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THE SCOTS SCHOOL ALBURY 2008 ANNUAL REPORT
This 2007 Annual Report of The Scots School Albury follows a format in response to the educational and financial reporting requirements as laid out in the Registered and Accredited Individual Non-Government Schools (NSW) Manual of the Board of Studies. CONTENTS Reporting Areas 1. A message from key school bodies 2. Value added information 3. Student Performance in Statewide Tests and Examinations 4. Professional learning and teacher standards 5. Teacher attendance and retention rates 6. Student attendance and retention rates in secondary schools 7. Post school destinations 8. Enrolment policies and profiles 9. School Policies 10. School determined improvement targets 11. Initiatives promoting respect and responsibility 12. Parent, student and teacher satisfaction 13. Summary financial information.

THE SCOTS SCHOOL ALBURY
Educational Excellence in Regional Australia
The Scots School Albury is a co-educational day and boarding school catering for students from Pre-school to Year 12. The amalgamation of Albury Grammar School (1866) and Woodstock Presbyterian Girls School (1894) led to the establishment of The Scots School Albury in 1972 on the original Grammar School site. It operates under the auspices of the Uniting Church in Australia (Victoria and Tasmania).

,,Fide et Literis
"Faith and Learning"

VISION
To be a centre of excellence in learning and teaching where a deep regard is held for Christian values and the importance of community; where a holistic and broad education provides enriched life experiences.

The Mission of The Scots School Albury is to encourage and equip our students to succeed in life and contribute positively to the world. Each student is challenged in a safe, caring community to : * realise intellectual potential * develop self discipline, tolerance and initiative * develop spiritual, moral and ethical values * participate in a wide range of activities * contribute to the full and rich life of their community.

GOALS
1. Strive for excellence in learning and teaching. 2. Maintain a whole school community wherein all members feel safe, respected and valued. 3. Base policies and practice on Christian values, encouraging faith development and spiritual growth. 4. Develop community, teamwork and personal development by providing diverse opportunities in sporting, outdoor, cultural and performing arts pursuits and in community service. 5. Develop and maintain accessibility and sustainability of The Scots School Albury as a centre of excellence in regional Australia.

Messages from Key School Bodies

The School Board The School Board had another interesting and challenging year with a number of members resigning after many years of service. The new Principal, Mrs Heather Norton, assumed her post at the start of the year, succeeding Mr. Warren Howlett after a nine year term. Mrs. Norton has embraced the role with enthusiasm and energy and has worked closely with the Board over the year to ensure the school continues to develop its reputation and facilities. The school continues to develop all facets of its programs. Academic results are outstanding and reflect the depth of teaching across all levels; they are not confined to a few talented students. Scots offers a broad range of programs in Performing and Visual Arts, Sport, Technology, Outdoor Education and Community Service. A characteristic of Scots students is the extent to which they engage in a wide range of these activities. This gives them many experiences that stand them in good stead for interesting and productive lives beyond school. The limited regional catchment for the school, demographic trends of fewer children of school age and changes in the regional economy, particularly in agriculture, puts pressure on the financial viability of Scots. The Board is very conscious of the balancing act involved in keeping fees within the reach of families and offering a first class package of programs and facilities. We are heartened by small but steady increases in enrolments that indicate that the balance is somewhere close to correct. The Board has worked with members of the school community to develop concepts for a new Indoor Sports Centre. Planning for the project was commenced last year, with the Board authorising the construction pending financial benchmarks are meet. The estimated build cost of the centre is $6.2M. As the school receives no government funding for capital developments, this extensive project must be financed through fees or fundraising. Our school thrives because of the efforts of many people. Our dedicated academic staff and Principal are central to the school programs and they are supported by other excellent people in the boarding house, grounds and administration. The Parents and Friends, Scotsonians and Boarder Parent Group provide dedicated financial and other support to school activities. I thank my Board colleagues for their voluntary efforts through another fruitful year for the School. Mr. Grant Luff Chairman.

2008 P & F Report In 2008 I would like to acknowledge the significant time, effort and energy contributed in the endeavour to achieve the many and varied functions and fund-raising activities for this school and its students  our children, by the P&F Committee and the large body of Year Parents. The Year Parents have traditionally co-ordinated at least one social function per term, and there is often a competitive spirit evident in the manner in which they think up different ways to bring each years groups together. This year there has been a Father and Child Paint Ball weekend, social functions at the Community Pizza Oven, dinners, BBQs, pool parties, coffee mornings, pre-performance Get To-gethers at school events, Xmas party and end of year functions. The Country Fair was again a great success with several new stalls tried out for the first time. Other social events included the Cocktail Party at the Albury Club, the Year 11 Debutante Ball, and our involvement in the Sports Gala Dinner in the Chapel Hall. We made many significant purchases for the school including sewing machines, interactive whiteboards, welders, stainless steel kitchens, netball uniforms and video cameras. Our ongoing support of the Pipe Band has also seen an increase in financial aide. The School Canteen and the Clothing Pool are as significant as the Country Fair in raising P&F funds, although run by a much smaller group of volunteers, they are continuing to improve each year. The P&F Committee has continued what we started three years ago by giving each Year group its own fundraising event to be run during the school year and have also asked the Year Parents to be more involved with larger organized school functions such as the Year 12 Graduation Ball, the Year 11 Debutante Ball, the Year 6 Graduation Dinner, and the Year 9 and 10 Parents running the annual Gala Social Event in Term 3. Without exception all of the Year Parent functions this year have been successfully undertaken by a very competent and enthusiastic group of individuals. The Committee are very encouraged by this and are very pleased to see a much larger number of parents becoming actively involved in the school in many different areas. Just like at school, where students journey through their year levels, growing and learning more each year, every year is different, challenging and bigger; and we hope that this will prove to be the case with the P&F, and we continue to harness the expertise and knowledge of our parent body, learning and supporting our school as we go. Anne Tester President

Student Representative Council The SRC is one of the many opportunities provided by The Scots School Albury for students to be involved in Leadership. The SRC representatives are elected by their tutor group for a period of twelve months. The Year 11 representatives make up the office bearers of the SRC and supply leadership and direction for the group. A member of staff oversees the running of the SRC and acts as a mentor for the members. Meetings are held fortnightly or more often if the need arises. The twenty one members of the SRC have been actively involved in supporting local and national charities, tackling issues in the school that students have brought up through their representatives or the suggestion box that has been developed. Prefects As part of our student leadership programme we also appointed 18 Year 12 Leaders  9 were Prefects. These Prefects affected change through regular Assemblies, Chapel services and sporting fixtures. They worked closely with the School to develop role statements for future years. Prefects are required to present themselves for interview and are appointed on the basis of an agreed process. House Captains In conjunction with SRC and the Prefect body 8 House Captains, Year 12 students, are appointed to lead our Student Houses. Each House Captain works with their staff Head of House to organise House events such as Swimming and Athletics Carnivals. This year the House Captains were recognised as Year 12 Leaders.

Value added information

From the Principal An Independent School offers students a whole school experience through a number of areas. Co-Curricular and Sporting Programme Again in 2008 our students were involved in a range of activities which gave them opportunities to explore their talents and develop attitudes and capabilities beyond the classroom. These are only possible with the support and time of our staff. Whilst this is an expectation for staff many go beyond the anticipated duty. Our students have been involved in: Co-curricular Chess Debating Mock Trial Cattle and Sheep Judging Agriculture Show Team Local Musical Productions Pipe Band Orchestra  Junior and Senior Choir  Junior, Middle and Senior Schools Instrument programme in Primary School where all children learn an instrument Jazz Band String Group Year Productions throughout the school culminating with the Year 12, 2008, Production of South Pacific. Sport Rowing AFL Football Soccer Tennis Hockey Badminton Basketball Netball Riding and Eventing Mountain Biking Rogain races Snow Skiing Water Polo Swimming Athletics Other value adding activities that our students engaged in during 2008 Our students also are involved in the following: Year 12 Breakfasts Year 12 Graduation Dinner Year 9/10 Fundraising Dinners

School Dances Trips away to Melbourne, Ski trips, Rugby Union trips Year 11 Debutante Ball Year 8 Etiquette Dinner Boarder Tutoring Programme  all boarders can access an extensive programme of assistance with their homework (prep) programme. New Boarders weekends Student for a day programme  to allow all new students the opportunity to engage with their Year group before entering the school. Value adding to the Curriculum Our students perform at a high level consistently higher than the state average across the school. This was the case in 2008. This is detailed in sections of this report. However it was clear that during 2008 our students were able to access a wide range of support services which gave them an edge over their counterparts in NSW. These support services include: Staff Tutor who meets with them each day Year Co-ordinator who is responsible for their academic and emotional well being Assistant Director of Studies who is responsible for examinations and special provisions Director of Studies who is responsible for all academic progress of students Each report is read by the Principal who writes a comment for each student. Value Adding for Parents At The Scots School Albury parents are an important part of the School community. During 2008 the Principal and the Senior Management team have been able to strengthen the relationship through many regional get-together to outlying and local areas. This enables parents, particularly of boarding students, the chance to talk to executive staff, raising issues with them. It is planned that this is a feature of each year. Value Adding for staff Staff are the most valuable resource at The Scots School Albury. During 2008 all staff were invited to share a meal at the Principals residence. This involved Academic, Boarding, Administration, Business, Development, Maintenance, Health and Grounds staff. This enables staff to get to know the new Principal in a less formal way. A Staff Welfare Committee was also convened to look at major issues which affect staff moral and welfare. Many staff activities were organised by staff for staff. All staff at The Scots School Albury are also provided lunch at our School kitchen. The School covers the cost of this benefit.

In 2008 all staff were encouraged to attend Professional Development courses. This included Support Staff some of whom had not previously attended, or been considered for PD.

3: School Performance in Statewide Tests and Examinations

Higher School Certificate Results
Congratulations to the class of 2008 for their excellent performance in the HSC. In 2008 there were 95 students who completed their HSC, and 3 Year 11 students who sat for accelerated courses in French Continuers, Japanese Continuers and PDHPE There were 77 results greater than 90 (Band 6) or 45 (E4) achieved by 42 students, across 20 subjects. Of particular note are the students who achieved recognition by the NSW Board of Studies as All Rounders. 3 students achieved All Rounders Awards (Premiers Awards) for Band 6 results in 10 units or more. Clare Nickson (Dux of 2008) achieved Band 6 in all of her 12 units. Clare Gillett and Jonathon Miegel achieved Band 6 in 10 Units. They were presented with their awards in February in Sydney. Congratulations. Two students achieved recognition for being placed in the Top Ten of their Subjects in the State: Clare Gillett placed 5th in Biology in the state and Paul Holden 9th in the state in Music Course 1. These are very impressive achievements. Encore and Onstage nominations and selections: Lauren Whitehead, Chelsea Fraser and Cameron Roxburgh were nominated for Encore  State Music Celebration, with Lauren and Chelsea being selected. Jonathon Miegel was nominated for Onstage for his Individual Dramatic Performance. Best Individual Results were achieved by: Paul Holden and Lauren Whitehead who both achieved 98 in Music Course 1 and Clare Gillett with 98 in Biology Best performing Subjects: Biology with 15 students out of 44 achieving Band 6, and an examination mean of 10.16% above the state average. Extension 1 Mathematics, Drama and Visual Arts with 100% of results in Band 5 or 6. Chemistry with 7 Band 6 results and an examination mean of 9.02% above the state. Physics with 5 Band 6 results and an examination mean of 8.20% above the state. Music Course 1 with 6 Band 6 results and an examination mean of 8.80% above the state. General Mathematics 8 results in Band 6 and an examination mean of 7.29% above the state. Ancient History with 3 Band 6 results and an examination mean 12.64% above the state mean. The first cohort of students studying VET courses in Stage 6 completed their examinations in Hospitality and Metal and Engineering achieving outstanding

results. In Hospitality, six students completed the course with two students achieving band 6 results, the group ended with an examination mean of 8.99 % above the state average. In Metal and Engineering, nine students completed the course with an examination mean of 10.30 % above the state average.

Distinguished Achievers List  Results in 2 Unit Course >90, Extension Courses >45
Rhys Alexander Amanda Stephanie Benita Stephanie Jane Zoe Jacob Catherine Larry Julia Natalie Chelsea Clare Samuel Sarah James Sarah Paul Angus David John Grace Jonathon Laura Clare Alessandro Caitlin Cameron Phoebe Prue Alexandra Scott Timothy Miyuki Nicholas Gabrielle Millicent Lauren Catherine Simone Bartholomew Berry Box Brooder Bruce Bursill Carey Cousins Cunneen Drew Dunett Eastoe Endresz Fraser Gillett Giltrap Glyde Green Gregory Holden Lingham Mabon Mabon McKenzie-McHarg Miegel Nichols Nickson Pannozzo-Jewell Reilly Roxburgh Sanger Schoen Shilton Simpson Smith Suwama Sykes Thomas Wall Whitehead Williams Young General Mathematics Biology; Mathematics Extension 1 Ancient History; Biology Agriculture; Biology; Chemistry; English Advanced. Biology; Economics Drama Biology; Mathematics 2 Unit; Modern History (Yr 11) PDHPE General Mathematics Ancient History (Yr 11) French Continuers Drama General Mathematics Music Course 1 Biology; Chemistry; Mathematics; PDHPE; Physics Chemistry; Mathematics 2 Unit; PDHPE; Physics Business Studies Biology; Business Studies Biology General Mathematics; Music Course 1 Business Studies; Economics; General Mathematics; PDHPE Biology; Mathematics 2 Unit. Biology; Mathematics 2 Unit. Music Course 1 Chemistry; Drama; Mathematics Extension 1; Mathematics Extension 2; Japanese Continuers Chemistry; Economics; English Advanced, Mathematics Extension 1, Mathematics Extension 2, Physics Music Course 1 Chemistry; Mathematics; Mathematics Extension 1, French Continuers; French Extension Music Course 1 Music Course 1 Biology; General Mathematics General Mathematics Hospitality Examination Biology; Chemistry; Physics Mathematics Extension1 Mathematics Extension 1 Hospitality Examination Biology General Mathematics; Music Course 1 Biology; PDHPE Ancient History; Biology; PDHPE

Graphs Showing Student Performance across all Bands
20 15 15 10 5 0 0 Series1 E4 9 E3 15 E2 7 E1 0 9 7
Number of Students by Band-Extension

60.00 50.00 40.00 30.00 20.00 10.00 29.03

Percentges in each Band-Extension
48.39

22.58

0.00 0.00 Series2 E4 29.03 E3 48.39 E2 22.58 E1 0.00

200 180 160 140 120 100 80 60 40 20 0 Series1 40.00 35.00 30.00 25.00 20.00 15.00 10.00

184 155

Number of Students per Band-2 UNIT

74
55 27 0 Band 6 74 Band 5 184 37.17 Band 4 155 Band 3 55 Band 2 27 Band 1 0

Percentages in each Band-2 UNIT

31.31

14.95 11.11 5.45

5.00 0.00 Series2 0.00 Band 6 Band 5 Band 4 Band 3 Band 2 Band 1

14.95

37.17

31.31

11.11

5.45

0.00

100% of 1 Unit results were greater than E2 and 83% of 2 Unit results were greater than Band 4 (70 and above).

Table Showing 1 and 2 Unit Courses

Achievement in Performance Bands School Median, Mean and State Mean
Subject School Median Mark 79 87 86 82 83 79 86 79 77 69 37.5 32.5 85 47 82 76 School Mean State Mean Number of Students 10 16 44 47 28 13 10 16 37 28 9 3 4 1 53 6 Performance Band Achievement by Percentage and Number Bands 3-6 100 10 100 16 97.7 43 95.7 45 100 28 100 13 100 87.5 100 100 56 0 100 100 76.2 100 10 14 67 28 5 0 4 1 51 6 Bands 1-2

Agriculture Ancient History Biology Business Studies Chemistry Design and Technology Drama Economics English (Advanced) English (Standard) English Extension 1 English Extension 2 French Continuers French Extension General Mathematics Information Processes & Technology Japanese Continuers Japanese Extension Legal Studies Mathematics Mathematics Extension 1 Mathematics Extension 2 Modern History Music 1 Personal Dev, Health & PE Physics Software Design & Develop Visual Arts Metal and Engineering Exam Hospitality Exam Japanese Continuers (OHS)

77.88 85.13 83.38 79.14 83.74 77.15 85.84 76.34 77.12 68.31 35.04 31.90 83.85 46.60 77.42 74.97

72.34 72.49 73.22 72.21 74.72 74.90 78.27 75.45 79.03 65.55 39.77 39.78 81.51 42.20 70.13 71.13

2.2 4.25

1 1

12.5

44 100

4 3

3.8

75 43 83 77 89 88 78 92.5 80 84 74 85

79.30 43.30 78.89 77.13 88.75 87.73 77.39 87.95 79.52 81.30 72.60 84.28 80.49 82.60 83

78.76 37.40 75.43 75.69 79.59 83.16 75.77 79.15 72.64 73.10 75.30 80.72 70.19 73.51

6 1 7 32 11 6 19 11 36 14 4 8 9 6 1

100 100 93.7 100 100 100 100 100 97.3 100 100 100 100 100 100

6 1 7 30 11 6 19 11 35 14 4 8 9 6 1

6.25

2.77

83.5 81

School Certificate Results
The results for the School Certificate demonstrated significant strengths across all six testing areas. It was pleasing to note the continuing trend of results being well above the state average. 96 students sat for the NSW School certificate. One student completed Information Processes and Technology at an accelerated level.18 subjects were offered to students of which 13 were elective courses.

Table: School Certificate Test results, Performance Band Achievement Subject Number Performance Band School State School of Achievement by Mean Mean Median Students Percentage and Number Mark English  Literacy Test Mathematics Test Science Test Australian History, Civics and Citizenship Test Australian Geography, Civics and Citizenship Test Computing Skills Test Bands 6-3 98% 94 97% 100% 99% 91 96 95 Bands 2-1 2% 2 3% 0 1% 3 0 1

96 94 96 96

80.31 77.23 80.55 77.27

76.63 70.67 73.61 70.58

81 79 83 79

99%

77.28

73.52

HC,C

100%

CND 0

86.24

80.71

School Certificate Report 2008
Table: School Certificate Grading Pattern for all courses Subject Number of Students 96 94 96 96 96 7 41 13 14 3 21 6 13 5 18 7 7 22 19 6 14 2 41 1 16 1 15 4 9 7 89 Performance Band Achievement by Percentage Grades A  C Grades D  E 91 9 93 7 92 8 82 18 92 8 100 100 92 8 100 100 100 100 92 8 100 94 6 100 100 95 5 89 100 100 100 88 81 87 75 67 71 75 11

English Mathematics  Science Australian Geography Australian History Commerce 100 Hours Commerce 200 Hours French 200 Hours Japanese 200 Hours Agricultural Technology100 Hours Agricultural Technology 200 Hours Design and Technology 100 Hours Design and Technology 200 Hours Food Technology 100 Hours Food Technology 200 Hours Graphics Technology 100 Hours Graphics Technology 200 Hours Industrial Technology Metal 100 Hours Industrial Technology Timber 100 Hours Information and Software Technology 100 Hours Information and Software Technology 200 Hours Drama 100 Hours Drama 200 Hours Music 100 Hours Music 200 Hours Visual Arts 100 Hours Visual Arts 200 hours Visual Design 100 Hours Visual Design 200 Hours PDHPE 100 Hours PDHPE 200 Hours

12 100 19 100 13 25 33 29 25

The inaugural NAPLAN testing was completed in 2008. There are a few points for consideration when referencing our results. Each increment between bands is 52 points The lowest Band is below National Minimum Standards  Band 1 in Year 3; Band 3 in Year 5 100% of the students achieved above benchmark results in Overall Literacy, Overall Numeracy and Writing 100% of the students achieved above benchmark results in each specific aspect of literacy & Numeracy A large contingent of new students commence at The Scots School Albury in Year 5. They bring a wide array of experiences and varied degrees of prior knowledge. Table 1: NAPLAN results  student percentages above benchmark 2008 Test NAPLAN Year 3 Percentage of students meeting the National Benchmark 100% 100% 100% Year 5 Percentage of students meeting the National Benchmark 100% 100% 100%

Aspect Overall Literacy Writing Overall Numeracy

Table 2: NAPLAN results for Year 3  student percentages in skills bands 2008 Test NAPLAN Aspect Overall Literacy Reading Spelling Grammar & Punctuation Writing Overall Numeracy Number, Patterns & Algebra Measurement & Data, Space & Geometry % of YEAR 3 students in each band Band 5 Band 4 Band 3 Band 2 70 5 0 0 45 5 0 0 25 30 0 0 20 15 5 0 35 35 5 0 35 15 0 0 25 10 10 0 20 25 0 0

Band 6 25 50 45 60 25 50 55 55

Band 1 0 0 0 0 0 0 0 0

Table 3: NAPLAN results for Year 5  student percentages in skills bands 2008 Test NAPLAN Aspect Overall Literacy Reading Spelling Grammar & Punctuation Writing Overall Numeracy Number, Patterns & Algebra Measurement & Data, Space & Geometry % of YEAR 5students in each band Band 7 Band 6 Band 5 Band 4 39 17 11 3 22 14 17 3 25 36 14 6 25 19 11 3 17 22 14 3 33 25 8 0 19 31 8 3 47 25 8 3

Band 8 31 44 19 42 44 33 39 17

Bands 3 0 0 0 0 0 0 0 0

Table 4: PERSONAL GROWTH TABLE FROM YEAR 3 (2006) TO YEAR 5 (2008) There are a few points for consideration when referencing our results. Each increment between bands is 52 points Students are expected to move 1 ½ Bands between Years 3 & 5  that is 78 points 2008 Test NAPLAN Aspect READING GROUP SCHOOL AVERAGE GROWTH POINTS 85.7 87.4 73.3 100.8 92.7 161.5 103.6 102.8 110.0 100.7 103.2 82.0 STATE AVERAGE GROWTH POINTS 85.6 90.6 80.4 68.5 67.0 70.1 80.7 82.3 79.0 79.7 80.8 78.6

WRITING

OVERALL LITERACY

NUMERACY

ALL BOYS GIRLS ALL BOYS GIRLS ALL BOYS GIRLS ALL BOYS GIRLS

The continued 100% result for students achieving above National Benchmark results is extremely satisfying and affirming of the programs we implement within classrooms. Over twothirds of the Year 3 & 5 cohorts achieving results in the top 2 Bands in Overall Literacy and Numeracy is magnificent. Although, all students surpassed National Benchmark expectations in Overall Literacy and Numeracy, specific aspects such as Spelling and Writing will be a focus for 2009 and beyond. The personal growth from the 17 students who sat the tests in 2006 at Scots when in Year 3 is well above the 78 points expected. The exception to this in the aspect of Reading, where the girls average was 5 points below expectation. Phenomenal development is noticeable in Writing, which was a focus that had previously been identified.

Literacy and Numeracy Assessments Year 7
In 2008, 77 students in Year 7 participated in the National Assessment Program for Literacy and Numeracy (NAPLAN). 99% of results in Literacy were greater than Band 5, whilst in Numeracy, 100% of results were greater than Band 5. 2008 was the first year that National Assessment testing was completed under the auspices of NAPLAN. The students results indicated that the students performed well above state levels in all tests across all areas. Assessment Band 9
TSSA State Reading Writing Spelling Grammar and Punctuation Overall Literacy Number, Patterns and Algebra Measurement and Data Space and Geometry Overall Numeracy 32 21 13 27 26 11 10 11 10 8

Band 8
TSSA 26 29 32 25 22 State 18 19 25 20 18

Band 7 Literacy %
TSSA 25 30 32 23 38 State 24 24 29 25 30

Band 6
TSSA 16 17 18 19 13 State 29 30 20 23 28

Band 5
TSSA 1 3 1 5 1 State 14 11 9 14 12

Band 4
TSSA 0 1 3 0 0 State 4 7 6 7 4

Numeracy% 35 18 34 15 17 23 14 24 0 15 0 4

22 21

47 12

18 45

9 21

21 22

28 25

14 10

18 24

0 1

15 15

0 0

9 3

Literacy and Numeracy Assessments Year 9
In 2008, 82 students in Year 9 participated in the National Assessment Program for Literacy and Numeracy (NAPLAN). 93% of results in Literacy were greater than Band 5, whilst in Numeracy, 98% of results were greater than Band 5. 2008 was the first year that National Assessment testing was completed under the auspices of NAPLAN for Year 9 students. The students results indicated that the students performed well above state levels in all tests across all areas.

Assessment Literacy % Reading Writing Spelling Grammar and Punctuation Overall Literacy Numeracy% Number and data Patterns and Algebra Measurement Space and Geometry Overall Numeracy

Band 10 TSSA 24 30 13 26 State 7 9 7 10

Band 9 TSSA 26 24 28 9 State 16 12 22 12

Band 8 TSSA 32 23 21 26 State 26 25 25 21

Band 7 TSSA 15 13 20 28 State 28 23 27 29

Band 6 TSSA 2 9 12 9 State 17 21 11 17

Band 5 TSSA 1 0 6 4 State 6 10 9 11

30 37 20

13 17 10

21 17 23

14 17 17

26 24 34

23 20 28

18 20 18

26 21 25

5 2 4

16 15 14

0 0 1

7 10 6

4: Professional Learning and Teacher Standards
Professional Learning
PD records are now being held and recorded for all staff and the table below reflects recorded PD activities undertaken by any staff member employed at the school At the start of Term 3 all staff were involved in a one-day in-service, run by Peter Sullivan from Australian Business Training. This workshop focussed on changing peoples perception of themselves, their role and their environment. The purpose was to move people beyond the "How To" and develop "Will Do" commitment to action. Number of Staff 2 7 1 2 2 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 3 4 1 1 1 1 1 1 2 1 2 8 1 3 2 1 1 1

Description of Professional Learning Activity 2008 MANSW Annual Conference ABSA Conference in Canberra Adobe Creative Suite - TAFE Course AIS - Ahead of the field in 7-12 PDHPE AIS Annual English Teachers' Conference AIS Conference-Geography AIS Conference - Sydney AIS Pastoral Care Conference Optimism, Ethics & Young People AIS Trade Training Centres in Schools seminar AISRTO Internal Audit Workshop Animals and Agriculture Teaching Body Image BOS Science Inspector - Meeting Brain, Movement & Education - Part 2 Chaplains Forum Child Protection Investigation Training CIS PSSA AFL Carnival Composition Professional Development Course Enhancing Skills for Pastoral Care ETA Annual Conference and TTA: Teaching Creative Writing Fostering Learning in the Digital Era K-2 Helping kids to write - it's more than just text types. HSC & SC 2007: Feedback & Advice HSC English Ext. 2 Day HSC Examination: Keys to Success HSC Japanese Extension, New prescribed text issues HSC Marking Day - practical marking visit-Visual Arts HTA NSW Extension History ICPA Conference Adobe Illustrator Innovative teaching of Geography Workshop Introduction to GeoGebra - IT package Introduction to Moodle - an Online course ITMOOO IWB Conference Japanese Extension JLTAV State wide Conference Kitchen Garden Classroom Conference La Trobe Uni Albury/Wodonga Careers Advisers Seminar

LATV LabCon Victorians Lab Technicians Conference Le François pour tous - French teaching with emphasis on ICT & boys Life Love & Leadership MANSW HSC & SC 2007 Feedback and Advice Meet the Markers - Physics Minds on Technology Movement, The Brain and Learning Workshop National History Curriculum Forum NSW Agriculture Teachers Conference NSW GTA Annual Conference NSW Japanese Teachers' Conference 2008 NSW PDHPE Teachers Association Annual Conference NSWCIS Sports Dinner OHS Management Systems Training - Secondary Science Laboratories Overflow Conference - Uniting Church Pathways to Managing - forum for Deputy Principals PDHPE Stage 6 - HSC Marking Workshop Primitive & Postural Reflexes 2 Programming new Hospitality syllabus Review of New HSC English Prescription List RIVPAT Annual Conference for the Teacher Librarian & English Teachers Safety in Laboratories School Tech 08 - IT in the classroom Science and Technology Conference Science Teachers Forum Stage 6 Maths Review - BOSLO consultation Stephanie Alexander School Gardens Project TAS Conference "Innovation in Design" TEA Conference Teaching demise & destruction with Romeo & Juliet & Macbeth Teaching HSC Monologue Timetable - consultation Total Assessment Conference - Schools participating in ICAS VET Hospitality - "Face to Face with Industry" 2008 Visiting PLC to view software of Stage 6 Visual Arts AIS Conference "Visual Dialogues" Welcome Reception in honour of Visiting Exchange Teachers

1 1 3 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 6 2 3 2 1 2 4 1 1 1 1 1 1 1 1 2 2 1

Teaching standards
Category Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEINOOSR) guidelines, or Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context Number of Teachers 82

Note: All teachers in the third category have been employed due to their expertise in the content areas and work directly under the supervision of a qualified teacher. The teachers in the third category are all registered with the NSW Institute of Teachers as transition scheme teachers and are undertaking study to complete their teaching requirements.

5: Teacher Attendance and Retention Rates
In 2008 the average daily staff attendance was approximately 98.65%. There was a decrease in the turnover of teaching staff (1). The staff retention rate was approximately 98.2%

6: Student Attendance and Retention Rates in Secondary Schools
Retention Rates
The actual retention rate is calculated by taking the roll of students for an initial year and deducting all students who are not on the roll for a later year. For example, this would identify the number of students who were enrolled in Year 10 who have continued to Year 12 at the same school. Table 1: Years compared Year 10 Total enrolment on census date Year 12 Total enrolment on census date Year 10 enrolment at census date remaining in Year 12 on census date 87 Apparent retention rate Actual retention rate

2006-2008

100

97%

87%

Based on the information provided a number of the students who left at the end of Year 10 and Year 11 do so because they have sought an exchange overseas or want a change in environment for their final years of schooling. Some students leave to pursue vocational training. Students entering Year 12 have either changed to the school in Year 11 or have returned from student exchange.

Student Attendance
The average student attendance for 2008 is 95.4%. The attendance rate was influenced generally by: Illness Short Exchange  students spending time in schools overseas for short periods Family holidays  some families extend holiday periods into term time to travel Sporting Commitments  both within Australia and also overseas Co-curricular  some students participate in events privately

7: Post School Destinations
In 2008, 80% of our Year 12 students received university offers throughout Australia with approximately 56% of the students deferring their offer until 2010. 2% of our students have started a TAFE Course. A further 3% of the group has gained apprenticeships and 15% are in full time employment, undertaking part-time employment or pursuing other interests. Of the students that have deferred, 8 of the students are taking an organised GAP placement with all of the others in full time employment, part-time or a combination of working and travel. Students undertaking a Gap year have found it more difficult to gain full time employment mirroring the current economic climate.

Destinations Class of 2008

Arts

Law

Health
Medicine, Nursing, Health Science, Pharmacy, Psychology, Occupational Therapy

Science
Agriculture, Science, Environment, Engineering

Design
Industrial Design, Graphic Design, Textile Design

Business

Education

Performing Arts
Music. Drama

International Studies

Construction

Apprenticeships

8: Enrolment Policies and Profiles
Enrolment Policy/Procedures
Enquiry  Prospectus issued with covering letter from Registrar

Tour and interview with Principal (Secondary) Head of Primary (Primary)  Decision made - enrolment form sent in with enrolment fee

Enquirer sends in enrolment form with enrolment fee

Student/s placed on Enrolment List  End of Term 1/start of Term 2 letters sent to current Years 6, 8 & 10 students to confirm ongoing enrolment  Letter of offer sent to Kindergarten on Enrolment List  Meeting held of Director of Studies, Deputy Principal and Registrar to establish numbers in Year Groups  List for following year established, identifying number of vacancies  Scholarships/Bursaries offered (June)  Letters of offer sent to future Boarders (June)  Letter of offer sent to remainder of enrolment list  A tour and interview with Principal is organised for those yet to have one  Confirmation of enrolment when first term fees paid in advance  Late enquiries accepted depending on availability of places and electives in any years

Enrolment Policy Conditions of Entry
Programmes and activities  The programs and activities offered by the school are reviewed annually. These amendments can be found in the School Handbook which is produced in December each year.

Absences  The process of dealing with absences from school can be found in the School Handbook.

Behaviour of Students  Policies relating to behaviour of students can be found in the School Handbook.

Exclusion from the School  If the principal, or any person deputing for the principal, considers that a student is guilty of a serious breach of the rules or has otherwise engaged in conduct which is prejudicial to the school or its students or staff, the principal or deputy may exclude the student permanently or temporarily at their absolute discretion. If the school council or the principal believes that a mutually beneficial relationship of trust and cooperation between a parent and school has broken down to the extent that it adversely impacts on that relationship, then the school, the school council or the principal may require the parent to remove the child from the school.

No remission of fees will apply in either case. Uniforms  The school requirements for students in relation to uniform can be found in the School Handbook.

Notice of Withdrawal    Terms of Withdrawal or Cancellation of Enrolment or Change of Status One term's notice of withdrawal shall be given in writing to the Principal, otherwise one term's fees shall be payable. As from 2006, when the school is notified that a student (under 15 years of age) is withdrawing, a destination request will be included with the letter of withdrawal and sent to the parent/guardian. If the information is not returned within 2 weeks a Department of Education and Training Officer with home school liaison responsibilities will be notified of the student's name, age and last known address. After the Department of Education have been contacted the destination of the student will be recorded as "Unknown". These procedures and correspondence will be recorded in the students personal file.

Fees and Increases   A statement relating to the determination of fees and fee increases can be found in the School Handbook. Fees are reviewed annually in October.

Books and Stationery  Text books and stationery packs are ordered in Term 4 for the following year. This is processed through the Scots Shop. These items are to be paid for prior to pick at the end of Term 4. For day-to-day needs Day Students may purchase items and pay at the time. Boarders may have the cost of items placed on their accounts.

Urgent Medical Treatment  If a student needs urgent hospital or medical treatment of any nature and the school is unable to contact the parent or guardian after making reasonable efforts you authorise the school to give authority for such treatment. You indemnify the school, its employees and agents in respect of all costs and expenses arising directly or indirectly out of such treatment.

Personal Belongings  Students are responsible for their personal belongings and the school will not be liable for any loss of these belongings.

School Activities  In order to maximise the student's Education experiences the school encourages students to participate in School based sports and activities.

Amendment of Terms and Conditions  The council may alter these conditions of entry at any time by notifying parents/guardians in writing. Alterations will apply from the date of the notice.

Change of Address  Notification of change of address/phone numbers are to be forwarded to the School within 7 days of the change taking place.

Disability Discrimination Act
The Scots School Albury complies with the Disability Discrimination Act. The Scots School Albury is a comprehensive co-educational K-12 school providing an education underpinned by religious values and operating with the policies of the NSW Board of Studies. All applications will be processed in order of receipt and consideration will be given to the applicant's support for the ethos of the school, siblings already attending the school and other criteria determined by the school from time to time. Once enrolled, students are expected to support the school's ethos and comply with the school rules to maintain the enrolment. The school has 680students of whom 500 are in the Secondary School, 180 in the Primary School. There are approximately equal numbers of boys and girls throughout the school. The school has 90 Full time equivalent Boarders. As it is a non-selective school, the students come from a wide range of backgrounds, including language background other than English, and a number of students with special needs. The Scots School Albury is actively marketing in China and Hong Kong.

The Scots School Albury is an employer which upholds the values of Equal Opportunity. Employment is on merit but a balance of genders is considered when appointing at senior level. To support young families we offer part time employment, consideration for long term camp rosters and offer after school care for our staff children. A child care centre is also being planned for the future.

9: Student Welfare Policies, Discipline Policies, Reporting Complaints and Receiving Grievances Policies
A. Policies for Student Welfare
The Scots School Albury seeks to provide a safe and supportive environment which: minimizes the risk of harm and ensures students feel secure supports the physical, social, academic, spiritual and emotional development of students provides student welfare policies and programs that develop a sense of selfworth and foster personal development

To ensure that all aspects of the schools mission for providing for a students welfare are implemented the following policies and procedures were in place (or developed) during 2008:

Policy Child Protection Policy encompassing Definitions and concepts Legislative requirements Preventative strategies Reporting and investigating "reportable conduct" Investigation processes Documentation Security Policy encompassing Procedures for security of the grounds and buildings Use of grounds and facilities Emergency procedures Travel on school-related activities Supervision Policy encompassing Duty of care and risk management Levels of supervision for onsite and off-site activities Guidelines for supervisors Codes of Conduct Policy encompassing Code of conduct for staff and students Behaviour management The role of the student leadership system Pastoral Care Policy encompassing The pastoral care system

Changes in 2008 No changes from 2007

Access to full text Issued to all staff and members of school Board Full text in staff handbook Parents may request copy by contacting school.

Lockdown and emergency. Procedures added in 2008.

Full text in staff handbook Parents may request copy by contacting school.

No changes in 2008.

Full text in staff handbook

Anti-bullying, Behaviour management policies and strategies revised as part of on-going process Student leadership policy added in 2008

Full text in Staff Handbook Student diary Parent information booklet School website

Pastoral care system was revised in 2008 to be implemented in 2009.

Full text in Staff Handbook. Text of health and

Availability of and access to special services such as counselling Health care procedures Critical incident policy Homework policy Communication Policy encompassing Formal and informal mechanisms in place for facilitating communication between the school and those with an interest in the students education and well-being No changes in 2008.

homework policy in Student diary Parent information booklet Boarders handbook.

Full text contained in Staff Handbook Parent information booklet

B. Policies for Student Discipline
Students are required to abide by the schools rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a students prior behaviour. Corporal punishment is not permitted under any circumstances. All disciplinary action that may result in any sanction against the student including suspension, expulsion or exclusion provides processes based on procedural fairness. The full text of the schools discipline policy and associated procedures is provided to all members of the school community through The Staff Handbook The Student Diary The Parent Information Booklet. During 2008 the Schools discipline policies and procedures were evaluated and continually monitored. All policies are in place and available; and will be subject to ongoing review.

C. Policies for Complaints and Grievances Resolution
The schools policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness. The full text of the schools policy and processes for complaints and grievances resolution is provided in the Staff Handbook. An appropriate outline of the policy and processes is also provided in the Parent Information Booklet and the Student Diary.

10: School-Determined Improvement Target
AREA LEARNING AND TEACHING PRIORITIES Enhanced ICT resources - Provision of Interactive Whiteboard for Secondary School - Professional Development of staff in Interactive Whiteboards ACHIEVEMENTS This has been achieved through the installation of 12 new Interactive Whiteboards in the Secondary School. The staff have accessed professional development through the Primary School staff. This has been extremely valuable for all. More training is planned for 2009. Sustaining of strong numeracy and literacy results Review of Emotional Intelligence practices into the teaching and learning strategies and into Pastoral Care. This has continued in 2008 across the school. During July a Professional Development session was held for all staff. The response from staff was good. Staff were challenged to use these strategies in their own classrooms. This has been a personal responsibility of each teacher. There has been moderate success in teaching and learning strategies and more can be done in this areas. However the Pastoral Care programme benefitted greatly from this initiative which will have a positive impact on the teaching and learning strategies employed in each classroom. Review of Teaching and Learning Practices within the School to link with academic programmes. This is ongoing and delegated to each Subject Co-ordinator. There have been some interesting reviews and sharing of ideas. This continued to be outstanding. The HSC results for 2008 were the best we have received to date.

Continuation of outstanding SC and HSC results.

Introduction of NAPLAN Australia wide testing

This was organised and implemented by the Director of Studies/Head of Primary with assistance from Year Coordinators and Classroom teachers. This has been evaluated and a NEW WEBSITE has been planned for introduction in 2009. Assessment Calendars, Assessment and Course information are all available on Intranet. Senior students use this extensively. This commenced late in 2008. The bulk of the work will continue in 2009. This was extremely successful and a definite feature of our school calendar. No new International students were enrolled at The Scots School Albury in 2008. However links with our contacts in both Hong Kong and China were strengthened. This will continue in 2009.

SCHOOL COMMUNITY

Strong and clear communication within the School.

Use of Intranet for the dissemination of School information.

Commencement of Strategic planning for 2009 2013. Take opportunities for community to meet new Principal  dinners, Year 12 Breakfasts, Regional gettogethers. Introduction of International students to student population.

FACILITIES Development of Intranet for all As above. AND members of the school community RESOURCES to access Use of the Intranet/Intranet for all members of the School community to access This was achieved. However it has become evident that a more effective use of the School Website will improve the school communication. Speed of communications with parents continues to be an issue. This was completed in 2008 with great success. Year Level Co-ordinators worked to ensure a smooth flow of transition between year groups.

STUDENT WELFARE

Review the Secondary Pastoral Care structure including content and scope and sequence across Years 7-12.

Review the procedure for appointment of leaders within the School.

This was reviewed in 2008. A new process and procedure was introduced during the year for 2009 leaders (who were appointed in Term 3, 2008). This will continue to undergo review in 2009.

FUTURE Area Learning and Teaching Priorities Enhanced ICT resources - Continuation of Provision of Interactive Whiteboard for Secondary School; 9 new Interactive Whiteboards will be ordered as a result of a successful (pending) Federal Government grant. Continuation of Professional Development of staff in Interactive Whiteboards  a moratorium on the purchase of Interactive Whiteboards as staff need to consolidate their knowledge and pedagogical approach to teaching with these tools.

A focus on literacy across the curriculum. Continuation of outstanding external examination results: NAPLAN, UNI of NSW contests, SC and HSC. A understanding and use of the latest research on the brain and learning  evident in classrooms and the student population. The development of TILT teams (Teachers in Learning Teams) in conjunction with the introduction of Performance Development as an alternative concept to Appraisal. Consideration of Middle Schooling concepts across Years 5  8. A continued development of the learning experience for each student and evaluation of the learning environment. Concept of the learning community introduced. School Community Use of Email alerts and instant parent communications. Development of Parent programme encouraging parents to be learners within the School community. The development of International Student programme The introduction of the concept of a Global Citizen within the teaching and learning and the pastoral care programme. The focus on Social Justice for all members of the School community. An impetus to widen the school enrolment base  both International students and Indigenous students. The development of the School Website to be more interactive for all members of the community to access.

Facilities and Resources

The finalisation and successful commencement of the Indoor Sports Centre. The development of external enterprise and partnerships within the school community  eg. Ski School, Equestrian Partnerships with Albury Equestrian centre etc. The development of a Financial Sustainability plan. The development of the concept of Sporting Excellence academies. A review of Boarding facilities.

Student Welfare

Review and development of leadership opportunities within the school. The introduction of Emotional Intelligence programme within Boarding Houses. Student leadership team to form part of the OHS committee. More interaction between the Primary and Secondary leadership team.

Staff Welfare

The development of a leadership programme for all staff. Increased Child Protection training from external providers. The introduction of The Performance Development concept. Proactive recruiting of staff to replace departing staff. Closer co-operation between Secondary and Primary Schools.

11: Initiatives Promoting Respect and Responsibility
The Scots School Albury, a Pre-School to Year 12 school, wants all students to recognise that they are valued and integral parts of the school community and can contribute in many ways. In non-academic areas, these include drama, music, sport, Duke of Edinburgh, Agriculture Show Team, debating and public speaking. The secondary school has a horizontal Pastoral Care system, where both a Year Level Coordinator and a Tutor guide each student. The program has four major aims: Connectedness Resilience Consistency Consequence Respect is a major theme within connectedness and resilience. Sample topics include: Bullying Bullying and bystanders Being a good friend Manners and honesty Connections for teenagers Responsibility is a major theme within consistency and consequence. Sample topics include: Preparation and responsibilities of leadership (senior students) Leadership qualities Actions and consequences Drug and alcohol education programs End of year break ups and parties In addition the principles of respect and responsibility are reinforced in the following aspects of the school: Chapel (weekly for all students) Personal Development, Health and Physical Education topics (theory) Peer Support program (years 7 and 11) Community Service (optional part of weekly Activities program, Red Cross, Salvation Army) Fundraising (local and international causes) at all levels. Student leadership positions (prefects, house and boarding captains, sports captains) in both Primary and Secondary. Student coaches (junior sporting teams) All of the above initiatives and programs attempt to engender positive self-images and esteem in children; mutual respect for all sections of the school community; rights and responsibilities.

12: Parent, Student and Teacher Satisfaction.
Scots has continued to be a community unlike others. It is characterized open communication, a willingness to learn and to work and a sense of positivity. New members of the community are warmly welcomed and nurtured into the school by their peers and the staff. The Parents and Friends Association and the Boarder Parents Group have regular meetings on matters pertaining to The Scots School Albury. These are both support groups and do not make policy but work hard to make funds available for our students. The major fundraiser, The Country Fair, is a convivial day where staff, students and parents work together to raise large amounts of money to be used in the School. The regular meetings are attended by the Principal, the Head of Primary, the Coordinator of Boarding and the Director of Development who give reports and answer questions from the community. Feedback from these sessions indicate a high level of satisfaction with The Scots School Albury. It also demonstrates the high level of trust and co-operation that exists within the School community. Parents feel free to express views and to suggest changes. Parents are free to contact the school at any time if they are concerned by an issue relating to their childs progress. There is also a culture in the school that allows students to share concerns with the appropriate members of staff. This increases the feeling of student safety and security. In 2008 we did not complete a student satisfaction survey. However we did complete a small number of surveys through the beginning stages of the Strategic Planning process. Words such as: Engaging, Safe, Invigorating, Exciting, Learning, Friendly, Successful, Enjoyable were widely used by parents and students to describe the School. This survey will be continued in 2009. This augurs well for a positive future and reflects the way in which the students and parents engage in the School community. Similarly informal and anecdotal feedback from staff interactions with students during 2008 revealed that tudents were generally very satisfied in all areas of the school. New students and parents remark on the way in which they have ,,fitted in and the high standards of the School. They comment on the culture of learning and the strong community support. Visiting staff, student teachers and new appointments all declare that Scots staff are very welcoming and that the school has both a strong learning culture and a climate of mutual respect and caring. Perhaps one of the most positive forms of feedback emanates from the past students who feel free to visit the school after completion. They reflect positively on the strong culture of learning and the sense of community. The Principal has also instituted exit interviews with parents of students who are leaving the school. Without exception all feedback has been positive. Generally

students leaving the School do so as parents have accepted a position away from the local area. The Staff are a remarkable group of individuals who have demonstrated their commitment by a high level of attendance at non-compulsory School community activities. This was regarded highly by the parent body who commented on their dedication. Staff are willing to work well beyond school hours and all contribute to a co-curricular activity.

13: Summary Financial Information.
Recurrent/Capital Income for 2008

Capital fees & levies allocated 8%

Other capital income 1%

Commonwealth recurrent grants 23% Fees & private income 60%

State recurrent grants 8%

Recurrent/Capital Expenditure for 2008

Non-salary expenses 28%

Capital expenditure 4%

Salaries, allowances, related expenditure 68%

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Title:	THE SCOTS SCHOOL ALBURY
Author:	ANNETTE MCINNES
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Producer:	Microsoft
Creation Date:	Tue Jun 30 03:08:36 2009
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