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BSHS Business Plan 2019-2022 - Broome Senior High School

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BUSINESSPLAN

2019 - 2022

A C K N O W L E D G E M E N T O F C O U N T R YWe respectfully acknowledge the past and presenttraditional owners and custodians of this land, theYawuru people. It is a privilege to be on Yawurucountry. We pay our respects to the elders both past, presentand future for they hold the memories, the traditions,the culture and hopes of Aboriginal Australia. We also acknowledge the contributions of AboriginalAustralians and non-Aboriginal Australians to theeducation of all children and people in this countrywe all live in and share together – Australia.

At Broome SHS we have a deeppurpose, to: enhance lives andbuild a community.  We are more than a school. Weare in the business of enhancinglives. Our aim is to ensure everystudent has the opportunityto enhance their life once theyleave school. We do this byproviding the highest levels ofexcellence in the most caring andpositive environment: highexcellence, high care. Everythingwe do is aimed at building theacademic capabilities as well asthe social and emotionalresilience of students tomaximise achievement.   We build a community byunderstanding the vital role weplay in our community. The mainreason families stay or leavecountry towns is because of thequality of the high school. If thehigh school is strong, familieswill stay in town and the townwill remain strong.

Deep purposeOur vision is to realise thepotential of every student toachieve personal excellence inall endeavours. We will do this byproviding a safe and caringlearning environment with afocus on excellence, through highquality teaching and positiverespectful relationships.

School vision

Excellence - personal andprofessional, be the best youcan be  Positive respectfulrelationships - between staff,students, parents and thecommunity  Commitment - to self, toothers, to the school  Perseverance - pursuit ofknowledge and achievement ofpotential  Integrity - moral soundness,doing the right thing at theright time for the right reasons

HIGHEXPECTATIONSOF SUCCESS

Have every senior secondary student, regardless of WACE eligibility, on alearning pathway that explicitly connects to further training or higher education.Provide information regarding VET pathways and career prospects inconsultation with Department of Training and Workforce Development.Implement shared strategies for teachers to improve NAPLAN and OLNA writingachievement.

In each year of the business plan the grade distribution in each year group to beequivalent or better than like schools in each learning area. In each year of the business plan the indigenous students grade distribution ineach year group, to be better than like schools in each learning area.  Yearly progress towards achievement of whole school attendance of 85% by 2022. Yearly progress towards achievement of Aboriginal attendance of 75% by 2022. Average scaled scores for Australian Tertiary Entrance Rank (ATAR) are like orabove our predicted mean each year of the business plan. Over the life of the business plan the Literacy and Numeracy achievement is to beequal to or above like schools. Reduce suspension rates across the school by 25% by 2022.Develop a purpose-built facility to cater for the SEN students by 2022.

Annual review and analysis of Year 7 – Year 10 grade distribution.  Daily attendance monitoring and review of every student. Whole-school focus on improved student attendance through multi-facetedstrategies including home visits and intervention programs. Professional learning for staff in programs to support Social and EmotionalLearning (SEL) intervention and support for literacy and Numeracy. Implementation of Positive Behaviour Support (PBS) provides a framework toalign behaviour management with the school vision, mission and direction. Proactive programs and structures are resourced to support interventions forstudents with diagnosed disabilities and learning difficulties. A range of strategies established to foster positive respectful relationships acrossschool and community. Implementation of the Aboriginal Cultural Standards Framework across allprinciples for the achievement of excellence of all ATSI studentsCurriculum pathways are reviewed annually, ensuring they are well-embeddedand accepted by students and parents. Resource allocation and effectiveness to be reviewed annually.

QUALITYTEACHING

Teacher quality is the single most important in-school factor influencingstudent achievement. (Hattie 2009) School wide beliefs about effective teaching are embedded in day to daypractice. Staff recruitment, performance management and professional learningpractices support a high expectations culture.

All staff use culturally appropriate education resources tostrengthen Aboriginal student engagement and learning as facilitated by theAboriginal Education Coordinator by 2022 Every staff member is directly engaged in either formal or informalclassroom observation. All classroom planning contains measurable evidence of direct connectionto operational and school business plans. Review of resource allocation and effectiveness to occur annually. 85% of students to be engaged in 2 or more Science, Technology,Engineering and Mathematics (STEM) courses* by 2022.

Provide deliberate opportunities through the Western AustralianCurriculum for students to develop general capabilities of critical thinking,creativity and entrepreneurship, including through STEM. Increase teachers’ knowledge of the history, culture and experiences ofAboriginal and Torres Strait Islander people, and explicitly use this inclassroom practice. Reflective practice to include collaboration with peer schools. Teacher performance and development is managed against the AITSLAustralian Professional Standards for Teachers.  Quality practices are celebrated, and staff receive regular feedback andrecognition.

STRONG ANDEMPOWERINGLEADERSHIP

Ensuring high quality leaders and leadership teams. Identify and support the development of aspirant leaders.  School leaders formulate and implement the school improvement plan.  Lead the implementation of the Aboriginal Cultural Standards Framework to improve outcomesfor Aboriginal students.

All leaders will engage in annual performance management based on the AITSL AustralianProfessional Standards for School Principals and Leadership Profiles.  An aspirant leader pathway will be established by 2020. Investment in the school senior leadership team development to be allocated and reviewedagainst specific outcomes and Leadership Profiles.Formal student and cultural leadership programs and pathways will be implemented.During planning and review parents and families, and local Aboriginal community members areactively involved and engaged. All staff engage in collaboratively developing innovative approaches to every students’engagement and learning. Two student representatives, one of which being an Aboriginal student elected to the schoolboard by the end of 2020. Review of resource allocation and effectiveness to occur annually.

Build on the established ACSF – continuing to develop a clear vision for the knowledgedevelopment of staff and leaders in building a culturally responsive school. Self-assess development needs of senior staff and school leaders using the Principal PerformanceImprovement Tool. Leaders build leaders and create distributed leadership structures with effective inductionprocesses. Principal/Leadership team collaborates with the Aboriginal Education Coordinator to lead theAboriginal Education team and foster relationships between the school and community. Maintain an environment where staff feel valued and are comfortable in seeking collegiatesupport to improve their teaching practice. Lead a school-wide commitment to caring for, and promoting the development of, everystudent. Purposeful, authentic, leadership opportunities are created for aspirants across the whole school(Team Curriculum leaders, positions on committees).

MABU LIYANMabu Liyan is central to what we do at Broome Senior HighSchool. Mabu Liyan is a Yawuru concept that means ’strong

spirit’, ’good feeling’ and ’positive wellbeing.’

Artwork by Jasmine John, Year 12 2020

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Broome Primary School

AN INDEPENDENT PUBLIC SCHOOL

Welcome to Broome Primary School

Broome Primary is a great place to work, learn, succeed and belong. 

CARE  RESPECT  PRIDE  SUCCESS

Broome Primary School was established in 1901 and is the oldest public school in the Kimberley. The school boasts a proud history and values the buildings, surroundings and the achievements of its past and present students. Broome PS is established on Yawuru land and embraces the rich Aboriginal culture, along with the historical and diverse multicultural aspects of the Broome community.

Broome Primary School provides a range of educational opportunities and experiences for approximately 370 students from Kindergarten to Year 6. The school has adopted the Department of Education’s mantra, ‘Every Student, Every Classroom, Every Day,’ to focus upon high quality education, striving for continuous improvement through the review of student performance information and reflection on evidence based best teaching practice. It is our belief that it is the quality of the teaching and learning programs that will have the greatest impact upon student performance, to ensure students achieve year on year growth.The school’s learning programs are based upon the Western Australian Curriculum and the students’ performances are measured against the ‘Achievement Standards.’ This information is used to plan, assess and report student progress to parents. Specialist programs are provided in the learning areas of The Arts (Music), Physical Education, Science (STEM) and Languages (Yawuru). The school actively promotes a culture that strives to maintain positive and respectful relationships with students, parents and the wider community. Programs delivered by staff are also aimed to promote student self-esteem, well-being and the teaching of sound core values. The four expectations of Care, Respect, Pride and Success form the cornerstone of the school’s values and are evident in the teaching and learning programs throughout the school. Broome Primary School belongs to the Broome Cluster of Independent Public Schools, including Broome North PS, Cable Beach PS, Roebuck PS and Broome Senior High School. This network of schools is closely aligned to the Kimberley School Project which has a focus on improving student outcomes. The aim of this Project is to customise, intensify and support existing strategies to accelerate children’s learning. This is a proud school and it is our wish that all members of the school community feel a sense of belonging, pride and deep respect for our school and community.

Established in 1901 

Member Details

Postal Code:

Broome High School  

381 Cherry Hill Road, Spartanburg, South Carolina   | (864) 279-6700

(864) 279-6700

# 8,992 in National Rankings

Overall Score 49.14 /100

quick stats

Total Enrollment

Student-Teacher Ratio

Overview of Broome High School

Broome High School is ranked 108th within South Carolina. Students have the opportunity to take Advanced Placement® coursework and exams. The AP® participation rate at Broome High School is 27%. The total minority enrollment is 27%, and 44% of students are economically disadvantaged. Broome High School is the only high school in the Spartanburg 03 .

Broome High School 2023-2024 Rankings

Broome High School is  ranked # 8,992 in the National Rankings . Schools are ranked on their performance on state-required tests, graduation and how well they prepare students for college. Read more about how we rank the Best High Schools .

All Rankings

• # 8,992 in  National Rankings
• # 108 in  South Carolina High Schools
• # 6 in  Spartanburg, SC Metro Area High Schools

Took at Least One AP® Exam

Passed at Least One AP® Exam

Mathematics Proficiency

Reading Proficiency

Science Proficiency

Graduation Rate

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Ranking Factors

How Broome High School performed nationally and statewide out of 17,680 nationally ranked schools and 226 schools ranked in South Carolina.

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Students/Teachers at Broome High School

These counts and percentages of students and teachers are from data reported by schools to the government.

Student Enrollment by Grade :

Student Diversity :

Minority Enrollment

Two or More Races

American Indian/Alaska Native

Native Hawaiian/Pacific Islander is not included in this breakdown due to an enrollment of 0%.

Gender Distribution :

Total Economically Disadvantaged (% of total)

Free Lunch Program (% of total)

Reduced-Price Lunch Program (% of total)

Full-Time Equivalent Teachers

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Test Scores at Broome High School

U.S. News calculates these values for schools based on student performance on state-required tests and internationally available exams on college-level coursework (AP® and IB exams).

College Readiness Index

Subject Proficiency :

South Carolina administered the End of Course Examination Program to high school students. These figures display how well the school as a whole performed in reading, mathematics, and science. For this school, assessment data from 2021 & 2019 were compared statewide against other data from this year. Note the district and state graphs below may however incorporate a mix data from 2019 and 2021 in some states.

Mathematics

Overall Student Performance

This measures overall student performance on state-required tests.

Percentile Score on End of Course Examination Program

End of Course Examination Program Scores Relative to U.S. News Expectations

Well Below Expectations

Underserved Student Performance

This measures the proficiency on state exams among typically underperforming subgroups.

Percentage of Underserved Students Who Are Proficient

Percentage of Non-Underserved Students Who Are Proficient

Gap Between School and State Among Underserved Students

College-Ready Student Performance

High school students take AP® exams and IB exams to earn college credit and demonstrate success at college-level coursework. U.S. News calculated a College Readiness Index based on AP/IB exam participation rates and percentages of students passing at least one AP/IB exam.

National Percentile on College-level Exams

Exam(s) Used for Index

Advanced Placement® (AP®) Student Performance

Many U.S. higher educational institutions grant credits or advanced placement based on student performance on AP® exams. This shows this school's student participation and performance on these exams if data were available.

Proportion of 12th Grade Class Who Took an Exam

Proportion of 12th Grade Class Who Scored 3+ on an Exam

Exam Takers in 12th Grade Class Who Scored 3+ on an Exam

Exam Pass Rate

School Data

School profile information is based on government data.

92% (somewhat above state median)

Grades Served

Mid-size Suburb

Charter School

Magnet School

Eligible for Title I Funding

This information relates to high schools run by this school's state operating agency. Many districts contain only one high school.

Total Schools

School Location

Broome High School

381 Cherry Hill Road

Spartanburg, South Carolina 29307

# 108 in South Carolina High Schools

Nearby Schools

Ranked School

Unranked School

Best Colleges in South Carolina

Clemson University

University of South Carolina

Furman University

Wofford College

See all Best Colleges in SC »

Data are based on the 2021 - 2022 , 2020 - 2021 and 2019 - 2020 academic years.

AP® and Advanced Placement® are registered trademarks of the College Board. Used with permission.

International Baccalaureate (IB) data provided by International Baccalaureate of North America. Used with permission.

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Best High Schools in South Carolina

• # 1 Academic Magnet High School
• # 2 Charleston School of the Arts
• # 3 Spring Hill High School
• # 4 Wando High School

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