Nursery Road State Special School ANNUAL REPORT 2016 Queensland State School Reporting Inspiring minds. Creating opportunities. Shaping Queensland s future. Every student succeeding. State Schools Strategy 2016-2020 Department of Education and Training 1
Contact Information Postal address: 49 Nursery Road Holland Park 4121 Phone: (07) 3308 6333 Fax: (07) 3308 6300 Email: Webpages: Contact Person: principal@nurseryrdspecs.eq.edu.au Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Shauna St George 2
School Overview Nursery Road State Special School is situated in Brisbane Metropolitan Region; 15 minutes form the CBD of Brisbane in Mt Gravatt area. Children attend our school based on approval from Regional Office, once verified that they have an intellectual disability that meets criteria for enrolment in a special school in QLD. The majority of students attend our school as their closest special school. A small number of students attend our school, where it is not the closest special school to their residence, due to parent preference for a range of personal and schooling reasons. NRSSS is a place where students, staff, parents and the wider community are encouraged and assisted to take part in school life and learning, and where we value connecting with our local schools and community to enhance the learning environments for our students. We had 127 students from Prep to 12 equivalent start the school year, increasing to 132 during the year. and ECDP serviced up to 70 children and their families each week. Every student of school age has an intellectual disability; many students have an additional disability. ASD is the additional disability for a significant proportion of our student population. One third of students have, in addition to ID, a physical impairment and/or vision impairment or hearing impairment. Our curriculum focus is based on ensuring all students being able to reach their full potential during their schooling years and for their post school lives. Communication and Literacy are at the centre of all we do. Our school is structured around Stages of Schooling so that all students receive the specialisation suited to their stage and age of schooling. The timetable and curriculum in each stage maintains a focus on age appropriate offerings and context. Our School Vision as Nursery Road Is to create a learning community where as a united and cohesive community we provide learning pathways to students where they can engage, relate and participate in learning and life every day at school, for their daily lives and for their futures. We want them through communication and literacy to have a voice so they can take part in their learning, connect to their learning and the learning and life of others and contribute to their school and bigger worlds. Literacy and communication are centre with curriculum also followed in Maths PE SPORT Music and Personal and Social Capabilities. Principal s Forward Introduction The School Annual Report provides a concise picture of our school s performance during the 2016 school year. It details progress towards the agreed goals in the Annual Implementation Plan 2016 and the Strategic Plan 2012-2016. It provides a snapshot of our student body, our curriculum offerings and other key school characteristics such as school climate and Communications and Technology. It also provides information about the levels of satisfaction of parents and members of staff, and a profile of our staff. In 2016 the triennial school review was conducted by the School Improvement Unit, Department of Education and Training and this is reported on in this report. The schools overall position within the key agendas of the review was very pleasing and noted the high performance of the school in all areas of the review; a testament of the strong, collaborative leadership, teaching, paraprofessional, parent and whole school community of Nursery Road SSS. School Progress towards its goals in 2016 The 2016 annual school improvement goals had five focus areas all of which we achieved or significant progress towards in longer than one year goals, through clear strategies and use of resources in the course of the year. The Investing for Success funds and Plan assisted in achieving these goals. Goals Data School Wide Use and Analysis of Data to track Student Learning by Teachers and to inform teaching Engaging in classrooms practise that reflects student learning needs Relate success criteria to student learning goals and distance travelled in learning Progress All Teachers used set data collection assessments and checklists for Communication and literacy All teachers participated in regular and routine data conversations with their immediate supervisors and with colleagues to enhance their practise and used of student data to measure student learning 3
Participate in collaborative enquiry on data sets for individual students and cohorts of students Writing and Written Expression Continue to develop programs and student learning in Literacy and Communication through a focus on Writing and Alternate Pencils Develop a decision making resource matrix based on student cohorts, and data from student case studies to assist teachers to make ongoing decisions about students to match needs to alternate pencil Each staff member has a data plan that is reviewed annually Student reports have clearer statements of student achievement based on assessment and data for each student within required data sets for each student within Literacy Communication and Math. Ongoing to 2017: A decision making Matrix was developed by Occupational therapists and teachers on staff to better inform teachers as to the best alternate pencils for students to assist them to engage in conventional and alternate writing. and implemented in some Junior classes for feedback and further refinement. Maths Increase school capability to teach a cohesive Maths Curriculum in the Prior to Foundation Level Achieved Implemented by all teachers for students in this cohort. Purchase Maths resources suitable to the differentiated learning needs of students in Junior and Middle school that are matched to the Early s Framework and Extended Level Maths Continua based on the Australian Curriculum New resources purchased and teachers in serviced on application to Maths knowledge and skills being taught Improving Pedagogy Further develop personalised and collaborative professional learning through Coaching and Mentoring strategies to support teacher practise, and increase teacher aide skills in supporting learners. Literacy Review and develop strategies for measuring student gains in comprehension Continue to implement and develop the NRSSS communication and literacy strategy Build and maintain teacher skill and confidence in teaching emergent and conventional readers Employ extra teacher aide time for targeting students Literacy Instruction Achieved: Instructional Coach engaged for duration for 2016 Professional Development for Instructional Leadership Mentoring Program for teacher Aides Achieved: Banks Levels of Questions required for all Emergent and Conventional Learners Early s Illiteracy framework implemented for appropriate learners Ongoing: Alternate Pencils PODD training AUSLAN Training Future Outlook In 2017 the following priorities will be the focus of Nursery Road s Improvement Agenda. Partnerships Parent and Community Engagement Parent Education Community Partnerships School to School Partnership Agreements Curriculum and Student Outcomes Developing further the recording and reporting of visible learning that students make through consolidating on 2016 gains in using data to measure students learning and to inform explicit teaching goals for students Consolidating a whole school model of improving teaching practise to build on the effectiveness of all career stage teachers, including classrooms observations teacher to teacher, feedback, instructional coaching and data conversations. Continuing to develop cohesive curriculum for the Stages of Learning based on the identified below listed curriculum drivers to embed the Personal and Social Capabilities within and across a student s years of schooling. Junior School Middle School Junior Secondary School Senior School Language and Communications and Early s Learning Framework Project Based Learning Stepping Up Knowing Self, Relationships and Team Work Senior Schooling and Post School Pathways 4
School Bus The school will work through the P and C Association to raise funds in the 2017 school year to replace the aged school bus which is 25 years old and will be decommissioned in 2017, A Spring Fest community event will be the major fundraiser supported by grants from community organisations, held at the school to build networks and relationships with the wider community around the school as an intended by product of this event. Facilities and Environment The school will: expand on facilities of the school in 2017 through successful upgrade planning with the Department of Education in 2016, to provide a Sports Field, inclusive of all ability users, and including a running track, bike track and half basketball court through the principal and P and C, represent the school in building relationships with the neighbours in regard to transit access nearby the school through the Department and Council as required. Seek to acquire more classrooms for the expanding and predicted student population which has passed the classroom provisions currently on the campus. Continue development of community partnerships around environmental programs to build garden and unstructured plant areas that attract bees and birds for pollination, and student curriculum context possibilities Continue to explore community gardens possibilities on our campus 5
Our School at a Glance Coeducational or single sex: Independent Public School: School Profile Coeducational levels offered in 2016: Early Childhood - 12 Student enrolments for this school: No Total Girls Boys Indigenous Enrolment Continuity (Feb Nov) 2014 109 35 74 7 96% 2015* 127 42 85 7 97% 2016 126 39 87 11 95% Student counts are based on the Census (August) enrolment collection. *From 2015, data for all state high schools include 7 students. Prior to 2015, only state high schools offering 7 had these students included in their counts. In 2016, there were no students enrolled in a pre-prep** program. ** pre-prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html). Characteristics of the Student Body Overview in 2016-130 School Aged Students attend NRSSS. A significant proportion of students have been verified with ASD in addition to their intellectual disability. In addition, some students have a physical disability (approximately 25%) and of this cohort, 28 students attend classes in the Conductive Education Based Program which follows the same curriculum as students in all stages of learning, however with the strategy of CE used in the classroom pedagogy. Two students are AUSLAN speakers and supported by and AUSLAN Interpreter. More than 50% of students use alternate communication such as Aided Language Resources, PODD.s and AUSLAN. Students represent 16 different countries in terms of their country of birth, making up 12% of the student population. The majority of students who start Prep or 1 at our school stay though to the end of their schooling. Average Class Sizes The following table shows the average class size information for each phase of schooling. AVERAGE CLASS SIZES Phase 2014 2015* 2016 Prep 3 6 6 6.8 4 7 6 6 6.2 8 10 5 5 6.4 11 12 6 6 5.5 *From 2015, data for all state high schools include 7 students. Prior to 2015, only state high schools offering 7 had these students included in their counts. 6
Our Approach to Curriculum Delivery Curriculum Delivery The Nursery Rd curriculum is delivered based on five key organizers: - Literacy and Communication (every student regardless of disability is engaged in 70 minutes s of direct and indirect literacy instruction per day) Communication and literacy instruction is the core business of all teachers and supported by all staff. Literacy is for every for every student at NRSSS regardless of their learning needs. English Maths Communication Literacy ICT s Music and PE and Sport form the Essential Curriculum for every Stage. Physical Health and Wellbeing (Sport PE Therapy Conductive Education HRE Bike Riding Horse Riding for Juniors, Swimming Positive Behavior Intervention and Supports) The Arts (Arts Infused approach to acquire and demonstrate learning, Music, Music Therapy Dance Drama Visual and Digital Art) Stage Specific strategies unify learning programs for student achievement in Personal and Social Capabilities. The Australian Curriculum for Science and History form the context for Stage Specific Learning in Middle and Junior Secondary. The Australian Curriculum is followed in s Prep to Grade 10. The C2C for Students with a Disability is used to assist to differentiate the curriculum in English and Maths. Each student follows an agreed curriculum pathway by an Individual Curriculum Plan in Prep to Grade 10 and by a Senior Education and Training Plan in s 11 and 12. All Senior students achieve a Queensland Certificate Individual Achievement. A cohesive and sequenced curriculum plan is followed by students across the Stages of Learning from Prep to Grade 12 equivalent. Each Stage of Learning, Juniors, Middle, Junior Secondary and Seniors, has a focus for learning that is age appropriate and assists the school to achieve its vision for each student. Co-curricular Activities The school actively seeks ways to enhance student learning and wellbeing through learning experiences on and off campus including sailing, horse-riding, basketball athletics futsal and golf. The school accesses Sporting Schools Australia funding to increase student access to these programs. Parents and families highly value the extra curriculum activities and appreciate the school s commitment to providing a range of learning experiences which include: - Student Council School Café Sporting Schools Australia Program during school hours in Basketball Golf Athletics All Ability Sports program within school hours for students with high support needs access and mobility Participation in district sports for Athletics for qualifying students Athletics at Qld Athletics Stadium for all eligible students in Middle Junior Secondary and Senior School Horse Riding for Disabled for Junior School Students Annual Special Olympics Sports Day hosted by St Laurence s College School Camps for Middle, Junior Secondary and Senior School Students Post School Sampling for Leisure and Business Services Training How Information and Communication Technologies are used to Assist Learning The integration of ICT s across the school curriculum is a key priority of our teaching and for improving students access to learning. Teachers and students have access to Interactive Whiteboards, Tilt Trolley Interactive LED Touch Screens, Eye Gaze Software and hardware, Adaptive Software, I Pads, low and high tech communication resources. Replacement program for Desktop computers maintained and responded to with purchase of new computers for classrooms and administration for aged computers. Classroom computers enhanced from 2 to 3 per class in classes where student needs indicate this is the best provision to cater for student access to learning. Our use of ICT s across each school day has enabled students to consider, comment, and contribute to whole class, small group and one-to-one learning activities authentically to expressing and represent their learning 7
Social Climate Overview Positive Behaviour and Learning dives the school s management of behaviour. The school has school wide rules for behaviour and learning that are taught in every classroom and in every environment, with school, class and individual expectations of what the rule looks like in effect thought the year. The school has a long term commitment to School Wide Positive Behavior Support as the framework to develop a school wide shared responsibility for student management and welfare. Parents are engaged as partners in their child s learning and are engaged in parent education and training programs to support parents of children with complex needs that might be disruptive or unsafe to themselves or others. Parent, Student and Staff Satisfaction Parent opinion survey Performance measure Percentage of parents/caregivers who agree # that: 2014 2015 2016 their child is getting a good education at school (S2016) 96% 89% 100% this is a good school (S2035) 100% 100% 100% their child likes being at this school* (S2001) 100% 100% 100% their child feels safe at this school* (S2002) 100% 100% 100% their child's learning needs are being met at this school* (S2003) their child is making good progress at this school* (S2004) teachers at this school expect their child to do his or her best* (S2005) teachers at this school provide their child with useful feedback about his or her school work* (S2006) teachers at this school motivate their child to learn* (S2007) 96% 100% 100% 96% 89% 100% 100% 100% 100% 96% 100% 100% 100% 100% 100% teachers at this school treat students fairly* (S2008) 96% 100% 100% they can talk to their child's teachers about their concerns* (S2009) this school works with them to support their child's learning* (S2010) 100% 100% 100% 96% 100% 100% this school takes parents' opinions seriously* (S2011) 96% 100% 95% student behaviour is well managed at this school* (S2012) 100% 78% 95% this school looks for ways to improve* (S2013) 100% 89% 95% this school is well maintained* (S2014) 96% 78% 95% Student opinion survey Performance measure Percentage of students who agree # that: 2014 2015 2016 they are getting a good education at school (S2048) they like being at their school* (S2036) they feel safe at their school* (S2037) their teachers motivate them to learn* (S2038) their teachers expect them to do their best* (S2039) their teachers provide them with useful feedback about their school work* (S2040) teachers treat students fairly at their school* (S2041) they can talk to their teachers about their concerns* (S2042) 8
Performance measure Percentage of students who agree # that: 2014 2015 2016 their school takes students' opinions seriously* (S2043) student behaviour is well managed at their school* (S2044) their school looks for ways to improve* (S2045) their school is well maintained* (S2046) their school gives them opportunities to do interesting things* (S2047) Staff opinion survey Performance measure Percentage of school staff who agree # that: 2014 2015 2016 they enjoy working at their school (S2069) 97% 92% 98% they feel that their school is a safe place in which to work (S2070) they receive useful feedback about their work at their school (S2071) they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) students are encouraged to do their best at their school (S2072) 94% 92% 96% 89% 87% 96% 89% 82% 82% 97% 100% 100% students are treated fairly at their school (S2073) 94% 97% 100% student behaviour is well managed at their school (S2074) 97% 89% 93% staff are well supported at their school (S2075) 89% 85% 95% their school takes staff opinions seriously (S2076) 94% 87% 96% their school looks for ways to improve (S2077) 97% 92% 100% their school is well maintained (S2078) 83% 90% 96% their school gives them opportunities to do interesting things (S2079) 97% 87% 98% * Nationally agreed student and parent/caregiver items # Agree represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality. Parent and community engagement Parents are engaged as genuine partners in the development of students plans. Parents are engaged in the development of Individual Education Plans for each student which incorporate support provisions and Individual Curriculum Plans and Senior education and Training Plans. The School Review 2016 identified that there a high levels of trust between parents, staff and school leaders. It was apparent that positive and respectful relationships exist between staff members, students and parents. The P and C is active and enthusiastic in and supporting the schools learning program with fundraising and activities in priority areas identified in collaboration with the school leadership team. The P and C organized a Trivia Night and supports the Student Council through direct and indirect efforts so that Student Council activities and endeavors are successful for the student body. The school community strongly supports the school s priorities. Parents and staff and the wider school partnerships support the underpinning of communication to all areas of curriculum, behavior and daily living. The school has ongoing relationships with a number of local Catholic and Independent secondary colleges. These partnerships promote opportunities for the students of our school to form positive relationships with their same aged peers in other schools. It promotes in the students of our partner schools an understanding of disability and difference. These joint programs are held in high esteem by both our school and the partnering schools for the mutual benefit they bring to students schooling experiences. 9
Respectful relationships programs The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. NRSSS places a high priority on student and staff wellbeing and has processes in place to address a wide range of student support needs at school and at home. The school culture and expectations are that the school will accommodate the learning and wellbeing needs of all students. A flexible and student centred approach is used to meet the identified needs of all students. School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school. SCHOOL DISCIPLINARY ABSENCES Type 2014* 2015** 2016 Short Suspensions 1 to 5 days 0 0 0 Long Suspensions 6 to 20 days 0 0 0 Exclusions 0 0 0 Cancellations of Enrolment 0 0 0 * Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process. Environmental Footprint Reducing the school s environmental footprint The school works consistently to reduce our environmental footprint. As the school campus expands due to having more buildings, as a result of growth in student numbers, a number of protocols continue to be implemented to assist in managing the school environmental footprint. Staff are consistently more diligent in complying with the school expectation that air conditioners be used efficiently and only as needed for climate factors and student needs. Being a special school all classrooms are air-conditioned for cooling in the summer and heating in the winter. A significant proportion of students have specialised health needs that require climate controlled classrooms all year round. Staff in administration and in the staff room defer to natural air flow and climate temperature for longer periods leading into the change of weather times of the year. Students assist with the good management of water and electricity through engaging our community in participation in Earth Hour. Controls are in place and monitored for the minimising the use of non-recyclable materials such as laminating, and for paper usage in all aspects of school operations. The school has a recycling program for cans, that is supported by the local community. The Senior School garden provides a means of education and enjoyment for students whilst they are learning about sustainable practise with water and food. The Middle School developed a garden in Project Based Learning and practised environmentally friendly behaviours in its development. Water Leakage issues were attended to and rectified in facilities management of the pool. s ENVIRONMENTAL FOOTPRINT INDICATORS Electricity kwh Water kl 2013-2014 264,348 2,304 2014-2015 315,005 1,614 2015-2016 340,182 263 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. School Funding School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and 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. 10
Where it states School name, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school s profile webpage. School financial information is available by selecting School finances in the menu box in the top left corner of the school s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source. Our Staff Profile Workforce Composition Staff composition, including Indigenous staff 2016 WORKFORCE COMPOSITION Description Teaching Staff Non-Teaching Staff Indigenous Staff Headcounts 47 71 0 Full-time Equivalents 42 44 0 Qualification of all teachers Highest level of qualification TEACHER* QUALIFICATIONS Number of classroom teachers and school leaders at the school Doctorate 0 Masters 3 Graduate Diploma etc.** 5 Bachelor degree 37 Diploma 2 Certificate 0 *Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate. 11
Professional Development Expenditure On and Teacher Participation in Professional Development The total funds expended on teacher professional development in 2016 were $49,300. The major professional development initiatives are as follows: QELi Leadership Courses: Middle Leadership Program Leading Self and Others Emerging Principals Communication 7 Habits of Highly Effective People Leading Where You Are AUSLAN THRASS ASDAN for Senior Certificates Autism Conference Sensory Awareness and Autism AGOSCI Lead Coaching Program Solutions Focussed Master Class Therapy and Nursing Professional Development specific PD Various The proportion of the teaching staff involved in professional development activities during 2016 was 100%. Staff Attendance and Retention Staff attendance AVERAGE STAFF ATTENDANCE (%) Description 2014 2015 2016 Staff attendance for permanent and temporary staff and school leaders. 96% 96% 97% Proportion of Staff Retained from the Previous School From the end of the previous school year, 99% of staff was retained by the school for the entire 2016. Performance of Our Students Key Student Outcomes Student Attendance Student attendance The table below shows the attendance information for all students at this school: STUDENT ATTENDANCE 2016 Description 2014 2015 2016 The overall attendance rate* for the students at this school (shown as a percentage). 89% 90% 89% The attendance rate for Indigenous students at this school (shown as a percentage). 87% 87% 79% *The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage. The overall student attendance rate in 2016 for all Queensland Special schools was 89%. 12
AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL Level Prep 1 2 3 4 5 6 7 8 9 10 11 12 2014 88% 2015 91% 80% 87% 90% 83% 96% 88% 92% 90% 92% 96% 91% 94% 2016 80% 95% 82% 88% 90% 82% 98% 91% 86% 89% 87% 94% 93% *Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage. DW = Data withheld to ensure confidentiality. 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 20 10 17 54 2015 21 5 27 47 2016 24 11 18 48 0% 20% 40% 60% 80% 100% Proportion of Students Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. Parents contact the school when a student is absent by 9:30am each day and parents are encouraged to give a reason. When a student is absent for more than two days without further notice the family is contacted. School rolls are marked in the classrooms daily according to the policy and absenteeism is monitored, with follow up for unexplained absences beyond two days. Children in Care who are absent for the morning roll are contacted under the Departments same day absence notification policy. 12 Outcomes OUTCOMES FOR OUR YEAR 12 COHORTS Description 2014 2015 2016 Number of students receiving a Senior Statement 3 7 8 Number of students awarded a Queensland Certificate of Individual Achievement. 3 6 8 Number of students receiving an Overall Position (OP) 0 0 0 Percentage of Indigenous students receiving an Overall Position (OP) 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. 0 0 0 0 0 0 0 0 0 13
OUTCOMES FOR OUR YEAR 12 COHORTS Description 2014 2015 2016 Number of students awarded a Queensland Certificate of Education (QCE) at the end of 12. Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of 12. 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 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification. Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. As at 3rd February 2017. The above values exclude VISA students. 0% 0% 0% Apparent Retention Rate 10 to 12 APPARENT RETENTION RATES* YEAR 10 TO YEAR 12 Description 2014 2015 2016 12 student enrolment as a percentage of the 10 student cohort. 12 Indigenous student enrolment as a percentage of the 10 Indigenous student cohort. * The s 10 to 12 Apparent Retention Rate is defined as the number of full-time students in 12 in any given year expressed as the percentage of those students who were in 10 two years previously (this may be greater than 100%). Student Destinations Post-school destination information The results of the 2016 post-school destinations survey, Next Step Student Destination Report (2016 12 cohort), will be uploaded to the school s website in September. The report will be available at: http://www.nurseryrdspecs.eq.edu.au/supportandresources/formsanddocuments/pages/documents.aspx Early leavers information The destinations of young people who left the school in s 10, 11 and prior to completing 12: N/A Conclusion Nursery Road State Special School completed 2016 as the 7 th year of since the bringing together of two school communities after the relocation of Xavier Special Education Unit to Mt Gravatt West Special School in 2010 to form the new community of Nursery Road SSS. The growth of programs, the strength of the relationships within and external to the school continue to be based on high expectations for all during 2016. The continuing development of our school based curriculum to one of cohesive and accountable pathways for student learning over the past years, and into 2016, is evident in the data, from student learning to whole school data and the School Review Report available on our website. 14