2016 Passfield Park School Annual Report - Amazon S3 · 2017-05-16 · Introduction The Annual...

Passfield Park SchoolAnnual Report

2016

5563

Printed on: 17 May, 2017 of 15 Passfield Park School 5563 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Passfield Park School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

The Annual Report describes the school’s high quality practices across the three domains of the School ExcellenceFramework of Learning, Teaching and Leading. For more information about the School Excellence Framework pleasevisit: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellenceframework

School contact details

Passfield Park School53 Guernsey AvenueMinto, 2566www.passfield-s.schools.nsw.edu.aupassfield-s.School@det.nsw.edu.au9820 1700

Message from the Principal

Welcome to our 2016 Annual School Report. This report provides the school community with important information aboutthe achievements and steps we, as a school learning community have made on the 2015–2017 school plan journey.

For all NSW public schools, 2016 marks the half way point of the three year school planning cycle. Each member of theschool team, including teachers, school learning support officers, administration staffs, general assistant, cleaner,drivers, transport support officers and visiting therapists contributed to the success of this year's school report.

As Relieving Principal, I am pleased to present this report that showcases the impact each member of the Passfield ParkSchool team have made to the teaching and learning of the school. I would like to take this opportunity to thank you, thePassfield Park School community, including the staff, families and sincerely most of all, the wonderful students that havemade my time as Relieving Principal a truly unforgettable experience. It has been a privilege to get to know and learnfrom every single one of you.

Sandra Acevedo–Rugg


School background

School vision statement

Together we learn, participate and strive every day to achieve our best.

School context

Passfield Park School is a school for students with moderate or severe intellectual disabilities, Kindergarten to Year 12.Many of our students have additional needs, including Autism Spectrum Disorders, physical disabilities, mental health,visual or hearing impairments.

Our school is in multicultural Minto, a community undergoing renewal and revival in its character, facilities and capacity toembrace 21st century living. We share a unique learning environment with Sarah Redfern Public and High Schools, inclose proximity to public transport, community and shopping centres.

We are a member of a community of special schools, all of which are centres of expertise. With Beverley Park and MaryBrooksbank Schools, our students are able to benefit from the leadership and learning of uniquely strong and committedstaff who value the gifts of each and every member of the Community of Schools (CoS).

Passfield Park School is a caring and supportive community, with high expectations in learning and living for its students.We believe in supporting students to achieve their full potential, and have rich, differentiated programs with technologyembedded across all Key Learning Areas. Our goal is to support all students to communicate with their community, andto ensure that all students have the capacity to achieve their personal goals and lead successful, rewarding lives as 21stcentury citizens.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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.

The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description ofhigh quality practice across the three domains of Learning, Teaching and Leading.

For Passfield Park School the findings were:

LEARNING: Learning Culture

The School's on balance judgement of this element indicated that all teaching staff understand that student engagementand learning are related, with the school communicating priorities for strengthening both. Expectations of behaviour areexplicitly taught to students and relate to the variety of school settings. .School programs address the needs of identifiedstudent groups such as Aboriginal students and students for whom English is a second language. Attendance rates areregularly monitored and action is taken promptly to address issues with individual students.

LEARNING: Wellbeing

The School consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment. Quality teaching and professional practice areevident in every learning environment, providing students with opportunities to connect, succeed and thrive that arerelevant to their individual levels of learning and development.

LEARNING: Curriculum and Learning

Curriculum provision is enhanced by learning alliances with other schools and organisations. Teachers involve studentsand parents in planning to support students as they progress through their individual learning programs.

LEARNING: Assessment and Reporting

Student reports contain detailed information about individual student learning achievement which provide the basis fordiscussion with parents.


LEARNING: Student Performance Measures

Students are showing expected growth on internal school performance measures.

TEACHING: Effective Classroom Practice

Teachers regularly use student performance data to evaluate the effectiveness of their own teaching practices.

TEACHING: Data Skills and Use

Teachers analyse and use student assessment data to understand the learning needs of students.

TEACHING: Collaborative Practice

Executive, staff stage team and other meetings are used to review the curriculum and to revise teaching and learningprograms. Staff regularly evaluate teaching and learning programs including the assessment of student outcomes.

TEACHING: Learning and Development

Teachers participate in professional learning targeted to school priorities.

TEACHING: Professional Standards

Teachers understand and implement professional standards and curriculum requirements. Teachers demonstratecurrency of content knowledge and teaching practice in all their teaching areas.

LEADING: Leadership

The school community is positive about educational provision. Links exist with communities of schools, other educationalproviders and other organisations to support the school strategic priorities.

LEADING: School Planning, Implementation and Reporting

The school articulates a commitment to equity and high expectations for learning for each student and is responsive tochanging needs. The school acknowledges and celebrates a wide diversity of student, staff and communityachievements.

LEADING: School Resources

School staffing ensures that full curriculum implementation and delivery requirements are met. Systematic annual staffperformance and development reviews are conducted. School and other facilities are used creatively to meet a broadrange of student learning interests and needs.

LEADING: Management Practices and Processes

There are opportunities for students and the community to provide constructive feedback on school practices andprocedures. Streamlined, flexible processes exist to deliver services and information and strengthen parentalengagement.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Building student capacity to engage in learning to reach their full potential as successful individuals.

Purpose

To empower students to be fulfilled as successful, active citizens.

Overall summary of progress

This section describes the school’s ongoing self–assessment, reflection processes and progress for Strategic Direction 1of the School plan.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Data tracked for 100% ofstudents’ Individual EducationPrograms (IEP) goals, withgrowth recorded to measurestudent progress .

All students have an Individual Education Programthat has been completed in collaboration withfamilies, allied professionals and students whereappropriate. Work is on track for the school tohave processes fully in place to record studentprogress over time, and ensure student goals areconstantly viewed and adjusted as students makeprogress.

Using existing teacher andSLSO resource

Picture ExchangeCommunication System (PECS)implemented across the school,with ongoing support to individualstudents (100%).

All students have access and respond to theschool's Picture Communication System that hasstrengthened individual student communication.With targeted professional learning and incollaboration with speech pathologists, staff aregrowing their capacity to implement PictureExchange Communication Systems (PECS) withconfidence.

Using existing teacher andSLSO resource plus$20,000.00 (EnglishLanguage Proficiency)

Positive Behaviour for Learning(PBL) team has establishedpositive rules and developedstrategies to enable students tolearn to self–regulate.

Expected positive behaviours have been identifiedand being taught explicitly to all students, as part ofthe revised school's Discipline and WellbeingPolicy.

Using existing teacher andSLSO resource


Next Steps

Individual Education Plans: By the end of 2017, staff will have in a place a rigorous and consistent process of learningand support across the school that will enable measure and mapping of student progress.

Picture Communication System (PCS): Value added to whole school PCS will be the implementation of PictureExchange Communication System for communication that will enable for effective two way communication for studentsrequiring this specific augmentative form of communication.

Positive Behaviour for Learning: • For the school's Positive Behaviour for Learning Team to guide school–wide planning that can assist students to

successfully regulate their own behaviour. • For students to be empowered to demonstrate their understanding and confidently respond to the school's Student

Self–Regulating System.



Develop a culture of collaboration within the CoS to build capacity of all in leadership and educational innovation

Purpose

To provide a high standard of education through collaborative learning, opportunities for sharing and exchangingexpertise of innovative education and quality leadership which inspires all CoS stakeholders to excel and reach their fullpotential.






100% of all professional learningopportunities across the CoS thatreflect Performance andDevelopment Plan (PDP) goals.

During 2016, specific professional learningopportunities were provided to teachers from MaryBrooksbank, Passfield Park and Beverley Parkschools to address areas of learning identified inIndividual Performance and Development Plans.These included SMART Notebook, TeacherAccreditation and Applying for a Position with theDepartment of Education.

$1,5000.00

100% of all staff attend the CoSconferences.

During 2016, twilight professional learning sessionswere regularly provided across the year, to ensureall staff from Mary Brooksbank, Passfield Park andBeverley Park schools had access to training asidentified in Individual Performance andDevelopment Plans.

$0

100% of all staff is involved intrialling or using assessmentsand teaching strategies forstudents at pre ES1 level.

All teachers completed Count Me In Too trainingwhich has increased skills in teaching andassessing mathematics across the school. Teachers successfully implemented respectivestrategies gained from Community of Schoolsshared assessment, scope and sequence using theLiteracy and Numeracy Frameworks.

$0

Next Steps

Pre early stage 1 strategies: A scope and sequence to be developed by teachers to support the embedding of theScience Framework into their learning and teaching programs. All teachers to make comment and give feedback on thedocument and collaborate to produce units of work based on the Framework.

Professional learning opportunities across the Community of Schools: • Through sharing of best practice, the Principals and Assistant Principals of Passfield Park, Mary Brooksbank

and Beverley Park Schools will work to plan and produce an Assistant Principals Leadership Handbook designedto support new and aspiring leaders in all School for Specific Purposes. It is proposed that the handbook will bealigned to the Leadership and High Performance’s Leadership Pathways.

• Developing all staff through sharing of best practice and Professional Development Plan goals.



Building and maintaining family and community partnerships which support students becoming active C21st citizens

Purpose

To embrace our multicultural community and strengthen the learning environment. To challenge, engage and cater to thelearning and wellbeing needs of all our students, staff and community members.






100% of students meaningfullyconnected with student wellbeingprograms, evidenced by SteppingStones PPP and KidsMatter data.

All staff accessed Component 1 trainingin KidsMatter. The training provided staff with ashared understanding of strategies forthe establishment of a positive school environment.

The Stepping Stones Positive Parenting Programwas offered to parents to assist them in the area ofensuring their children are active and involvedmembers of the family and community.

$12,256.00

15% of parents/carers attendingprofessional developmentworkshops.

The School Counsellor in collaboration with theAutism Advisory and Support Services providedregular opportunities for parents to engage inlearning across areas including, Autism, managingdifficult behaviours and individual wellbeing.

Using existing teacher,counsellor, SLSO time

Next Steps

KidsMatter: To embed Component 1 and train all staff in Component 2.

Parent attendance in school activities: • To grow more opportunities to engage families into the school programs, including volunteering, professional

learning activities, establishment of a school P&C. • To grow parent engagement in Stepping Stones Positive Parenting Program • To grow the profile of the new Community Liaison Officer with parents and community, so that the role becomes a

strong link between the school, families and other community services.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Staff have all received training in theAboriginal ways of learning, and havehad release from class to work with otherschool staff and local Aboriginal organisationsto bring Aboriginal culture to our students in away that meets their learning needs.Teachers have been released from class tocoordinate National Aborigines and IslandersDay Observance Committee (NAIDOC) weekcelebrations, that includes studies to achievea deeper understanding of Aboriginal andTorres Strait Islander (ATSI) arts, crafts andgames for children. Students are learningThurawal language as part of a joint initiativewith Leumeah High School Aboriginal studentleaders.

$4,615.35

English language proficiency Teachers have worked across the school toassist students in language acquisition. Aspeech pathologist has been employed towork alongside staff to assist in developingeffective augmentative and alternativecommunication modes for students who needassistance to communicate. A school learningsupport officer assists this program by makingresources (picture communication symbols)for students to use to assist theircommunication and acquisition of language.

$17,435.31

Quality Teaching, SuccessfulStudents (QTSS)

Through the ALFI program, staff developed aclear and transferable framework to plan forand track student communicationachievements. The ALFI team usedinformation for SMART Goal Attainment Scale(GAS) data to collect and consistently assessstudent learning across a range of settings.

$10,868

Socio–economic background Using the Positive Behaviour for Learningframework, the school is planning andcoordinating effective teaching and learningenvironments that enable students to behealthy, happy, successful and productive.The team is working on explicitly definingpositive behaviours in all settings, andsupporting staff and students to be safe, kindand friendly learners.

KidsMatter is a flexible, whole–schoolapproach to improving children’s mentalhealth and wellbeing. The school's KidsMatter team is leading the community to plan andtake action to be a positive community; onethat is founded on respectful relationships anda sense of belonging and inclusion. Fundshave been expended to allow staff releasetime to plan in school professional learning,create and understand resources, and toattend external professional learning.

A school learning support officer is workingone day a week to assist teachers across theschool to make resources to supportcommunication and wellbeing programs.Picture communication symbols and iPadsare used in all classes to assist students to

$48,309.47


Socio–economic background express their wants and needs, and ensuringthat these important tools are available whenneeded. Having a staff member to make andmaintain resources is greatly assisting thewhole school to communicate and learntogether. Resources used include a decisiontree to follow to find teaching and learningactivities to help children to expressthemselves through speech, picturecommunication symbols and digital mediums,including iPads.

Parents of students with special needs oftenneed some support to assist them to helptheir child reach their full potential. SteppingStones Positive Parenting Program is aspecific, research based initiative that theschool is delivering to small groups andindividual parents and carers to assist them tobetter help their children to be active andinvolved members of the family andcommunity.

$48,309.47

Support for beginning teachers This funding allows beginning teachers toreceive regular mentoring support, and toattend professional developmentopportunities that are unique to theprofessional growth of the targeted teacher.The additional funding has had a positiveimpact on the learning in the school and notjust for beginning staff but for all staff involvedin the mentoring and coaching of the staff.

$13,378.00


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 46 46 51 50

Girls 18 16 16 19

From our 69 students who were enrolled at PassfieldPark School during 2016, 8.7% of the studentpopulation identified as Aboriginal and 36% came froma Non–English speaking background.

Retention Year 10 to Year 12

Passfield Park School has a retention rate of 100% forstudents transitioning from Year 10 to Year 12.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 7.84

Teacher Librarian 0.4

School Administration & SupportStaff

11.82

Other Positions 0.1

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

At Passfield Park School, two staff member identify asAboriginal.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 58

Postgraduate degree 42

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.


Income $

Balance brought forward 231 381.54

Global funds 135 414.11

Tied funds 200 683.78

School & community sources 30 935.40

Interest 4 407.44

Trust receipts 20 454.50

Canteen 0.00

Total income 623 276.77

Expenditure

Teaching & learning

Key learning areas 1 544.69

Excursions 1 595.03

Extracurricular dissections 10 286.64

Library 2 244.82

Training & development 15 202.93

Tied funds 135 986.57

Short term relief 36 045.16

Administration & office 63 325.94

School-operated canteen 0.00

Utilities 10 452.54

Maintenance 16 858.36

Trust accounts 20 467.99

Capital programs 15 906.00

Total expenditure 329 916.67

Balance carried forward 293 360.10

2016 Actual ($)

Opening Balance 0.00

Revenue 298 800.00

(2a) Appropriation 293 360.10

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 5 306.15

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 133.75

Expenses -93 041.15

Recurrent Expenses -93 041.15

(3a) Employee Related -75 036.24

(3b) Operating Expenses -18 004.91

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

205 758.85

Balance Carried Forward 205 758.85

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.


2016 Actual ($)

Base Total 434 178.84

Base Per Capita 6 689.83

Base Location 324.00

Other Base 427 165.01

Equity Total 70 360.14

Equity Aboriginal 4 615.35

Equity Socio economic 48 309.47

Equity Language 17 435.31

Equity Disability 0.00

Targeted Total 1 810 753.24

Other Total 5 517.00

Grand Total 2 320 809.22

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

Parent/caregiver, student, teachersatisfaction

The following is parent feedback based on howwelcomed they feel at Passfield Park School. Scoresare out of 10:

I feel welcome when I visit the school. 9.5

I can easily speak with my child's teachers. 9.0

I am well informed about school activities. 9.3

Teachers listen to concerns I have. 9.0

I can easily speak with the school principal. 9.5

Written information from the school is in clear, plainlanguage. 9.2

Parent activities are scheduled at times when I canattend. 8.3

The school's administrative staff are helpful when Ihave a question or problem. 9.3

Policy requirements

Aboriginal education

Passfield Park School has 8.7 of students that identifyas Aboriginal. The school values, respects andappreciates Indigenous culture and student identity as

an intrinsic part of the school’s culture. The PassfieldPark School's Cultural Team dedicated to ensuring allstudents are engaged with Aboriginal culture andheritage.

Staff have all received training in the Aboriginal 8 Waysof Learning, and have been provided with release fromclass to work to with other school and local Aboriginalorganisations to bring Aboriginal culture to our studentsin a way that meets their learning needs. The School'sCultural Team coordinated coordinated NationalAborigines and Islanders Day Observance Committee(NAIDOC) week celebrations, that included studies toachieve a deeper understanding of Aboriginal andTorre sStrait Islander (ATSI) arts, crafts and games forchildren.

A major focus we will build on for 2017 is ourpartnership with the Leameah High School andtheir Aboriginal Student Leaders who will be teachingour students Thurawal language.

Other school programs

Passfield Park School provides all students access to aspecialist Music Therapy Program. The program uses research based practice and access to a specialisttherapist to enable students to actively engage in groupperformance and educational activities. All studentshave demonstrated growth in their confidence toperform in front of peers and adults, as well as havingsignificantly high engagement.


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