2022 Evans High School Annual Report

2022 Annual Report
Evans High School
8420
Page 1 of 25 Evans High School 8420 (2022) Printed on: 17 April, 2023
Introduction
The Annual Report for 2022 is provided to the community of Evans High School as an account of the school's operations
and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for
all students, as set out in the Strategic Improvement Plan. It outlines the findings from self-assessment that reflect the
impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources,
including equity funding.
School contact details
Evans High School

166 Walters Road
BLACKTOWN, 2148
https://evans-h.schools.nsw.gov.au
[email protected]
9621 3622
School vision
To build a culture of high expectations, academic achievement and personal excellence through developing confident,
resilient, empathetic students in an inclusive and diverse school.
School context
Evans High School, a comprehensive, co-educational secondary school has served the South Blacktown community
since 1973. The school caters for over 600 students (70% Language Other than English and 28% EAL/D learners) and
provides a broad curriculum, including the full range of academic subjects as well as a number of vocational education
pathways to ensure all students have the opportunity to achieve their career pathways. We aim to build the resilience
and engagement of our Stage 4 students through a dedicated Middle Schooling program underpinned by current
research which supports their transition from primary to high school through reduced class sizes, home rooms and
innovative programs. Stage 5 and 6 students have a wide range of study options which include preparation for tertiary
studies, trade readiness and direct entry to work. Our Trade Training Centre offers students access to a state of the art
metals workshop and hospitality kitchens as part of our extensive VET education program.
Evans High School includes a Support Unit (LAF) which caters for 28 students with Autism Spectrum Disorder. Students
have access to a varied study program which includes access to mainstream classes across the high school, work
experience, project based learning and targeted wellbeing programs. A very experienced teaching and educational
support staff prepare students for a variety of post schooling transitions including university, TAFE, work and supported
work opportunities.
We also host the Western Sydney Region Return to School Centre, which is a NSW Government initiative aimed at
supporting the successful return to school of students from across the area who have been placed on long suspension.
The Evans Intensive English Centre provides outstanding English targeted tuition programs delivered by highly
experienced staff for recently arrived students from overseas. Our students undertake quality learning programs of up to
6 terms in length to prepare them for transitions into schools across Western Sydney. Many of these students come from
areas of high conflict in various parts of the world and their wellbeing and emotional needs are met with a dedicated
counselling team and targeted support programs.
Our quality learning environments are supported by highly professional teaching and educational support staff who
deliver data informed practice with explicit teaching and high expectations through our wellbeing Positive Behaviour for
Learning framework. Collaboration across the school of staff through teams and working parties drives school
improvement.
Over the next four years, our future focus will be underpinned by agreed targets to raise student growth in the top bands
of NAPLAN, uplift students into the top two bands in the HSC, ensure equal representation of Aboriginal students'
attainment across NAPLAN, the HSC and entry into tertiary institutions, and increase the focus on attendance and
wellbeing across the school. Ongoing differentiated learning will support student progress with an emphasis on
improving literacy and numeracy outcomes. We will continue to focus on providing our students with innovative and data
informed teaching practice in learning environments that are supported by high quality wellbeing programs, quality
professional learning and collegial classroom support.
Self-assessment and school achievement
This section of the annual report outlines the findings from self-assessment using the School Excellence Framework,
school achievements and the next steps to be pursued.
This year, our school undertook self-assessment using the School Excellence Framework. The Framework is a
statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework
supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality
practice across the three domains of Learning, Teaching and Leading.
Each year, we assess our practice against the Framework to inform our Strategic Improvement Plan and annual report.
Our self-assessment process will assist the school to refine our Strategic Improvement Plan, leading to further
improvements in the delivery of education to our students.
For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching-and-

learning/school-excellence-and-accountability
Self-assessment using the School Excellence Framework
Elements 2022 School Assessment

LEARNING: Learning Culture Sustaining and Growing
LEARNING: Wellbeing Sustaining and Growing
LEARNING: Curriculum Sustaining and Growing
LEARNING: Assessment Sustaining and Growing
LEARNING: Reporting Sustaining and Growing
LEARNING: Student performance measures Delivering
TEACHING: Effective classroom practice Sustaining and Growing
TEACHING: Data skills and use Sustaining and Growing
TEACHING: Professional standards Sustaining and Growing
TEACHING: Learning and development Sustaining and Growing
LEADING: Educational leadership Sustaining and Growing
LEADING: School planning, implementation and Excelling
reporting
LEADING: School resources Excelling
LEADING: Management practices and processes Excelling
Strategic Direction 1: Student growth and attainment
Purpose
To ensure that we can maximise the learning outcomes for students through academic rigour which is dfferentiated,
resulting in teaching and learning that is data responsive.
Initiatives
This year our school implemented the following initiatives to support the realisation of the four year Strategic
Improvement Plan and the achievement of system-negotiated and school-determined targets.
• Literacy and Numeracy
• Equity Groupings
Resources allocated to this strategic direction
: $0.00
Socio-economic background: $74,200.00
Low level adjustment for disability: $13,741.00
Professional learning: $25,000.00
Aboriginal background: $25,000.00
Evans Intensive English Centre: $10,000.00
6300 funds: $100,000.00
Refugee Student Support: $12,478.07
Summary of progress
There has been a positive movement in valued adding across our target areas. However, these results did not meet the
projected targets. ILSP funding, Plan 2, Checkin and Best Start assessments have identified students for targetted
individual and group tutoring.
Progress towards achieving improvement measures
The annual progress measures indicate the expected annual level of achievement for each improvement measure,
aligned to the initiatives, in the Strategic Improvement Plan. Schools evaluate their achievement against annual progress
measures to determine progress and inform future planning.
Annual progress measure Progress towards achievement
NAPLAN The NAPLAN Numeracy results have shown that students' scores have
declined after two years of growth, this could be attributed to the impact of
Uplift of 4.3% of students into the top 2 Covid 19 on the reduction of face to face learning.
Bands in NAPLAN Numeracy
The NAPLAN Reading results have shown that student scores have
Uplift of 4.9% of students into the top 2 continued to rise and we are now meeting our lower bound target.
Bands in NAPLAN Reading
HSC The top two bands have shown a small decline in growth. This is consistent
with the extensive period of learning at home in both the Preliminary and
Uplift of 6.5% of students in the top 2 HSC years and is reflective of the reduced face to face contact with senior
Bands in the HSC teachers.
Uplift of 7.1% of students achieving the In the 2022 HSC, there was a demonstrated uplift of 8.61% of students
top 3 Bands in the HSC achieving in the top three bands moving towards the lower bound target.
100% of EAL/D students, excluding In 2022, 91% of students met the edibility requirements for minimum
appropriate exemptions, successfully standard tests.
achieve all components of Minimum
Standards by the end of their Semester
1, Year 12.
Aboriginal students are engaged in Aboriginal and Torres Strait Islander students have been offered the
cultural immersion activities which opportunity to engage in cultural immersion programs, including Solid
support their post school destination Ground and Liven Deadly. Students accessed authentic industry experience
plans through a mentoring program, linking them with First Nations professionals
through the Artist-in-Residence program including performance, digital art
and staging. As a result, a number of students have gained internships and
full-time trainee-ships in the Arts industry and others have gone onto tertiary
studies in this area.
Uplift of 4.1% of students achieving The NAPLAN Numeracy results have shown that students' scores have
expected growth in NAPLAN reading declined after two years of growth. This could be attributed to the impact of
Covid 19 on the reduction in face to face learning.
Uplift of 3.3% of students achieving
expected growth in NAPLAN numeracy The NAPLAN Reading results have shown that students' scores have
continued to rise and they are now meeting the lower bound target.
Strategic Direction 2: Practise Changing Practice
Purpose
Supporting student growth and attainment through the transformation of our teaching practices, targeted utilisation of
resources and buillding positive professional relationships.
Initiatives
• Instructional Leadership
• Future focused learning
Professional learning: $86,666.00
Summary of progress
EAL/D learners are highly represented in our school population and this is reflected in the staff having undertaken
training in TELL (Teaching English Language Learners) as well as having developed their skills in data analysis. Due to
condtions beyond our control, we have yet to develop the role of Deputy Principal, Instructional Leader. In its place, a
Head Teacher Wellbeing position has been developed. Whilst some of the progress measures were not able to be met
due to this change, initiatives such as the compressed curriculum were effectively implemented in 2022. Students have
engaged in writing Future Focused Learning Plans having developed personal learning goals from SENTRAL data and
school reports. They were supported by a year cohort team including the Year Adviser, Year Adviser Assistant, Head
Teacher and Deputy Principal which engaged them in quality discussions as they determine their future directions.
• 30% of teaching staff are involved in In 2022, we did not engage in QTR due to a situation beyond our control.
Quality Teaching Rounds (QTR) This has followed on from the previous years where we were not able to
• Staff are identified using visible undertake the complex structures of the QTR due to Covid restrictions. As a
learning strategies in their classroom result of the ongoing situation and the growth of the IEC requiring temporary
practice and have evidenced these and casual staff in teaching positions, the focus of QTR will be moved from
strategies in their teaching and learning teaching rounds to individual observations using resources from QTR in
programs 2023.
• Uplift of 20% of staff digitally
collecting and storing student work The focus of 2022 became the return of staff and students to their
samples showcasing A-E grade scale in classrooms. With a large staff changeover in the IEC and High School, the
all assessment tasks for all subjects transition towards Visible Learning strategies has been moved in 2023 with
• Uplift of 10% of teaching staff to a focus on Teaching and Learning.
complete either registered professional
learning courses: Teaching English In line with NESA requirements, staff have uploaded and saved work
Language Learners or Teaching samples. Students' work samples will be used in 2023 to support valid
Students from Refugee Backgrounds to school based assessment at both formative and summative levels with the
implement and develop EAL/D teaching focus moving to consistency in teacher judgement and an analysis of
practices in the classroom. student achievement.
• Uplift of 20% of teaching staff have
completed cultural awareness PL Evans High School and IEC offered TELL training in 2022 facilitated by the
EAL/D Leader. The majority of staff who undertook the course were newly
arrived at Evans. Teaching Students from Refugee Backgrounds
professional learning will be offered in 2023 by the EAL/D Leader.
94% of teaching and educational support staff undertook a First Nation's

cultural awareness training in an on country, three part, contextual program
. In late 2022 to early 2023 all staff completed mandatory Aboriginal Cultural
• 30% of teaching staff are involved in Education Training.
Quality Teaching Rounds (QTR)
• Staff are identified using visible
learning strategies in their classroom
practice and have evidenced these
strategies in their teaching and learning
programs
• Uplift of 20% of staff digitally
collecting and storing student work
samples showcasing A-E grade scale in
all assessment tasks for all subjects
• Uplift of 10% of teaching staff to
complete either registered professional
learning courses: Teaching English
Language Learners or Teaching
Students from Refugee Backgrounds to
implement and develop EAL/D teaching
practices in the classroom.
• Uplift of 20% of teaching staff have
completed cultural awareness PL
• Uplift of 50% in staff having 91.7% of staff teaching staff were trained in Scout usage. Those staff who
undertaken Scout online training and are not trained are newly appointed to the school or are beginning teachers
have the skills and knowledge to and will undertake training in 2023. In general, there is mixed usage of
access and analyse student data Scout with more access and utilisation at executive and senior executive,
• Professional Learning has been SAM and Business Management levels. As the sophistication of SCOUT
implemented to ensure most school has continued to develop, it has become central to the management of
staff are trained in Sentral data school based financial and HR systems, monitoring and as a point of
functions to track and monitor each contemporary data.
student
SENTRAL has continued to be the most accessed data set by teachers
across the school, The addition of third party software such as EDVAL and
School Bytes has elevated the power of SENTRAL to track student
academic progress, well being and attendance.
• Future Focused Learning Plans are All students have undertaken the development of a personalised Future
implemented with all students and Focused Learning Plan in Term 4. This process was overseen by the Head
communicated with staff and the Teacher Wellbeing and involved a parental consultation. A timeline for
community students' evaluation of their plans has been developed for 2023 and will be
• Future focused teaching strategies supported by the use of the Sentral Student Portal. Effective Future
are implemented to engage students Focused lessons were developed and delivered to address students'
and have high level differentiated academic and well being needs. Student plans have been communicated
supports in place to the staff and are a useful tool for positve discussions about their progress
and specific needs.
• Instructional Leader builds The Deputy Principal, Instructional Leader position was redeveloped into a
management skills and leadership Head Teacher Wellbeing role with a focus on centralising the many student
attributes to build pipelines of leaders targetted programs into one space.
The role statement for Head Teacher Secondary Studies, which was
established to facilitate the introduction of Compressed Curriculum in 2022,
has been revised to focus on the development of a site specific 'instructional
leadership' program in 2023.
Strategic Direction 3: Building our community
Purpose
Deliberately utilising community partnerships to build trust and participation to enhance student growth and attainment.
Aligning data and knowledge through responsive evaluation at critical and transitional times.
Initiatives
• Every student is known, valued and cared for.
• Individual learning needs
Socio-economic background: $267,295.00

Per capita: $350.00
Aboriginal background: $5,000.00
Summary of progress
Ensuring the community is engaged with our school, the building of strong relationships between stakeholders and
communication between all parties will continue to see progress in this area. Parents continue to engage in TTFM and
present a positive understanding of the school's directions and focus. Improved student attendance has been a focus,
whilst overall attendance in 2022 dropped we believe that this was as a result of the Dept. of Heath directives and
improved systems to monitor attendance and engage long term non attenders in alternate programs. Initiatives to ensure
improved student well being have been broadly engaged along with development of strategies to support students in
equity groupings achieve learning at the same or higher levels.
• Parent portal is used by 40% of The parental portal did not increase in usage in 2022. This has been due to
parents at the end of Term 1 2022 a school decision being made about which platform we may possibly move
• Increasing engagement of NESB and to. In addition, newly arrived families in the IEC lack the English language
EAL/D parents/carers by 25% skills and technology to access parent portals.
• Direct engagement with parents and
carers of Aboriginal students increases A number of programs offered throughout the school, including FICT, IFTAR
by 15% Dinner and Mum's the Word, has seen an increase in NESB and EAL/D
• Parental engagement through events parents and carers engage with the school. In addition, there has been an
such as Parent Information Night, Open increase in IEC parents attending Semester parent/Teacher meetings.
Night via social media and promotions
initiatives increases by 20% Through improved promotions using social media, SMS and direct emails,
has seen an increase of parent engagement across all school events.
Increasing Student Participation Whilst the school was above DoE and SSG average for students attending
• Increased student attendance to 90% of the time or above, health regulations implemented to reduce the
middle bound percentage transmission of Covid has had a significant impact on student attendance in
2022. Reduced School Counselor numbers have also impacted the
following up of students with a trauma background. Chronic school refusers
have contributed to these results, however improved systems to monitor
and support families to reengage with school and effectively transition out of
school have been implemented.
• Uplift of 3.6% of students identifying a The Tell them from me data indicated that students with a higher SES
sense of belonging, advocacy at school status consistently felt a greater sense of belonging and expectations for
and expectations for success. success at school, with the exception of Year 7 students. . Our school has
experienced a decline from 2020, inline with the learning from home periods
• Uplift of 3.6% of students identifying a after a consistent period of growth in previous years.
sense of belonging, advocacy at school
and expectations for success.
• Staff have implemented evidence Students have developed individual learning plans (Future Focussed
based approaches, programs and Plans), using 2022 attendance, academic and wellbeing data to develop
assessment processes and regularly goals and set themselves targets. Review of these goals as part of the
reviewed individual student learning school reporting and monitoring processes will be established in 2023. The
needs. EALLS faculty has continued to provide targeted students with individual
learning plans in collaboration with families and communicated to teaching
staff. The Learning and Assistance Faculty has continued to implement
IEP's and these are developed with family consultation. ILSP supports have
been put in place using NAPLAN, Plan 2 and Best start data to ensure
further targeted support for students in need. This data has been
communicated with teaching and educational support staff. IEC initial
enrollment testing ensured correct placement of students and unassisted
writing tasks continued to track student progress with the strengthening of
the sharing of exit reports with post IEC destination schools.
• Instructional Leader builds In lieu of the Instructional Leader, throughout 2022, all Executive staff
management skills and leadership undertook a year long leadership coaching course with Dan Haeslar.
attributes to build pipelines of leaders. Beginning teachers undertook the "Thrive in the First Five" resilience
training. This allowed the school leaders to better support their faculties and
allowed for leadership skills to be identified and developed. Executive staff
also undertook personality profiling to further develop their understanding
of, and, to strengthen their teams.
Funding sources Impact achieved this year
Refugee Student Support Refugee student support funding is provided to support students from
refugee backgrounds who have been enrolled in an Australian school for
$24,978.07 less than three years.
Funds have been targeted to provide additional support to students

enabling initiatives in the school's strategic improvement plan
including:
• Other funded activities
Overview of activities partially or fully funded with this targeted

funding include:
• additional staffing for targeted interventions to support student learning
including Homework Centre, provision of uniforms, stationery, elective
subject fees, excursions, well-being packs
The allocation of this funding has resulted in the following impact:

Students from a refugee background were provided with their basic school
needs to support their integration into school life. As a result of the Covid-
19 pandemic there has been a reduction in the number of students but this
is expected to rise as the borders open in the coming years.
After evaluation, the next steps to support our students will be:
As there has been a steep rise in the number of students with a refugee
background entering the country, our school's Intensive English Center has
seen rapid growth. The provision of resources to ensure student equity has
been vital in their transitions to education. Both from overseas to Australia
and from IEC to high school. Accessing tutoring and learning support
through the Homework Center program allows for students to access
intensive support and ensures improved equity in access to learning.
Integration funding support Integration funding support (IFS) allocations support eligible students at
Evans High School in mainstream classes who require moderate to high
$13,741.00 levels of adjustment.

including:

funding include:
• additional staffing to assist students with additional learning needs

The provision of a consistent SLSO has supported student learning in the
mainstream classroom. This partnership has allowed for an increase in
differentiated teaching and learning.
Internal data indicates that there will be rise in the number of students
requiring differentiation in their learning and additional SLSO support.
Socio-economic background Socio-economic background equity loading is used to meet the additional
learning needs of students at Evans High School who may be experiencing
$903,007.00 educational disadvantage as a result of their socio-economic background.

including:
• Every student is known, valued and cared for.
Socio-economic background
Overview of activities partially or fully funded with this equity loading
$903,007.00 include:
• resourcing to increase equitability of resources and services
• providing students without economic support for educational materials,
uniform, equipment and other items
• employment of additional staff to support culturally immersive learning
program implementation.

Staff participated in professional learning conducted by local leader Jie
Pittman to build their understanding of First Nations people and culture
which has resulted in a greater understanding and appreciation of First
Nations culture. This learning extended to our First Nations students who
were able to enhance their connection to country, their culture and their
heritage. In addition, all students were provided with a culturally relevant
and immersive First Nations program. This has resulted in the students'
development of a greater understanding of First Nations peoples and our
collective histories.
Funding was also used to employ an ACIP Deputy Principal to support

Years 8, 10 and 12 and a strong professional learning ethos was built
across the school. YONDR pouches were introduced in 2022 to reduce
student distractions during lessons and increase communication skills in the
playground and this initiative continues to improve the learning environment
of our students and staff. ATOMI was introduced later in the year and
quickly became a useful resource in both classrooms and student study
times at home.
In 2023, we will continue to support our First Nations students through the
Liven Deadly program led by Jie Pittman and continue to support staff to
develop their understanding of First Nations peoples and cultures. Socio-
economic background funding will be further used for accessing programs
that will support equity for students, in addition to the employment of
executive staff to ensure the maintenance of systems and structures within
the school will continue. Programs such as YONDR have been identified as
changing the nature of our school environment and will continue to support
student learning as we move into a curriculum delivery change through the
compressed curriculum model. Reviews of our Wellbeing and Secondary
Studies Head Teacher roles will occur in 2023, to reflect the direction of the
school.
Aboriginal background Aboriginal background equity loading is used to meet the specific learning
needs of Aboriginal students at Evans High School. Funds under this equity
$31,066.00 loading have been targeted to ensure that the performance of Aboriginal
students in NSW public schools, across a broad range of key educational
measures, improves to match or better those of the broader student
population, while maintaining cultural identity.

including:

include:
• community consultation and engagement to support the development of
cultural competency

Whole school community engagement during NAIDOC with community
elder Uncle Wes Marne, Solid Ground Artist in Residence and Liven Deadly
program has elevated our First Nations students across the school and
wider community and increased their connection with culture. Attendance
and academic focus has improved through these programs. Targeted
Aboriginal background tutoring and post school destinations are diverse including university, TAFE,
traineeships and internships in the arts industry as a result of First Nations
$31,066.00 students exposure to cultural and industry mentors.
Continuity of all programs due to the high impact of this years activities. The
Liven Deadly program will go into another phase that will build on the
connections made this year. This will also be underpinned by staff
continuation of on country experiences deepening their understanding as
they spend time in salt water environments with elders as part of
professional learning in 2023
English language proficiency English language proficiency equity loading provides support for students at
all four phases of English language learning at Evans High School.
$565,668.00
including:

include:
• provision of additional EAL/D support in the classroom and as part of
differentiation initiatives
• additional staffing intensive support for students identified in beginning
and emerging phase
• employment of additional bilingual staff to support communication
• employment of additional staff to support delivery of targeted initiatives
• withdrawal lessons for small group (developing) and individual (emerging)
support
• provide EAL/D Progression levelling PL to staff
• engagement of an EAL/D specialist teacher to model EAL/D strategies,
with the aim of increasing teacher confidence and practice in their
classrooms

The employment of specialist staff has allowed for students transitioning
from IEC to High school settings as well as those from EAL/D backgrounds
to be supported in the school environment. Smaller class sizes and targeted
EAL/D support in classes has allowed for specific teaching of language and
vocabulary skills and supports students to attain minimum standards prior to
leaving school.
All programs will continue in 2023.
Low level adjustment for disability Low level adjustment for disability equity loading provides support for
students at Evans High School in mainstream classes who have a disability
$288,914.00 or additional learning and support needs requiring an adjustment to their
learning.

including:

include:
• providing support for targeted students within the classroom through the
employment of School Learning and Support Officers
• support for students requiring Life Skills; Individual Learning Plans and
HSC Special Provisions
• development of a needs-based learning and support program in which
specialist staff collaborated with classroom teachers to build capacity in
meeting the literacy needs of identified students
• employment of additional staff to support teachers to differentiate the
curriculum and develop resources and classroom activities resulting in
Low level adjustment for disability improvement for students with additional learning needs
$288,914.00 The allocation of this funding has resulted in the following impact:
The allocation of funding has resulted in the creation of a differentiated
smaller class for students with additional learning needs who are not entitled
to Integration Funding. In addition, these classes were supported with
SLSOs across a number of subjects. The creation of plans and learning
support materials provided students with excellent support and improved
engagement in their learning. High level differentiation, based on specific
student need has seen improved learning in classrooms. School
expectations are explicitly displayed across the school and in classrooms to
enhance student behaviour and focus.
SLSO employment at Evans High School will continue as will the
employment of Learning and Support staff for 2023. The employment of
specialist staff will allow the school to best support students who require
low-level adjustments. These students continue to grow in number and
specialist support will need to be sourced to allow for equity in teaching and
learning.
Professional learning Professional learning funding is provided to enable all staff to engage in a
cycle of continuous professional learning aligned with the requirement of the
$162,066.00 Professional Learning for Teachers and School Staff Policy at Evans High
School.

including:
• Instructional Leadership
Overview of activities partially or fully funded with this initiative

funding include:
• engaging a specialist teacher to unpack evidence-based approaches to
teaching writing and explore modelled, interactive, guided and independent
writing

In 2022, staff participate in a range of professional learning activities that
supported the implementation of curriculum delivery and developed
engaging teaching strategies. The staff also engaged in online and face-to-
face coaching to build leadership capacity.
Continue to undertake professional learning that will support the
implementation of curriculum and improve teaching strategies through the
use of evidence based high impact professional learning.
COVID ILSP The purpose of the COVID intensive learning support program is to deliver
intensive small group tuition for students who have been disadvantaged by
$520,379.00 the move to remote and/or flexible learning and were identified by their
school as most likely to benefit from additional support in 2022.

including:

funding include:
• employment of teachers/educators to deliver small group tuition
• development of resources and planning of small group tuition
• analysis of school and student data

This program has seen the employment of teachers and tutors to assist in
COVID ILSP the delivery of individual and small group tutoring to lift the literacy and
numeracy levels of targeted students.
$520,379.00
This program will continue in 2023.
SSP supplementary funding These funds have been used to support improved outcomes and the
achievements of staff and students at Evans High School
$1,200.00
including:
Overview of activities partially or fully funded with this site specific

funding include:
• additional staffing to improve curriculum implementation

This program assisted in released staff from the SSP to develop and
differentiate curriculum resources.
This program will continue to be delivered in 2023.
Student support officer (SSO) These funds have been used to support improved outcomes and the
achievements of staff and students at Evans High School
$96,058.00
including:
Overview of activities partially or fully funded with this Staffing - Other

funding include:
• Engage with students at risk and provide low level support
• Support school well-being program including engaging with external
agencies
• Support students in critical conversations and meetings as advocate

The employment of the SSO has enabled another level of intervention prior
to more critical situations. The SSO met newly arrived students and played
a large part of their transition into the school. Students were able to access
the SSO for low level wellbeing support which would have otherwise been
directed to counsellor/psychologists. The SSO engaged with external
agencies to provide students with wellbeing programs and personalised
support. The SSO also distributed learning and hygiene packs and food to
female and male students from different equity groups including refugee,
low SES, Out of Home Care on a case-by-case basis.
Continuation of program into 2023.
Student information
Student enrolment profile
Enrolments
Students 2019 2020 2021 2022
Boys 346 312 300 395
Girls 296 340 275 330
Student attendance profile
School
Year 2019 2020 2021 2022
7 88.9 93.4 89.1 84.5
8 85.5 91.0 86.3 78.8
9 87.4 87.1 84.8 77.6
10 84.2 86.7 80.9 80.1
11 80.8 81.0 75.0 68.1
12 80.7 79.4 80.3 73.6
All Years 84.8 87.1 82.5 77.5
State DoE
Year 2019 2020 2021 2022
7 91.2 92.1 89.7 85.5
8 88.6 90.1 86.7 82.1
9 87.2 89.0 84.9 80.5
10 85.5 87.7 83.3 78.9
11 86.6 88.2 83.6 80.0
12 88.6 90.4 87.0 83.9
All Years 88.0 89.6 85.9 81.7
Attendance
NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic.
The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 March
to 22 May 2020. During this period, schools monitored engagement with learning to determine whether students were
marked present. This changed the attendance measure. There was also some evidence of varied marking practices as
schools adjusted to the learning from home period, with some schools recording higher attendance rates while others
recording markedly lower rates.
Attendance figures from 2021 were calculated differently to align with the third edition of ACARA's National Standards for
Student Attendance Data and Reporting. Changes include treating partial absences over 120 minutes as a half day
absence (instead of their actual value, calculated as a proportion of a nominal 6-hour day) and covers all weeks during
Semester 1. Prior to 2021, the final week of Term 2 was excluded.
Furthermore, the department implemented an automated attendance feed (AAF) system in Semester 1 2021. AAF
transfers data automatically from third-party attendance management systems to the department's centralised data
warehouse every night. The AAF significantly improved data quality in 2021, which has affected data comparability with
previous years.
Although there were no state-wide or regional lockdowns in NSW during Semester 1 2021, COVID-19 continued to affect
student attendance. Analysis of attendance codes showed a change in the structure of absence reasons in 2021.
Although there were no state-wide or regional lockdowns in NSW during Semester 1 2022, student attendance was
impacted by a range of factors:
• Families evacuating and relocating due to NSW floods
• Sick students staying at home until a negative COVID-19 test was returned
• Household members testing positive to COVID-19
• The easing of COVID-19 border controls at the beginning of 2022 which allowed families to travel inter-state and
overseas.
Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at
school they miss important opportunities to learn, build friendships and develop their skills through play. Regular
attendance at school is a shared responsibility between schools and parents. By working together we can have a positive
effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to
record attendance and follow up student absences promptly. They are guided by the School Attendance policy which
details the management of non-attendance.
Post school destinations
Proportion of students moving into post- Year 10 % Year 11 % Year 12 %

school education, training or employment
Seeking Employment 0 26.9 8.3
Employment 0 7.4 8.45
TAFE entry 28.5 19.5 35.2
University Entry 0 0 40.08
Other 17.4 33 2.7
Unknown 0 0 5.27
Year 12 students undertaking vocational or trade training
69.00% of Year 12 students at Evans High School undertook vocational education and training in 2022.
Year 12 students attaining HSC or equivalent vocational education qualification
82.4% of all Year 12 students at Evans High School are expected to complete Year 12 in 2022 received a Higher School
Certificate or equivalent vocational education and training qualification.
Workforce information
Workforce composition
Position FTE*
Principal(s) 1
Deputy Principal(s) 2
Head Teacher(s) 10
Classroom Teacher(s) 32.4
Learning and Support Teacher(s) 1.6
Teacher Librarian 1
Teacher ESL 4.2
School Counsellor 2.4
School Administration and Support Staff 20.18
Other Positions 18.6
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees
through the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturally
safe workplace. As of 2022, 4.6% of the department's overall workforce identify as Aboriginal and/or Torres Strait
Islander Peoples.
Aboriginal and Torres Strait Islander school workforce composition
Staff type Benchmark1 2022 Aboriginal and/or Torres Strait Islander representation2
School Support 3.00% 4.10%
Teachers 3.00% 3.30%
Note 1: The NSW Public Sector Aboriginal Employment Strategy 2019-2025 takes a career pathway approach in that it sets an ambitious target of 3%
Aboriginal employment at each non-executive grade of the public sector by 2025.
Note 2: Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These
statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than
100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education
approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and
hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-free
School Development Days and induction programs for staff new to our school and/or system. These days are used to
improve the capacity of teaching and non-teaching staff in line with school and departmental priorities.
Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2022 to 31 December 2022. The
Principal is responsible for the financial management of the school and ensuring all school funds are managed in line
with department policy requirements.
2022 Actual ($)

Opening Balance 1,544,810
Revenue 14,627,228
Appropriation 14,483,296
Sale of Goods and Services 34,669
Grants and contributions 74,588
Investment income 1,500
Other revenue 33,175
Expenses -14,799,966
Employee related -11,914,216
Operating expenses -2,885,750
Surplus / deficit for the year -172,738
Closing Balance 1,372,072
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,
which are calculated without any rounding.
Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2022 SBAR Adjustments ($)

Targeted Total 26,219
Equity Total 1,757,520
Equity - Aboriginal 31,066
Equity - Socio-economic 884,774
Equity - Language 565,786
Equity - Disability 275,894
Base Total 7,095,207
Base - Per Capita 165,761
Base - Location 0
Base - Other 6,929,446
Other Total 3,582,309
Grand Total 12,461,255
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,
which are calculated without any rounding.
School performance - NAPLAN
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. The achievement scale represents increasing levels of skills and
understandings demonstrated in these assessments.
The My School website provides detailed information and data for national literacy and numeracy testing. Go to
myschool.edu.au to access the school data.
School performance - HSC
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
The information in this report must be consistent with privacy and personal information policies. Where there are fewer
than 10 students in a course or subject, summary statistics or graphical representation of student performance is not
available.
School Average
Subject School 2022 SSSG State
2020-2022
Biology 54.9 62.3 68.5 54.0
Business Studies 60.9 67.7 71.2 59.0
Chemistry 50.2 58.9 71.7 52.8
Community and Family Studies 70.1 70.9 73.2 67.8
English EAL/D 53.2 62.7 66.1 56.5
English Standard 62.5 64.6 68.1 57.9
Entertainment Industry Examination 65.9 79.2 76.4 67.7
Hospitality Examination (Food and 67.3 73.5 74.0 64.6
Beverage)
Legal Studies 55.3 65.5 70.8 58.4
Mathematics Standard 2 57.2 63.2 67.6 51.4
Modern History 58.6 64.2 70.9 54.9
Music 1 77.2 77.0 79.9 73.3
Personal Development, Health and 55.3 64.4 67.5 58.3
Physical Education
Visual Arts 72.6 77.3 79.8 72.1
Parent/caregiver, student, teacher satisfaction
'Partners in Learning' Parent/Caregiver survey results showed that the school outperforms NSW Govt Norm in the
measures of Inclusive school, Safety at school, School supports learning and Parents support learning at home. 90%
agreed that the school has a good reputation in the local community, 70% were satisfied with the general communication
from school and 80% agreed/strongly agreed that the school is a culturally safe place for all students.
Students' satisfaction was reflected in the school scoring higher than NSW Govt Norm in Student participation in School
sports and clubs, Students with positive behaviour at school and Students who were interested and motivated. All four
drivers of student engagement; quality instruction, positive teacher-student relations, positive learning climate and
expectations for success, saw the school exceeding/on par with NSW Govt Norm.
Teachers' votes raised the school's measures above NSW Govt Norm in Technology, Data Informs Practice, Learning
Culture, and Inclusive School. Teachers with six or more years of experience exceeded NSW Govt Teaching in all four
dimensions of Classroom and school practices; Overcoming Obstacles to Learning, Quality Feedback, Planned Learning
Opportunities and Challenging and Visible Goals. As a result of whole school focus and professional learning, 72% are
confident in their capacity to meet the needs of Aboriginal students, 78% have the knowledge required to engage with
students on Aboriginal cultures and histories, 89% agreed that the school is a welcoming place for all students.
Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all departmental staff. The policy should
underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included:

• Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,
Aboriginal people and communities.
• Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is
engaging, and is culturally appropriate and relevant.
• Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population.
• Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high
expectations.
Aboriginal Education - School statement
Across 2022 we have placed a strong focus on elevating staff exposure and the provision of authentic experiences
through the engagement of the Liven Deadly Program with 3 on country professional learning sessions. Staff have taken
this back to embedding First Nations perspective into their teaching and learning programs and developing the Five
personal acknowledgement statement. Student focus has continued with unpacking culture and the building of self
development through the Liven Deadly program. Our partnership with the Artist in Residence program, Sold Ground,
has continued to build the capacity of our performance and Creative Arts students particularly at the Senior level with
industry experiences and leadership from international performers. The election of a First Nations leader in our Student
Leadership Team has continued to elevate our Aboriginal students across the school.
Anti-Racism Policy
All teachers are responsible for addressing incidents of racism and supporting students to develop an understanding of
racism and discrimination and the impact these may have on individuals and the broader community. The Principal is
responsible for examining school practices and procedures to ensure they are consistent with the policy. The school has
an Anti-Racism Contact Officer who is trained to respond to concerns in relation to racism.
Multicultural Education Policy
Teachers are responsible for addressing the specific learning and wellbeing needs of students from culturally diverse
backgrounds through their teaching and learning programs. The Principal is responsible for ensuring that school policies,
programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide
opportunities that enable all students to achieve equitable education and social outcomes.

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2022 Annual Report

Evans High School

School contact details

Evans High School

For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching-and-

Self-assessment using the School Excellence Framework

Elements 2022 School Assessment

Resources allocated to this strategic direction

Progress towards achieving improvement measures

Annual progress measure Progress towards achievement

Resources allocated to this strategic direction

Professional learning: $86,666.00

Progress towards achieving improvement measures

Annual progress measure Progress towards achievement

94% of teaching and educational support staff undertook a First Nation's

Resources allocated to this strategic direction

Socio-economic background: $267,295.00

Progress towards achieving improvement measures

Annual progress measure Progress towards achievement

Funds have been targeted to provide additional support to students

Overview of activities partially or fully funded with this targeted

The allocation of this funding has resulted in the following impact:

Funds have been targeted to provide additional support to students

Overview of activities partially or fully funded with this targeted

The allocation of this funding has resulted in the following impact:

Funds have been targeted to provide additional support to students

The allocation of this funding has resulted in the following impact:

Funding was also used to employ an ACIP Deputy Principal to support

Funds have been targeted to provide additional support to students

Overview of activities partially or fully funded with this equity loading

The allocation of this funding has resulted in the following impact:

Overview of activities partially or fully funded with this equity loading

The allocation of this funding has resulted in the following impact:

Funds have been targeted to provide additional support to students

Overview of activities partially or fully funded with this equity loading

Funds have been targeted to provide additional support to students

Overview of activities partially or fully funded with this initiative

The allocation of this funding has resulted in the following impact:

Funds have been targeted to provide additional support to students

Overview of activities partially or fully funded with this targeted

The allocation of this funding has resulted in the following impact:

Overview of activities partially or fully funded with this site specific

The allocation of this funding has resulted in the following impact:

Overview of activities partially or fully funded with this Staffing - Other

The allocation of this funding has resulted in the following impact:

Student enrolment profile

Student attendance profile

Post school destinations

Proportion of students moving into post- Year 10 % Year 11 % Year 12 %

Year 12 students undertaking vocational or trade training

Year 12 students attaining HSC or equivalent vocational education qualification

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

Aboriginal and Torres Strait Islander school workforce composition

Professional learning and teacher accreditation

2022 Actual ($)

2022 SBAR Adjustments ($)

Evidence of effective implementation of the policy included: