2019 Wewak Street School Annual Report · We have excellent facilities including spacious...

Wewak Street School2019 Annual Report

5653

Printed on: 29 May, 2020 of 23 Wewak Street School 5653 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Wewak Street 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.

School contact details

Wewak Street School973 Wewak StreetNorth Albury, 2640www.wewakst-s.schools.nsw.edu.auwewakst-s.school@det.nsw.edu.au6040 6284


School background

School vision statement

Wewak Street School is a dynamic educational environment that strives to build on individual students abilities to besafe, respectful and successful learners. Staff strive to build an environment where all members of the school communityare treated with dignity and respect.

School context

Wewak Street School caters for students aged from 4 to 18 years with moderate or severe intellectual disabilities and/orautism. Some students also have language or sensory impairments and/or physical disabilities.

The school is located in a very attractive environment having well maintained grounds and gardens and extensive playareas, basketball court and bike track.

We provide an individualised educational service utilising a multi–disciplinary team approach involving the expertiseprovided by teachers, school learning support officers, therapists, counsellors and consultants.

We have excellent facilities including spacious classrooms, sensory garden, industrial arts room, kitchens, library, indoorspa, outdoor pool and hall. The school also has two buses that enable students to access community venues.


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 astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Delivering

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Excellence in Educational Practices

Purpose

To develop and sustain a centre of excellence which is recognised and utilised by school networks in order to buildcapacity and skills in meeting the indiviual educational needs of all students. To collaboratively use data to informplanning, identifying interventions and modifying teaching practice and professional learning in order to build aprofessional learning community which is focused on a continuous improvement of teaching and learning.

Improvement Measures

An inceased measure high quality practice as measured by the in school survey.

Increased scores in the seven elements of the What Works Best in practice survey.

Progress towards achieving improvement measures

Process 1: Purposeful Assessment

Collaboratively develop and implement and evaluate a sustainable approach to using differentiatedassessment that informs effective teaching.

Evaluation Funds Expended(Resources)

Personalised Learning and Support Plans are negotiated with parents,teachers and all stake holders to reflect the learning outcomes from thecurriculum and differentiated to the needs of the student. Approximately 90%of teachers and parents can clearly identify student yearly learning intentionsand identify SMART goals with the PLSP's.

$10,000 in teacher release/accommodation

$5000 Professional development

Process 2: Curriculum Provision

Build, implement and embed a comprehensive curriculum that is inquiry oriented, relevant and skillsfocused which encompasses policies that enhance equity.


A discrete class of Wewak Street Students access the Café J andhospitality kitchens at James Fallon High School to undertake the TVETcourse of Retail. During semester one JFHS students undertaking theCommunity Service course participated as mentors to the students fromWewak Street School, unfortunately this did not continue into Semester two.All students were able to reach some competences with in the Retail courseand were able to graduate with a school generated certificate of completion

LINK $16515– income to SLSO tosupport in class at JFHS

Specialised Teacher at JFHSemployed for $21,000 (equity)

Uniforms for Retail classes $300(equity)

Transport $2000 (equity)

School to work – $4770 income toemploy job coaches to supportstudents at local IGA, Border cat anddog kennels, Aspire Op shop

Process 3: Collaborative Practice

Identifying expertise within the school in order to build our capacity to become a hub of expert teachers.


Curiosity and Powerful Learning training and resourcing was undertaken, CPL Course fees for year 2 ofPrinted on: 29 May, 2020 of 23 Wewak Street School 5653 (2019)


both during day sessions and twilight sessions. Curiosity and Powerfulmeeting were held fortnightly where evidence was sort and programsdeveloped. Staff meeting were held to upskill staff, bot teachers and SchoolLearning Support offices. Staff used observations and the Triad structures toformulate Theories of action specific to Wewak Street School. Ongoingplanning for implementing triads throughout the school continues to beproblematic due to lack of casual teacher replacements

program– $8250

Dylan Williams $ 2000

Teacher replacement days and extrateacher time for triads $15,000

Resources, ie books $500



Excellence in student learning and wellbeing

Purpose

To create safe, respectful, caring learners who are able to function in the community meaningfully with dignity andrespect.


All students use appropriate forms of communication processes applicable to their need.


Process 1: Safe schools, Safe students

Build staff capacity to consistently and appropriately respond to incidents involving complex andchallenging behaviours, which ensures a safe working environment for all.


Trauma training (Berry Street) undertaken by all teaching staff and strategiesimplemented into daily teaching .

PBL strategies and lessons implemented across the school with a 70%decrease in major incidents in playgrounds in unstructured activities

$4000 in course fees andaccommodation. $6000 casual staffreplacement during the courses andfor release from face to face forteachers to develop and implementresources.

Staff meetings, PBL meeting, explicitlesson plans developed to teach skills

Process 2: Technology and Innovation

Equitably allocate technology resources to enhance student engagement and access to curriculumoutcomes.


All staff have a deep understanding around high and low technology and howit can be adapted for students to communicate individual needs and wants sothat they successfully engage in learning.

Staff and allied professionals are working together to ensure students haveconsistent communication systems across home and school environment

STEAM, Robotics. $4090 onpurchasing resources specific to theprogram.

Donation of 10 new Ipads from Rotary

Process 3: Augmentative and Alternative Communication (AAC)

Students assessed as having Complex Communication Needs (CCN) have increased access to AACtechnologies developed in consultation with families, external agencies and school staff.


Students have a communication system that is easily accessible and isconsistently used in structured environments. 2020 will see the purchase ofonline augmentative software that will enhance the communication across theschool

$2600 on updating resources and $6000 on online software



Fostering Community Engagement and Partnership

Purpose

To provide a learning environment which is purposeful, challenging and engaging, catering for the learning needs andpoints of transition for all students and community members


Increased participation of parent/carers in school events.

100% of parents and caregivers actively participate with the school in – Personalised Learning Support Plans, andYearly Review meetings.


Process 1: Community engagement

To establish a School and Community reference group to develop priorities for improving communityrelationships and developing an inclusive school culture.


Parent and community meeting are held regularly. Parents and communityare regularly informed of events, programs and student success throughnewsletters, communication books, assemblies, formal and informal meetingsand social media. Parent and community views have been sought throughsurveys, social media and meetings. This year a number of parents andcommunity members responded to Tell Them From Me surveys.

The school continues to work with allied professionals to streamline andincrease therapist access to meet student need. A review of thedocumentation of DET forms and processes has helped to inform anderadicate anomalies. An information session was organised and held withguest speakers from NDIA, service providers, school staff and the NDISCoordinator from School Services where parents and community were invitedto ask questions and give feedback. Unfortunately this was not well attended.

Staff at Wewak Street School have engaged in Trauma Training throughBerry Street Training. Strategies are being introduced to all staff andresources developed

PBL training

Staff meetings

Berry Street

Process 2: Building School Identity and Profile

Implement a collaborative approach to the development of a comprehensive school profile incorporatingbeliefs, values and school purpose.


Through the School Improvement tool "Curiosity and Powerful Learning" theschool community has engaged in exploring and identifying what it means tohave "High Expectations " for students with complex intellectual, social andemotional needs. The staff and community have been surveyed and asked togive feedback, and encouraged to remap the possibilities of an SSP.

Parents, community members, staff and student were surveyed and asked todefine three core values. The school adopted the three core values of –Care, Safe and Respect. Ongoing professional development and explicitteaching has resulted in 80% of students and staff being able to articulateand demonstrate what the core values mean in our setting. Regular updatesof PBL teaching and expectations have been published in newsletters and

$200 on Free and Frequent resources

Staff meetings and PBL meeting.



social media. Student success of showing core values at school werecelebrated individually with awards at Assemblies and on a whole schoolbasis with "free and frequent" celebrations every five weeks. Students wereencouraged to identify their own rewards for the "free and frequent", such asextra play, music in the playground or bubbles.


Key Initiatives Resources (annual) Impact achieved this year

Support for beginning teachers This year the beginning teachers at WewakStreet School were offered the opportunity toparticipate in a Graduate Teacher Supportpilot project which was trialled this yearacross the Albury and Hume networks. Itprovided us with the opportunity to besupported in small groups and individually aswe navigate the first few years our teachingand learning journey. The aim of this networkis to meet once a term for some targetedprofessional learning, according to the needand also have the opportunity to network withgraduate teacher peers and form somepositive and supportive relationships. Wehave had the opportunity to attend, a teacherwellbeing conference, Fundamentals ofCoaching workshop and a workshop on thehabits of highly effective teachers. We havealso had opportunities to attend twilightsessions on Programming with the syllabus,Cognitive Load theory and AnnotatingEvidence support.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 38 45 43 37

Girls 21 24 24 23

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 atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect 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 torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 8.1

Teacher Librarian 0.4

School Administration and Support Staff 12.58

*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 employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 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 Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold 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 ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 481,675

Revenue 3,161,838

Appropriation 3,147,439

Sale of Goods and Services -500

Grants and contributions 11,711

Investment income 3,189

Expenses -2,936,598

Employee related -2,692,577

Operating expenses -244,021

Surplus / deficit for the year 225,240

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.

2019 Approved SBA ($)

Targeted Total 1,914,335

Equity Total 152,009

Equity - Aboriginal 18,761

Equity - Socio-economic 133,247

Equity - Language 0

Equity - Disability 0

Base Total 607,341

Base - Per Capita 31,395

Base - Location 2,021

Base - Other 573,926

Other Total 99,605

Grand Total 2,773,290

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.


Parent/caregiver, student, teacher satisfaction

Perspectives of Parents

The 'Partners in Learning' Parent Survey is based on a comprehensive questionnaire covering several aspects ofparents' perceptions of their children's experiences at home and school. It is based primarily on Joyce Epstein'sframework for fostering positive relations between the school and the community. Successful schools foster greatercommunication with parents, encourage parental involvement in their child's schoolwork, and enlist parents to volunteerat the school and participate in school governance. The survey also provides feedback to schools about the extent towhich parents feel the school supports learning and positive behaviour and promotes a safe and inclusive environment.

The survey includes seven separate measures, which were scored on a ten–point scale. The scores for the Likert–formatquestions (i.e., strongly agree to strongly disagree) have been converted to a 10–point scale, then averaged andreported by question and by topic. A score of 0 indicates strong disagreement; 10 indicates strong agreement; 5 is aneutral position (neither agree nor disagree).

This report provides results based on data from respondents in this school who completed the Parent Survey between 24Sep 2019 and 21 Oct 2019

Year 7–12 (Secondary)

Parents feel welcome

School Mean (NSW Govt Norm) 6.8 (7.4)

I feel welcome when I visit the school.

8.0

I can easily speak with my child's teachers.

5.8

I am well informed about school activities.

5.8

Teachers listen to concerns I have.

8.5

I can easily speak with the school principal.

7.5

Written information from the school is in clear, plain language.

8.0

Parent activities are scheduled at times when I can attend.

5.8

The school's administrative staff are helpful when I have a question or problem.

8.5

Two–way Communication with Parents

Parents are informed

School Mean (NSW Govt Norm)

7.1 (6.6)

Reports on my child's progress are written in terms I understand.


7.9

If there were concerns with my child's behaviour at school, the teachers would inform me immediately.

8.3

I am informed about my child's behaviour at school, whether positive or negative.

7.5

The teachers would inform me if my child were not making adequate progress in school subjects.

5.8

I am well informed about my child's progress in school subjects.

8.0

I am informed about opportunities concerning my child's future.

6.2

I am informed about my child's social and emotional development.

8.0

Parents' Participation at School

Parents talked with a teacher

Since the beginning of the school year, how often have you talked with a teacher about your child's learning orbehaviour?

Regular 3–4 times a week

Parents attended meetings

Since the beginning of the school year, how often have you attended meetings (e.g., parent–teacher meetings) or socialfunctions at your

school?

Regular– twice a term

Parents involved in school committees

Are you involved in any school committees (for instance, the P&C)?

Parents Support Learning at Home

Parents support learning at home

School Mean (NSW Govt Norm)

6.7 (6.3)

Does someone in your family do each of the following?

Discuss how well your child is doing in his or her classes.

5.0

Talk about how important schoolwork is.

6.5


Ask about any challenges your child might have at school.

4.5

Encourage your child to do well at school.

7.0

Praise your child for doing well at school.

8.0

Talk with your child about feelings towards other children at school.

9.0

Take an interest in your child's school assignments.

7.0

Parents Support Learning at Home

Time on homework

Distribution of the time children spend doing homework each day

On average, how long does your child spend doing homework per week? (Please include time each day after schoolhours and time on the

weekend)

Not Applicable

Distribution of the time parents spend helping their children do homework each day

On average, how much time do you spend helping your child with homework per week? (Please include time each dayafter school hours

and time on the weekend)

Not applicable

School Supports Learning

School supports learning


Teachers have high expectations for my child to succeed.

8.5

Teachers show an interest in my child's learning.

9.0

My child is encouraged to do his or her best work.

8.5

Teachers take account of my child's needs, abilities, and interests.

9.0

Teachers expect homework to be done on time.

7.0


Teachers expect my child to work hard.

9.0

School Supports Learning

School supports positive behaviour


Teachers expect my child to pay attention in class.

8.5

Teachers maintain control of their classes.

7.5

My child is clear about the rules for school behaviour.

8.0

Teachers devote their time to extra–curricular activities.

7.5

Safety at school

Behaviour issues are dealt with in a timely manner. 9.5

My child feels safe at school. 9.0

My child feels safe going to and from school. 9.5

The school helps prevent bullying. 9.0

Inclusive school


Teachers help students who need extra support.

9.5

School staff create opportunities for students who are learning at a slower pace.

9.5

Teachers try to understand the learning needs of students with special needs.

9.5

School staff take an active role in making sure all students are included in school activities.

8.5

Teachers help students develop positive friendships.

9.0

Parent Input

* data suppressed due to too few responses

Subjects Available


The subjects that my child wants to study are available at the school.


Specialist Assistance

The school was able to access specialist assistance for my child when needed.

School for Specific Purpose

Does your child attend a specialised school for students with an intellectual disability (also known as a special school orSchool for Specific

Purpose)Recommend High School

I would recommend my child's high school to parents of primary school students.


High School Reputation

The high school has a good reputation in the local community.


High School Communication Satisfaction

I am satisfied with the general communication from the high school (e.g., newsletters, emails, school website, schoolapp, social media,

etc.).


School Voluntary Work

Are you involved in any of the following voluntary work at school other than school committees?


Useful communication types at school

Please tell us how useful you think the following types of communication are when discussing your child with the school.

Interviews 9.5

electronic 8.1

Useful communication about school news

Child has a disability or special needs

Does your child have a disability or special needs (diagnosed or not)? All


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin 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.

The Department of Education Aboriginal Education Policy and Partnership Agreement between the AECG has beenstrongly reflected in the practice of staff and the school as a whole throughout the past year.

There has been a strong emphasis on embedding Aboriginal and Torres Strait Islander culture and education into theteaching practice of our staff who participated in a full day of Professional Development in this area. This is not only toprovide better education to our Aboriginal and Torres Strait Islander students but to educate all in the knowledge ofAboriginal Australia and the cultures and traditions of the First Nation peoples.

Staff continue to provide quality teaching and learning programs built on the Personalised Learning and Support Plans ofour Aboriginal and Torres Strait Islander and non–Aboriginal students alike.

A focus of Wewak Street School is on the priority areas of Literacy, Numeracy and Communication which falls in line withthe Premiers Priorities providing equal opportunities for Aboriginal and Torres Strait Islander students and for all studentsto reach their full potential.

Resources from our school, the town libraries and 'Museum in a Box' continued to be utilised to compliment the teachingof Aboriginal and Torres Strait Islander cultures and traditions.

As a whole school we celebrated NAIDOC week. Students engaged in a variety of activities which focused on the themeof 'Voice, Treaty, Truth' and enjoyed a performance by the 'Wiradjuri Dance Troupe' from James Fallon High School.Students also enjoyed an engaging performance by visiting Aboriginal artist Dion Drummond during the year.

A teacher had the opportunity to participate in the 2019 Department of Education, Arts Unit HOME program incollaboration with The Art Gallery of NSW and Murray Art Museum Albury. This program provided the opportunity forprofessional development and for students to participate in workshops with local Aboriginal artists.

Each year we have a number of students receive Proud and Deadly Awards. Congratulations to Benjamin Binskin – Year12 Completion and Excellence in Performing/Creative/Visual Arts, Jack Christian, Daltyn Zantuck, Seth Visser andCheyanne Lowen – Attendance 95% and above, Baden Bennett, Donovan French and Kiera–Lee Bissett – Dedication toLearning, and John Davey–Stuart – Citizenship.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Wewak Street School is committed to multicultural education with culturally inclusive school wide and classroompractices. Students have the opportunity to learn about the history, cultures and peoples of many cultures as teachersprogram a variety of learning activities across the Key Learning Areas. The school has celebrated cultural diversitythrough community/school open days. These have included a combined St Patricks Day and Harmony Day assemblyand NAIDOC day.

During 2019 there were two (2) reported incidents of racism. These incidents were both managed through theDepartment of Education Complaints Handling Policy and bought to an informal resolution.


Two staff members undertook training in the role of an Anti–Racism Contact Officer (ARCO) bringing the total number ofARCOs with in the school to three. One of our ARCOs has worked as an ARCO Tutor delivering two accredited ARCOcourses after school to other schools across the state.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

Other School Programs (optional)

Beginning Teachers

This year the beginning teachers at Wewak Street School were offered the opportunity to participate in a GraduateTeacher Support pilot project which was trialled this year across the Albury and Hume networks. It provided us with theopportunity to be supported in small groups and individually as we navigate the first few years our teaching and learningjourney. The aim of this network is to meet once a term for some targeted professional learning, according to the needand also have the opportunity to network with graduate teacher peers and form some positive and supportiverelationships. We have had the opportunity to attend, a teacher wellbeing conference, Fundamentals of Coachingworkshop and a workshop on the habits of highly effective teachers. We have also had opportunities to attend twilightsessions on Programming with the syllabus, Cognitive Load theory and Annotating Evidence support.

Trauma Training

Term two of 2019, saw three members of Wewak Street School attend the Berry Street Education Model professionaldevelopment, since then five more members of staff have attended. Berry Street is an education model that promotes"positive education, trauma informed and wellbeing practices that enable students' academic and personal growth."

This program will take over four years to efficiently implement within the school, thus far strategies taken from the modeland implemented within some classrooms include: brain breaks, positive reinforcement, process praise, growth mindset,ready to learn plans, emotional regulation charts and repetitive rhythmic/ mindful activities. These strategies have beenand will continue to be discussed and modelled in whole school staff meetings, enabling all classroom teachers andSchool Learning Support Officers to effectively implement this model to support student learning.


2019 Wewak Street School Annual Report · We have excellent facilities including spacious...

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