2018 anson street school annual report · regulation, and curriculum and assessment planning for...

Anson Street SchoolAnnual Report

2018

5625

Printed on: 5 June, 2019 of 12 Anson Street School 5625 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Anson Street School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Melanie Meers

Principal

School contact details

Anson Street School94 Anson StOrange, 2800www.ansonst-s.schools.nsw.edu.auansonst-s.school@det.nsw.edu.au6362 4563

Message from the Principal

Our school has implemented the first year of our school plan focussing on connecting with community and ensuring thatstudents have a strong sense of belonging. We have started to move into the world of STEM (Science, Technology,Engineering and Mathematics) being curious about the world around us.

Each executive member has taken on an instructional leadership role around a focus area of their choice to bettersupport the staff. Focus areas have included assessment, mathematics, STEM, secondary History, social and emotionalregulation, and curriculum and assessment planning for students with high needs.

This year has been full of wonderful accomplishments, which have included: • Mrs Cathy Huggett working as Art Support Officer ensuring that the budding artists at Anson Street have had

tremendous success across a range of art competitions. This is an area that will continue to grow next year. MrsJenny Rosser as Instructional Leader Wellbeing has answered hundreds of calls on the bat phone and has been asource of great expertise when supporting students with challenging behaviours and mental health disorders.Jenny will continue her work across the road at our campus next year.

• Our expert therapists, Jennie Kempson, Michelle Maunder and Penny Monroe working diligently with our staff tobuild capacity and with students to provide much needed therapy;

• Ms Jill Englert setting up the library including the use of the online library Wheelers for use across the school; • Ms Susan Hagen who worked as our Health Specialist ensuring that our policies and procedures were current and

that students were supported for all their medical needs, as well as providing expert advice for staff; • new courses VET Skills for work and delivered by Mrs Sally Hodges and Mrs Christine Kovac increasing the

engagement for students; • Vicki Hill trialling "The Retreat" so that students could further develop self–regulation strategies and also learn

about self–care; • completion of the Sensory Bush Tucker Garden led by Elke Cunial; • new Personalised Learning Plan structure on Sentral for students.

The administration staff and general assistants are an integral part of our school and I thank them for their hard workthroughout the year. They have managed the introduction of a new finance and pay system, a new school website andfor next year a new online newsletter and online payment system for families.

I would like to personally thank the executive who have worked beside me tirelessly to ensure that our school is the bestfor our students and community.

Next year we move to 20 classes, 11 executive and 80 staff. A complex site catering for some of the most vulnerablechildren in our society. A place focussed on kindness and gratitude, hope and curiosity.


School background

School vision statement

We aspire for our students to achieve independence through learning by connecting with and enriching our schoolcommunity.

School context

Anson Street School is a School for Specific Purposes that caters for students across Kindergarten to Year 12 withdiverse and specific needs. We accommodate students with physical and intellectual disabilities, mental health concernsand challenging behaviours.

The philosophy that all students can learn and succeed underpins the practice of all professionals in our context. Highlytrained and passionate teaching staff provide all students with access to a high quality, student–centred educationalexperience. We offer flexible, meaningful learning programs based on both Mainstream and Life Skills curriculum. Forsecondary students, this includes the opportunity to study electives, undertake work experience in fields of personalinterest and access alternative pathways for the achievement of HSC qualification. Specialist services such as speechpathology, physiotherapy, occupational therapy and counselling further optimise learning for students who requireadditional communication, motor, sensory, social and emotional support.

The Orange Learning Centre (OLC) is managed by Anson Street School and is accessed by various local primary andsecondary schools. The Centre adopts a transitional model, providing short–term individualised behavioural andemotional support for students exhibiting challenging behaviours. The Return to School Program (RTSP) is alsomanaged by Anson Street School and accommodates students who are currently long suspended and wanting to stayconnected with their learning.

The school is purpose–built with full wheelchair accessibility. Specialist spaces within the school include sensory gym,sensory playground, hydrotherapy spa, gymnasium, café, library, hall, COLAs and a variety of outdoor playareas. Our on–site farm is used for the delivery of viticulture, horticulture and agricultural technology studies; all of whichaim to foster a collective school interest in creating sustainable futures. Our students are active and engaged citizenswho frequently participate in extra–curricular activities such as Riding for the Disabled (RDA), sailing, sportingopportunities and community events.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the element of learning there are three areas the school is excelling – learning culture, wellbeing and reporting; in theelement of teacher the school is continuing to sustain and grow; and in the element of leadership, there are two areas theschool is excelling – management practice and processes, and educational leadership.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students. A full report of the schools self–assessment can be obtained from the school.

For more information about the School Excellence Framework go to:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Connect and Belong: be your best self

Purpose

To have a strategic and planned whole school wellbeing and positive education approach to ensure that students andstaff take an active part in their own learning. To provide an environment that fosters a sense of belonging to succeed inlife and stay connected with home, school, and community.

Overall summary of progress

There is a strong sense of connection and belonging amongst staff and students and with the school community. A focuson developing attachment and connection through professional learning such as Circle of Security have provided thestaff with a language and method of working to best support our students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Identify the top 20% of studentswith attendance concerns relatingto behaviour and mental healthdisorders and increase theirattendance by 1% each year.

• Socio–economicbackground ($5000.00) • Aboriginal backgroundloading ($5000.00)

The employment of Community Health Specialist,Ms Susan Hagen, in the school has increasedstudent access to external agencies, includingCAMHS and Headspace. OAMS visit OrangeLearning Centre classes each week to offer supportin youth health. We have engaged Aboriginalmentor Dennis Moran to work with stage 4/5 boyson a weekly basis funded by the NSW Departmentof Education.

Increase all students' sense ofbelonging resulting in animprovement in emotionalregulation and increasedempathy and tolerance towardsothers.

• Socio–economicBackground $10 000

Lunch clubs, Cognitive Behaviour Therapyworkshops, Positive Education initiatives including afocus on kindness, gratitude and hope, Mindful Artand DrumBeat have been established this yearacross the school.

Lunch groups ran successfully and included choir,gym, library, mindful art and mindful walking. Theseopportunities allowed for students to participate instudent centred and self–regulated learningexperiences during their break times, showing anincrease in postive behaviour across the school.Lunch clubs will continue in 2019 with a greatervariety of options available for students, and willinclude opportunities for junior students.

Afternoon specialty groups facilitated by Mrs JennyRosser were established and included Girls CBTfocus group, DRUMBEAT Quest and ServiceLearning. These opportunities allowed students todevelop social emotional literacy as well ascollaborative practices in a fun and supportivestudent centered environment

Michelle Maunder, Occupational Therapist,continues to work with students in offeringself–regulating experiences for them to engagesuccessfully with their schooling. This includes anoccupational therapy approach to sports groups. Anumber of classes across the school continueworking through the Zones of Regulation Programto further enable students to be able toself–regulate.






100% of the school communitycontribute to communicationnetworks leading to effectivetwo–way communication betweenhome and school.

• Socio – economicBackground $15 000

Student success is celebrated through Facebookupdates, Art on Anson Exhibition, Annual schoolconcert, weekly assemblies and kindnesspostcards. Executive staff post daily updates onFacebook focusing on student success.

Proloquo2go workshops for parents were run byInstructional Leader Communication, Mrs ErinFischer in collaboration with outside speechtherapists. Fourteen parents participated in theworkshops across the 5 weeks.

A bumper edition of our newsletter will bedistributed three times per term via an onlineformat. New school website went live during term 3,and is updated weekly.

Next Steps

Over the next two years of the school plan, we intend to strengthen partnerships with therapists and external agencies toinclude the employment of a dietician, clinical psychologist, social worker and nurse. Working in a multi–modal therapymodel, our staff will have the expert advice and guidance to support our students.



Be Curious: explore and cultivate wisdom

Purpose

Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills,behaviours and dispositions such as curiosity, reason, logic, resourcefulness, imagination and innovation in all learningareas at school and in their lives beyond school.


Student learning is inquiry and problem based and uses the design process appropriately to challenge students.

Identified staff lead innovative planning, teaching and assessment for diverse student learning.

Multiple interlocking learning environments through which innovative practices and learning outcomes areconceptualised.





Increase in students completingassessment tasks and engagingwith inquiry and problem basedlearning.

Funding was providedthrough successfullygaining grants.

Introducing STEM into classrooms has encouragedproblem based learning for our students. It hasallowed staff to attend professional learning to offernew methods in their teaching.

Students and staff have had the opportunity to bechallenged through STEM challenges, coding androbotics.

Increase ratings for identifiedstudents in all domains in thecreative and critical thinkingassessment tool.

In–house professionallearning sessions wereconducted.

Staff were introduced to the Creative and CriticalThinking Assessment Tool. Ideas for use withindividual students discussed.

Next Steps

New learning environments are planned and details are being refined to construct learning environments for innovativelearning and problem based experiences. New assessment tools have been developed and will be used in 2019 withcontinual updates to allow staff to identify new learning focus areas. The introduction of Curiosity Clubs, Breakaways,Mindful Art will allow students to develop creative thinking skills.



Foster a growth mindset: be willing to do things differently

Purpose

To foster a belief in yourself that permeates every part of your life to build a growth mindset and positively adapt tochange. To develop the resilience to persist and try new learnings and experiences


Students and staff are experimenting and trying new and different ways of working. This has included a more fluid way oftransitioning to electives for secondary students and staff developing confidence in offering a range of new subjects tobest engage students.





All students achieve thepersonalised learning goalsdeveloped in collaborationwith staff and parents/carers.

$15 000 was provided forcasual relief so that staffcould effectively engagewith parents to developmeaningful personalisedlearning plans.

The Wellbeing teacher has met with senior studentseach week to discuss a PBL focus for the week.Student leaders have visited each class to explainthe focus and give examples of how the studentscan be safe, respectful and responsible via aposter.

The Positive Principal email distribution listcontinues to grow, with approximately 75 recipients.Frequent positive feedback is received fromrecipients.

All staff participate inresearch–based professionallearning about growth mindsetand improve their knowledge andunderstanding.

$36 639 professionallearning funds were totallyexpended to support stafflearning.

Professional Learning activities for TwilightSessions have been implemented and completed.A variety of learning experiences covering topicswere developed and presented.

Next Steps

Continued focus on exploring how to develop a growth mindset in both students and staff. Through evidenced basedresearch and explicit teaching, we will engage in professional learning to help staff better understand about change andextending this to how students approach their learning.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Support from the OrangeAECG and Aboriginal familymembers.

• Aboriginal backgroundloading ($45 004.00)

A quarter of the school population consists ofAboriginal students and their is a strongsense of belonging and connection betweenthe indigenous and non–indigenous students.Students are actively involved in the juniorAECG and attended the Junior AECG ball forthe first time.

Quality Teaching, SuccessfulStudents (QTSS)

Instructional Leadershiprelease days forprofessional learning.Teacher release days towork with instructionalleaders.

• Quality Teaching,Successful Students(QTSS) ($21 123.00)

Teachers rely on the principaland executive to be sources of informationrelated toeffective instructional practices and currenttrends in education.Instructional leaders are tuned in to all of thepertinent issues andcurrent events related to curriculum, effectiveassessment and pedagogicalstrategies.

Socio–economic background Therapists and additionalstaffing positions to supportstudent learning.

• Socio–economicbackground ($170 148.00)

A multi–disciplinary team of therapists supportthe school to meet the needs of our students.Physiotherapist, Occupational Therapist anda Speech Pathologist work with students,class groups and teachers to ensure qualityoutcomes for all.

Support for beginning teachers Supervisors and mentorssupport early careerteachers.

• Support for beginningteachers ($0.00)

Early career teachers are supported bymentors and supervisors to continuouslyreflect on their teaching practice and makeongoing improvements to their classroompractice.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 70 66 79 74

Girls 28 38 43 45

During 2018, one student left the school prior to thecompletion of the Higher School Certificate to take upan apprenticeship, and one student left to enrol inTAFE. The students received a Record of SchoolAchievement from NSW Education StandardsAuthority.

Year 12 vocational or trade training

Eight year 11–12 students accessed VET coursesduring 2018. The courses ranged from Animal Studies,Retail Services, Certificate in Childcare Studies andAutomotive. Work placement both internal to TAFE andwith the school's Job Coach ensured that the studentswere able to gain some practical skills in workplacesettings.

Year 12 attaining HSC or equivalent

We congratulated 12 students who completed theiryear 12 studies this year, all of whom gained a HigherSchool Certificate through NESA – NSW EducationStandards Authority. For our students, they will accesscommunity participation programs, work within thecommunity, with one student attaining anapprenticeship and one enrolled in TAFE.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Head Teacher(s) 1

Classroom Teacher(s) 15.63

Teacher Librarian 0.4

School Counsellor 1

School Administration and SupportStaff

22.76

Other Positions 1.88

*Full Time Equivalent

Our workforce is diverse and includes eleven executivemembers, experienced teachers, administration andsupport staff, and a team of general assistants, a farmassistant and therapists. We have staff from a range ofcultural backgrounds including Aboriginal.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 39

Professional learning and teacher accreditation

Our staff are regularly trained through professionalopportunities both in school and through coursesexternal to the school. School staff wrote aPerformance and Development Plan at the start of theyear which highlighted areas of training anddevelopment that they were interested in, aligning withthe students in their class and the schools StrategicDirections.

During 2018, staff were involved in externalprofessional learning activities including: Health CareProcedure Training and re–certification; SASSconferences and Seminars; Down SyndromeConference; Drumbeat; Zones of Regulation; courseson student pathways post school; Mental Health FirstAid; STEM courses; behaviour management strategies;teaching strategies for students on the AUTISMspectrum.

In school professional learning activities included:


Mandatory training; Strategic Directions – planningmilestones and reporting on these; Communicationstrategies for students; pre2 network meetings andsharing of ideas; in–services with our OccupationalTherapist, Speech Therapist and Physiotherapist;White Ribbon training; Conduct Disorder; SpecialistSupport Team – Functional Behaviour Assessment;Wellbeing / Self Care strategies.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 305,297

Revenue 5,480,782

Appropriation 5,401,366

Sale of Goods and Services 24,123

Grants and Contributions 51,492

Gain and Loss 0

Other Revenue 0

Investment Income 3,802

Expenses -5,410,995

Recurrent Expenses -5,410,995

Employee Related -4,901,729

Operating Expenses -509,266

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

69,787

Balance Carried Forward 375,084

The Principal and executive of the school oversee theexpenditure of funds for programs across the school tosupport students. This year substantial funds wereonce again expended on paying expert therapists in theareas of speech, physiotherapist and occupationaltherapy to upskill staff and support teachers.Expenditure is linked to the school's strategic directionsand this is managed by using an excel spreadsheet andthe Department of Education's budget tool.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 863,244

Base Per Capita 46,571

Base Location 2,122

Other Base 814,551

Equity Total 216,498

Equity Aboriginal 45,004

Equity Socio economic 170,148

Equity Language 1,347

Equity Disability 0

Targeted Total 3,783,025

Other Total 273,317

Grand Total 5,136,085

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

Parent/caregiver, student, teachersatisfaction

Results from the Tell Them From Me survey showedthat the school respects and values each family andprovides a safe and caring environment. Parents feelthey can participate in decisions that affect their childand they feel welcome in the school. Parents agree thatthe teachers care for their child and they feelcomfortable to discuss their child with the teacher. Themajority of parents feel that their child's needs arebeing met socially, emotionally and behaviourally andthey are happy with how the school makes use ofoutside support services to assist children who areexperiencing difficulties.


Policy requirements

Aboriginal education

The Aboriginal Education Group has increased itsmeetings to three per term throughout 2018. Staff haveall been very committed to their attendance and inmaking change across the school. Projects such as theBush Tucker Garden, staff Bundarra shirts and schoolinvolvement in STEAM camp were all successfullycompleted.

We have Aboriginal representation on our schoolleadership team with current Vice Captain, Leah Bragg,Leah has also been involved in the Junior AboriginalEducation Consultative Group (AECG) Orange. Thisgroup of students from a range of schools in theOrange district worked collaboratively to hold the JuniorAECG Ball. Aboriginal students from Anson StreetSchool were supported in their attendance at the ballwith subsidised tickets. Three staff attended to supportthe students.

We continued to build our connection with the OrangeAboriginal community through our attendance atReconciliation Week, NAIROC and NAIDOCcelebrations. A staff representative and the schoolprincipal, Mrs Melanie Meers also engaged in termlymeetings with the Orange AECG.

Cultural perspectives including 8 Aboriginal Ways ofLearning have been incorporated into teachingprograms across the school. Acknowledgement ofCountry continues to be spoken and signed beforeeach assembly and or meeting. Three executive staff ata Pre2 learning opportunity wrote theAcknowledgement this year and it incorporates the PBLexpectations.

Multicultural and anti-racism education

Throughout 2018, all students have been provided witha variety of activities to build their understanding ofdifferent countries and cultures around the world.Learning experiences such as special projects,languages, cooking, art and HSIE enable our studentsto gain an understanding of other people, their cultureand language. The school has an executive teammember who is the Anti–Racism Contact Officer atschool. The role of this position is to ensure that anyracially based complaints are managed positively withinDepartment of Education guidelines and policies. Therehave been no incidents of racial complaints.

Staff and students celebrated Harmony Day onWednesday 21st March 2018. The whole schoolcommunity were encouraged to wear orange andstudents were involved in activities such as cooking,music, class discussions, decorating posters andcultural dances.

Other school programs

OrangeLearning Centre Tutorial Program

The Orange Learning Centre Tutorial Program wasaccessed in 2018 by 17 students from both primary andsecondary public schools in the surrounding areaincluding: Bletchington Public, Bowen Public,Canobolas Rural Technology High, Glenroi HeightsPublic, Orange Public, Calare and Orange High School.Students were engaged in individual programs focusingon social skills and behaviour managementdevelopment. Students stayed in the program for eitherone or two semesters before transitioning successfullyback to their home schools.

Return To School Program

The Return to School Program (RTSP) is a voluntaryprogram providing support for students on longsuspension (5–20 days) from the local area. Studentscan access the program from year 5 through to year 11.A maximum of six students attend from 8.50am until12pm. A total of 85 students engaged with the program


in 2018, of which 61 were male and 24 female. TheRTSP is supported through a Head Teacher and 0.5School Learning Support Officer. Students receiveindividual assistance with classwork and assessments.Additionally, social skills and behaviour managementstrategies are developed. RTSP staff liaise withstudents, parents/carers, schools and other agencies tosupport students to reintegrate back into school in asuccessful manner.

Riding for the Disabled (RDA) Program

In 2018 sixteen students attended Riding for theDisabled at Crystal Springs, Clifton Grove eachWednesday. The opportunity provided for our studentsis invaluable as they connect with volunteers andhorses away from the school environment. Studentsare encouraged to develop balance, strength andcoordination throughout the planned lessons at thefacility participating in events such as Horse's Birthdayand the Melbourne Cup. As a community, we value thecontribution from Ashcroft's Supa IGA who provide theRDA complex with supplies for all these events. In 2017the Anson Street students were involved in a musicalride, which was filmed and entered to compete againstother RDA groups around Australia. The Orange RDAentry won that competition and was then entered intoan international competition, which was judged by ThePrincess Royal Anne. To our great delight, the OrangeRDA entry was awarded second place in a largeinternational field. Thank you to all the communityvolunteers at RDA who support and guide our studentsin the development of their horsemanship skills.

Lunch Clubs

This year we have introduced alternative lunch clubactivities for students. These have included a girlsgroup, handball completion, basketball, circus skills,mindful walk, STEM activities, mindful art andDRUMBEAT. Students and staff have enjoyed having avariety of activities to participate in with many new skillslearnt.

Bush Tucker Sensory Garden and Yarning Circle

Our Bush Tucker Sensory Garden has been designedand built with school and community input. The gardenis a calm outdoor space for students that incorporatesan Aboriginal perspective and stimulates our senses.Native plants and bush foods have been planted tosupport Aboriginal perspectives including native plants,history, food, medicine, tools and language. Sensorystimulation will be provided through bird attracting,edible and brightly coloured flora. The garden includespavers and mosaic artwork designed by the students,as well as a mural by Wiradjuri artist, HaydenGibbs–O'Neill.

A cleansing and smoking ceremony was performed byUncle James Williams in preparation forcommencement of construction. The official openinghas been scheduled for early 2019.

Positive Behaviour for Learning

Positive Behaviour for Learning (PBL) is a school–wide

behaviour initiative. It employs a whole–school systemsapproach to address problem behaviour and reduce itseffects on student outcomes and on the schoolcommunity as a whole. PBL encourages positivebehaviour from students, which has been shown toimprove their self–concept and motivation to learn.Anson Street School operates a strong studentbehaviour reinforcement system through the PBLprogram. The school has been involved in the programfor in excess of eight years. We have threeschool–wide expectations; Be Respectful, BeResponsible, Be Safe, these are taught and reinforcedin every area of the school.

In 2018, the PBL committee ran successful discos andreward days to recognise exemplary student behaviour.Students responded positively to new initiatives such asRadical Recycling Rangers and the design of Movieclips to promote positive behaviours. Students alwaysstrive to be responsible learners who show respect toall school and community members.

School Concert

In 2018 the theme for our annual school concert was AKaleidoscope of Colour. Our classes took the audienceon a colourful journey through the rainbow showcasingperformances of songs with colours in the title such asBlack and White, Itsy Bitsy Teeny Weenie Yellow PolkaDot Bikini, I'm Blue, True Blue and Colour My World,concluding with a choir performance of True Coloursand a whole school finale of I Can Sing A Rainbow .

Thank you to teachers Mrs Julie Hudson and Mrs KariPriest for coordinating the concert; Mrs Dawson(appearing as a Splash of Colour) for her role as thecompere; and our resident Artist, Mrs Cathy Huggett,for designing the backdrop. Our concert truly is acelebration of the abilities of our students, and thecreativity and dedication of our staff.


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