Aspect South Coast School 2012 Annual Report - Autism … · Aspect South Coast School 2012 Annual...

Aspect South Coast School

2012 Annual Report


2012 Annual Report

Contents

Aspect South Coast School I Annual Report 2012

About Aspect ....................................................................................................................................................................................... 1

Message from the Principal ................................................................................................................................................................. 2

Message from the P&F ....................................................................................................................................................................... 2

Student performance in standardised national and state-wide tests and examinations ...................................................................... 3

Professional learning and teaching standards .................................................................................................................................... 3

Student attendance and retention rates .............................................................................................................................................. 4

Enrolment ............................................................................................................................................................................................ 5

School Policies .................................................................................................................................................................................... 7

School determined improvement targets ........................................................................................................................................... 10

Respect and responsibility ................................................................................................................................................................ 12

Parent, student and teacher satisfaction ........................................................................................................................................... 12

Financial Information ......................................................................................................................................................................... 13

About Aspect

Aspect South Coast School I Annual Report 2012 1

Vision

Mission

Values

The best opportunities for people with autism or other disabilities

We deliver person-centred solutions by providing flexible, responsive and evidence-informed services

We are passionate about people, about being positive and about what’s possible

People

People come first

We value working together

We celebrate diversity

We revel in uniqueness

Positive

We are optimistic

We focus on strengths

We have a can-do attitude

We are encouraging

Possible

We aspire to greater things

We encourage people to dream

We seek opportunities

We are future focused

Autism Spectrum Australia (Aspect) is one of Australia’s leading

not-for-profit service

providers, helping people

with autism and other

disabilities and their

families since 1966.

Aspect’s evidence-informed

approach is

designed to give people

the opportunity to be

the best they can be.

Potential varies

enormously for every

individual, which makes

the role Aspect plays all

the more rewarding.

Our services provide

the best opportunities

for people with autism

or other disabilities, as

well as providing much

needed support to their

families, carers, friends

and colleagues.

Aspect South Coast School Annual Report 2012


Message from the Principal

Autism Spectrum Australia (Aspect) is the country's largest

not-for-profit autism-specific service provider. Aspect builds

confidence and capacity in people with an autism spectrum

disorder (ASD), their families and communities by providing

information, education and other services. Aspect schools

provide specialised evidence-based programs for children

aged 4 to 17 with ASD, who require an autism-specific

program. The primary focus of the schools is to equip

students with the skills to become as independent as

possible and enable them to transition into more inclusive

settings.

Aspect South Coast School caters for 85 students across

the Illawarra, Shellharbour and Kiama local council areas

between the ages of 4 to13. The school comprises an

administrative base at Corrimal, with early childhood and

primary school classes, and a range of primary satellite

classes located in Towradgi, North Wollongong, and

Barrack Heights schools. In 2012, 10 students made the

transition to a more inclusive setting.

The move to Barrack Heights and the signing of a seven

year lease with the Department of Education and

Communities was a significant event for the school. We now

have 4 classrooms, a small playground, storage areas and

office space to cater for our growing southern Illawarra

school population. We also had to move our 2 satellite

classes from Towradgi Primary School to Bellambi School

and were fortunate enough to sign an MOU with the

Diocese of Wollongong Catholic Schools Office for the

creation of 2 satellite classes at Ss Peter and Paul School,

Kiama in preparation for 2013..

Other highlights for the 2012 school year were the lighting of

the Wollongong Lighthouse blue for World Autism Day and

our inaugural Blue Lighthouse Dinner/Fundraiser, holding

our 5th

Annual Artist with Autism exhibition, our most

successful to date, holding our first whole school concert

and our successful participation in the Wollongong

Eisteddfod.

The school achieves its mission of 'overcoming the isolation

of autism' through the Aspect Comprehensive Approach for

Education, community access programs, a swimming

program, Music Therapy program, Art Therapy, a Learning

Support Team and a parent support program including

Coffee Mornings and the Someone To Turn To Program.

The school continues to embrace technology as an

invaluable tool to support its teaching programs. We are

now supporting the introduction of the Vantage Lite,

Assistive and Adaptive Communication, device for our

students with significant communication difficulties.

Bruce Rowles Principal

Message from the P&F

2012 has been a busy year for the school, with the move

from Tullimbar to Barrack Heights going smoothly and

preparations at the end of the year for the move from

Towradgi to Bellambi and for the setting up of the new

satellite classes at Ss Peter and Paul at Kiama. Big

thanks to all of the teachers, support staff and everyone

for their work in what was a big year for the school.

There were a number of significant events throughout the

year starting with the successful Blue Lighthouse dinner in

April, the fun night that was Aspectactular and culminating

with the 5th

Annual Artists with Autism Art show. Our

Bunning’s BBQ was a great fundraising success and gave

many of the fathers from the school the opportunity to

meet each other and share some time together. Thank

you to everyone who worked hard to make these events a

success for the school community.

I would like to thank the members of the P&F for their

efforts throughout the year; we are a small but very

dedicated group. I would also like to take the opportunity

to thank all of the parents and staff who were very

supportive throughout the year. We may only be a small

school but we have a big heart.

Jo Seidel President

http://intranet/Working at Aspect/Photo gallery/Picture Gallery/Autism Month 2012/Photos/Blue Lighthouse in Wollongong.JPG


Student performance in standardised national and state-wide tests and examinations

Every student has an individual program developed in

consultation with families, after careful assessment of

their strengths and needs in all environments. The

schools' curriculum is based on the core competencies of

autism including social, communication, sensory and

behavioural needs which are integrated into the NSW

Board of Studies mainstream curriculum - the Key

Learning Areas (KLAs). The school uses a multi-

disciplinary team approach, working collaboratively with

families to develop the best possible outcomes for the

students. The school provides information and training

workshops to families to help them support their child.

Literacy and Numeracy Assessments

In 2012, 1 of the 7 students enrolled in Year 3 and 2 of

the 11 students enrolled in Year 5 participated in the

National Assessment Program Literacy Numeracy

(NAPLAN). There were no Year 7 or 9 students in 2012..

Across years 3 and 5, 6 students were exempt from the

components of the NAPLAN and 9 of the 18 students

eligible to sit the NAPLAN assessments withdrew.

For NAPLAN results, please refer to My School website

www.myschool.edu.au

Professional learning and teaching standards

Professional learning

Professional learning activities included:

Description Number of Teachers Participating

Language Acquisition through Motor Planning –

Technology All

Tony Attwood Asperger’s and Autism 2

Introduction to Whole School Approach to PBS (AIS) 1

iPad Applications for Autism and Learning 1

Electro Board In-House PD 1

SoSafe 2

Engaging Ways to Use Music and Drama (AIS) 2

Fibre, Textiles and Environmental Art (AIS) 2

Drum Beat 2

Traffic Jam In My Brain -On line Training 8

Renewal Examiner CPR 4

Prologue2go 14

Cool Kids All

Refresher CPR All

CPR Full course 4

Non-violent Crisis Intervention Full course 8

Non- violent Crisis Intervention Refresher All

Aspect Policies:

Child Protection All

Manual Handling All

WHS All

Keep Them Safe All

Privacy, Dignity Confidentiality All

Code of Conduct All

Copyright All

Marking the Roll All

WHS - Risk Assessments All

Aspect Staff Conference 2012 All

Teaching Reading Through Literature (AIS) All

New Phonics Program - Melissa Murphy All

Running Records All

Bench Marking All

Reading Comprehension All

Literacy Components of the Literacy Block All

Intensive Literacy Support - Case Study All

Literacy Reading Groups - Assessment and Grouping All

http://www.myschool.edu.au/


Literacy Groups - Satellite Case Study All

Literacy Groups - Base School Case Study All

Literacy Groups - Review Across Sites All

Client Centred Approach All

Understanding Sensory Needs All

Linguistic Acquisition Motor Planning (LAMP) -

Case Study All

Aspect Comprehensive Approach - Education

(ACAE) Manual All

ACAE Focus Groups Planning and Self-assessment All

ACAE Environmental Supports - Elements All

ACAE Environmental Supports - Visual Timetable All

ACAE Curriculum - Social Skills and Play All

ACAE Social Skills - Examples of Implementation All

ACAE Curriculum - Sensory Regulation All

ACAE Structured Teaching – Elements All

TEACCH 2-day training 2

ACAE Transition – Elements and Review All

ACAE Individual Education Plan - Smart Goals All

Restricted and Prohibited Practices All

ACAE Positive Behaviour Support - Response Plans All

ACAE Positive Behavior Support - TIER 1 All

ACAE Positive Behaviour Support Plans All

Technology in the Classroom – Class Presentations All

Technology - Video Priming All

Technology – iPad and Vantage Lite Research All

Interactive White Board - Class Program Support All

Sleeping Difficulties and ASD 1

Supervision and Support Process All

Positive Partnerships online training ASD 6

Teaching standards

All teachers have teaching qualifications awarded from a

higher education institution in Australia or an overseas

teaching qualification recognised by the NSW Department

of Education and Training and the Teachers Institute. 8 of

these teachers are registered with the NSW Institute of

Teachers as new scheme teachers and are completing

their teaching requirements for full accreditation.

Composition of teaching staff

In 2012, the school employed 24 teachers in permanent full

time and part time positions There were 3 male teacher and

21 female teachers. Also employed were 52 non-teaching

staff in full time and part time positions.

Student attendance

88% of students enrolled at Aspect South Coast School

attended school on average each school day in 2012.

Managing students’ non-attendance

All Aspect schools have a policy to monitor the daily

attendance and absences of students. Unexplained

absences from classes or school will be followed up in an

appropriate manner with the student and/or their parent or

guardian. Where a student has a poor record attendance,

the school will notify parents and/or guardians in an

appropriate manner. Should this occur the family

counsellor and/or the principal will become involved. The

unsatisfactory record and any action taken will be

recorded on the student’s file.

If a student has exited the school and the destination of

that student, who is below seventeen (17) years of age, is

unknown, the principal will write or fax the NSW

Department of Education and Communities officer with

home school liaison responsibilities with the student’s

name, age and last known address.

Student retention rates and post school destinations

As with all of Aspect's schools, Aspect South Coast

School has a policy of transitioning students with ASD into

less specialised/more inclusive settings. The decision to

transition a student is based on the student's readiness

and ability to cope in a less specialised setting and is

made in collaboration with families/carers as part of the

student’s Individual Education Plan (IEP). The success of

the school’s transition program is reflected in the relatively

small number of students enrolled across the school in

Years 7–10 and those who continue their education at an

Aspect high school class beyond Year 10.


Enrolment

In 2012 Aspect South Coast School had an average

enrolment of 136 students, 15 girls and 121 boys.

Enrolment Policy: Service Entry: Schools

Autism Spectrum Australia (Aspect) provides educational

services for eligible school aged children to prepare them

for transition to environments that are not autism specific.

Policy Purpose

This policy details the processes to be followed to

determine eligibility for placement in an Aspect School.

Scope

For all Aspect schools.

Definitions

Eligible school aged child - Eligibility for enrolment in an

Aspect school requires a diagnosis of an autism spectrum

disorder by a paediatrician, clinical psychologist or

psychiatrist and a recent cognitive assessment by a

psychologist.

Aspect School Enrolment Committee – is the school

based committee that meets once per term to determine if

a child is eligible for placement. It comprises:

School Principal

School Family Counsellor

School Coordinator

Aspect Eligibility Committee - is the Education &

Research Committee, convened by the Director

Education & Research, that clarifies applications sent by

the Aspect School Enrolment Committee.

Procedures

Each Aspect School Principal is responsible for:

1) Organising an information meeting once per school

term for prospective parents or guardians who would like

to enrol their child.

a. This meeting outlines the school program and

application process

b. Application for enrolment forms are available at this

meeting.

2) Convening the Aspect School Enrolment Committee

which meets once per school term following the

information meeting to review applications submitted.

a. This committee determines if a child is eligible for

placement in an Aspect School. To be eligible for

placement in one of Aspect’s schools, prospective

students must have the following:

a current diagnosis which clearly states that the child

fulfils the criteria for ASD from a specialist medical

practitioner or clinical psychologist, which is not more

than 12 months old and

a current standardised cognitive or developmental

assessment (e.g. IQ Testing, Griffiths, WISC-IV,

WPPSI-111, Stanford Binet V), which is not more than

2 years old.

3) Informing the parents of the outcome of their child’s

application for a placement in an Aspect school.

a. If the child has been deemed eligible by the Aspect

School Enrolment Committee, the principal will inform the

parents or guardians that the diagnosis has been

confirmed and their child’s name has been placed on the

schools waiting list. If a vacancy arises, the school

principal or delegate interviews families that might fill the

vacancy regarding accommodations/adjustments for their

child.

4) Referring the application to the Aspect Eligibility

Committee if the diagnosis needs clarification.

The Director, Education & Research is responsible for:

1) Convening the Aspect Eligibility Committee once per

school term to review any applications that require

clarification.

2) Reporting to Aspect principals the results of the Aspect

Eligibility Committee, so that they can inform the parents

of the outcomes.

The principal will inform the parents or guardians if the

diagnosis has been confirmed or not and if confirmed the

child’s name is placed on the schools waiting list

A parent or guardian can appeal the decision if the

diagnosis is not confirmed.

The principal will consult with the relevant staff, including

the Director Education & Research, and inform the family

of the outcome of the review.

Guidelines

Autism Spectrum Australia (Aspect) recognises that

children with an autism spectrum disorder have the right

to access and equity of service regardless of their

gender, race or ethnicity, religion or language. As a

service provider Aspect will respond appropriately and

sensitively to the needs of the entire community including


people from indigenous, culturally and linguistically

diverse (CALD) backgrounds within the limit of available

resources.

When vacancies arise in the school, the decision about

how to fill them is made based on whether the type of

vacancy available, for example, a preschool, primary or

adolescent group, would be appropriate for the child, a

child’s age, the length of time a child has been on the

waiting list, the availability of alternative placements and

the family situation.

This policy on SERVICE ENTRY: SCHOOLS relates to:

Legislation

Education Act 1990 (NSW)

Anti-Discrimination Act 1977 (NSW)

Disability Discrimination Act 1992 (Commonwealth)

Community services (Complaints, Appeals and

Monitoring) Act 1993 (NSW)

Disability Standards for Education Act, 2005

(Commonwealth)

DSA Policy Standards

DSA Objects: 3(a)

DSA Principles: 1(d), 1(g)

DSA Applications of Principles: 2(a), 2(e)

Other Relevant Policies

03 01 01 Contributing to Decision Making

04 01 01 Privacy, Dignity & Confidentiality

07 01 01 Complaints by People with Autism Spectrum

Disorders and/or their Families

08 01 01 Communication Guide

08 02 02 Registration & Accreditation Procedures:

Schools

08 14 02 Fees Collection

08 14 03 Fee Reduction

08 14 07 School Fees and Compulsory Building Levy

09 01 01 Working with Families


School Policies

Policies tabled below cover

A. Student welfare

B. Discipline

C. Reporting complaints and resolving grievances

D. Educational and financial reporting

Parents/care givers may view the full policy by contacting

the school office. Extracts of some of the policies can also

be found in the parent handbook.

The school seeks to provide a safe and supportive

environment which:

Minimises risk of harm and ensures students feel

secure

Supports the physical, social, academic and emotional

development of students

Provides student welfare policies and programs that

develop a sense of self-worth and foster personal

development

A. Student Welfare

To ensure that all aspects of the school’s mission for providing for a student’s welfare are implemented the following policies and

procedures were in place (or being developed) during 2012.

POLICY

CHANGES IN 2012

Child Care and Protection encompassing

• Legislation requirements • Responding to allegations against employees

• Definitions • Investigation processes

• Guidelines • Documentation

• Procedures

Nil

Code of Conduct for staff encompassing

• Work & personal behaviour • Personal presentation

• Confidentiality & Privacy • Public statements

• Conflict of Interest • Complaints handling

• Copyright • Legislation

• Acceptance of gifts or benefits

Nil

Community Access encompassing

• Guidelines • Risk Assessment

• Procedures Staff requirements • Documentation

• Supervision

Nil

Duty of Care & Dignity of Risk encompassing

• Principles • Guidelines • Definitions

Nil


POLICY

CHANGES IN 2012

Comprehensive Approach to Education encompassing

• Learning characteristics of people with ASD • Assessment

• Features of educational programs for people with autism • Transition

• Training and consultancy

Nil

Emergency Procedures encompassing

• Guidelines • Procedures and Contingency Planning

• Legislation

Nil

Working with Families encompassing

• Guidelines • Process

Nil

Individual Planning and Review encompassing

• Guidelines • Process • Structure

Nil

Incidents and Critical Incidents encompassing

• Definition • Guidelines • Investigation Guidelines

• Procedures • Documentation

Nil

Managing the Health of Clients and Staff encompassing

• Management of the unwell person • Epilepsy management

• Asthma plan • Administering children’s medication

• Procedure • Documentation

Nil

Missing Client encompassing

• Background • Protocol

• Prevention • Documentation

Nil

Safe and Supportive Environment encompassing

• Child Protection • Conduct

• Support • Complaints

• Security • Pastoral Care

• Supervision • Communication

Nil

Sun Smart encompassing

• Guidelines • Procedures

Revised 2012 No substantive changes made

Student Attendance encompassing


Revised 2012 No substantive changes made


POLICY

CHANGES IN 2012

Swimming encompassing


Nil

Visual Support encompassing

• Principles • Guidelines

Nil

WHS Work Health and Safety encompassing

• Legislation OH & S Act 2000 & OH & S Regulations 2001

• Consultation • Incident & Accident reporting

• Induction & Training • Personal Protective Equipment

Nil

B. Discipline

POLICY

CHANGES IN 2012

Positive Behaviour Support encompassing

• Definition • Assessment

• Legislation • Prohibited/ restricted practices

• Individual planning and support • Crisis intervention

Nil

Prohibited and Restricted Practices encompassing


Nil

Discipline

• Guidelines

Nil

C. Policies for Complaints and Grievances Resolution

The School’s policy for dealing with complaints includes

processes for raising and responding to matters of

concern identified by parents, students and staff. These

processes incorporate, as appropriate, principles of

procedural fairness.

The full text of the School’s policy and processes for

complaints can be obtained from in the administration

office.

The policy on ‘Complaints by people with ASD and/or

their families’ and the policy on ‘Complaints by Staff

(Employees and Volunteers)’ were reviewed and revised

in 2012. No substantive changes were made.

D. Policy for Educational and Financial Reporting

Autism Spectrum Australia (Aspect) schools will maintain

the relevant data and will meet the reporting requirements

of the NSW Minister for Education and Communities and

the Department of Education, Employment and Workplace

Relations (DEEWR).

No change has been made to the policy in 2012.


School-determined improvement targets

Achievement of priorities identified in the school’s 2011 Annual Report

AREA PRIORITIES ACHIEVEMENTS

Teaching and

Learning

To continue to develop our Literacy

strategy developing programs and

resources to support students with an

Autism Spectrum Disorder. In

particular developing more accurate

assessment skills and knowledge.

To support teachers in improving

their application of technology as a

tool in teaching especially in

explicitly teaching Social Skills and

communication.

We have embedded an approach to the teaching of Literacy

that involves good classroom practice, small group instruction

and intensive literacy components. The literacy levels are

showing strong improvement across the school with an

emphasis on comprehension. It also includes expert input from

our Speech and Occupational Therapists.

The teachers are now at the point where they are supporting

one another in their quest to provide social skill teaching

opportunities. We have access to the hardware and continue

to improve our skills with the application of the tools.

Family Support To further develop our family support

network with a southern coffee morning

and conduct a Recipe for Success

Program for our families.

The Southern Illawarra Coffee Morning was established and

has been running successfully throughout the year. The

Recipe for Success was offered in both the Illawarra and the

Shoalhaven areas in 2012.

Staff

Development

To ensure teaching staff have the

knowledge and skills to develop

student focused and Board of Studies

compliant programs.

Programming was identified as an area for development in

2012. A team of experienced staff were formed to manage a

programming area and with a planned agenda and common

understandings there were significant improvements.

WHS Compliance To continue to improve our strategies

for ensuring our staff, volunteers,

visitors and students are both healthy

and safe especially in regard to

assessing risks.

Regular and consistent procedures continue to maintain a

healthy and safe environment. The new WHS compliance

procedures were adopted.

Continuous

Improvement

Program

To investigate the use of Technology

to teach Social Skills to a cross section

of students.

The staff continued to explore the use of technology within

their social skills program using knowledge from our Australian

Government Quality Teaching Program (AGQTP) project, the

Secret Agent Society resources and iPads.

Student

achievement

To ensure all our students have

accurate and current Literacy

assessments.

To allow our children greater

opportunity to develop their unique

talents in Creative Arts.

To create more opportunities for our

students to practice their social skills

through a broadening of our community

access programs.

All students are assessed to capture accurately their Literacy

skills so that the teaching can be individual focused. This is

maintained on a data base.

We have employed an Art Therapist to develop creativity and

art skills with the students. We have an Art Exhibition each

year to showcase the talents.

All students participate in Community Access Programs to allow

them real life practice of their social skill development. There is

also a Social Club run after school hours to support these

programs


AREA PRIORITIES ACHIEVEMENTS

Extend services

to reach more

students with

autism spectrum

disorder

Develop and improve Outreach

services to schools and families

Increase our capacity to meet the

increasing need for outreach

services.

Increase our number of Satellite

classes to meet the ever

increasing needs indicated by our

growing eligibility list

The school has a dedicated outreach teacher and has

extended our outreach to professional development. We were

able to run 2 very successful PD days for local teachers. We

have expert staff able to support to help manage the demand.

We have been able to secure more satellites for 2013 with

one extra class at Bellambi, 2 extra classes at Corrimal and

the opening of 2 new Satellite classes at Ss Peter and Paul’s

Kiama.

2012 Priorities – Areas for improvement

AREA PRIORITIES

Teaching and Learning Continue to improve our individualised plans for students and trial the new Individual

Education Plan including SMART Goals.

Ensure Professional Development helps prepare and support new staff.

Develop a common understanding of Social Skill development and school wide

approach with consistent language.

Family Support Increase our family Support program within the school.

Encourage and participate in family support programs in the community

Staff Development Prepare staff for the new NSW Syllabus for the Australian Curriculum, English K-6.

Help staff gain a more comprehensive understanding of NSW Teaching Standards.

Support new staff with Professional Development to gain an understanding of the

ACA-E

WHS Compliance Maintain and update staff knowledge on WHS Policies and Procedures

Ensure WHS school representatives have the opportunity to have training for their

role.

Continuous improvement Participate in Continuous Improvement Projects (CIPSs); schools transitions, peer-

support social clubs, ACAE manual, ACAE self-review trial, review of IEP

processes, review of new Learning Support Team optional therapy service.

Expand our use of the Vantage Lite device to support more students and continue

our professional development program with staff and families

Student achievement Transition students with ASD to more inclusive settings.

Increase the percentage of students participating in the NAPLAN assessment

Extend services to reach more

students with autism spectrum

disorder

Gain a High School Satellite program for the Illawarra

Increase our Educational Outreach presence in the Shoalhaven area.


Respect and responsibility

Aspect South Coast School wants all students to

recognise that they are valued and integral parts of the

school community, with parents and staff providing care

and support that engender self-esteem, mutual respect

and responsibility. There is much scope to develop

talents through each student's Individual Education Plan

and to learn through experiences.

The structure of the school’s satellite program provides

opportunities for students to participate in classes and

cultural activities with host school students, which allow

them to get to know each other. The satellite program

has assisted in promoting respect for the individual and

the rights of others.

Aspect Values have been reviewed with Aspect Board of

Directors and Management Team in collaboration with our

Stakeholders. Aspect value of “We are passionate about

people, about being positive and about what’s possible”

mirror the nine recommended values (National

Framework for Values in Education). Aspect has a

commitment to ensuring all team members know and

embrace our core values to ensure they are reflected in

interactions and relationships with stakeholders. Aspect

recognises that in order to achieve this it is important to

share information with staff and the community so that

Aspect is known not only for the work that we do but also

for the values we uphold.

Parent, student and teacher

satisfaction

Aspect has undertaken staff and carer surveys on a

biennial basis with Macquarie University’s Voice Project

since 2003. The 2011 survey was the fifth survey

undertaken by Aspect. During 2012, two working parties,

one representing carers and the other staff, were formed to

work through the areas of improvement.

The family and carer survey results were excellent. The

survey results showed that 90% of respondents are

satisfied with the service they receive from schools. Areas

for improvement were noted as pricing, improving the way

Aspect is run and learning from its mistakes. The working

party reviewed these areas in 2012. Areas which were most

favourable were that Aspect respects the privacy of clients

and their families and carers, Aspect staff are friendly and

their family member is safe with Aspect..

The results of the employee engagement survey were also

excellent. 91% of respondents said they were satisfied with

their job at Aspect. Key areas of improvement are the lack

of enough career opportunities, communication across all

sections of Aspect and the time and effort spent in career

planning. The working party reviewed these areas in 2012

and put into place a number of changes, including changes

to Aspect policies and actions into Aspect’s Strategic Plan .

Key strengths were that employees liked the kind of work

they do, they have good working relationships with their co-

workers and they believe in the overall purpose of Aspect.

Financial Information Aspect South Coast School


Recurrent/capital income 2012

■ Fees and private income

■ State Government recurrent grants

■ Federal Government recurrent grants

■ Government capital grant

(No government capital grant was received in 2012)

Recurrent/capital expenditure 2012

■ Capital expenditure

■ Non-Salary Expenses

■ Salaries, allowances and related expenses

10.3%

64.3% 25.3%

88.3%

1.3%

10.3%


4 Wilford Street, Corrimal NSW 2518

T 02 4285 2393 F 02 4283 7031

Autism Spectrum Australia (Aspect)

ABN 12 000 637 267

Building 1, Level 2, 14 Aquatic Drive, Frenchs Forest NSW 2086 PO Box 361, Forestville NSW 2087

T (02) 8977 8300 F (02) 8977 8399

E [email protected] W autismspectrum.org.au

Aspect South Coast School 2012 Annual Report - Autism … · Aspect South Coast School 2012 Annual...

Documents

Transcript of Aspect South Coast School 2012 Annual Report - Autism … · Aspect South Coast School 2012 Annual...