Annual School Report 2014 [school code] 5575

Transcription

1 Cook School Annual School Report 2014 [school code] 5575

2 School context statement Access to the Cook School program is through a process where an application made by a mainstream primary or secondary school is considered by a placement panel. Consideration is given to the needs of a student as well as the suitability of Cook as an appropriate context for academic, social and emotional support. Students from Kindergarten to Year 10 benefit from individualised programs aimed at promoting both the academic and social engagement critical to all forms of school achievement. Reintegration back to referring schools is the focus of all personalised learning plans. The support offered to every student conforms to assessed social and academic needs. Student information Cook School has a total of five classes on two separate campuses within the site. Two primary classes provide programs for students from Kindergarten to Year 6 with diagnosed mental health support needs. There are also three classes for students Years 5 10 needing intensive behaviour support through individualised leaning plans, addressing emotional regulation needs and social competencies. There is a maximum of seven students in each classroom with a teacher and a learning support officer. Student enrolment profile Students Enrolments Year Male Female participate in all school activities both on and off campus. There was a noted increase in attendance for BD students during Post- school destinations Post- school destinations Year 10 % Employment TAFE entry 100 Other Unknown Exit plans are developed for all students by the learning support team in collaboration with a range of agencies and the families, as part of the students personalised learning plan. At the conclusion of 2014 our Year 10 population moved on to TAFE, to continue with their education. Workforce information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. During 2014, Cook School had several changes to staff with the Principal taking extended leave before retirement, allowing permanent staff to act in higher executive roles for a six month period and we welcomed a new school counsellor to the team. Student attendance profile Programs at Cook school are designed to promote attendance and engagement at school. Students are encouraged to 1

3 Workforce composition Position Number Principal 1 Assistant Principal(s) 2 Classroom Teacher(s) 4 Teacher Librarian Teacher of ESL School Counsellor 0.4 School Administrative & Support Staff 6.2 Total 13.6 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Cook School had 7% of staff during 2014 who identify as Aboriginal. There is a close cooperation with non- school based indigenous staff who are called upon to provide essential holistic support for students. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. During 2014 one teacher undertook the DEC scholarship to engage in the Masters of Special Education. Qualifications % of staff Degree or Diploma 100 Postgraduate 100 Professional learning and teacher accreditation Professional learning for 2014 was highly focused on the development of knowledge and skills around the new Australian curriculum. Cook School became involved with a community of schools for professional development for the primary mathematics and science syllabus. This has led to valuable connections with our mainstream colleagues and a strengthened network for future professional learning experiences. Staff continued to refine their skills for working in a specialist environment by partaking in training for behavior management and mental health including NCI basic training, NCI Autism training and e- administration of prescribed medication at school. With major changes in the DEC it was vital for staff to develop skills for the impending changes in finance and school management with executive and administration staff completing training in accrual accounting & financial literacy and decision making. Staff also participated in all mandatory training components that needed updating, including child protection, CPR and Code of Conduct. Financial summary 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 30/11/2014 Income $ Balance brought forward Global funds Tied funds School & community sources 1967 Interest Trust receipts 0.00 Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development Tied funds Casual relief teachers Administration & office School- operated canteen 0.00 Utilities Maintenance Trust accounts 0.00 Capital programs 0.00 Total expenditure Balance carried forward Further details concerning the statement can be obtained by contacting the school. School performance 2014 Reintegration Cook School s ED and BD programs supported a number of students with their reintegration to mainstream saw increased numbers of BD students who engaged with the reintegration 2

4 process and are working towards full integration. Cook school staff provided all of our mainstream schools with support which has proved highly successful in developing positive professional working relationships and improved outcomes for our shared students. Sport Cook Schools sport programs continue to focus on a healthy lifestyle and active participation. Our school became part of the Active After Schools Community (AASC) by participating in the program for the whole of This program focused on our primary students who were able to participate in swimming, bocce, athletics, jazzercise and a number of ball based sports which allowed students to develop their skills within a program that supports a healthy active lifestyle. Excursion Excursions are a valuable learning opportunity for Cook School students as well as a chance for the students to practice pro social skills in the community. Some examples which our students participated in, included the Royal National Park environmental education centre, tenpin bowling, Flipout trampoline park, Loftus tramway museum and Headspace. All excursions provided valuable learning experiences for the students and an opportunity to generalise the appropriate social skills they have learnt. BD classes accessed a number of engaging sporting opportunities and programs including personal training, surf awareness, fitness stations & basketball at the TAFE and bike riding. Life skills and Careers Cook school students were able to generalise the skills they have learnt in the local community through participation in our sport, excursion, careers and life skills programs. The focus for this part of the program is for our BD students to develop pro social life skills and employment skills. Cook School staff have linked with local business, training companies and developed school based programs to deliver barista, CPR, emergency care, anaphylaxis and white card training, TAFE taster courses, personal care & grooming, basic car maintenance, BBQ assembly & cooking, Money handling and woodworking. 3

5 Academic achievements 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 My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on the link and enter the school name in the Find a school and select GO to access the school data. Significant programs and initiatives Policy Aboriginal education Throughout 2014, Aboriginal education was embedded within our teaching and learning programs. Cook School staff have a commitment to the DEC s Aboriginal Education and Training policy especially the Aboriginal & Torres Strait Islander Education Action plan A pin board with useful information, links and resources was established for staff to strengthen the Aboriginal perspective within our classrooms. One of our students was recognised in The Deadly Kids Doing Well Awards for This student had made significant gains particularly around attendance at school and engagement with their learning. Our school celebrated Harmony Day through activities which develop our students understandings of diversity within our school and local communities. Significant programs and initiatives Equity Funding Cook School received RAM funding for Aboriginal background and socio- economic background in The funding made a significant impact for the school budget and allowed the school to implement engaging programs, learning experiences and purchase quality resources to enhance the learning of students. Aboriginal background Providing primary and secondary Aboriginal students with a quality education that promotes attendance, engagement and improved learning outcomes was a focus for Cook School during Cook staff designed and delivered programs and activities to address outcomes outlined in the Aboriginal & Torres Strait Islander Education Action plan around literacy and numeracy, attendance, engagement and connections. These programs directly resulted in improved achievement of outcomes in students personalised learning plans for literacy and numeracy, regular attendance for secondary aboriginal students and engagement with their learning and community. Multicultural education and anti- racism Cook School promotes an inclusive learning environment where students and their families from all cultural backgrounds are supported. Teaching and learning at Cook School is culturally sensitive and inclusive for all students. Socio- economic background The quality of teaching and learning was enhanced through the provision of offsite programs, short courses and excursions within the local community. Students participated in CPR, surf awareness and excursions to local youth services and mental health support services. 4

6 These opportunities assisted in increased participation and engagement for students with schooling and strengthened partnerships between the school and local youth support services. Providing the students with a safe place to learn is of key importance and essential for all of the school community at Cook. Several projects were undertaken to ensure the playground, learning spaces and foyer are suitable spaces for the whole school community. School planning and evaluation School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: A review of processes leading up to student reviews with a resulting streamlining of documentation that will be more family friendly. A review of programming and reporting documentation across both school sites with a focus on prioritizing both academic and social outcomes for students School priority 1. Outcomes from Literacy and Numeracy - Students will meet academic targets agreed to and set down in their Individualised Learning Plan All learning outcomes for 2014 have been entered in the Cook School Plan for This three year plan was developed in consultation with the Cook School community and outlines priorities for the school as it seeks to support students referred by mainstream schools. Copies of the plan are available at the school. Evidence of achievement of outcomes in 2014: Staff investigated and implemented online learning practices such as Reading Eggs, Mathletics and Study ladder to support literacy development and engagement. Teachers implemented new curriculum changes to incorporate the new NSW English syllabus outcomes for K- 6 & Y7, Mathematics, Science & Technology and History for 7 & 8. Year 9 and 10 students accessed curriculum through Sydney Distance Education High School. Parents and carers attended review meetings each term with school staff, regional staff and home school staff to participate in the planning and goal setting for the student s Personalised Learning Plans. Strategies to achieve these outcomes in 2014: All teaching staff were provided with training in the new NSW and Australian curriculum according to the DEC s implementation timeline. Literacy and numeracy goals are evidenced in the students Personalised Learning Plan. Teachers assess, track and review student progress against the students individual learning plans and syllabus outcomes Innovative technology was used school wide to promote engagement and enhance the teaching and learning. School priority 2 Develop and promote the learning and use of social skills and prosocial behaviour 5

7 Outcomes from The Cook School program is based on the premise that effective and appropriate social engagement is critical to all school success. To this end the school has operated on a whole school management system which includes a common language and promotes consistency and fairness in the management of behaviour as well as incorporating the acknowledgement and celebration of both social and academic achievement. Evidence of achievement of outcomes in 2014: High percentage of students in both ED and BD programs engaging with the school counsellor on a regular basis to develop and strengthen their interpersonal skills around positive relationships and self- regulation of emotions. Increased number of BD students successfully engaging with the reintegration process. Successful return to mainstream school for students from the ED and BD classes at the end of their program. Strategies to achieve these outcomes in 2014: Social skills groups with the school counsellor to provide an opportunity to break down the barriers and support engagement with mental health support. Collaboration with Police Youth Liaison Officer, local PCYC, Youth services and Health services to provide dynamic relevant programs for the current student population. Provide opportunities for students to generalise the skills learnt at Cook through offering programs Parent/caregiver, student, and teacher satisfaction In 2014, the school sought the opinions of parents, students and teachers about the school. Student reviews conducted across the year recorded high levels of parent and student satisfaction and engagement with the school and the academic and social skills programs run to date. Future Directions School Plan NSW DEC is implementing a new school planning process for The new plan will be published on the school s website from the beginning of Term During 2014 Cook School consulted with parents, carers, referring schools and students in order to identify program strengths, opportunities and areas for development for the school planning cycle. This consultation was followed by a staff development day in Term 4, 2014 as well as two staff surveys in 2015 and several staff information and planning sessions to identify school vision, strategic directions, improvement measures and processes. These include: Student Learning: The provision of high quality teaching and learning programs that are engaging, relevant and challenging. Community and Transition Learning: The fostering of genuine reciprocal relationships that engage all stakeholders. Effective support structures in place for students to successfully transition back to mainstream settings, the workplace or alternate study pathways. 6

8 Staff Learning: School success is achieved through high quality learning and leadership experiences for staff and robust whole school management and support structures. The Cook School Plan forms the basis for school improvement and development during the next three years. School excellence will be achieved through authentic and meaningful partnerships between the school, parents and community, including interagency groups such as NSW Health, PCYC, and referring schools. About this report In preparing this report, the self- evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self- evaluation committee and school planning committee have determined targets for the school's future development. Suzy Newell- Courtney, Relieving Principal School contact information Cook School Rawson Ave Loftus, 2232 Ph: Fax: cook- Web: s.schools.nsw.edu.au School Code: 5575 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: asr/index.php 7