2017 Rowland Hassall School Annual Report · Introduction The Annual Report for€2017 is provided...

Rowland Hassall SchoolAnnual Report

2017

5411

Printed on: 13 April, 2018 of 14 Rowland Hassall School 5411 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Rowland Hassall 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.

James Myers

Principal

School contact details

Rowland Hassall SchoolCnr Hassall & Harris StsParramatta, 2150www.rowlandhas-s.schools.nsw.edu.aurowlandhas-s.school@det.nsw.edu.au9635 6363


School background

School vision statement

At Rowland Hassall School, we believe that through working collaboratively with our school community, we can developour students to be confident, creative, engaged, responsible and productive individuals. Our legacy will be building thecapacity of our students to be good citizens.

School context

Rowland Hassall School provides quality education opportunities for students who have been experiencing difficultiesin their regular school. The school operates across two campuses at Parramatta and Telopea, for students from years5through to year 12. The school provides individualised learning programs for students with a mild intellectual disability(IM) and an Emotional Disturbance or Behaviour Disorder (ED/BD). The Waratah Centre at the Telopea campus,provides educational programs for disengaged students with an Emotional Disturbance and/or Behaviour Disorders.Students are referred to Rowland Hassall and the parents/carers are offered a place for their child. There is a culture ofmutual respect created by students and staff at the school. The school operates as a positive psychology school aimingfor positive outcomes for all.

The Waratah Centre located in Telopea Public School is a part of Rowland Hassall School. The centre meets thespecial needs of students in our region who are emotionally disturbed or behaviourally disordered (ED/BD).

The goals for students who attend the centre include successful completion of the HSC, integration into their homeschool, another school, exiting school into alternative settings for example TAFE or the workforce.

The Waratah Centre seeks to educate students in a calm, safe and supportive environment that values each student andtheir individual educational goals. It is a place where all students, staff and families should feel safe, supported,valued,content and nurtured. The Waratah Centre encourages all people to act with patience, enthusiasm and integrity. Wecelebrate each person’s differences and abilities.

The Waratah Centre works closely with many government and non–government agencies that support families havingdifficulties. The preferred mode of case management is an approach that sees the school, student, outside services andfamilies working together to assist the student to become a responsible adult. Strong families, caring schools, goodfriends and an adult community that values children are factors that makes a difference to the resiliency of young people.

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.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning

We established a culture of striving to achieve the best outcomes for our students. In our self assessment processes weidentified areas of improvement. These included further development of effective teaching strategies to improve studentsoutcomes in Literacy and Numeracy. Teachers have delivered a wide variety of Project Based Learning programsfocusing on students engagement in self directed learning, ability to follow assessment rubric and provide constructivepeer feedback. Students began to identify the value of meaningful learning goals and have demonstrated their ability toselect more appropriate strategies to achieve their goals. The school actively collects information to support curriculumdelivery, transitions and learning needs . Parents are updated on the progress of their children and this is communicatedthrough regular contact and semester reporting. An area of excellence has been demonstrated in Learning Culture aswell as in Curriculum and Learning.. Positive and respectful relationships are evident across the school community andstudents have been provided with a range of learning opportunities to support their individual needs and promoteacademic and personal growth.


Teaching Throughout the year staff professional learning sessions were delivered on a weekly basis, promoting ourevidence based practises. Teachers through collaborative practices are identifying, understanding and implementing themost effective teaching methods and in our context, this involves a focus on curriculum differentiation and explicitteaching of positive behaviour strategies .Collaborative practice assessment indicated a shift to sustaining and growinglevel with teachers placing more value on collaborative practices to improve teaching and learning. The area in which weneed to focus more attention is Data Skills and Use, at present in this element we are at the delivering level.Teachers,the leadership team and the whole school utilise data to inform goals and progress towards them. In order to progress tothe next level, teachers need to better utilise assessment data to consistently monitor student progress and reflect ontheir teaching practice modifying their teaching and learning strategies accordingly. Learning anddevelopment assessment indicates that we are excelling by providing targeted professional development and focusingon constant evaluation of professional learning activities to promote the most effective strategies. Teachers alsoregularly meet with the executive to engage in mentoring and coaching to evaluate their own professional development inline with the professional standards always striving for excellence in the professional practice.

Self–assessment of all leading elements was conducted indicating that Leadership, and Management Practices andProcesses. remained at sustaining and growing level. The school solicits and addresses feedback on schoolperformance through developing relationships with external agencies in the community and delivering RHS warriorsprogram that impact on our positive relationships with the community. our school is committed to solicit andaddress feedback by conducting parent forums, communicating current programs and priorities through newsletters andcollecting feedback through "Tell Them From Me Parent Survey" . School planning , Implementation and Reportingprocesses have been further evaluated and modified indicating that RHS is excelling in this domain. All staff hasengaged in series of professional learning sessions, thorough research of evidence based strategies and innovativepedagogy methods to identify future directions focused on improving student outcomes. The consistent monitoring andreview of processes by all staff, has shown an increase commitment to identify and address school priorities. . RHS excelled in the strategic use of resources to improve student outcomes. this has been demonstrated by successiveplanning including long term financial planning integrated with school and implementation processes required to makeRHS relocation successful.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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/sef–evidence–guide


Strategic Direction 1

Quality teaching practices

Purpose

To ensure quality learning across our community of schools based on consistently high standards of teaching. Thislearning will be relevant and differentiated in order to extend our students and prepare them for life in the community.

Overall summary of progress

School focus within quality teaching practices in 2017 has evolved around developing quality, differentiated Literacy andNumeracy instruction and learning programs including student individual learning goals, based on Literacy andNumeracy Continuum data. Professional learning sessions have been dedicated to sharing research based, innovativepedagogies through teachers participation in Collaborative Brainstorming Sessions. ti improve students outcomes inboth Literacy and Numeracy. Delivery of PBL program has been continued with greater focus on student self –organised learning strategies by improving their ability to engage in self and peer assessment process and actioningreceived feedback. This approach resulted in increased student engagement in learning and their ability to present theirfinal product using different presentation methods.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

1.100%of class teachers will usePBL as the basis of their teachingand learning programs

$2400 All teachers deliverd Project based lareaning

All teachers have confidence inteaching English andMathematics to all students

$2500 Results from TTFM survey indicate that teachersfeel significantly more confident at planning anddelivering differentiated instructions in both subjectareas. This has been demonstrated by producingbetter quality teaching and learning programs

Project Based Learning isembedded in teaching andlearning practices across thecurriculum

$14000 All teachers have delivered differentiated PBLprograms integrating different KLAs with the use ofappropriate assessment rubrics and differentpresentation methods.

Individual students will showimprovement in English andMathematics outcomes

$2500 Literacy and Numeracy continuum data showimproved student outcomes by demonstrating theirprogress in comparison with baseline assessmentin both Literacy and Numeracy.

Next Steps

• New school plan priorities will focus on further development of Quality Teaching Practices in Literacy andNumeracy based on innovative, evidence based pedagogies with the use of student assessment data to informand modify teaching programs and differentiated delivery methods to cater for individual student needs

• Project Based Learning will be delivered with the focus on the Gold Standard including all essential projectdesign elements, PBL experts to providing feedback and assessing final products, extended to presentations forparents and carers as well as learning community.



Independent and confident individuals/learners

Purpose

To develop a sense of self–worth and the acquisition of skills so that the individual may reach their potential and makepositive contributions to society.


Our wellbeing programs in 2017 have been centred around deliver of Mindfulness curriculum as a prime wellbeingintervention. Staff developed their knowledge and understanding through participation in professional learning sessionand mindfulness practices.. Majority of teachers included Mindfulness in their daily timetable and reported on improvedstudent self – regulation skills that impacted on their ability to learn and achieve better academic outcomes. To improvestudent transitions from school to post school destination we have introduced new work experience program – RHSWarriors to develop student skills in general maintenance and gardening while supporting their community engagement.We developed tracking procedure to better support students completing TVET courses resulting in grater number ofstudents achieving their TVET qualifications.





1. 80%of students will meet orexceed their pre–test results inliteracy and numeracy

$2900 70% of students met their individual Literacy andNumeracy goals indicating the progress reflected in Literacy and Numeracy continuums andstandardised assessment tests.

20% of students exceeded their pre–test results inLiteracy.

2. 75%students will meet therequirements of their transition towork programs

$2100 80 % of students successfully completed transitionto work programs including TVET courses,apprenticeships and confirmed work placements.

3. 90%of Yr 12 students will beenrolled in a post schooldestination in collaboration withparents/carers

$600 50% of students have been transitioned to appropriate work places.

4. Individual student will showreduction in high risk behaviours,long and short suspensions

$5000 Suspension data indicates reduction in high riskbehaviours including long & short suspensions

Next Steps

• RHS approach to wellbeing in the following year will focus on developing Positive Education program suitable forSchools for Specific Purposes. staff have engaged in PL sessions dedicated to self – assessment with the use ofWellbeing framework for school to evaluate our current wellbeing initiatives and identify future wellbeingorientation.

• Further development of school wide procedure including data evidence that will allow to identify and track studentengagement in learning in order to modify our programs and select these that lead to improved student outcomes.



Community inclusiveness and connectedness

Purpose

To empower all stakeholders with the responsibility and accountability of ongoing community engagement.


Rowland Hassall School was relocated in 2017, in order to make the transition successful we delivered a number ofparent information sessions continuously updating the community on the progress of our relocation. We have alsoprovided parents with specific information sessions dedicated to student transition to post school options including access to disability support services through NDIS and other government agencies. Our relocation has been successfuland we celebrated that achievement by inviting parents and carers to open day to show them new school facilities. Wecontinuously supported parents in the transition process including to assisted transport to the new school location andregular updates through school website, newsletter and individual teacher – parent interactions .





1.50% of parents/carers to attendour semester informationsessions.

$2500 There has been a significant increase in parentparticipation in school presentations, open daysand parent information sessions.

2. 80% of parents/carersengaged in RHS social media.

$2000 School App hasn't been utilised

3. 10 schools are committed tothe network of schools who areintegrating a PBL approach.

N/A RHS staff developed partnership with a number ofschools delivering PBL programs, however we were unable to network with other SSPs deliveringPBL..

Next Steps

• RHS priority within the new school plan will focus on developing connections and positive relationships with thenew community of schools and local community partners, including connections with PCYC and Schools forSpecific Purposes in our region.

• Develop a database of PBL experts willing to provide students with feedback on their PBL projects ti improve theirlearning outcomes and produce better quality products.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $8,829 Students from Aboriginal backgroundbenefited from this funding by participating ina variety of learning experiences includingaccess to educational resources, schoolexcursions and individualised learningprograms. This entailed the employment of anSLSO to support students. Funds were usedto support Aboriginal students involvement inthe Duke of Edinburgh Award program andthe attendance at school camps for Aboriginalstudents.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 38 42 42 36

Girls 10 12 10 16

Rowland Hassall School provided opportunities for allstudents who were of work experience age toparticipate in work experience programs. Because ofthe diverse needs of our students there were manyprograms run to suit the ability levels of each student.The programs included TVET and TAFE courses,independent work experience, group work experience,in school work experience and post school options.

Our students completed successful placements in bothsupported settings and open employment includingapprenticeships.

in 2017, 80% of year 12 students participated invocational training. 100% of year 12 studentscompleted a one year TVET qualification in retail andhospitality.

In 2017, 100%of the year 12 students enrolled atRowland Hassall School successfully attained their LifeSkills Higher School Certificate.

Post–Waratah destinations.

In 2016, the Waratah Centre celebrated two Year 12graduates from the program completed their HSCs. One of the students is now working as a plumber.During 2016 we transitioned 4 students back to theirhome school successfully. We also transitioned 6students to transition to work programs.

Further details concerning the statement can beobtained by contacting the school.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 1

Classroom Teacher(s) 8.09

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0

Teacher Librarian 0.2

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

9.82

Other Positions 4.07

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 2

Professional learning and teacher accreditation

Professional Learning

Professional learning model has been modified in 2017focusing more on developing staff capacity for effectivecollaboration to improve student outcomes. OurCollaborative Brainstorming Sessions have beendeveloped to support Quality Teaching by sharingevidenced based, innovative teaching strategiesincluding differentiation methods to support studentprogress and academic achievement mainly in Literacy.Staff have been participating in specialised Literacytraining – Reading Mastery and was provided withopportunities to observe program delivery in classroomenvironment to be able to integrate it their ownprofessional practice.

Staff also participated in series of professional learningsessions throughout 2017 dedicated to evaluation ofour current practices. The staff were introduced to thefollowing documents: The Evidence What Works and


the Self Reflection Tool; The School ExcellenceFramework focusing on Collaboration, Assessment &Reporting and Classroom Practice; The WellbeingFramework; and the present School Plan. Thesedocuments provided staff with a focus from researchand current Department of Education Frameworks todiscuss and through professional conversationsdetermine the future directions of the school.

Throughout 2017 staff member was successful in beingaccredited at proficient career stage. 90% of RowlandHassall staff has been already accredited at proficientlevel and the are currently maintaining theirproficiency.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 262,798

Revenue 3,116,294

Appropriation 3,062,572

Sale of Goods and Services -340

Grants and Contributions 50,040

Gain and Loss 0

Other Revenue 0

Investment Income 4,023

Expenses -2,996,267

Recurrent Expenses -2,996,267

Employee Related -2,766,554

Operating Expenses -229,713

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

120,027

Balance Carried Forward 382,825

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending (e.

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Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 482,643

Base Per Capita 16,359

Base Location 0

Other Base 466,284

Equity Total 110,203

Equity Aboriginal 8,829

Equity Socio economic 101,375

Equity Language 0

Equity Disability 0

Targeted Total 1,817,159

Other Total 592,165

Grand Total 3,002,169

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

Throughout term 1 and Term 2 we have been engagingstudents parents and carers in the transition process toour new location. To make this process smooth andsuccessful we have been consistently updating parentsand caregivers about the progress on school relocation,including information sessions and regular updatesthrough school website.

Through 2017 we have delivered a number of parentinformation sessions around school programs as wellas specifically designed workshops covering topics ofpositive psychology interventions, behaviourmanagement and student transitions. We invitedparents to information session on accessing NDISscheme, including comprehensive presentation fromwork placement and youth health agencies specificallyaddressing the needs of our students.


Parents participated in TTFM survey indicating highlevel of satisfaction in the area school inclusive culturewhere parents feel welcome and are well informed ofschool programs and initiatives. Parents werealso highly satisfied with school approach towards positive behaviour and learning. These resultsare significantly higher comparing with the results formother NSW Government schools highlighting ourcommitment to develop and maintain strong andpositive relationships with all stakeholders.

Policy requirements

Aboriginal education

Aboriginal Education was one of our curriculum targets.Students were timetabled for lesson allocation duringthe week. Topics covered included: Aboriginal historyup until English settlement: colonial times; greatAboriginal figures from history; Aboriginal art andculture.

Our NAIDOC and Reconciliation Week celebrations for2017 included a variety of all school activities includingAboriginal Art making, telling of traditional stories,exploring aboriginal rhythm including drums and othermusical instruments. As a school we participated in aworkshop conducted by the Koomurri group. During thisworkshop, students learned about Indigenous song anddance and about traditional clothing and tools forhunting. A key aspect of the workshop was for studentsto create an Indigenous art work as a group which wasunveiled at a special assembly. Students have alsoengaged in face painting and drumming sessions withgreat enjoyment.

Multicultural and anti-racism education

In 2017, Rowland Hassall School promotedmulticulturalism across the school in a number of ways.

We also appointed Anti – Racism Contact Officer toensure that complaints of racism are dealt with inaccordance with the Complaints Handling PolicyGuidelines by maintaining records of complaints.ARCO has examined school practices and proceduresto ensure that they promote respect for cultural,linguistic and religious diversity and sanction racialdiscrimination and consistently promoted promoteanti–racism education.

We have celebrated the diversity by organisingHarmony Day event, where students where exposed todifferent activities including sharing stories from theirown country of origin, producing artworkand viewing short films dedicated to deepen theirknowledge about other culture traditions and customs.The highlight of that celebration was tasting differentcuisine including Lebanese, Indian, Australian disheswhich we all enjoyed very much!

Other school programs

Rowland Hassall School Programs.

Duke of Edinburgh Award

The Duke of Edinburgh program continued this yearwith more of our students achieving great things. Theprogram is a worldwide recognised program indeveloping youth towards being more independent andcommunity minded citizens.

Rowland Hassall School had 8 students enrolled thisyear and there has been some fantastic efforts by thesestudents. Some students managed to achieve theirBronze Award and are now working towards their Silverwhich is a great achievement. The program encouragesthe students to set themselves goals in the followingareas: Fitness Skills, Volunteering and an AdventurousJourney. Students are aiming work towards achievingtheir goals and must participate in these specificactivities for at least an hour each week. Most of theseactivities can be outside of school under the guidanceof a school coordinator or done here at school. Thisprogram has and continues to be successful with someof our students here at Rowland Hassall.

School Camps

Throughout 2017 students participated in a number ofschools camps including various location on the CentralCoast, Glenworth Valley and Nan Tien Temple atWollongong. One of the most exciting activity RowlandHassall Students experienced was guided horse ridingacross the Glenworth valley with its stunning views.Students who became more confident were able to troton their horses. and assist other students with helpfuladvice.

For students who are committed to mindfulnesspractice we have organised another visit to the NanTien Temple down near Port Kembla. Students had anopportunity to experience guided mediation practicewith one of the temples monks and take part in theirfavourite mindful movement – Tai Chi. During the visitwe made our way to the Gratitude Bell to expressour thankful and kind thoughts towards others whichhelped our students to develop empathy towardsothers. The student stayed at the lovelyWindang Tourist Park for the evening, where theycooked themselves healthy dinners and took a swimright by the beach, it was a great time.

Mindfulness Program

Throughout 2017 we have continued to develop anddeliver our mindfulness program at Rowland HassallSchool. Each class participated inweekly sessions throughout the year which havehelped students to not only explore mindfulnessconcepts like acceptance and exploration of feelings,but allowed students to experience a variety ofmeditation techniques. Most classes have alsocontinued with the 'Peaceful Kids' program and further


explored meditation and daily mindful practices. At theend of the year staff and students were asked to againevaluate the program. Teachers saw great value in theprogram and really noticed a change in studentsabilities to self regulate their emotions. Teacherswill continue to extend these practices in theirclassrooms and the program will continue tobe evaluated at the end of the year.

Community Access Program

This program has continued to develop at RowlandHassall School after our move to Chester Hill. Themove has opened students up to new opportunities andnew communities allowing them to become morefamiliar with their surroundings. Community access hashelped to develop the student's skills in a number ofareas include improving their self–esteem andself–confidence when interacting within the community. Communication skills and their ability to travelindependently has been a big focus this year and as aresults our students have developed their mobility andindependence through their access to local publictransport, local shops, local attractions and outdoorrecreational activities.

Warriors Program

2017 was one of our best years yet for the warriorsprogram. This program allows the senior boys to gainvaluable work experience landscaping and workingwithin local school communities. Our boys have beeninvolved in landscaping, lawn mowing, creatinggardens, weeding and the general maintenance ofprimary school grounds of some of our local schoolssuch as Chester Hill Primary school and RydalmereEast. Having moved locations halfway through2017 our students networked to expand our program toinclude local schools within our new area. Theseschools were happy to have us on board and we thankGreenacre primary school and Wattawa Heightsprimary school. Junior boys have also had theopportunity this year to begin the "wee warriors"program which involved students developing theirgardening skills around our school. The students havesuccessfully re–planted trees and shrubs and begun aveggie garden.

Woodwork

Our new school site contains a purpose built woodworkworkshop that has allowed students to participate inspecifically designed classes that utilised theirconstruction skills. Students began to work with toolsand materials that were previously unfamiliar to themand gained confidence in working with wood. Studentswere successful constructing both jewellery and planterboxes. We hope to further develop our woodworkprogram in 2018 through the help of some localvolunteers.

Foreign languages program

During 2017 our students had the opportunity toparticipate in our languages / cultural studies program

as an elective. Students developed their skills inexpressions, vocabulary and languagestructures. Students learnt French, Italian, andJapanese throughout the year and developed languageskills through exploring the cultural features of theirschool community as well as foreign nations. Thisprogram was designed to enhance the mobility ofyoung people and prepare them for life in a multiculturalworld. Students thoroughly enjoyed these lessons.

3D printing sessions

Rowland Hassall School was able to secure a 3Dprinter and designed a series of coaching lessonsaround using the 3D printer with the help of Scope ITEducation. Pupils engaged in a 7 week program thatallowed them to develop their programming and codingskills as well as design a structure that could be printedusing the 3D printer. Students found these lesson mostvaluable and staff were able to up skill their knowledgeof digital technologies within the curriculum. Studentsused this technology during their Project BasedLearning sessions designing some wonderful movingtoys and structures.

Work Experience Programs

Work Education Programs prepare students for postschool options and choices. They refer to a wide varietyof activities that are designed to:

Develop students attitudes and skills to participate inunpaid work;

Increase students' understanding of the current andfuture labour market; and

To increase students' understanding of the dynamicnature of work.

Some of our senior students worked hard to complete ayear of their chosen topic of study including retail. Ourstudents have travelled to their chosen TAFEcampuses independently and been responsible for theirown learning These skills have proven valuable bothinside and out the school setting allowing some of ourstudents to become successful member of thecommunity.

The Waratah Centre

School context

The Waratah Centre located in Telopea Public Schoolis a part of Rowland Hassall School. The centre meetsthe special needs of students in our region who areemotionally disturbed or behaviourally disordered(ED/BD).

The goals for students who attend the centre includesuccessful completion of the HSC, integration into theirhome school, another school, exiting school intoalternative settings for example TAFE or the workforce.

The Waratah Centre seeks to educate students in a


calm, safe and supportive environment that valueseach student and their individual educational goals. Itis a place where all students, staff and families shouldfeel safe, supported ,valued, content and nurtured. TheWaratah Centre encourages all people to act withpatience, enthusiasm and integrity. We celebrate eachperson’s differences and abilities.

The Waratah Centre works closely with manygovernment and non–government agencies thatsupport families having difficulties. The preferred modeof case management is an approach that sees theschool, student, outside services and families workingtogether to assist the student to become a responsibleadult. Strong families, caring schools, good friends andan adult community that values children are factors thatmakes a difference to the resiliency of young people..

Post–Waratah destinations

In 2017, the Waratah Centre celebrated one Year 12graduate from the program. Emily Crowther completedher HSC after she had been attending the WaratahCentre for 3 years with many trials and tribulationsalong the way. During 2017 we transitioned 5 studentsback to their home school successfully. We alsotransitioned 2 students to into full time employment.

Special programs

Year 7 to 10 Physical Education program “Let’s getPhysical” gives students the opportunity to explore theirmovement potential in a variety of individual teamsports. The emphasis of the PE program is onparticipation and enjoyment of physical activity. Inaddition to challenge students, ongoing participation ina range of physical activities, focusing on technique,tactics, team play and refereeing.

‘Boys to Men’ Program

Year 7 to 10 Physical Development program “Boys toMen” is a theory lesson based program to addressadolescent changes and challenges confrontingteenagers. The emphasis of the program is to informstudent of their physical, mental and social healthchanges and provide coping strategies to addressthese issues and adequate help and inform them ofresources available.

‘Girl Power’ Program

To deliver a small group program to a selected numberof female students, in order to teach them knowledgeand skills in personal development and hygiene. It isanticipated that these skills will enhance theconfidence, self – esteem, and the physical, emotionaland psychological health/wellbeing of the students, andassist them in making positive decisions towards theirlives

Water Recreation Program

Year 7 to 10 Physical Education program “WaterRecreation” gives students the opportunity to exploretheir movement skills in water environment. Theemphasis of the PE program is on participation and

enjoyment of physical activity. In addition to challengestudents, ongoing participation in a range of physicalwater activities, focusing on swimming and recreationalactivities in different water environments.

Work Experience Programs

Work Education Programs prepare students for postschool options and choices. They refer to a wide varietyof activities that are designed to:

· Develop in students the attitudes and skills toparticipate unpaid work;

· Increase students' understanding of the currentand future labour market; and

· To increase students' understanding of thedynamic nature of work.

The Waratah Centre has dedicated an ongoingapproach to supporting as many of our students withtheir work experience endeavors. We placed 5 studentsinto work experience in 2017, of those students 3 wereoffered full time jobs.

Community Access Program

This program is to develop the student's skills in anumber of areas. These areas include improving theirself–esteem and self–confidence, communication skillsand their ability to travel independently throughout thecommunity. The students will develop their mobility andindependence within the community through theiraccess to local public transport, local shops, localattractions and outdoor recreational activities. This yearsome notable organisations, Western SydneyWanderers, Greater Western Sydney Giants, and TableTennis Australia supported us.

Linkages Program

This program aims to encourage young people todevelop skills and confidence and to find new pathwaysto learning and work. With help of a mentor the youngperson will develop self–esteem, trust andcommunication skills enabling them to gain direction fortheir future.

What is involved? Mentors will work on a one to onebasis assisting the mentee making better–informeddecisions. They will meet on a weekly basis forbetween 5–10minutes at school at a mutuallyconvenient.

One Mile beach camp

During term 4, we took a group of hardworking studentsto One Mile Beach as apart of our Outdoor EducationProgram. The students were thoroughly engagedthroughout the camp and took part in exciting activitieslike Stand Up Paddle Boarding and Sand Boarding.

Garden Program

The Waratah Centre Gardening and MaintenanceProgram is to increase access and awareness to the


local community, one garden at a time. We arecultivating a gardening program through outreach,education and support.

The gardens included under the program aresufficiently maintained to increase their appearance.


2017 Rowland Hassall School Annual Report · Introduction The Annual Report for€2017 is provided...

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