Francis Greenway High School
Annual School Report 2013
8439
School context
Throughout 2013 the P & C of Francis Greenway
High School has continued to thrive through
strong parent commitment who continue to
support our school and student programs
financially through profits made from the school
canteen sales.
Francis Greenway High School is a co-educational
high school located at Beresfield. Students come
from a wide socio-economic area and Aboriginal
and Torres Strait islander (ATSI) students make
up over 10% of our student population.
Our hardworking canteen team led by our
fantastic canteen supervisors have continued to
bring us a valued service for our students and
teaching staff. We have seen some changes in
our canteen throughout the year to try and
achieve the most healthiest menu choices for our
students and this will continue throughout 2014.
By supporting our school canteen you are
enabling the continued educational support of
programs throughout the school and the
reinforcement of high educational standards we
expect for our children.
Principal’s message
During 2013 the school experienced many
successes in the academic, cultural, creative arts
and sporting arenas.
The Creative and Performing Arts faculty hosted
two significant events: Theatra del Greenway and
Greenway Galaxy. The NAIDOC celebrations and
connections with Murook Cultural Centre have
strengthened our partnerships with the
Aboriginal community.
Our monthly meetings are always informative
and friendly where we meet to discuss how best
to spend our money and support programs within
the school to best meet our children's needs.
These meetings are attended by the Executive
Team of Francis Greenway and their monthly
reports on the school are always informative and
a pleasure to hear about.
Seventeen of our nineteen Year 12 students who
applied for university were successful in gaining
entry to their chosen course. In sport, our Junior
Football team team were the State winners of the
Combined High Schools Junior State Cup.
The Gateway Learning Community
The Gateway Learning Community continues to
undertake initiatives which build upon already
strong partnerships. 2013 saw the schools coming
together to participate in the Stronger Smarter
Program, continue transition development and
embed Restorative Practices across the schools
and community. 2014 will be an opportunity to
broaden initiatives with the Woodberry
Community Culture and Caring Project and the
Aboriginal Career and Health Quest.
Throughout 2013 we have seen the completion of
the PE Rooms which would not have been
possible without the joint efforts of school
community and P & C funding of $40000 from
2012.
We also supported:
-Vivo Implementation and Ongoing Financial
Support
-Cheerleading Star Struck Uniforms
I certify that the information in this report is the
result of a rigorous school self-evaluation process
and is a balanced and genuine account of the
school’s
achievements
and
areas
for
development.
-Science Equipment
-Touch Football Jerseys
-Marine Studies Equipment
-Maths Online Program
Jo Edwards (Principal)
-Desk/Chairs P & C Equipment
P&C
Along with the above we have been fortunate
enough to start our upgrade of our canteen
facilities with the new oven, pie warmer and cool
room purchases.
What a wonderful year our P & C has had and a
wonderful first year experience on our P & C as
President. I would also like to thank Jo Edwards
for her fantastic year as Principal of Francis
Greenway and her passion for our children's
education.
I wish to thank all the P & C members for their
continued support and for turning up regularly to
meetings. Our children's education is an
important part of their lives and as parents we try
1
to give them the best start possible. Volunteering
is very rewarding and without volunteers and
community support the fantastic programs on
offer just would not be available.
Student attendance rates
Attendance rate
100
Julia Mather
P&C President
Student Information
2007
2008
2009
2010
2011
2012
2013
348
369
352
379
411
391
430
311
318
310
319
350
378
376
25
0
Management of non-attendance
The management of non-attendance was a focus
area in 2013. A Student Attendance Team was
formed to develop strategic initiatives to address
this issue. Roll Call was removed from the day’s
structure resulting in less late arrivals and a more
settled beginning to the day.
Enrolments
Students
1000
50
2008 2009 2010 2011 2012 2013
Year
School
Region
State DEC
Student enrolment profile
Gender
Male
Female
75
Students at risk were identified and referred to
the Learning Support Team. Year Advisors
undertook interviews with students and their
families to identify attendance barriers. This was
an effective measure in addressing poor
attendance.
500
0
2007 2008 2009 2010 2011 2012 2013
Year
Male
Female
Post-school destinations
For Year 12, 17 students gained offers to
university, with more students gaining places in
alternative entry programs at Newcastle
University. Four students gained pre-selection to
The University of New England. Most of the
students gained places in their first chosen area
of study. Newcastle University was again the
most popular destination, followed by The
University of New England and Macquarie
University with Business the most popular area of
study, closely followed by Arts, Science, Social
Work and Teaching.
Enrolments have continued to steadily increase.
This may be impacted on in the coming two years
due to small numbers across years 5 and 6 in the
primary schools.
State DEC
Region
School
Student attendance profile
Year
7
8
9
10
11
12
Total
7
8
9
10
11
12
Total
7
8
9
10
11
12
Total
2008
86.7
88.9
89.9
2009
2010
2011
2012
2013
90.2
89.8
89.3
89.9
91.3
85.2
89.8
87.1
86.1
86.8
85.9
86.1
86.5
83.2
83.7
86.7
85.5
85.8
81.7
79.3
86.5
84.9
83.2
80.4
83.6
88.1
84.5
82.1
84.4
87.0
86.9
87.2
86.2
84.5
85.1
91.5
88.9
87.8
87.6
88.2
88.4
88.7
92.3
90.0
88.8
88.7
89.4
89.4
89.7
91.7
89.6
87.6
87.2
87.5
88.7
88.7
92.6
90.5
89.1
88.3
89.1
89.8
89.9
91.2
88.8
87.5
85.7
85.5
87.4
87.7
92.5
90.1
88.8
87.1
87.6
89.2
89.2
91.7
89.0
87.5
85.9
85.6
88.3
88.0
92.4
90.1
88.7
87.0
87.6
89.3
89.1
92.1
89.4
87.8
85.8
85.9
88.3
88.2
93.2
90.9
89.4
87.7
88.3
90.1
89.9
Apprenticeships, traineeships and TAFE were
again destinations for the majority of our
students and included popular Childcare courses,
Animal care, Event Management, Entertainment,
Information Technology and Fitness. One student
was accepted into the Early Education and Care
Diploma, due to a high standard of work shown in
her School TAFE class. With a sound knowledge of
the benefits of these options, students looked
once again to apprenticeships and traineeships in
retail, hospitality, automotive, heavy vehicle,
metals and engineering, electrical and sheet
metal.
2
Some apprenticeships were taken up by Year 10.
Students used the school work experience
program to maximum benefit to achieve
excellent references and gain skills. Some
students more than one block of work experience
and participated in many locally produced career
events such as the Hunter Valley Career Expo,
TryaSkill and National Skills Week.
Information Technology
Certificate II
Statement of Attainment 0
towards Certificate II
12
Warehousing Operations
Certificate II
Statement of Attainment 0
towards Certificate II
1
Year 12 students undertaking vocational or
trade training
Of the 80 students in the Year 12 cohort
completing the HSC in 2013, 59 students were
enrolled in vocational education training (VET)
delivered on site. Training areas included
Hospitality (Food and Beverage), Construction,
Retail Services and Metals and Engineering.
SC06- SC07HSC08 HSC09
School
SEG
State
Year 12 students attaining HSC or equivalent
Vocational educational qualification
SC08HSC10
SC09- SC10HSC11 HSC12
SC11HSC13
37.0
41.6
33.9
43.8
45.7
51.5
61.7
60.7
60.5
63.5
49.1
47.8
60.3
61.0
62.7
64.7
63.4
64.5
Retention to Year 12 (SC to HSC)
Of the 59 students undertaking VET courses the
following achieved a vocational education
qualification in conjunction with their HSC.
100.0
50.0
Course
Qualification
achieved
0.0
SC06-HSC08 SC08-HSC10 SC10-HSC12
Construction
Certificate II
School
6
Statement of Attainment 4
towards Certificate II
Workforce composition
Position
Principal
Deputy Principal(s)
Head Teachers
Classroom Teacher(s)
Learning and Support Teacher(s)
Teacher Librarian
School Counsellor
School Administrative & Support Staff
0
Statement of Attainment 17
towards Certificate II
Metals & Engineering
Certificate II
Statement of Attainment
towards Certificate II
State
Workforce information
Hospitality
Certificate II
SEG
0
Number
1
2
8
44.7
2.5
1
1.6
13.48
9
Total
76.28
Retail Services
Certificate II
Statement of Attainment
towards Certificate II
9
The school employed on a casual basis three
Aboriginal Education worker as part of Norta
Norta support. Additionally, an Aboriginal teacher
is permanent employed.
3
3
Teacher qualifications
Academic achievements
All teaching staff meet the professional
requirements for teaching in NSW public schools.
NAPLAN
Qualifications
Degree or Diploma
Postgraduate
NSW Institute of Teachers Accreditation
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.
% of staff
100
2
15
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Financial summary
Year 7: from Band 4 (lowest) to Band 9 (highest
for Year 7)
The information provided in the Financial
Summary is current at the date shown. This is the
latest financial information available for 2013,
prior to the change-over in financial systems for
our school.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
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).
30/11/2013
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.
$
565077.51
577911.43
618621.41
259879.64
21366.51
54155.85
0.00
2097012.35
Percentage in bands:
Year 7 Reading
Expenditure
Teaching & learning
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
35
107403.81
92118.91
37938.61
3008.27
0.00
523336.07
155747.89
242355.17
0.00
125436.70
40892.38
71817.79
169086.87
1569142.47
527869.88
Percentage of students
Key learning areas
Excursions
Extracurricular dissections
30
25
20
15
10
5
0
4
5
6
Bands
7
8
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
A full copy of the school’s 2013 financial
statement is tabled at the annual general
meetings of the parent body. Further details
concerning the statement can be obtained by
contacting the school.
4
9
Percentage in bands:
Year 7 Spelling
Percentage in bands:
Year 7 Writing
50
25
Percentage of students
Percentage of students
30
20
15
10
5
0
4
5
6
Bands
7
8
40
30
20
10
0
9
4
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
6
Bands
7
8
9
Percentage in Bands
School Average 2011-2013
SSG % in Band 2013
State DEC % in Band 2013
Percentage in bands:
Year 7 Grammar & Punctuation
Percentage in bands:
Year 7 Numeracy
35
40
30
Percentage of students
Percentage of students
5
25
20
15
10
5
30
20
10
0
0
4
5
6
Bands
7
8
4
9
5
6
Bands
7
8
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
5
9
NAPLAN Year 9 – Numeracy
Percentage in bands:
Year 9 Grammar & Punctuation
Percentage in bands:
Year 9 Reading
50
Percentage of students
Percentage of students
40
35
30
25
20
15
10
5
40
30
20
10
0
5
0
5
6
7
Bands
8
9
10
7
Bands
8
9
10
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
Percentage in bands:
Year 9 Spelling
Percentage in bands:
Year 9 Writing
35
50
30
Percentage of students
Percentage of students
6
25
20
15
10
5
40
30
20
10
0
0
5
6
7
Bands
8
9
5
10
6
7
Bands
8
Percentage in Bands
School Average 2011-2013
SSG % in Band 2013
State DEC % in Band 2013
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
6
9
10
School 2013
School Average 2009-2013
Percentage in bands:
Year 9 Numeracy
10
5
0
5
6
7
Bands
8
9
10
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
Textiles and Design
15
Personal Development,
Health and Physical…
20
Music 1
25
Modern History
30
Legal Studies
Percentage of students
35
General Mathematics
100
90
80
70
60
50
40
30
20
10
0
40
Record of School Achievement (RoSA)
Higher School Certificate (HSC)
HSC: Relative performance from Year 10
(value-added)
0.0
Relative performance
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).
-5.0
-10.0
School 2013
School Average 2009-2013
-15.0
Low
100
90
80
70
60
50
40
30
20
10
0
Middle
High
School 2013
School Average 2009-2013
SSG Average 2013
Other achievements
At Francis Greenway High School in 2013 we
conducted two successful sporting carnivals
(Swimming and Athletics), unfortunately the
Cross Country Carnival was cancelled due to poor
weather. Despite this, a high number of students
competed at zone and regional carnivals. Student
representation at carnivals continues to be
positive with a greater number of students
attending and participating.
Information Processes and
Technology
English (Advanced)
English (Standard)
Drama
Chemistry
Biology
Sport
7
Regional and State representatives participated
in Trampoline Sports, Athletics, Touch, Cross
Country, Lawn Bowls, Rugby League and
Swimming, with 17 students in total progressing
to these impressive representative levels,
including six Athlete with Disability athletes. At
the Combined high schools State Trampoline
Sports Championships FGHS placed 6th overall in
NSW and 2nd overall in the Special Schools
section.
A group of Year 8 boys were given the
opportunity to participate in a University of
Newcastle program called ATLAS (Active Teen
Leaders Avoiding Screen-time). The program was
designed to improve the health and wellbeing of
adolescent boys and to increase boys’ confidence
and competence in non-traditional activities,
such as resistance training. The eight month
program was carried out in 14 schools in the
Hunter and Central Coast region. A unique
aspect of the ATLAS program is that it
encouraged boys to become physical activity
leaders in their schools and at home and they
were provided with ATLAS accreditation to
formalise their achievements.
Whole school sport continued for students in
Years 7-10. Students participated in many school
based activities and accessed external venues.
Sports included Ten Pin Bowling, Golf, Swimming,
Beach Activities, Table Tennis, Indoor Fitness and
many more.
Significant programs and initiatives
Combined high Schools knockout teams
competed against Hunter schools in various
sports, these included Rugby League, Touch,
Tennis, Football, Lawn Bowls, Netball, Cricket,
Table Tennis, Volleyball and Softball. Both male
and female students competed, yielding some
good results. The most successful team of 2013
was the Year 7 & 8 Boy’s Touch Team who took
out the NSW All Schools Combined State
Championships in Bathurst and were crowned
State Champions. The Under 14 Boy’s Rugby
League Team were also successful progressing to
the semi-finals of the Buckley Shield and Knights
Knockout, and the Open Boy’s progressed to the
semi-finals of the University Shield. The Open
Girl’s Rugby League were not to be outdone, they
played a pre- game for the Knights and Bulldogs
at Ausgrid Stadium.
Mathematics
Over the last two years the Math Faculty has
implemented a Maths Facts Program for Stage 4
students who struggle with learning and
remembering their multiplication facts. This
program requires students to be withdrawn from
class three times per week for intensive one-onone teacher guided support. Following the data
evaluation of this program, the Maths Facts
Program will continue in 2014, starting Term 2,
with a focus on Year 7 and Year 8 students.
Francis Greenway High School, with assistance
from the P&C, has purchased the computer
program ‘Mathsonline’ for every student in the
school. This program has been previously used by
the classroom teachers to assist in the
explanation and reinforcement of key
mathematical concepts during class lessons.
Teachers are able to issue homework tasks,
which give students instant feedback after their
completion. The program gives extensive
academic data for every student, based on topics
completed. This data can be used by teachers to
plan individual revision tasks for every student in
their class and also generate reports for parents.
The FGHS Stingers Cheerleaders squad continued
to impress in 2013 with many stunning
performances including a feature performance at
Star Struck. At the Australian All Schools
Cheerleading Federation State Championships
the Stingers finished 3rd in High School Cheer
Level 2 and 4th overall in High School Cheer. At
the Kurri Kurri Community Festival the Stingers
took out 1st place stunt and 1st place All Star
Cheer.
‘Counting On’ methods have been used in the
past at Francis Greenway High School to support
lower ability students in Mathematics. In 2014, all
Year 7 classes will have a dedicated weekly
‘Counting On’ lesson, with assistance from a
support teacher and their class room teacher.
This lesson will use ‘hands-on, concrete’ materials
to improve students’ understanding of core
concepts for Stage 4 Mathematics.
Students at FGHS were provided the opportunity
to attend many exciting sport related excursions
in 2013, these included the Girl’s Footy Festival,
Flip Out Trampoline / Gymnastics Centre and
Pulse Climbing Centre. Our female footballers
were spoilt with a visit from two female
Newcastle Jets W League players to run them
through a training session.
8
The Faculty encourages students to enter the
annual University of NSW Mathematics
competition to apply and extend their application
of problem solving skills. The competition is
designed to assess mathematical insight and
ingenuity, rather than efficiency in tackling
routine examples. The Da Vinci Mathematics
Challenge is also offered to high achieving Year 9
and 10 students, with an emphasis on problem
solving, number patterns and logic puzzles. The
questions are designed to provide a stimulating
and challenging competition against other
schools, with students working in groups. A
surveying excursion is run once a year to a select
group of talented Year 10 students who show an
interest in this area.
grades in both class tests and end of term
assignments. The Faculty has improved the
formatting of their exams for all year groups and
now use a common template and cover sheet for
consistency.
The Mathematics faculty focus areas for 2014 will
be;
Improving student involvement in group work
and learning from each other
Variations in program delivery and structure for
quality feedback for learning
More class-conferencing between teacher and
class (RP conversations – circles)
Greater challenges to stimulate the students’
passion for learning
A Problem of the Week challenge (Brain Busters)
was trialled in 2013 in an attempt to encourage
students to improve their problem solving
thinking strategies and skills. This was introduced
across all junior years, but proved unsuccessful in
its original format. The Faculty will be reintroducing the Brain Buster challenge to selected
classes in 2014 as part of their regular
assessment component.
Greater scaffolding for sophisticated responses to
a variety of tasks and classroom activities
Negotiated
projects
learning
and
personal
interest
Aboriginal Education
Currently the Mathematics staff is reviewing their
assessment procedures and feedback offered to
students. More explicit feedback to students
after assessment tasks was identified as a key
area of development. Collegial discussions
regarding common assessment tasks and what
outcomes they are assessing will be this year’s
main focus. It was agreed that Mathematics
assessments need to support assessment ‘of’,
‘for’ and ‘as’ learning.
The Junior Aboriginal Education Consultative
Group (JAECG) continues to be a success as
Aboriginal and Torres Strait Islander students
gain leadership opportunities and experience
within the school, as well as the wider
community. This group is frequently involved in
cultural decision making at school in order to
achieve culturally appropriate educational and
community outcomes for Aboriginal students and
their families. The students are further involved
in the Maitland AECG and this contribution is
seen to advance overall outcomes and provide a
pathway for leadership in post school life.
The school online learning platform (FGHS
Moodle) has been extensively used to supply
students with an overview of their Mathematics
course program, scope and sequence and Board
of Studies requirements. Students are explicitly
shown how to access this information at the
beginning of the school year by their class
teacher. The Moodle site contains a copy of the
current textbooks being used, class exercises,
revision exercises and study skill suggestions.
Communication before an assessment task was
improved by using the Moodle to inform students
of their tasks and required due date. For Stage 4
and Stage 5 students a practice test is uploaded
to the intranet site and there has been a
substantial increase in the number of students
now using this online resource to improve their
9
Multicultural education
School evaluation processes
Francis Greenway High School continues to
celebrate the multicultural nature of our society.
A trip to Italy in 2013 allowed students the
opportunity to engage in different cultural
practices and share those experiences with the
wider student body. Harmony Day is always
celebrated with an assembly where a guest
speaker shares their cultural experience.
Aboriginal and Asian perspectives are integrated
into teaching programs and school activities.
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:

Tell Them From Me Survey

Parent Interviews
School planning 2012—2014: progress
in 2013
National Partnerships -Literacy
In 2013 Francis Greenway High School was
selected to participate in a Federal government
initiative called Improving Literacy & Numeracy
national Partnerships. The school as required to
nominate a specific area of need and Literacy was
selected.
School priority 1
To improve literacy results for all students
Outcomes from 2012–2014

Year 9 student performance in Reading
will improve from 92% of students
achieving at or above minimum standard
in 2012, to 93% in 2013

Year 9 student performance in Writing
will improve from 71% of students
achieving at or above minimum standard
in 2012, to 72% in 2013
·
Focus on Reading- 3 staff members were
trained to establish a ‘train the trainer’ model to
embed a wide range of literacy strategies across
all subjects

Year 9 student performance in Spelling
will improve from 90% of students
achieving at or above minimum standard
in 2012, to 91% in 2013
·
Reading program- students in 2 classes in
year 7 participate in a trial program to improve
their reading skills. They all completed a survey
about their reading habits and the data form the
survey and the program has been used to
develop additional programs for 2014.

Year 9 student performance in Grammar
and Punctuation will improve from 79%
of students achieving at or above
minimum standard in 2012, to 80% in
2013
The funding received enabled the development
of a third Deputy Principal position. This position
enabled the school to develop a specific strategy
and develop and implement plans to improve the
Literacy results of students.
Specific programs implemented over the year
included:
·
Super Six program- this program specifically
address 6 identified literacy strategies that have
been well documented to improve the capacity of
readers to comprehend what they are reading.
The Super Six program was run as an intensive
immersion program over 6 weeks with all
students 7-10 participating in all subjects. The
program has been reviewed and it will continue
in a modified format in 2014.
Strategies to achieve these outcomes in 2014
10

Focus on Reading implemented across
the school

Ongoing commitment to
Super Six into pedagogy

Build explicit writing strategies (PEEL) to
whole essay writing
integrating
reduced in favour of on site, purpose built
training and development. This approached
enabled staff to focus specifically on the
needs of the students, the school and their
faculty. This also enabled staff to build upon
their own professional learning skills and
fostered a strong environment of
collaborative learning.
School priority 2
To improve numeracy results for all students
Outcomes from 2012–2014

Year 9 student performance will improve
from 84% in 2012, to 85% in 2013
Strategies to achieve these outcomes in 2014:

Math Facts Program in Stage 4

Numeracy Audit of programs

Numeracy week focus
Parent/caregiver, student, and
teacher satisfaction
In 2013, the school sought the opinions of
parents, students and teachers about the school.
Satisfaction with all aspects of the school is a
continual process and discussed at each P&C
meeting where open conversations occur
between all stakeholders.
The decision to alter the class structure for Year 7
in 2014 was done in consultation with parents as
it involved removing both the Gifted And
Talented and the Literacy class. A forum was
undertaken to explain the research that this
decision was based on and the rationale used to
establish all mixed ability classes.
Families were keen to listen and were given the
opportunity to clarify and ask questions.
The P&C identify areas needing to be evaluated
and are proactive in achieving progress in regard
to uniform and nutritious food in the canteen
School priority 3
Student Well-being and Engagement-support
structures and student responsibilities
Outcomes from 2012–2014

To reduce the incidence of bullying
from 11% in 2012, to 9% in 2013

To reduce suspension rates from 22.5
in 2012 to 17.9% in 2013
Strategies to achieve these outcomes in 2014:

Revisit anti-bullying plan with all
students

Streamlined welfare and discipline
process
Professional learning
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.
A major focus in 2013 was on the National
Curriculum with additional funds being
allocated from state resources to assist in the
implementation. The additional TPL funds
were used to enable faculties implementing
new curriculum (English, Math, Science and
History) to release staff to work on the
development of programs and assessments
to be ready to implement in 2014. The use of
tools such as Program Builder assisted staff in
their planning and development of programs.
J Edwards- Principal
S Xenos- Deputy Principal
J Mather- P&C President
Another focus area for TPL funds was in the
development of staff aligned to the strategic
plan. The number of staff leaving the site to
attend externally presented, one off training
and development activities, was greatly
H Atwill- Aboriginal Education Committee
J Harvey-Trappel- Head Teacher CAPA
Kylie Burnett- Head Teacher Math
N Conway- Head Teacher PDHPE (Rel)
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School contact information
Francis Greenway High School
Lawson Ave
Beresfield, NSW, 2322
Ph: 49641282
Fax: 49641147
Email: francisgre_h.school@det.nsw.edu.au
Web: www.milleniumschools.net.au/fghs/
School Code: 8439
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:
https://detwww.det.nsw.edu.au/highperformance/annual-school-reports
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