Building and Construction and Commercial Cookery. These and the general teaching that occurred in all curriculum areas were enriched with an extensive 43.24% of students would not have completed their SACE without the VET pathways program, (State 16.78%) 53.39% of students in VET completed units of competency at Certificate 3 level as compared to 38.40% in the State, Year 11 student, Zac Scholz was runner-up in the prestigious Adelaide Plains VET Student of the Year Award. His achievement continued the long history of Balaklava High School success in this competition. The success of the school’s Vocational Pathways programs is also shown in Casey Rix-Karpany’s being runnerup in the School-Based Apprentice of the Year category of the Yorke Peninsula Celebration of Employment Awards. Again students from Horizon Christian School and Riverton and District High School excel today to challenge the future Destination Data for Year 12 Students Destination University TAFE Other Tertiary Study Apprenticeships Traineeships Home Duties Deferred Tertiary Study Returning to school Work Seeking Employment Unknown Defence Forces 2010 2012 2013 2014 30.9% 23.8% 27.7% 14.8% 36.5% 13.5% 35.14% 13.51% 2.7% 7.1% 15.9% 2.0% 5.41% 2.0% 2.0% 5.41% 4.8% 2.3% 7.7% 21.4% 4.8% 26.4% 8.6% 23.1% 9.6% 18.91% 5.41% 4.8% 2.4% 2.3% 5.6% 10.81% 2.7% 78.37% of students completing Year 12 in 2014 progressed to some form of tertiary study, apprenticeships or employment. This is an improvement on the 2013 figure but remains uncharacteristically low. A greater percentage have deferred tertiary studies but as yet have not secured work. At the time of writing this report a higher percentage of students were unable to be contacted to determine their circumstances this year. 2014 Head Students Brandon Taylor and Stephanie McArdle school improvement., The broad improvement target, The 2014 – 2016 Site Improvement Plan, (SIP), sets however, of 2% at each year level was met only in out the following key learning improvement targets: to Years 11 and 12. raise academic standards and specifically, in the 3 year In addition it is very pleasing to note that the percentage planning cycle, to improve the number of: of student passing all subjects has continued to rise and “passing grades by 5%” reflects a 2.22% improvement on the previous year and “A grades by 2%, at each Year level” a consistent pattern of improvement since 2010. While “B Grades by 2% at each Year level” the SIP target of 15% improvement in the percentage of “students passing all subjects by 15%” students passing all subjects across the 3 years of this The following table summarises the passing grade data planning cycle is still to be met, the continued of students over the two semesters of 2014 and improvement augurs well. provides, for comparative purposes, the school results for the last 5 years. In regards to SACE data the 2014 school year saw a decline on the previous year in regards to SACE Passing Grades as a percentage of all Grades completion, 84.09%, a fall of 6.82% on 2013 figure. Year Boys Girls Total While this is very disappointing, 4 students failed to 8 78.85 (2010) 91.16 (2010) 85.00 (2010) 79.54 (2011) 96.17 (2011) 87.86 (2011) successfully complete their SACE, despite 85.59 (2012) 96.77 (2012) 91.18 (2012) renegotiations of tasks and dead-lines, multiple 87.32 (2013) 94.67 (2013) 91.00 (2013) meetings with the students and their parents about 80.63 (2014) 97.31 (2014) 88.97 (2014) student attendance and /or attitude to study, and an 9 83.10 (2010) 85.22 (2010) 84.16. (2010) 83.49 (2011) 91.45 (2011) 87.47 (2011) ongoing unpreparedness to either withdraw from 75.35 (2012) 91.35(2012) 83.35 (2012) subjects or consider completing their SACE over 2 78.95 (2013) 94.18 (2013) 86.57 (2013) years. These 4 students constituted 7% of the Year 12 86.16 (2014) 94.94 (2014) 90.55 (2014) cohort in 2014. 10 73.94 (2010) 86.91 (2010) 80.42 (2010) Learning 11 12 All 83.01 (2011) 73.45 (2012) 67.65 (2013) 77.07 (2014) 71.95 (2010) 80.11 (2011) 77.51 (2012) 76.39 (2013) 74.05 (2014) 90.24 (2010) 88.35 (2011) 88.36 (2012) 87.76 (2013) 90.58 (2014) 79.62 (2010) 82.90 (2011) 79.99 (2012) 79.61 (2013) 81.70 (2014) 81.77 (2011) 85.90 (2012) 88.51 (2013) 86.95 (2014) 69.55 (2010) 82.94 (2011) 81.94 (2012) 87.67 (2013) 85.92 (2014) 84.57 (2010) 94.17 (2011) 88.20 (2012) 95.00 (2013) 85.00 (2014) 83.48 (2010) 89.30 (2011) 88.83 (2012) 92.01 (2013) 90.02 (2014) 82.39 (2011) 79.68 (2012) 78.08 (2013) 82.01 (2014) 70.72 (2010) 81.52 (2011) 79.73 (2012) 82.03 (2013) 79.99 (2014) 87.41 (2010) 93.06 (2011) 88.28 (2012) 91.38 (2013) 87.79 (20140 81.48 (2010) 86.46 (2011) 84.44 (2012) 85.81 (2013) 85.86 (2014) While there was a very slight improvement (0.04%) in the percentage of passing grades, showing a 3 year trend of growth, Year Level improvement was evident only in Years 9 and 10. While it is pleasing to note the overall improvement shown in the grade data for boys, the overall average percentage of passing grades for girls fell by 2.01%. In general, however girls continue to consistently outperform boys at all year levels (except Year 12). This again highlights the necessity of the school to continue to explore and implement teaching programs and strategies that better engage boys and supports their success. The focus on using grade data as one indicator of school improvement, is reflecting trends of improvement and will continue for the duration of this planning cycle. % A Grades 2010 – 2014 Year Yr 8 Yr 9 Yr 10 Yr 11 Yr 12* 2010 2011 2012 2013 2014 16.39 25.15 21.67 30.68 24.61 19.80 23.23 19.28 20.02 30.04 14.68 20.46 21.29 12.60 18.77 6.42 11.54 11.93 14.23 13.30 16.9 4.17 12.56 10.28 9.30 Av 14.84 16.91 17.35 17.56 19.20 The specific targets on the SIP were to improve by 2% the number of students; achieving at or above the National Minimum Standard (NMS) in all test components achieving in the top 2 bands of all test components, showing upper level progress in both the Reading and Numeracy test components Outcomes were: Darcy Watkins’ Award Winning Work Percentage of Students Achieving at or Above the National Minimum Standard The school’s Vocational Pathways programs continue Component % 2011 % 2012 % 2013 % 2014 91 86 89 80 Grammar to be a successful feature of the school and provides opportunities for students who might not otherwise 85 90 91 84 Reading have been able to complete the SACE to do so. As Spelling 86 83 89 80 previously noted 43.23% of students would not have Writing 78 83 85 70 completed their SACE without the vocational Numeracy 99 91 94 98 opportunities available through the school. This is The percentage of students achieving at or 26.45% above the State average. above the National Minimum Standard in the Numeracy aspect of the NAPLAN As has been the case in recent years, the formal continued to be a very positive feature, integration of TAFE delivered courses on the school site, with 98% of students, a 4% increase on in both Building & Construction and Engineering, as the previous year. This however, was not part of the Trade Training Centre (TTC) initiative have reflected in any of the other four areas of increased opportunities for students to engage in the literacy component. The SIP target vocational programs that better meet their needs. This was achieved only in regards to the has been supplemented, again as part of the TTC Numeracy test component. initiative, with students from here, being able to access Automotive vocational programs at Riverton & District % of Student Achievement in the Top 2 Bands High School. Component 2012 2013 2014 More focus, however, needs to continue to be given to raising the aspirations of all students to ensure that they finish their secondary education with a highly competitive final result, whether in Academic or Vocational pathways, which will support post-secondary school success. 2014 saw again an overall growth in the percentage This will be supported in 2015 with the school’s ongoing of students attaining A grades, continuing a 5 year focus on improving the quality of teaching and learning. trend of improvement. While the overall growth on the previous year’s figure of 1.64% is very pleasing, the school has met the SIP improvement target of 2% growth at each year level in Years 9 and 10 only. Continued focus on raising the levels of student achievement and the development of a learning culture in which high achievement is expected and aspired to remains a necessity. % B Grades 2013 – 2014 Year Yr 8 Yr 9 Yr 10 Yr 11 Yr 12* 2013 2014 32.92 32.84 41.47 29.39 35.69 31.43 31.75 35.62 35.51 41.86 Av 33.70 34.23 The allocation of staff time to lead literacy and numeracy development, support staff skills development and deliver literacy and numeracy intervention programs to support students to improve their skills. The implementation of the Quicksmart Literacy program to support students with identified literacy issues The continuation of the NAPLAN style PAT R program to support students in Years 8 and 9 in their preparation for the NAPLAN test and to identify areas of strength and / or weakness for individual students. Through Middle School, Maths, English and Pastoral Care time, students gained significantly more NAPLAN style test experience, both in terms of more explicit teaching of skills and in test procedures and conditions. The continuation of literacy and numeracy focus events such as the Botanic Garden’s Numeracy Trail and the Amazing Literacy Race. Grammar 10.0% 5.7% 10.8% Reading 13.0% 1.9% 8.9% Spelling 12.0% 7.6% 14.3% Writing 14.3% 7.6% 10.8% Numeracy 8.5% 9.6% 12.5% All test components showed an increase in the percentage of students achieving in the top 2 bands, all exceeding the SIP target of 2%. The implementation of the Visible Learning platform for school change will be an instrumental element of this % of Students making an Upper Level of focus. Progress between tests 2014 NAPLAN Results The NAPLAN results remain a point in time snapshot of student achievement and reflect one of multiple assessment measures used within the school. NAPLAN results however continue to reflect the broad success of the school’s ongoing focus on improving student proficiency in terms of both literacy and numeracy. The overall growth of 0.53% on the previous year is Specific strategies to support the literacy and numeracy positive to note, and reflects the general trend of focus included; Component 2009 2010 2011 2012 2013 2014 Numeracy 27.6 30.2 32.2 37.5 45.00 38.00 Reading 13.9 18.8 23.3 22.8 17.60 17 While the percentage of students making upper level progress in numeracy fell on the 2013 figure it continues to exceed by 13% the National average. It is also the first time in the last 6 years that the SIP target has not been achieved in terms of Numeracy, and while this is so the 2014 figure of 38% making upper level progress between their Year 7 and Year 9 tests is the second highest in the last 6 years. The mean score in the Numeracy, Reading and Grammar components improved on the previous year by 4.4, 1.2 and 10.6 points respectively. For Numeracy this reflects 4 years of improvement and the highest mean score in the last 7 years. The school’s mean score in Numeracy of 568.1 also exceeds DECD, Regional and Like School Means. Unfortunately the breakdown regarding achievement levels based on gender suggests again that more focus needs to be given to ensuring that the performance of boys improves. Indeed greater focus on engaging boys more in the learning programs and of raising their desire and aspirations to succeed academically must remain a key school objective. 2013 NAPLAN Mean Scores by Gender Mean Result All Students 2013 2014 Year Mean Result Males 2013 2014 Mean Result Females 2013 2014 Grammar 537 543 520 515 553 579 Reading 548 549 541 535 554 567 Spelling 554 548 540 528 568 575 Writing 528 524 486 485 567 575 Numeracy 564 568 568 558 560 581 In 2015 the school will continue to target resources to improve the literacy and numeracy of students. Specifically: Staff training and development opportunities in both literacy and numeracy will be supported and organised literacy and numeracy will remain key foci of leadership positions additional teaching time will be allocated to support targeted intervention and staff mentoring in literacy and numeracy the diagnostic Progressive Assessment Tests in Reading (PAT R) and Maths (PAT M) will continue to be delivered, their results rigorously analysed and used to inform teaching practice. The Multilit program will continue in the school The Quicksmart literacy program will continue and the Quicksmart Numeracy intervention program will be explored. While it is evident that improvements in the NAPLAN results are evident and most particularly so in regards to Numeracy, constant focus and review is essential to ensure that such improvements continue, are consistent and are reflected across all test components. Will Dixon enjoying Water Sports at Port Vincent Better School Funding This welcome Commonwealth funding of some $33,000 was used to support in the school’s ongoing literacy and numeracy focus. Specifically it was used to part fund the training and development of key staff in the Quicksmart literacy program and to implement the program with identified students. In addition Better Schools money was used to facilitate additional time for key staff to support identified students for targeted numeracy and literacy intervention. Attendance, Enrolment and Retention Enrolments The SIP target has been to reduce absences to less than 2011 – 2014 Enrolment (FTE) 2011 2012 2013 2014 7% and while improvement was evident in terms of Enrolment 358.3 347.6 337.8 328.6 Years 10 and 11, the overall attendance rate declined (FTE) slightly. Enrolments have continued to decrease over the last 4 years. This remains in line with the Attendance Rates (Semester 1) Wakefield Regional trends, in terms of Year School Region DECD declining numbers in school age demographics Level 2013 2014 2013 2014 2013 2014 and the decline in feeder school numbers. This, 8 93.8 90.0 90.3 90.5 89.9 90.3 however, is expected to plateau over the next 9 91.6 90.9 88.6 87.7 87.6 88.2 few years at around the 2014 numbers. 10 87.8 91.7 85.3 87.0 86.7 87.4 11 12 Total 86.2 91.4 89.7 86.9 86.5 89.1 85.1 85.2 86.9 84.1 86.0 87.2 86.4 88.0 87.7 87.3 88.6 88.3 The total attendance rate for all students at the school for 2014 was 89.1%. This represents a disappointing 0.6 decrease on the previous year but still exceeds DECD, Like School and Regional figures and is the third highest attendance rate in the last 9 years. This said we have not met the SIP target of reducing absences to less than 7% Curriculum innovation, the provision of relevant and quality academic and vocational pathways, continued student success, quality teaching, and positive school promotion, will continue to be instrumental in maintaining and potentially improving patterns of enrolments. While the Senior Secondary retention rate remains high the increased transiency of families in the region is impacting upon this. Student Behaviour Management Increasing the attendance rate remains a school priority. To further support this the 2015 school year will see the full implementation of the Daymap learning management system which will better track student attendance, student performance and provide much improved opportunities for school and home communication. The SIP target to reduce the number of suspensions by 2% in each year of the 3 year planning cycle was not achieved in the 2014 school year. 5 more suspensions (a 4.48% increase) occurred this year, however the number of students suspended fell 35%. Behavioural consequences imposed as a result of bullying and harassment also increased by 7.18%. While this is disappointing it results from the increased school focus on issues of bullying and harassment and having clear consequences in place when such matters are identified. The attendance rate of 88.3% of Aboriginal and Torres Strait Islander (ATSI) students reflects a significant improvement on the 2013 figure and it remains well in excess of Regional, and DECD figures. Improving this rate will continue to be a focus for 2015 and beyond, and will be a key focus area of the Aboriginal Community Education Officer, (ACEO), and the A greater focus in 2015 needs to be given to Student Services Team. ensuing proactive mechanisms are firmly in place to identify issues early and to implement There is no doubt that regular attendance is a vital more restorative approaches before behavioural element contributing to school success. The SIP target consequences are necessary. In this regard the of reducing unauthorised absences to less than 2% of all school will continue to facilitate its bullying absences was also, very narrowly, not achieved this and harassment policy, the distribution and year with unauthorised absences sitting at exactly 2%, a analysis of bullying and harassment surveys, rise of 0.3% on the previous year. Similarly the number the school’s implementation of the national “Eof authorised absences increased by 0.6% on the Smart” anti-bullying program and the focus on previous year. this issue in Pastoral Care programs. Total Absence Rate (Semester 1) School Region It is significant to note that 68% of all suspensions resulted from the behaviour of 2% Total Absences of the student population, that 41.67% of all 10 9 12.8 11.7 Authorised 8.9 9.1 7.2 suspensions resulted from the behaviours of Unauthorised 2.0 3.8 4.5 students in one year level, and that 100% of exclusions were consequences for the While the great majority of students attend school behaviour of 1.4% of the school population. regularly, a key challenge of the school is to ensure that Opinion Surveys (parents, staff and attendance is improved and that students, and their families see the central importance of education in their students) lives and schedule events and activities so that they do The 2014 opinion surveys reflected some strong not impact on their attendance or achievement at positives and, for the first time in many years provide a broadly representative sample of the school. school community, with responses from 53 Although the school’s absentee rate remains parent, 63 student and 30 staff. DECD comparatively low, it is important to strive to reduce the amount of absenteeism further to ensure that we meet the 2017 DECD attendance target of 95%. It is important to note that, as in previous years, more that 50% of absences derive from approximately 5% of the student population. Continued attention to improving the attendance rate remains a priority. Key focus areas here are the implementation of the Daymap software to record, monitor and report absences to parents, increased home-group teacher communication with parents, the provision of literacy and numeracy intervention in the Middle School to better equip students to experience greater success across the range of their subjects and an ongoing focus on increasing the provision of relevant and engaging curriculum. Collated parent responses reflect a 43.19% improvement on those of the previous year with more parents either agreeing or strongly agreeing with the 44 survey questions asked. It is pleasing to note that for 7 of the 9 questions relating to the quality of teaching and learning parent responses showed increased satisfaction. Similarly 8 of the 14 questions relating to support of learning showed improvement. More focus however needs to be given to informing parents about the progress of their children. 70% of parents agreed or strongly agreed with the statement that they “receive helpful information about my child’s progress and achievement.” While improving communication is a priority, it is pleasing to note that 72% of parents (an improvement on the previous year) responded positively to the statement that they are “well informed Recommendations for 2015 about school activities.” Similarly greater emphasis Continue to focus on the raising of academic needs to be given to engaging more parents in the • standards (2% increase in A and B grades / 5% school’s decision-making and planning processes. increase in passing grades) • Raise by 15% that number of students passing all Staff responses also reflect many positives with all but subjects Continue to target resources to facilitate Literacy, 4 of the 49 survey statements having 80% or more of • Numeracy and Learning Support intervention staff agreeing or strongly agreeing with them. This programs reflects the best results in the last 7 years. More focus • Continue assessment mechanisms such as PAT on clarity of communication, broad school organisation Reading and PAT Maths to better monitor student performance and growth in literacy and processes and the provision of feedback to staff are numeracy identified by staff as areas to improve. Having said this • Continue the Quicksmart program 77% of staff agreed or strongly agreed with the • More rigorously interrogate NAPLAN student statements that they were “happy with the quality of data Continue to support both academic and feedback they received,” and that “there is good • vocational pathways communication between staff at the school.” • Ensure programs are appropriately differentiated to support student learning and success Student responses remain similar to those of previous • Continue to develop Trade Training Centre opportunities particularly links with the other years. While it is pleasing to see many students school’s in the college. responding positively to questions relating to the • Maintain high expectations throughout the year quality of teaching and learning greater emphasis needs • Implement of the Visible Learning Framework to be given to better engaging students as learners. for whole school change, with specific emphasis on: More consideration needs also to be given to better -explicit teaching of skills, engaging students in the Annual Reporting Survey -development of explicit task-design in all year process. Students randomly selected need to understand levels, the importance of the process in terms of both school -provision of regular and quality feedback on student work and levels of achievement, review and development, and when selected undertake -facilitation of regular student feedback the role in a serious and considered manner. opportunities -ensuring more regular and timely communication with parents Teaching Staff -inclusion of assessment exemplars at all year Teacher Qualifications levels, Qualification Level Number of Qualification -implementation of quality performance Graduate Degrees or 59 development, peer review, observations and Diplomas feedback, • Continue to support the Youth Opportunities Post Graduate Qualifications 19 Program Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff • Continue to support the Specialist Music program by qualification may be more than the total number of teaching staff. • Ensure the new Drama suite and associated aspects best meets the needs of the school. Workforce Composition • Continue to implement the Daymap program Teaching Staff Non-Teaching Staff • Continue the focus of taking pride in, and caring Workforce Indigenous Non Indigenous Non for, teaching and learning areas. Composition Persons Indigenous 0.00 0 25.40 29 Indigenous 0.00 0 10.91 15 With the gradual decline in student numbers over the last few years there has been a corresponding reduction in teaching positions at the school. The site has elected to continue to appoint additional staff to facilitate the school’s focus on both literacy and numeracy. Retention The 2014 school year commenced with 27.6 teaching staff and 14 School Services Officers. Historically the school has had a very stable teaching staff and this remained largely the same this year with 83.87% of staff continuing in teaching positions. This comprised 17 ongoing permanent teaching staff, 6.2 staff who had worked here in the previous year in contract appointments and were again reappointed to the site and contract positions, and 4.4 new teachers to the school. Site Finances The financial position of the school continues to be very sound, operating as we have done in previous years, within budget constraints and cash reserves. (See Appendix 1) Balaklava High School Dance Troupe Performing at the BHS Showcase Congratulations to our Dux of 2014 Courtney Pringle for her result of 93.10 and Brittany Koch for her result of 92.30. I am pleased to report that at the end of 2014 we are trending in the right direction and overall passing grades, the number of A grades and the number of students passing all subjects had increased by 3% and this is on top of the 7% increase achieved over the term of the last Site Improvement Plan period. Added to this we have 65 students studying through Vocational Education and Training and we congratulate Zac Scholz who was announced the runner-up in the Wakefield Plains VET Student of the Year Awards and Casey Rix-Karpany who was runner-up School-Based Apprentice of the Year. Make no mistake, vocational education is not an easy option to get out of mainstream classes but is a path for those students who have a vision for their future to begin that journey while at school and also achieve their SACE. Our students’ success cannot be achieved without their teachers and at Balaklava High School we have a cohesive team of dedicated teachers leading our students to success. Congratulations to Kerry Williams for winning the position of Deputy Principal for the next three years. While teachers are a significant part of the equation for success, our part as parents is just as important. With a co-ordinated approach, staff and parents can work together to help our students achieve their dreams by giving them not only the education but also the support they need to bring those dreams to life. Governing Council Chairperson’s Report Finally thank you to all the parents who have supported the school whether it has been by helping out on sports days, swimming carnivals, in the canteen or attending our inaugural PCC fundraiser. To the parents who have volunteered their time to be part of Governing Council this year and again to all the teachers and staff at Balaklava High School Governing Council is the Parent Voice of the BHS for their dedication and commitment to the Community. Through Governing Council, the Principal education of our children. Together we can all and his staff receive a vital parental perspective shining “Excel Today to Challenge the Future”. a light on the performance and vision he and his staff Kathryn Mahony have for our students at BHS. Through this Governing Council Chairperson partnership the Governing Council, Principal and I want to begin by thanking our Governing Council members for 2014. Margaret McArdle, Mandy Tiller, Katrina Gameau, Leonie Hosking, Bec Dixon, Stuart Roberts, Jenni McBride, Principal Mark Healy, Teacher Rep Karen Von Zieden, Staff Rep Ruth Stevens and Forum Reps Brandon Taylor and Steph McArdle. staff all work together to develop and continually review the Site Improvement Plan, ensuring the high standards our teaching staff have placed on themselves and our students are achievable and ultimately achieved. To facilitate the desired outcomes, our Principal has developed a team of Curriculum Leaders. Over the year Governing Council has had the opportunity to meet some of these leaders to find out how they see their roles evolving and what their visions are for the learning outcomes of our students. Concluding Comments The main function of the Governing Council is to review the Site Improvement Plan. This is a document created in conjunction with the Principal, Staff and Governing Council and outlines the vision held for the next three years. 2014 was the first year in the current three year plan. As Governing Council Chair, I meet with the Principal before every Council meeting to discuss issues that may have been brought to the attention of the Governing Council since the last meeting and to discuss at length the progress in relation to the Site Improvement Plan. This enables a smooth, concise and on topic meeting and allows me to answer questions from the Councillors at the meeting with greater understanding. I thank George Cafcakis for his work as Deputy Principal this year and thank and acknowledge staff, students and parents who are ending their relationship with this school. I wish you well in your journeys beyond Balaklava High. I take this opportunity to thank all members of the school community, (Staff, the Leadership Team, Governing Council Members, Parents, Students and other community members) who contributed to 2014’s many successes. Indeed the 2014 school year was again one of many highlights and achievements and, like all school years, is one on which we can continue to improve. As this report demonstrates, there is much to be positive about in this fine school. Positive parent and community support, able and willing students and fine, professional and passionate teaching staff all inspire confidence for the future. Mark Healy, Principal March 2015