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