ANNUAL

contents Vision and Context Our Beliefs/Values

Student Success Positive Partnerships Sta� Qualifications / Professional Learning

2020 Attendance Snapshot

OLNA Students at

Educational risk

Budget summary report

1. 2. 3. 4. 5.

6\7. 8. 9.

10.

PAGE

Vision

The town of Fitzroy Crossing is situated on the northern bank of the Fitzroy River, approximately 2700km from Perth and 400km east of Broome. The town has a population of almost 1500 people. The main cultural groups in the valley are the Bunuba, Gooniyandi, Walmajarri, Nyikina and Wangkatjungka peoples.

The Fitzroy Valley community is vibrant, innovative and culturally strong. It has a long history of Indigenous achievement, enterprise and locally designed and implemented programs. Whilst the Fitzroy Valley community faces many challenges it is forward focused and rich in language, culture and spirit.

Fitzroy Valley District High School enrols students from Kindergarten to Year 12. Students come from the many communities in and around Fitzroy Crossing, each consisting of one or more cultural groups. The main communities are Junjuwa, Kurnangki, Mindi Rardi, Loanbung, Burawa, Biridu, Darlngunaya, Jimbalakudunj, Karnparri, and Gilaroong. Secondary students from Muludja, Wangkatjungka, Ngalankadji, Mimbi, Ngumpan, Joy Springs, and Bayulu communities travel in to school each day.

Fitzroy Valley District High School has predominantly Aboriginal students enrolled and has a strong focus on developing literacy and numeracy skills. Fitzroy Valley District High Schools whole school approaches to delivering curriculum is to ensure consistent practices are implemented across all classrooms which meet the needs of a highly mobile and transient population of students. Fitzroy Valley District High School has strong programs for supporting students with special educational needs across the school with a focus on appropriate adjustments to teaching and learning and development of personal strengths. Fitzroy Valley District High School continues to work in partnership with other agencies to raise awareness and understanding around best practice for supporting students in classrooms.

Our young people have strong futures in the Fitzroy Valley and beyond. They know who they are, where they come from and how to achieve success. Through positive partnerships, they are connected to country and culture and have the skills and knowledge to be the change.

Context

Our Beliefs

Values

Our beliefs are reflected in everything that we do. Respect – We show respect for culture, traditions, respect for each other, respect for ourselves and respect for our environment.Resilience - We show resilience by trying our best and never giving up so we can reach our potential.Responsibility - We take responsibility for all of our own actions and make things right when we make mistakes.

Excellence - We have high expectations of sta�, students, families, and community members. Together we build students resilience to challenge themselves to do their best in all aspects of their learning. We have a consistent approach to raise the standards of student achievement. Equity - We value the safety of all our students, to ensure they feel a sense of belonging in a supportive learning environment. We respect the diverse languages of our students and encourage code switching and two-way learning. We di�erentiate the curriculum and provide resourcing to meet the learning needs of all our students.Care - We are responsible to care for each other and our school. We develop trust and mutual respect when building relationships between sta�, students, and community. We create a caring environment through promoting positive behaviours.Learning - We value and promote lifelong responsible learners. We recognise that all students learn di�erently and believe all students can learn. We know that learning is most e�ective when families, students and teachers work in partnership. Inclusivity - We embrace and celebrate the cultural diversity of all students and sta�. We encourage appreciation, understanding and respect for all cultures. We ensure this is reflected in our educational programs.

Student SuccessPrimaryOur KindiLink Program went from strength to strength in 2020, working success-fully in collaboration with Baya Gawiy Children and Family Centre, we hosted a successful KindiLink program with high levels of parent engagement. 2020 saw the first full year of implementation of the Kimberley Schools Project. The Explicit Instruction teaching platform is embedded at Fitzroy Valley High School with 2020 testing against 2019 baseline data revealing Fitzroy Valley District High School achieved above like schools in Pat R reading and the South Australian Spelling Test. Facilitated by the Aboriginal Education languages team at Fitzroy Valley District High School successfully delivered language lessons in Bunuba, Gooniyandi and Walmajarri in Years 3-6.

Secondary 7-102020 saw the ceasing of the contract with Big Picture Education as such the students transitioned to an Inquiry based model of learning for Semester Two 2020. Some highlights included work experience program with 10 students throughout the year participating with great success with a variety of work placements around Fitzroy Crossing. 2020 also saw the establishment of Student Representative Council, the elected student voice of the secondary school, Highlights included hosting the Minister of Education and Training for a school visit. Fitzroy Valley District High School also continued its successful partnership with the Ngurrara and Bunuba ranger groups respectively though our Bush Ranger program. ranger programs came in and delivered lessons, camps. Ongoing work placements. Facilitated by the Aboriginal Education languages team at Fitzroy Valley District High School successfully delivered language lessons in Bunuba, Gooniyandi and Walmajarri in Year 7.

Senior SchoolCOVID-19 severely impacted attendance rates in Secondary School however there were some successes with two Year 12 students successfully transitioning from school to employment with Garndawa and Parks and Wildlife. 2020 also saw the reintroduction of ASDAN in the Secondary School in years 11 and 12. Fitzroy Valley District High School o�ered the ASDAN courses Careers and Experiencing work and Enterprise.

Positive PartnershipsFitzroy Valley District High School continues to strive towards working closely with its school community to develop positive school/community relationships and ensuring FVDHS remains a culturally responsive school.FVDHS continues to work collaboratively with its internal partners such as the Clontarf Foundation. During Term Two, Clontarf assisted greatly in the delivery of work packages to the 17 feeder communities. FVDHS has also signed a 2021 Service agreement with Glass Jar Australia for the delivery of an Aboriginal Girls Engagement Program through the Shooting Stars Program.FVHDS has established a strong relationship with Northern Regional TAFE in 2020 with many sta� and students enrolling in short courses such as 4WD training, First Aid and Snake Handling and Certification I courses. FVDHS also hosted TAFE onsite for short courses such as Small Motor and Whipper Snipper.FVDHS continues to work closely Marra Worra Worra, the largest Aboriginal Corporation in the Fitzroy Valley region, MWW oversees the delivery of the Remote Schools Attendance Strategy (RSAS). Leedal Corporation runs many of the local businesses in Fitzroy Crossing and in liaison with the school, hosted some of the student work placements in 2020.FVDHS has established a strong relationship with Wangki Yupurnanupurru Radio Station, including a weekly radio show with the Principal and students program-ming slots on the day of broadcasting, sta� also volunteer time to record messag-es and read aloud books for the community listeners.Marninwarntikura Women’s Resource Centre and the sta� and students of FVDHS continue to maintain their strong working relationship, The resource centre and FVDHS co-hosted many joint projects over the course of 2020 including an Artist in Residence program with two ceramicists.FVDHS continues its positive partnerships with non-government schools in the Fitzroy Valley such as Yiramalay Studio School attending FVDHS’s 2020 NAIDOC Day celebrations. FVDHS maintains positive relationships within the Valley Leadership network, in particularly with the three feeder schools, Bayulu RCS, Muludja RCS and Wangkatjunka RCS.

-

Sta� Qualifications

Professional LearningOver the course of 2020 teachers and support sta� all participated in a minimum of six days of professional learning. The sta� were able to complete all the modules from the Kimberley Schools Project. Other new sta� in the Early Years were able to complete Module One on Let’s Decode. Once again these modules were presented by Dr Lorraine Hammond. The KSP coaches continued to support and mentor teachers throughout the year. The whole school had a focus on Classroom Management Strategies (CMS) and three one day modules were delivered during the year on separate days. This also involved a coaching model and sta� were able to be observed implementing strategies and were given important feedback to increase their classroom management approaches and skills. All sta� have accessed 4wd training to ensure safety on the roads. Several sta� members completed Bronze Medallion requalification and First Aid. Seven sta� members also successfully completed an accredited snake handling course through Northern Regional TAFE.All Graduate Teachers accessed the relevant Graduate Modules.

FVDHS Teaching Sta� Retention rates

All teaching sta� at Fitzroy Valley District High School meet the requirements to teach in Western Australian schools and are registered with the Teacher Registra-tion Board of Western Australia.

Star�ng year 2019 2020 2021 Total Teaching Staff 23 26 23 Teaching Staff 20 23 14 retained from previous year New Teaching Staff 3 3 9

Staff Reten�on rate 88% 88% 60% # # End of contract with BPE

Attendance Snapshot 2020 Non- Aboriginal Aboriginal Total School

Like Schools

WA Public Schools

School Like

Schools WA Public

Schools School

Like Schools

WA Public Schools

2016 90% 89% 94% 62% 63% 81% 64% 68% 93% 2017 88% 92% 94% 63% 66% 74% 65% 70% 93% 2018 81% 85% 94% 58% 62% 72% 60% 63% 93% 2019 83% 88% 93% 58% 60% 80% 61% 64% 92% 2020 93% 86% 34% 55% 55% 59%

PPR Y1 Y2 Y3 Y4 Y5 Y6

2016 66% 59% 55% 65% 63% 74% 55% 2017 70% 58% 64% 55% 67% 68% 67% 2018 62% 76% 63% 54% 57% 48% 57% 2019 55% 57% 73% 73% 62% 58% 49% 2020 54% 47% 52% 58% 64% 62% 57% WA Public Schools 2019 91% 91% 92% 92% 92% 92% 92%

Non- Aboriginal Aboriginal Total School

Like Schools

WA Public Schools

School Like

Schools WA Public

Schools School

Like Schools

WA Public Schools

2016 85% 78% 89.7% 32% 43% 67% 33% 48% 88% 2017 86% 67% 90% 32% 43% 66% 36% 44% 88% 2018 80% 83% 90% 30% 35% 66% 31% 36% 88% 2019 68% 75% 89% 27% 38% 66% 28% 41% 87% 2020 86% 82% 23% 42% 26% 62%

Y7 Y8 Y9 Y10 Y11 Y12

2016 49% 37% 34% 30% 32% 8% 2017 36% 36% 32% 25% 31% 54% 2018 39% 29% 24% 26% 16% 46% 2019 42% 31% 26% 18% 20% 10% 2020 39% 24% 27% 24% 7% 14% WA Public Schools 2019 90% 87% 85% 85% 86% 87%

Primary Overall Attendance

Primary Attendance Rates – Year Level

Secondary Overall Attendance

Secondary Attendance Rates – Year Level

Note: The 2020 attendance rates are not available for publication as they were adversely a�ected by the COVID-19 pandemicand are not comparable to previous years.

Note: The 2020 attendance rates are not available for publication as they were adversely a�ected by the COVID-19 pandemicand are not comparable to previous years.

Primary Attendance SummaryIn 2020, attendance across the whole school su�ered due to the COVID-19 pandemic that caused populationmovement throughout the year.

Attendance Snapshot 2020Secondary Attendance SummaryThe attendance rates across the secondary school have declined to a concerning level which can partly be contributed to COVID-19 although it is still clear that many students are not engaged. 2020 also saw the termination of the contract with Big Picture Education with FVDHS restructuring the secondary school in 2021.

Whole Attendance SummaryAttendance across the whole school plummeted as a result of the COVID-19 pandemic. It is a whole school priority in 2021 and is the responsibility of all sta� to ensure student attendance recovers from the 2020 decrease. There will be a strong focus on increasing the percentage attendance of students in the regular and indicated attendance categories as well as reducing the amount of students in the severe category. Fitzroy Valley District High School aim to increase the whole school attendance rate of 50% compared to 38% at the end of 2020. Students with regular attendance will be rewarded as well as targeted students who reach their individual attendance goals. Engagement and incentive activities will be implemented to increase student engagement and attendance.

AIEOs will continue to prioritise time to follow up on unexplained absences and conduct home visits. Two School Based Attendance O�cers will support and assist students, parents/caregivers and sta� to improve school attendance. Sta� will continue to follow up with parents/caregivers with attendance concerns through home visits.

Strategies will be implemented to improve the attendance rate of secondary students with a focus on finding alternative pathways by working closely with the Regional Attendance Coordinator. The Remote School Attendance Strategy (RSAS) will continue to work with Fitzroy Valley District High School and families to improve the attendance of students in the moderate attendance cohort.

Over the course of 2020 teachers and support sta� all participated in a minimum of six days of professional learning. The sta� were able to complete all the modules from the Kimberley Schools Project. Other new sta� in the Early Years were able to complete Module One on Let’s Decode. Once again these modules were presented by Dr Lorraine Hammond. The KSP coaches continued to support and mentor teachers throughout the year. The whole school had a focus on Classroom Management Strategies (CMS) and three one day modules were delivered during the year on separate days. This also involved a coaching model and sta� were able to be observed implementing strategies and were given important feedback to increase their classroom management approaches and skills. All sta� have accessed 4wd training to ensure safety on the roads. Several sta� members completed Bronze Medallion requalification and First Aid. Seven sta� members also successfully completed an accredited snake handling course through Northern Regional TAFE.All Graduate Teachers accessed the relevant Graduate Modules.

FVDHS Teaching Sta� Retention rates

OLNAOLNA has con�nued to be a significant challenge for Fitzroy Valley DHS students. A large majority of students in years 10-12 not yet achieving the OLNA benchmarks for WACE a�ainment. Below is a summary of Year 10-12 OLNA Data for 2019 and 2020.

Category 1: Students who have not demonstrated the standard i.e. proficiency in using a range of ACFS Level 3 skills in a component. These students have been identified as at risk of not demonstrating the standard and require specific learning interventions.

Category 2: Students who have not demonstrated the standard i.e. proficiency in using a range of ACFS Level 3 skills in a component. These students have been identified as at risk of not demonstrating the standard and require specific learning interventions.

Category 3: Students who have demonstrated the minimum standard through OLNA or who have demonstrated the minimum standard through achieving Band 8 or higher in Year 9 NAPLAN.

Category NSA: Students who did not sit the assessment or assessment result not available.

Historically there is a high percentage of students not par�cipa�ng in OLNA, this was compounded in 2020 due to Covid. Greater efforts need to be made by all staff to ensure students are captured during the tes�ng windows to improve consistency of data sets, but also to iden�fy the student’s strengths and weaknesses to assist in planning for classroom interven�on.

2019 OLNA Category Numeracy Reading Wri�ng

1 33.3% 43.9% 43.9% 2 15.2% 7.6% 10.6% 3 4.5% 6.1% 7.6%

NSA 47.0% 42.4% 37.9%

2020 OLNA Category Numeracy Reading Wri�ng

1 23.1% 30.8% 38.5% 2 11.5% 3.8% 9.6% 3 1.9% 3.8% 5.8%

NSA 63.5% 61.5% 46.2%

Students at Educational RiskThe Student Services team at FVDHS for 2020 consisted of:• Associate Principal• K – 6 Deputy Principal• 7 – 12 Deputy Principal• Program Coordinator – Attendance and Engagement• Program Coordinator – SAER and Disability• School Chaplain (restricted site access due to COVID-19)• School Based Psychologist

• The student services team encourage high expectations of all students. They reinforce the school’s PBS Beliefs: Resilience, Respect and Responsibility.

• Provide an overarching support network for sta� and students’ social, emotional and academic needs. • Work together with families and community, through strong, respectful, positive relationships to develop the whole child.

• Provide assistance to sta� to develop student support documents such as Behaviour Management Plans, Risk Management Plans and Escalation Profiles. • Communicate with families, community and external agencies on a regular basis to address concerns and provide positive feedback on successes. • Case manage students who require additional support. • Provide support in Behaviour and Classroom management• Communicate with parents, carers, sta� and external agencies in order to address the health and mental wellbeing of FVDHS students• Plan special school events.The objective for the FVDHS Student Services team was to continue to develop and foster relationships with all stakeholders and develop plans that help to address and achieve the targets outlines in the school Business Plan. This included:• Increasing the interaction between school, families and community• Ensure students acknowledge that they have a Responsibility to themselves, their community, their school and their family.• Assist in Resilience building for sta� and students.• Engage e�ectively with academies to work with all students.• Improved referral and case management processes to increase time e�ciency• Development of Behaviour Management Plans, Escalation Profiles, Risk Management Profiles, Individual Education Plans and other student support documents.• Increase communication with teaching sta� regarding students that may be experiencing mental, social, academic or emotional di�culties.

Student Services

Vision

Purpose

Mission

BUDGET SUMMARY REPORT

1 11,906.40$ 11,906.00$ 2 1,648.01$ 1,647.75$ 3 -$ -$ 4 -$ -$ 5 -$ -$ 6 35,774.25$ 35,773.97$ 7 -$ -$ 8 121,776.09$ 94,645.18$ 9 -$ -$

10 -$ -$ 11 Farm Revenue (Ag and Farm Schools only) -$ -$ 12 -$ -$

171,104.75$ 143,972.90$ 533,260.23$ 533,260.23$

Student Centred Funding 1,309,340.40$ 1,309,340.40$ 2,013,705.38$ 1,986,573.53$ 8,368,453.00$ 8,368,453.00$

10,382,158.38$ 10,355,026.53$

Locally Rais Student Ce Other Govt

Transfers f

Revenue from Co, Regional Office and Other Schools

Actual

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash & Salary Alloca�on

Voluntary Contribu�onsCharges and FeesFees from Facili�es Hire

Total Locally Raised Funds

Fundraising/Dona�ons/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Transfer from Reserve or DGRResiden�al Accommoda�on

Other State Govt/Local Govt Revenues

Total Salary Alloca�onTotal Funds Available

0

20

40

60

80

100

120

140

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds1%

Student Centred Funding

90%

Other Govt Grants2%

Other 7%

Transfers from Reserves

0%

Current Year Actual CashSources

1 145,141.00$ 107,444.67$ 2 12,000.00$ 11,401.50$ 3 720,672.00$ 623,107.57$ 4 118,000.00$ 94,324.51$ 5 572,068.19$ 209,871.94$ 6 35,000.00$ 25,120.61$ 7 82,500.00$ 82,500.00$ 8 110,476.00$ 87,360.34$ 9 9,000.00$ 1,964.00$

10 -$ -$ 11 -$ -$ 12 Farm Opera�ons (Ag and Farm Schools only) -$ -$ 13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$ 14 Camp School Fees to CO (Camp Schools only) -$ -$

1,804,857.19$ 1,243,095.14$ 4,397,658.00$ 4,397,658.00$ 6,202,515.19$ 5,640,753.14$

208,848.19$

Bank Balance 1,086,237.87$ Made up of: -$

1 General Fund Balance 743,478.39$ 2 Deduc�ble Gi� Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 244,910.67$ 5 Suspense Accounts 115,683.61$ 6 Cash Advances (213.80)$ 7 Tax Posi�on (17,621.00)$

1,086,237.87$

Residen�al Opera�ons

Expenditure - Cash and Salary

Payment to CO, Regional Office and Other Schools

Administra�onLease PaymentsU�li�es, Facili�es and Maintenance

Professional DevelopmentTransfer to ReserveOther Expenditure

Buildings, Property and EquipmentCurriculum and Student Services

ActualBudget

Total Bank Balance

Cash Posi�on as at:

Residen�al Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary ExpenditureTotal Expenditure

Total Goods and Services Expenditure

0

100

200

300

400

500

600

700

800

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

210

410

610

810

$000Cash Posi�on

Financial Summary as at 31 December 2020