Nambour Special School Queensland State School Reporting 2014 School Annual Report Postal address MC Box 5139 SCMC Nambour 4560 Phone (07) 5444 9333 Fax (07) 5444 9300 Email Webpages Contact person the.principal@nambourspecs.eq.edu.au Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Richard Fisher - Principal Principal s foreword Introduction Nambour Special School s Annual Report 2014 provides an overview of progress made towards goals identified by the Nambour Special School Community. The report presents relevant data to support school achievements towards its key priorities School progress towards its goals in 2014 In 2014, Nambour Special School re - established its vision as being ENGAGED LEARNERS, INDIVIDUALISED PATHWAYS, COMMUNITY PARTNERSHIPS The response to the vision in 2014, was an Annual Improvement Plan which identifies 5 Core Pillars to being a successful School. These were 1. Successful Learners 2. Great People 3. Staff Capacity 4. Engaged Partners 5. High Standards. The Nambour Special School Community has undertaken significant work in 2014, towards meeting these goals (see next page)
High Standards Engaged partners Staff Capacity Great People Successful Learners FOCUS AREA SCHOOL PRIORITIES ACTION OUTCOMES WHOLE SCHOOL CURRICULUM PLANNING Multi level whole school curriculum plan Develop STEP Program curriculum PEDAGOGICAL FRAMEWORK Embed whole school Pedagogy Wheel Implement DQ 2,3,4 across whole school LITERACY STRATEGY Embed whole school literacy plan MONITORING AND ASSESSMENT DEVELOPING PERFORMANCE FRAMEWORK Formalise NSS assessment processes Develop and implement assessment schedule Engage all teaching staff with new DPF process Develop Professional Learning Framework to meet need SAFE AND SUPPORTIVE ENVIRONMENT Implement new student management processes Train all staff in TEAM TEACH MENTAL HEALTH AND WELLBEING SYSTEM THAT PROMOTES PROGRESS Implement Kidsmatter initiative supporting MH&WB initiatives Development of Leadership opportunities for staff Introduction of Leadership DPF ICT PLAN ICT PD Focus ICT linked to Pedagogy wheel BYO IPAD (communication) process finalised PROFESSIONAL LEARNING COMMUNITIES STEP PROGRAM Cohorts empowered Collegial Sharing/moderation Collaborative learning community established STEP Program partnerships established STEP Program Curriculum reviewed and updated PARENT AND COMMUNITY ENGAGEMENT Formalised termly meetings/ engagement opportunity Establishment of strong pastoral focus COMMUNICATION USE OF DATA Quality information sharing sessions Improved communication through SMS/website/newsletter Data used to drive decision making SCHOOL AUDITS Targets set from School Audits Teaching and learning/discipline/financial FACILITIES School Masterplan completed Collaboration with wider community for facility lease/hire Not started Not started PROCESSES AND PROCEDURES Rigorous Annual Induction for all staff Future outlook Nambour Special School will continue to work towards key priorities in 2015 of:- SUCCESSFUL LEARNERS GREAT PEOPLE HIGH STANDARDS ENGAGED PARTNERS Use of data to inform planning and teaching decisions Improving student attendance Developing individualized Planning processes to meet individual need Implementation of appropriate Social and Emotional program Embed balanced Literacy Program Develop appropriate Numeracy Strategy Develop teacher skills, aligned to NSS Pedagogy Wheel Embed DPF process, aligned to AITSL standards Develop Leadership skills through Professional Learning communities Utilise data to make informed whole school decisions Create opportunities to work across NSS, across sectors and across Special Schools Support families transitioning into NSS
Our school at a glance School Profile Coeducational or single sex: Coeducational Year levels offered in 2014: Prep Year - Year 12 Total student enrolments for this school: Enrolment Continuity Total Girls Boys (Feb Nov) 2012 100 39 61 95% 2013 113 44 69 97% 2014 126 49 77 95% Student counts are based on the Census (August) enrolment collection. Characteristics of the student body: Nambour Special School provides education for approximately 120 students (Prep -12), all who have an Intellectual Disability (ID) as verified by Education Queensland process. Many students have multiple impairments which could include ASD, Physical impairments, Hearing Impairments, Visual impairments and Autism. School Disciplinary Absences Count of Incidents Disciplinary Absences 2012 2013 2014* Short Suspensions - 1 to 5 days 18 9 3 Long Suspensions - 6 to 20 days 0 0 0 Exclusions # 0 0 0 Cancellations of Enrolment 0 0 0 # Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process. * Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break. Curriculum offerings Our distinctive curriculum offerings ACARA units form the basis of Nambour Special School Curriculum in English, Maths, Science and History. The Nambour Special School curriculum draws content from the Queensland Curriculum Assessment and Reporting Framework (QCAR), with supplementary curriculum outcomes sourced from PIVATS and the Feila Curriculum, to meet the individual learning needs of all students. Specialised and disability-specific pedagogies such as TEACCH, Active Learning and Intensive
Interaction provide best-practice in engaging students, and result in increased learning outcomes. The Nambour Special School curriculum uses the Key Learning Areas of the QCAR framework English, Maths, Science, SOSE, The Arts, HPE and Technology to drive our curriculum focus. School-based units of work ensure a whole-school, scaffolded approach to learning, with continuity across the four school cohorts. Individual Student Support Plans (ISSPs) support access to the curriculum via goals devised through parent/carer, school and specialist partnerships. Nambour Special School embeds learning through student engagement in meaningful and individualised learning experiences, including community-based learning, to assist students in the transference and generalisation of skills, and to promote access to and inclusion in the wider community. All students attending Nambour Special School receive an Individual Curriculum Plan (ICP) Extra curricula activities Community Based Learning Riding for the Disabled SailAbility Community use of facilities (shops, post office, banks and recreational facilities) Travel Training TAFE Supported Work Experience Special Olympics School camps Active After school care How Information and Communication Technologies are used to assist learning Nambour Special School is committed to deliver a rigorous curriculum, aligned to the Australian Curriculum (ACARA), that meets the diverse needs of students who have a disability. Our vision is Engaged Learners, Individualised Pathways, Community Partnerships Nambour Special School aims to achieve the following goals which align with Education Queensland s Smart Classroom strategy ICT is integral to learning in all Learning environments ICT s will enhance student learning Staff and students will be provided with the opportunity to trial new technologies Staff will be connected with professional learning opportunities so they can create and employ meaningful and engaging strategies where ICT is integral to learning
Develop partnerships between school and school community to broaden learning opportunities and develop lifelong skills Commit to ongoing development of ICT curriculum integration Information and Communication Technologies (ICT s) are instrumental in ensuring that Nambour Special School delivers engaging curriculum. Nambour Special School ensures that the ICT needs of staff and students are met through focus on the following elearning drivers. 1. Working Digitally Nambour Special School staff are encouraged to use innovative elearning strategies to drive student improvement. 2. Effective processes and procedures Nambour Special School is committed to developing effective processes and supports that ensure elearning and digital devices are working efficiently and for the purpose of improving student outcomes. 3. Enabling learners - students are provided with a range of elearning opportunities that meet individual student need. 4. Developing Professionals Staff at Nambour Special School have clear guidelines, expectations and professional development opportunities regarding the delivery of quality teaching and learning in a contemporary learning environment Social Climate Nambour Special School covers a wide geographical area from Noosa in the North to Maroochydore in the South and the Hinterland to the West of the Sunshine Coast region. Nambour Special School supports a diverse cohort of students, all who are verified with an intellectually Disability (ID). Many students (80%+)who attend Nambour Special School have two or more impairments. Nambour Special School has many processes in place to support students with a disability progress academically and socially which are as follows School Wide Positive Behaviour Support systems to manage student behaviours and teach and acknowledge positive behaviours Nambour Special School achieved School of Excellence status for SWPBS in 2013 Student Welfare Team that supports students, staff and families Data collated for informed decision making Chaplain service, offering individual and group support services Community agency partnerships focussing on student social wellbeing and community participation Gold Pass Days for students who consistently make positive choices Responsible Behaviour Plan outlining school management and response to student behaviours Newsletter highlighting Thumbs Up and Student of the week winners Strong partnerships established with Regional student support teams All staff undergo rigorous student management training and refresher under TEAM TEACH umbrella
You Can Do It! Program embedded into Nambour Special School s curriculum, focusing on student Social and Emotional development. Parent, student and staff satisfaction with the school Performance measure Percentage of parent/caregivers who agree # that: 2012 2013 2014 their child is getting a good education at school (S2016) 100% 100% 92% this is a good school (S2035) 100% 97% 92% their child likes being at this school* (S2001) 100% 97% 92% their child feels safe at this school* (S2002) 100% 93% 92% their child's learning needs are being met at this school* (S2003) 100% 97% 92% their child is making good progress at this school* (S2004) 100% 97% 92% teachers at this school expect their child to do his or her best* (S2005) 100% 100% 92% teachers at this school provide their child with useful feedback about his or her school work* (S2006) 97% 100% 92% teachers at this school motivate their child to learn* (S2007) 100% 100% 92% teachers at this school treat students fairly* (S2008) 100% 97% 92% they can talk to their child's teachers about their concerns* (S2009) 100% 100% 92% this school works with them to support their child's learning* (S2010) 100% 100% 92% this school takes parents' opinions seriously* (S2011) 100% 100% 92% student behaviour is well managed at this school* (S2012) 100% 93% 91% this school looks for ways to improve* (S2013) 100% 100% 92% this school is well maintained* (S2014) 100% 100% 92% Performance measure Percentage of students who agree # that: 2012 2013 2014 they are getting a good education at school (S2048) 100% 100% they like being at their school* (S2036) 93% 93% they feel safe at their school* (S2037) 92% 86% their teachers motivate them to learn* (S2038) 100% 100% their teachers expect them to do their best* (S2039) 100% 100% their teachers provide them with useful feedback about their school work* (S2040) 100% 100% teachers treat students fairly at their school* (S2041) 100% 100% they can talk to their teachers about their concerns* (S2042) 100% 100% their school takes students' opinions seriously* (S2043) 100% 85% student behaviour is well managed at their school* (S2044) 100% 86% their school looks for ways to improve* (S2045) 100% 100%
Performance measure Percentage of students who agree # that: 2012 2013 2014 their school is well maintained* (S2046) 100% 100% their school gives them opportunities to do interesting things* (S2047) 100% 100% Performance measure Percentage of school staff who agree # that: 2012 2013 2014 they enjoy working at their school (S2069) 100% 100% they feel that their school is a safe place in which to work (S2070) 93% 95% they receive useful feedback about their work at their school (S2071) 91% 94% students are encouraged to do their best at their school (S2072) 96% 100% students are treated fairly at their school (S2073) 99% 100% student behaviour is well managed at their school (S2074) 96% 100% staff are well supported at their school (S2075) 93% 98% their school takes staff opinions seriously (S2076) 93% 98% their school looks for ways to improve (S2077) 100% 100% their school is well maintained (S2078) 97% 100% their school gives them opportunities to do interesting things (S2079) 96% 97% * Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012. # Agree represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended. DW = Data withheld to ensure confidentiality.
Involving parents in their child s education Parent Partnerships play a vital role in ensuring student needs are met and appropriate targets are set for students attending Nambour Special School. Parents are involved in their child s education in the following ways Daily communication between school and parent (communication book) Collaborative target setting through Individual Student Support Plan twice per year Academic Reporting twice per year Parent Forum once per term Volunteer program Community Forum Newsletters fortnightly Parent Information session Term 1 Transition Expo Term 3 Open Communication channels School website continually updated and renewed Strong P & C committee Collaborative links with Sunshine Coast Community Voluntary work strongly encouraged Parent focussed professional development sessions School focus on developing and maintaining strong relationships with families Whole School event organised (termly) for parent /carer involvement Reducing the school s environmental footprint The school aims to reduce its environmental footprint by investigating solar heating and water tanks to reduce the swimming pool running costs and implementing a series of efficiency measures to support the running of the whole school. Years Environmental footprint indicators Electricity kwh Water kl 2011-2012 231,960 5,421 2012-2013 191,460 1,504 2013-2014 195,120 674 The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school s environmental footprint.
Our staff profile Staff composition, including Indigenous staff 2014 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff Headcounts 38 44 <5 Full-time equivalents 32 25 <5 Qualification of all teachers Highest level of attainment Number of Teaching Staff * Certificate 0 30 25 26 Diploma 0 Advanced Diploma 1 Bachelor Degree 26 Graduate Diploma etc.** 8 Masters 3 20 15 10 5 0 0 0 1 8 3 Doctorate Total 38 *Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate. Expenditure on and teacher participation in professional development The total funds expended on teacher professional development in 2014 were $22,500]. The major professional development initiatives are as follows: TEAM TEACH Training for ALL staff ICT (IPAD) development The proportion of the teaching staff involved in professional development activities during 2014 was 100%. Average staff attendance 2012 2013 2014 Staff attendance for permanent and temporary staff and school leaders. 95% 96% 94% Proportion of staff retained from the previous school year From the end of the previous school year, 96% of staff was retained by the school for the entire 2014 school year.
School income broken down by funding source School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/. To access our income details, click on the My School link above. You will then be taken to the My School website with the following Find a school text box. Where it says Search by school name, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school s My School entry webpage. School financial information is available by selecting School finances in the menu box in the top left corner of the school s entry webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source. Performance of our students Key student outcomes Student attendance 2012 2013 2014 The overall attendance rate for the students at this school (shown as a percentage). 90% 90% 89% The overall attendance rate in 2014 for all Queensland Special schools was 89%. Student attendance distribution The proportions of students by attendance range. Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100% 2014 24 15 22 40 * 2013 19 7 23 51 2012 22 9 24 45 0% 20% 40% 60% 80% 100% Proportion of Students
*The method for calculating attendance changed in 2013 care should be taken when comparing data after 2012 to that of previous years. Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. Full attendance is expected at Nambour Special School, however Administration staff are aware that student attendance is impacted by health and disability based issues. Nambour Special School s attendance procedures are as follows Rolls marked twice per day Families contacted if students absent for more than 2 days School processes aligned with Queensland Education Enrolment Policy Transport assistance to support students travelling to and from school Nambour Special School rewards students for positive behaviours through SWPBS awards and postcards home. Students whose attendance is 95%+ receive a certificate at the end of each semester. National Assessment Program Literacy and Numeracy (NAPLAN) results our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9. Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/. To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following Find a school text box. Where it says Search by school name, type in the name of the school whose NAPLAN results you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our school s NAPLAN results.
Achievement Closing the Gap Apparent retention rates Year 10 to Year 12 2012 2013 2014 Year 12 student enrolment as a percentage of the Year 10 student cohort. Outcomes for our Year 12 cohorts 2012 2013 2014 Number of students receiving a Senior Statement 7 14 9 Number of students awarded a Queensland Certificate of Individual Achievement. 7 14 9 Number of students receiving an Overall Position (OP) 0 0 0 Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT). Number of students awarded an Australian Qualification Framework Certificate II or above. Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12. 0 0 0 0 0 1 0 0 1 0 0 0 Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0 Percentage of OP/IBD eligible students with OP 1-15 or an IBD. Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification. 0% 0% 11% Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. As at 19 February 2015. The above values exclude VISA students. Vocational Educational Training qualification (VET) Number of students completing qualifications under Australian Qualification Framework (AQF) Years Certificate I Certificate II Certificate III or above 2012 0 0 0 2013 0 0 0 2014 1 1 0 As at 19 February 2015. The above values exclude VISA students. In 2014, Nambour Special School partnered with Sunshine Coast TAFE. Student accessed CERT I in Horticulture and CERT II in Retail. In 2015, Nambour Special School will deliver CERT I in Hospitality Post-school destination information At the time of publishing this School Annual Report, the results of the 2014 post-school destinations survey, Next Step Student Destination Report (2013 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school s website in September.