Wakefield School Annual Report

Transcription

1 Wakefield School Annual Report

2 Introduction The Annual Report for 2015 is provided to the community of Wakefield School as an account of the school s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Shauna Gillett Principal School contact details: Wakefield School 37 School Road Wakefield, NSW, 2278 School Website: School wakefield-s.school@det.nsw.edu.au Message from the Principal It has been a wonderful year at Wakefield School. The school has continued to improve in many teaching and learning areas. This year the school has incorporated specific Vocational Education programs to ensure our senior students leave the school with work based competencies. Wakefield School had many special events throughout the year. It started with the annual ANZAC service where gentlemen from Toronto RSL sub branch and the ANZAC Re-enactment Heritage Unit provided a wonderful educational experience by re-enacting specific marches and having open communication with our students about what it was like to experience war while only a teenager. Students responded positively to this experience and we sincerely thank the gentlemen for their ongoing support to our school. At the end of Semester 1 we celebrated NAIDOC day with our mid-year community day celebrations. The whole school community participated in a wonderful experience where Uncle Bill Smith provided amazing stories about Aboriginal culture. It was a fantastic experience for all present and we appreciated this opportunity for the school community. Following this, students were presented with awards for attendance, academic engagement, behaviour and vocational education achievements. Throughout the year all students participated in a variety of Sport in Schools activities which encouraged participation in physical activities. Cycling with Let s Ride providers Jenny and Damien provided two terms of cycling around various locations in Lake Macquarie and Newcastle. During the cooler months, students participated in gymnastics at Hunter Sports Centre, Glendale. It was amazing watching students demonstrate their skills towards the end of Term 3. During Term 3 and 4, the senior students in Miss Watsons class participated in a Vocational Education program Certificate II in Work Skills and Vocational Pathways. The success of this program is contributed to the commitment from Miss Watson and staff at Hunter Valley Training Company. Students were provided opportunities to pull apart a car engine and reassemble a replica model for themselves. Students visited the workshop at Rutherford and had real life exposure to a variety of metal engineering concepts. The true strength of Wakefield School is the ongoing support and commitment from the wonderful staff and the connections they establish and build with the wider school community. Without their ongoing commitment and passion for teaching, the results experienced by the students is second to none. I d like to take this opportunity to recognise the hard work staff put in and to thank them all for the wonderful jobs they have performed throughout 2015.

3 School background School vision statement At Wakefield School we believe in Respect for All within a safe, healing, educational environment so that students can maximise their learning potential and become confidant, creative individuals. We aim for students to become positive, contributing community members in the future, with appropriate problem solving and conflict resolution skills to enable them to embrace 21st Century changes*. Our school plays a vital role in providing every student the opportunity to experience success and to optimise their social, emotional, academic development and vocational competencies. Wakefield School shares this responsibility with the students, parents / carers / families, the community and other educational or specialist providers. Our School vision is further underpinned by our core Positive Behaviour for Learning (PBL) values of being Respectful, Responsible Learners *The Melbourne Declaration on Educational Goals for Young Australians. School context Wakefield School, a School for Specific Purposes, was established in It is located in a semi-rural environment in western Lake Macquarie. The maximum student population is 28 students in Years 5 to 10 identified as displaying Emotional Disturbances (ED) and/or Behavioural Difficulties (BD) in their mainstream school settings. Students attending Wakefield School are from the Newcastle, East and West Lake Macquarie areas. Placement of students is completed through a referral process from their home school with parental consent. The placement panel meets around week 5 of every term. This panel consists of members from the Learning and Engagement team as well as local Principal representatives and District Guidance Officers. Wakefield School has 4 classes, 2 primary BD classes with students maintaining partial enrolment at their home school, and, 2 secondary ED classes with students enrolled at Wakefield School. All classes are comprised of 7 students with a teacher and a School Learning Support Officer. The BD students attend both their home school and Wakefield School, whilst the ED students are offered a 5 day per week program. Each student has an age appropriate Individual Education Plan (IEP) which is designed and implemented to meet their social, emotional and academic needs. Late 2015, our student body is made up from the following: 97% male, 3% female. 42% Aboriginal or Torres Strait Islander, and 42% are in Out of Home Care. Student attendance is 88% for our primary students and 65% for our secondary students. Overall attendance for 2015 was 91% for all students, based on days they could attend Wakefield School. Wakefield School Family Occupation and Education Index for 2015 was196. Wakefield staff is made up of 1 Non-Teaching Principal (P5), 1 teaching Assistant Principal and classroom teachers, 0.2 School Counsellor, 4 School Learning Support Officers, 0.2 General Assistant and 1 School Administrative Manager. All teaching staff at Wakefield have extensive experience or are trained in the area of Special Education. All of our permanent SLSO s have achieved their Certificate III: Education Support Teacher s Aide Special.

4 Self-assessment and school achievements Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. This year, our school undertook self-assessment using the elements of the School Excellence Framework. For the domain of learning the school has implemented a range of strategies to improve the learning outcomes for students. This has been demonstrated through a focus on curriculum programming K-10, including the implementation of new whole school approaches to teaching and learning. Teacher Professional Learning (TPL) on a range of teaching and learning aspects, ensured that all staff were building their capacity to deliver effective teaching and learning opportunities. Curriculum is highly differentiated to meet the needs of our diverse group of students with Individualised Education Plans (IEPs), Personalised Learning Plans (PLPs), Crisis Management Plans (CMPs), Risk Management Plans (RMPs) developed for each student in consultation with key stakeholders. Students were plotted on the Literacy and Numeracy Continuums and this data was used to inform teaching practice. Students are also monitored for behavioural needs and supports via our School Wellbeing system (Sentral). SVET (School based Vocational Education and Training) courses were introduced for students in Stage 5 with the majority of students completing all competencies. Primary students are on a shared enrolment (transitional program) with their local mainstream school. A clear transition program and plan is communicated to schools to ensure behavioural improvements and a successful transition back to mainstream education. Transition plans are also developed for students in Year 10 transitioning to other settings. To ensure success, families are heavily involved throughout this process. Mandatory annual reviews are held for all students including families, Department of Education personnel and other key stakeholders. Families are invited to liaise with Ability Links to link families and carers to community connection including navigation of the NDIS. Through the implementation of PBL, including explicit lessons on core values (respect, responsibility and learning), clearly defined behavioural expectations have created a positive teaching and learning environment. A range of extracurricular activities are offered to students on a weekly basis. This includes off site sporting opportunities, work experience, special days and events and excursions. In the domain of teaching, teaching staff were heavily supported in developing teaching and learning programs that align with syllabus documents. These programs were reviewed with executive staff each term, as part of the Professional Development Framework (PDF) and additional professional learning provided as required, to ensure future growth. All staff completed training around the PDF with the majority focussing on the successful monitoring of personal goals identified in their Professional Development Plans (PDPs). These have been reviewed regularly with executive staff. Teaching staff were involved in formal mentoring and coaching support to improve practices, including classroom observations with constructive feedback. Teaching staff were also provided with opportunities to visit mainstream settings to observe best practice and improve teaching methods and understanding of effective teaching practices. Early career teachers were supported with an extensive induction package, weekly mentoring support and additional release time from face to face teaching to ensure a successful start to their teaching career. Throughout the year, a range of TPL opportunities were offered and provided to staff members based on areas identified through the schools strategic directions. This included training and development in effective literacy and numeracy strategies, behaviour, mental health, wellbeing and PDHPE as well as History and Aboriginal Education. In the domain of leading, the school has developed a 3 year strategic plan with annual milestones which are evaluated by the executive team and communicated to all members of the school staff. This plan was developed in consultation with the school community. Regular evaluation of the milestones led to a number of programs being modified or ceased to suit the needs of the school. The school has established productive relationships with external agencies including Ability Links, Out of Home Care Providers, Hunter Valley Training Company (HVTC) and Food and Friendship (Baptist Church, Warners Bay) to improve educational opportunities for students. The school leadership team made use of its partnerships with these agencies to enrich the educational opportunities of students and to improve the schools standing in the local community. The school has attributed significant amount of resourcing, for the employment of additional teaching staff to release the Assistant Principal to address the learning needs of students and ensure all staff were supported with implementation of whole school programming. This has resulted in outstanding results, particularly in staff confidence in programming to NSW curriculum documents, differentiation and improved student engagement. Other

5 major expenditure during 2015 has been in the area of technology, laptops for all teaching staff, purchasing of class set of ipads, mobile NEOpost LED TV for use in any classroom and digital cameras. Parents and community members were welcomed and engaged in a range of school based activities throughout the year, particularly each semester s Community Day. The school has a commitment to high expectations for learning and behaviour outcomes. This is celebrated through the implementation of VIVO rewards for students linked to the schools PBL framework. The school executive team created a range of systems and structures to support teaching and learning, legislative requirements and educational obligations to ensure quality outcomes for all students. School staff members were also supported to develop skills in the operation of administrative systems such as roll marking, student wellbeing referrals, reporting and student achievements. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan, leading to further improvements in the delivery of education to our students.

6 Strategic Direction 1 Developing consistent high quality educational practices Purpose To improve student learning and outcomes through the development of curriculum that is sufficiently flexible to meet the diverse needs of our students. Students will develop the necessary skills to be successful 21st Century learners. To promote, build and sustain the professional learning of all staff members, by creating systems for all teachers and leaders to learn from each other which allows for the alignment of policies and practices. To actively engage students in meaningful and challenging learning experiences through personalised and differentiated learning opportunities. Overall summary of progress The school executive supported teaching staff to develop and implement classroom teaching and learning programs incorporating the new NSW Syllabus documents. Teaching staff were supported in building their capacity to program efficiently and cater for the needs of a diverse student population, including differentiation of curriculum to meet the needs of all students. Through intensive support including 1:1 mentoring for all staff on specific areas, numerous TPL opportunities on site with executive staff, observations at mainstream settings, attendance at a range of relevant DEC courses. Classroom observations with specific feedback through the intensive PDP process, led to teaching practices greatly improved throughout Teaching staff were introduced to the Literacy and Numeracy Continuum s during staff development training in term 2, with staff from similar SSP settings. Throughout the remainder of the year, staff developed these skills and by the end of 2015 all students were plotted on the continuums. The overall strategic direction has had significant impact on the educational experiences for students at Wakefield School. Teaching staff have gained confidence in selecting and designing appropriate quality teaching and learning experiences to meet specific outcomes for students. This is reflective through the PDP process.

7 Progress towards achieving improvement measures Improvement measure (to be achieved over 3 years) % of teaching staff to engage with the new Performance and Development Framework and meet the requirements of the Australian Professional Teaching Standards 2. Every term, all programs monitored and evaluated by supervisors though professional conferencing linked to the Performance and Development Framework % of students show positive movement though Literacy and Numeracy continuum % of staff to have a Performance and Development Plan (PDP) that support the school plan with a focus on attainment and maintenance of teacher accreditation. Next steps Progress achieved this year <$> 100% of teaching staff gained knowledge and capacity to set appropriate goals for their PDP and reviewed and reflected on these goals throughout the year. Adjustments made where necessary. All staff demonstrated achievement in reaching or working towards identified PDP goals. Staff showed a greater understanding in the elements of the APTS. 100% of teaching staff underwent observations throughout the year. All teaching staff had 1:1 meetings with executive each term to communicate feedback in alignment with APTS. Executive staff closely monitored classroom programs and identified further ongoing programming support to ensure consistent high quality teaching and learning experiences were provided for all students. 100% of staff underwent TPL with a network of SSP schools to gain understanding of Literacy and Numeracy Continuum and began plotting students on the electronic continuums Teaching staff attend professional learning identified through their PDP s. Staff members provide a sharing session at a weekly Teacher TPL afternoon on how to utilise the skills or knowledge obtained from attending the identified TPL. Resources (annual) $5000 $200 $ Course fees & teacher release Continue to support staff in reaching goals aligned to School Strategic Plan through clear SMART goals identified on individual Performance and Development Plans. Ensuring teachers requiring accreditation at the proficient level or maintenance access necessary supports and TPL to ensure accreditation requirements are met in due timeframes. Ongoing reflection and refinement of teaching and learning programs for primary and secondary classes. Continue to support staff programming to ensure quality teaching and learning experiences occur which are reflected through evidence and timely registration practices. Purchase of ACER online assessments for English and Mathematics. All students to be assessed at start of year or on commencement, then reassessed a semester later. Data collated and monitored to inform future teaching and learning experiences. Continue supporting staff in the plotting of all students on the Literacy and Numeracy Continuums. New staff or staff requiring additional support, to be provided with extra TPL. Updating of existing data and plotting of new students to be completed by staff each term and communicated to parents through the IEP process. Staff to monitor growth and identify goals for IEPs, incorporating strategies in teaching programs to move students along the continuums.

8 Strategic Direction 2 Enhancing student wellbeing Purpose To develop whole school practices which enable all students to be highly engaged in schooling and emotionally aware. To embed a positive culture and set of values based on the PBL expectations of respect, responsibility and learning where success is valued and a strong social conscience is developed. To actively engage students in meaningful and challenging learning experiences through personalised and differentiated learning opportunities. Overall summary of progress Wakefield School has incorporated the framework of Positive Behaviour for Learning (PBL) throughout all school systems and embedded into whole school culture. The PBL action plan was used to drive planning and practices throughout the school and communicated to all key stakeholders. Teaching staff developed weekly PBL focus lessons linked to the Behaviour Consistency Guide (BCG) and explicitly taught specific values to all students on a daily basis. Students were rewarded for demonstrating PBL values through the introduction of the new VIVO miles reward system and through weekly rewards such as Student of the Week and reward outings. Resources were purchased to embed Social and Emotional Intelligence into class programs and this will be focus for IEP s were created for each student with input from parents and carers. All students had individualised Crisis Management Plans and Risk Management Plans created to support and manage emotional wellbeing.

9 Progress towards achieving improvement measures Improvement measure (to be achieved over 3 years) 1. PBL Action Plan embedded in whole school practices 2. Students develop resilience and demonstrate PBL values in all aspects of school life % of students show improvement on school identified measures for Emotional Intelligence (EQ) evidenced in IEPs and class programs 4. Monitor Social and Emotional Learning data through assessments, wellbeing referrals, IEPs and positive reward systems 5. Improved attendance data for students with identified attendance concerns. 6. Reduction in duration of long and short suspensions Progress achieved this year <$> Executive staff compiled data and created the 2015 PBL Action Plan and communicated to all staff to ensure whole school knowledge Weekly PBL lessons created and taught by all teaching staff. Process included weekly introduction at assembly, VIVO points allocated to PBL targets. 100% of students engaged in targeted PBL values linked to identified school, class or personal goals. 100% of students have IEPs which are established with teachers, parents/carers and students. 100% of teachers include PBL school values throughout class program and refer to PBL values constantly. 100% of class programs have clear PDHPE outcomes linked to PBL values and lessons. Research and purchase of a variety of Social and Emotional resources for assessing student s emotional wellbeing. Monitoring student wellbeing referrals via data based on PBL action plan. Identified, created and implemented PBL focus topic areas as required. VIVO reward system embedded in everyday teaching practices to reward students who demonstrated appropriate behaviours and attendance. Developed, fostered and nurtured relationships with families to ensure open communication around attendance at school. The school has established a monitoring system for attendance concerns. Implemented daily contact with families to monitor ongoing attendance concerns. HSLO notifications and Child Wellbeing Unit referrals completed as required. Semester rewards provided to students with 100% attendance or only absenteeism due to specialist appointments. Executive staff closely monitor student time away from school due to suspensions and reduce duration when possible. Resources (annual) $1000 (staff release) $4000 nil $1000 $5000 $400 nil Next steps PBL team leader identified from staff other than executive team for Action Plan to be reviewed, refined, and communicated to all staff regularly. PBL external coach from executive team. PBL lessons to be created by all teaching staff with identified roster. Continue to identify and add PBL focus lessons when required. Embedding Wellbeing Framework into PBL lessons through Character Education Program. Teaching staff to include Character Education into weekly PBL focus lessons. All students to engage in daily self-reflection and communicate with staff on identified goals. Social and Emotional Literacy assessments to be completed every semester. Tracking of student results and ensuring classroom program caters for areas of student need. Continue to monitor student positive reward systems; weekly reward outing / students of the week and VIVO points. Teachers to graph and monitor student progress and report these to parents at 3 way interviews.

10 Strategic Direction 3 Fostering community engagement and partnerships Purpose To build stronger relationships and effective partnerships with families and the wider school community by leading and inspiring a culture of shared learning, communication, leadership and organisational practices. Enhancing community engagement and participation through the development of community trust and strategic support to ensure our students become successful learners, confident, creative individuals and active and informed citizens. Overall summary of progress The school made successful improvements and connections in 2015 within this strategic direction. Building on existing relationships with families, executive staff reviewed practices around annual review meetings and learning support team processes to improve connections between home and school. This resulted in families being more engaged in their child s education and a greater amount of support services (DEC and non-dec) provided to families in need. Similarly, IEP/PLP practices were revamped to incorporate student and family input with updated documents implemented by staff. All families participated in this process. A range of networks were established or maintained in 2015, including collaboration to support improvement in staff practices. This includes Schools for Specific Purposes (SSP s), Community of Schools (CoS) and range of other DEC networks and non-dec service providers. Teaching staff were able to collaborate with a wider collegial support network to improve teaching practices. Links were established with the local Aboriginal Education Consultative Group (AECG), Kumaridha, with executive staff and other staff members attending meetings each term. This enabled the school to establish connections with local AECG representatives. Executive staff revised PLP document to streamline the planning process for Aboriginal students. The bi-annual Behaviour School Conference did not occur in As an alternative, staff members attended a variety of relevant conferences related to Special Education. This included staff attending the REDBANK Behaviour Conference and/or the SEPLA (Special Education Principal and Leaders Association) conference (including a performance and Acknowledgement of Country by Wakefield School students). These conferences both reinforced existing knowledge, and inspired staff to embed new practices and research. The existing Outreach Program was revised and updated to reflect feedback on effectiveness obtained in A new outreach model was designed and implemented with clear guidelines based on the BD transitional model. This has resulted in ongoing and effective communication between settings, ensuring consistency and support is provided for students in this program. Relationships with local businesses were established and maintained throughout Senior students attended a range of work experience placements across several local businesses. This provided students with the necessary skills to further their employment opportunities and post school options.

11 Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) % of families connecting with school and engaging in learning and support meetings 2. Staff establishing networks with a variety of DEC and non DEC service providers such as local schools in LMG, feeder home schools, other SSP s 3. Executive and other staff members attending AECG meetings and embedding culture 4. All ATSI student families actively involved in completion of PLP s % of staff attending the bi-annual behaviour school conference 6. Outreach connections established and fostered through ongoing communication and participation with local schools and community businesses Progress achieved this year <$> 100% of families connected with the school through Annual review meetings, IEP meetings, PLP meetings and other necessary LST meetings that arise to ensure engagement with education. Transport was provided via the Wakefield School bus, where parents are unable to access transport to attend meetings. Networks established with other SSPs, including collaborating to implement Literacy and Numeracy Continuums, the Professional Development Framework and the School Excellence Framework. Network sessions attended by staff in relation to Vocational Education and Careers, NDIS, Yakka Day, NCI Training, Sugarloaf Community of School Principal network, NSW Teacher Federation, community links etc. Reviewed Outreach model for Primary students with improved practices and ongoing communication to support students and teaching staff at base schools. Review meetings to include Ability Links, Government endorsed service provider to connect families with relevant support agencies and NDIS supports in their local area Staff member/s to attend all AECG meetings, particularly executive staff members. Principal encouraging a staff present for all meetings, maintain connections to local initiatives and establish connections with Aboriginal community. 100% of ATSI students and their parents / carers or extended family invited to attend PLP meetings each semester. Transport provided via the Wakefield School bus, where parents are unable to access transport to attend meetings. Bi-annual conference did not occur in Staff attended SEPLA and/or REDBANK conferences as an alternative. Executive staff members to refine outreach model and to connect with local schools, establishing relationships which encourage ongoing 3 way communication between schools and families to ensure successful transition to mainstream settings. Connections established with local businesses for students to attend work experience based on identified work placement interest areas. Staff to provide support for students during work experience placements. $2600 $200 $1400 NCI training $150 fuel for transport $2000 teacher release $600 $200 fuel $5000 $ Next steps Continue current LST processes including IEP / PLP / Annual Review meetings in Maintain existing networks and establish new connections as required. Improve relationships and collaboration with Sugarloaf Community of Schools (SCOS). Continue attendance at AECG meetings to gain knowledge and improve practices around Aboriginal Education. Incorporating a variety of Aboriginal Education programs into school milestones. Attending Aboriginal Leadership Courses when available. Investigate inclusion of mgoals for Wakefield School Continue to incorporate appropriate behaviour, mental health or special education conferences for staff professional learning and networking. Continue to implement current outreach model with new and existing mainstream schools. Maintain relationships with current vocational education services and businesses. Establish new appropriate work placement connections with a variety of local businesses. Next Steps

12 Key initiatives and other school focus areas The following key initiatives were a focus in Key initiatives (annual) Impact achieved this year Resources (annual) Teaching staff attend TPL in 8 Ways of Aboriginal $3 324 Aboriginal background funding Learning and BroSpeak. 8 Ways has been shared with 1. Staff TPL Aboriginal Programs teaching staff and aspects embedded into curriculum 2. NAIDOC celebrations programming documents and classroom practices. NAIDOC community celebration Links established with Biraban Land Council including guest speaker Uncle Bill, Lake Macquarie High School Didge performance group and cultural food tasting for whole school community. The school did not receive specific funding in this area <$> English language proficiency funding Targeted students support for refugees and new arrivals The school did not receive specific funding in this area <$> Socio-economic funding 1. Additional Release for AP Low level adjustment for disability funding The school employed additional teaching staff to allow Assistant Principal to be off class 0.2 each week. This support was to target students in crisis mode, to ensure the classroom teacher can continue teaching remainder of students and additional support options available to manage and support student welfare. The school did not receive specific funding in this area. School utilized school funding to ensure NCCD data collection was accurate and obtained to identified deadlines $ $900 Support for beginning teachers 1. One teacher identified as Beginning Additional teacher release was utilized to implement $13000 new curriculum, whole school programming, TPL for probationary teacher and teacher requiring Teacher on Probation, another working accreditation. Additional RFF time for Executive to towards teacher accreditation at support and monitor progress. Teachers accessing proficient level. additional RFF and several planning days around whole school programming, curriculum and differentiation. Additional release for AP to attend relevant TPL to support the professional needs of beginning teachers. Other school focus areas Impact achieved this year Resources (annual) Vocational Education 1. ESES Special Schools as Centres of Expertise 2. Cert II in Skills for Work and Vocational Pathways Next Steps Stage 5 students engaged in Vocational Education project with Hunter Valley Training Company. Stage 5 students successfully completed a Cert II certificate, engaging with HVTC as a part of this process. $ (ESES grant) $ (additional grant)

13 Mandatory and optional reporting requirements Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile Students Enrolments Year Male Female The above graph is an indicator of student enrolment based on the electronic Data Summary Sheet (edss). Due to Wakefield students having a shared enrolment the data fluctuates significantly. During 2015, Wakefield enrolments were the following per class Roll Class Years Total in Class Total per year Class Class Class Class Student attendance profile School during the transition period to new settings. Home circumstances also impacted on attendance for a few students. Overall Primary attendance rates were 92% and for the High School 91%. All students are encouraged to attend school every day. Parents and carers are kindly requested to notify the school if their child is absent. When a student is absent, there is a follow up courtesy call to parents to establish reasons. In instances where students have a significant amount of absences without a reasonable explanation, the Principal will initiate an application for the Home School Liaison Team, via the Learning and Wellbeing Team, to follow up. Post-school destinations Proportion of students moving into postschool education, training or employment seeking employment employment TAFE entry university entry other unknown Year 10 % 4% (BS) Year 11 % Year 12 % In 2015, Wakefield School had 4 Year 10 students. Three students were offered placements in a Senior ED class at a local senior campus High School and one student was offered a placement in an ED class at his local high school. This student was also successful in gaining entry into a TVET course for Student attendance rates Attendance rate Year School State DoE Attendance rates for students were not evident in the edss. The table below indicates accurate data for attendance in Student attendance data was positive in Attendance at Wakefield School is based on actual days students could attend as some students were part of an intensive transition program with a mainstream setting. Due to all students having diagnosed disabilities, scheduled specialist medical appointments also impacted on attendance data. Some students also were reluctant to attend Wakefield Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1.0 Deputy Principal(s) Assistant Principal(s) 1.0 Head Teacher(s) Classroom Teacher(s) 3.704

14 Position Teacher of Reading Recovery Learning and Support Teacher(s) Number Teacher Librarian Teacher of ESL School Counsellor 0.2 School Administrative & Support Staff Other positions Total The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Of the staff members listed above, Wakefield has two staff members who identify as Aboriginal. Workforce retention Wakefield had some staff movement from One permanent teacher decided to take 12 months leave and was replaced with a long term temporary teacher. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 33% Postgraduate degree 67% Professional learning and teacher accreditation Wakefield School undertook significant professional learning during A summary of which includes: NSW Curriculum Programming and planning whole school Vocational Education Redbank Conference SEPLA conference Connect Ed Conference Beginning Teacher TPL 8 ways Brospeak

15 Financial summary Financial information This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. Date of financial summary 30/11/2015 Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions 0.00 Extracurricular dissections Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward Parents - positive learning environment where connections are made with families and ongoing support provided throughout their child s learning. Parents are happy that their child is having success at school and are learning to adopt these new behaviours into everyday living experiences. Staff satisfied with the changes around learning expectations and programming, the support received from executive staff. Students provided positive responses about being connected to a school, smaller setting allows them to have greater success at education and they feel happy and safe at school. Aboriginal education Policy requirements Wakefield School received Aboriginal background funding in Our plan to address the learning needs of Aboriginal and Torres Strait Islander children included: Personalised Learning Plans NAIDOC experiences Staff training in 8 Ways of Aboriginal Learning and BroSpeak As a result of this, all students both indigenous and nonindigenous have improved understanding of Aboriginal Culture. Aboriginal students have had great success in 2015 with one high school student successfully gaining a place in a TVET course for Year 11 as a part of his HSC studies. Another Aboriginal high school student has also successfully transitioned to full time mainstream education. School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. The My School website provides detailed information and data for national literacy and numeracy testing. In 2015 Wakefield Students in Years 5, 7 and 9 participated in NAPLAN testing. The results for these tests were maintained at the mainstream setting students previously attended. Parent/caregiver, student, teacher satisfaction In 2015, the school sought opinions of parents, students and teachers about the school. Their overall responses are presented below. Multicultural Education and Anti-racism Multicultural perspectives are integrated across the curriculum in order to develop the knowledge, skills and attitudes required for our culturally diverse society. Harmony Day was recognized and celebrated to ensure the message of multiculturalism is supported. Resources were accessed through the Harmony Day website, which promoted the message Everyone Belongs. This message clearly links to our school motto of Respect for All, a message embedded in all PBL activities throughout the year.

16 program. The completion of this certificate can be used as units towards future HSC qualifications. Applications were made for exiting Year 10 students for TVET courses in One student was successful in gaining a placement at Newcastle TAFE in Theatre and Screen Performance. The other students were unsuccessful due to the lack of student applications. Positive Behaviour for Learning (PBL) PBL was embedded into Wakefield School culture in This has been a huge success due to the whole school, consistent approach to behavior and learning expectations. Staff members have reported this consistent practice has improved the overall culture within the school with a clearer focus on overall behavioural expectations. In 2015, VIVO miles were introduced as a positive behaviour reward system, with students earning VIVO points for displaying appropriate behaviour. Students exchange these points for prizes / items on the VIVO online store. Additional to this positive reward system, a weekly reward outing was held each Friday. Student of the week awards are also presented weekly on Monday mornings based on the weekly PBL point system. All Stage 5 students took part in work experience in This included ongoing work experience at Food and Friendship run by the Baptist Church at Warners Bay (a long term partnership for Wakefield School) and a variety of placements at other local businesses. Connecting families to outside agency supports As part of the review meetings schedule, all parents were given the opportunity to liaise with Ability Links to support the NDIS process as well as required community support options. This has been successful in supporting parents to navigate the NDIS system to ensure students are supported with their ongoing educational needs and community engagement. Vocational education program Students in Stage 5 participated in a Certificate II in Skills for Work and Vocational Pathways lead by a staff member who had attained the relevant qualifications. This was supported by community links with Hunter Valley Training Company (HVTC) who delivered a range of competencies within the Cert II (metal engineering). This program was enabled through successfully receiving an ESES (Every Student Every School) grant. Students completed the Cert II including visits to the HVTC workshop at Rutherford in full work wear provided by Wakefield School. They also completed a White Card as a part of this

17 Swimming Program In term 4, all students were involved in the school swimming program. This is an AUSTSWIM accredited course run through West Wallsend Swim Centre. One staff member was also trained as an accredited AUSTSWIM coach to implement and support the program in future years. Sporting Schools Initiative The Sporting Schools initiative was successfully implemented at Wakefield School in Students were involved in gymnastics sessions at Hunter Sports Centre, Glendale, Lawn Bowls sessions through Edgeworth Bowling Club, and cycling lessons through Bike Fitness. These ventures were all provided through Sporting Schools funding. We were also able to purchase a range of sporting equipment to enable such programs to be explicitly taught by staff in future years.