cairnsfoot school annual report€¦ · introduction the annual report for 2017€is provided to...

Cairnsfoot SchoolAnnual Report

2017

5606

Printed on: 4 May, 2018 of 12 Cairnsfoot School 5606 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Cairnsfoot School as an account of the school's operationsand 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.

Lesley Bruce

Principal

School contact details

Cairnsfoot School58A Francis AveBrighton Le Sands, 2216www.cairnsfoot-s.schools.nsw.edu.aucairnsfoot-s.School@det.nsw.edu.au9567 6196

Message from the Principal

The Cairnsfoot School 2017 Annual Report celebrates and shares the key achievements of the students, staff andparents over the last three years resulting in the celebration of the transition to the new premises at Brighton Le Sands.

The three strategic directions that underpinned the work over the last three years were 'Social inclusion across theschool'; 'School and Community wellbeing'; and High expectations for student learning'. The contribution of each memberof the school community, including the administration and support staff, executive and teachers, school learning andsupport officers (SLSO's), cleaners, general assistant, drivers and escorts and parents, to these directions led to a successful transition for all and ensured that each student received a quality education in a supportive learningenvironment.

The new premises opens up a wide range of learning opportunities and new experiences for students and staff.. Thefocus for the future three year plan will ensure that the school community work collaboratively and are prepared todevelop and refine quality educational programs that will ensure that each student has the opportunity to be challengedand achieve to their potential.

The students and staff of Cairnsfoot finished 2017 with a celebration for parents and friends describing the transitionjourney through music. This gave students the opportunity to display their talents and provide quality evidence thatCairnsfoot School has indeed began a new era at Brighton Le Sands.


School background

School vision statement

Encouraging independence and lifelong learning.

School context

Cairnsfoot School, with an enrolment of 108 students, is a School for Specific Purposes located in Brighton–Le–Sands,.All Students have either a moderate or severe intellectual disability and many Students also have complex additionalneeds including autism and challenging behaviors.

The School consists of 17 classes with 50 Staff comprising of SASS and teaching Staff. We have a diverse Studentenrolment from a range of socio–economic backgrounds with 64% of Students from a non–English speakingbackground. The strategic directions for the School include high expectations for educational outcomes, social inclusionacross the school and community and student wellbeing. In 2016 Cairnsfoot School was relocated to a purpose builtschool in Brighton–Le–Sands, for the 2017 school year.

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 theSchool Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence byproviding a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

In the area of Learning Cairnsfoot school maintained a focus on the elements of Learning Culture and Wellbeing. Theschool continued to use the Quality Teaching Framework as a basis for ensuring all students made a successfultransition to our new school in Brighton–Le–Sands. Focussing on the Quality Learning Environment and Significanceelements of the framework teachers and school leaders were able to design and implement individual transition plans,with individual supports, for each student and for the school as a whole. As a result all students made a smoothtransition and continued to engage and learn throughout the whole process.

In the area of Teaching our major focus was on the elements of Learning and Development, Professional Standards andCollaborative Practice. We completed the third year of our Performance and Development Project which now seeswhole school performance and development processes firmly embedded into school practice and culture. Teachers are actively engaged in their own professional development, setting goals and planning and undertaking their ownprofessional learning. Processes were initiated across the school to allow teachers to work together to improve their ownperformance. Using protocols teachers shared their challenges and professional learning priorities with their colleaguesand were able to provide and receive constructive feedback from peers and school leaders.

All teachers participated in two different forms of classroom observation – Learning Partners Model and DeconstructingClassroom Practice Model. These models of classroom observation focus on deepening pedagogical understanding,allowing teachers to understand, analyse and refine their own teaching practice and it's impact on student learningoutcomes.

The leading elements of the School Excellence Framework were all of significant importance and focus this year. Withour transition to a new, purpose built site in Brighton–Le–Sands all previous practices and processes needed to bereassessed and refined and/or redesigned. Programming across new physical learning environments was trialled andassessed to ensure environments were being used to their full potential, engaging students and enhancing teaching andlearning programs. Feedback from the school community on the new site and support throughout the transition has beenoverwhelmingly positive and we have seen a significant increase in parent attendance at school events and involvementin school processes.

With the majority of families now receiving NDIS funding, the school has continued to support parents by providinginformation and refining processes to ensure successful collaboration between families, service providers and the school.

The self–assessment process will assist the school to refine the school plan, leading to further improvements in thedelivery of education to students. For more information about the School Excellence Framework: https://education.nsw.


gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

School Community Wellbeing

Purpose

The purpose of developing School Community wellbeing is to ensure full participation in life for Students and theirfamilies. All of our Students have extensive communication and social needs. Our purpose is to provide, through alllearning opportunities the communication and social supports that will engage our Students within in the classroom andbeyond, leading to greater independence for them and their families.

Overall summary of progress

2017 saw Cairnsfoot School in a new site at Brighton–Le–Sands. After a huge undertaking and time of upheaval, for theschool and local community, we have now occupied the new site for 12 months. A strong focus was put on ensuringthis transition was as smooth as possible for all involved. The previous year was spent assessing students anddeveloping individual transition plans and supports, and planning and preparing the whole school community for thetransition. This year these plans were put into place, students all participated in an individualised, highly structuredtransition process, that was designed to ensure continuous learning and engagement. This required students and staff tolearn new processes and procedures for the safety and wellbeing of the whole school community..

Parents and the wider school community were a significant part of the process with regular communication taking placewith all stakeholders regarding processes and procedures as they were developed and refined. Parents and carers wereinvited to regular events at the school at which time they were familiarised with the new site and the teaching andlearning that was occurring across all environments.

The transition process was seen to be successful with feedback from the school community identifying that studentsembraced the transition.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All Students will have a profileand plan for transitioning to thenew school including supports.

QTSS ($3000) All students were supported through the transition,by an individual plan and supports. Successfultransition was made by all students, with asignificant decrease in incidents occurring in 2017.

Whole School processes andprocedures will ensure studentsare achieving their goals inaccessing a greater number andvariety of environments beyondtheir classroom.

QTSS ($3000) Processes and procedures for accessing andutilising the new site were established, trialled andrefined to ensure students were achieving theirindividual goals. Planning and support will continuefor students to further access all learning spaces.

Next Steps

As part of our 2018–2020 plan our purpose will be to create a whole school community that focuses on fosteringresilient, motivated learners through a whole school integrated approach to Wellbeing and Curriculum.



Social inclusion across the school and community

Purpose

The purpose of social inclusion across the School and Community is to ensure Students' skills are generalised acrosssettings. Our purpose is to develop a performance and development culture that builds future teacher leaders with a firmfocus on teamwork. Professional collaboration and the sharing of expertise with each other and the School Communitywill ensure continued improvement of Student outcomes.


The transition process from Arncliffe to Brighton–Le–Sands gave us the perfect opportunity to support students ingeneralising their skills and accessing a wider range of environments, within and beyond the school. Assessing studentsand developing individual transition plans for the move to Brighton–Le–Sands gave teachers a deeper understanding ofhow to support students abilities and needs in relation to accessing new environments beyond the school. With the newfacilities at Brighton–Le–Sands teachers and students have been provided with a wider range of environments topractice and generalise skills. Teachers were provided with training in the use of Prowise and Ipads and each classroomwas allocated an Ipad. Through the use of video, Ipads and Prowise teachers developed and implemented a range ofinnovative programs to support students in developing the skills required to access and utilise new learningenvironments and to generalise these skills beyond the school environment.

Teachers were also able to work closely with families throughout the year, working on transition plans and supportsrequired for students to successfully access a range of environments. One of the results of this has been an increase inthe number of families seeking information on community access and leisure programs such as sporting and extracurricula activities for their children, out of school hours.





All Parents and SchoolCommunity members will receivean induction package for the newschool, including new schoolinformation and outlining anychanges to processes. 90% ofparents and School Communitymembers will indicate that theyfeel prepared for the transition tothe new school.

QTSS ($3000) Teachers and parents worked together on theimplementation of transition plans for students.Parents were kept uptodate with with new policiesand processes as they were developed and refined.

100% of Staff will participate inlearning walks reflecting on theirown and others use of programsand supports for studenttransitions.

Professional Learning($15,000)

All teachers participated in 2 classroomobservations, both as the observer and the teacher.The focus of these observations was the supportsneeded and being used across differentenvironments.

Next Steps

As part of our 2018–2020 school plan our purpose will be to create a collaborative culture that values and promotes highexpectations for learning across all environments, we will be focusing on team based learning and future focussedlearning.



High expectations for student learning

Purpose

The purpose of high expectations for Student learning is to build school capacity. By aligning Staff, Students and theCommunity in a partnership we will develop a School culture where individualised teaching and learning is rigorous,relevant, meaningful and challenging within a structure of individualised supports.


As part of a Performance and Development project all teachers participated in two different models of classroomobservation, with a particular focus on interactions and the supports teachers were using. The models usedwere Learning Partners Model and Deconstructing Classroom Practice Model. The Learning Partners model involvedteachers of equal experience and expertise observing each other. This model allowed teachers to work collaboratively todevelop and construct a deeper understanding of areas of improvement within teaching. The Deconstructing ClassroomPractice Model involves a less experience teacher being observed by an expert teacher who then provides feedback,assisting and supporting the less experienced teacher in developing their teaching practice. The feedback from allteachers was overwhelmingly positive with the majority indicating that they found the experiences invaluable.

The Performance and Development project assisted in bringing our strategic directions and projects together resultingin teachers flexibly utilising learning environments across the school and strongly supporting students in routines,transitions and learning through the use of a range of supports such as technology and various forms of visualinstruction.





Rubric of ‘QualityTeaching atCairnsfoot’ with particular focuson transition plans and supports.

QTSS ($5000)

Professional Learning($3000)

Rubic further imbedded into processes andprocedures.

Development of procedures andprocesses for classroomobservation, modelling ofeffective practice and mentoring.

Professional LearningInitiative Funding ($15000)

Two models of classroom observation were addedor further imbedded into the school's teacherprofessional development program, TheDeconstructing Classroom Practice Model and TheLearning Partners Model.

Teachers will implement timelinesand processes developed forpreparation and smooth transitionto the new School.

Professional LearningInitiative Funding ($3000)

The first 12 months in our Brighton Le Sands sitewent smoothly with the development,implementation and refinement of all newprocedures and processes.

Next Steps

As part of our next plan we will be aiming to further create a culture that promotes high quality pedagogy with a focus ondata collection, skills and use as a tool to support a framework of quality teaching.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2134 Funding from Aboriginal background loadingwas spent on the development ofindividual resources to support students intheir learning..

English language proficiency $32162 EALD students were supported across theschool through teacher time. Students acrossthe school were supported with individualsupports for transition in and around the newschool and the local community.

Socio–economic background $10293 Teachers continue to support students in theirlearning beyond the classroom through theuse Ipads and Videoing. Individual familieswere supported on a needs basis.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 79 81 81 79

Girls 26 24 26 27

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 0 0 0

TAFE entry 0 0 0

University Entry 0 0 0

Other 0 0 100

Unknown 0 0 0

In 2017 all students in Year 12 were grantedfunding through NDIS, all students are attendingCommunity Participation Centres.

Year 12 attaining HSC or equivalent

In 2017, 3 students graduated Year 12, completing theirstudies and receiving their Higher School Certificatewith Life Skills outcomes.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 14.66

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

21.28

Other Positions 1.08

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 70

Postgraduate degree 30

Professional learning and teacher accreditation

In 2017 the Schools Professional Learning wasfocussed on ensuring the highest quality teaching andlearning was taking place in all learningenvironments. Teachers participated in an externallyrun training course in the use of Prowise technologyand software and it's application to teaching andlearning.

All staff participated in extensive training around theaccess to, and use of, the different facilities andequipment of the school. This included the use of thepool and hoist, the hall and interactive technology, thelibrary, portable stage, kitchen and individualclassrooms.

Professional development then focussed on how tointegrate these resources and facilities into teaching


and learning

All teachers completed the performance anddevelopment process for the third year in a row, withtwo different forms of classroom observation beingadded to the Teacher Professional DevelopmentProgram of the school. All School Learning SupportOfficers and SASS staff participated in the Performanceand Development process for the first time with manySLSO's focussing their goals on the use of technologyin the classroom.

All staff completed mandatory training in CPR, Code ofConduct, Child protection, emergency care andanaphylaxis.

2 Teachers achieved proficiency in their teacheraccreditation.

Extensive time was spent on establishing new WorkHealth and Safety processes and requirements withinthe new environment.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 402,687

Revenue 4,401,468

Appropriation 4,379,516

Sale of Goods and Services -195

Grants and Contributions 18,394

Gain and Loss 0

Other Revenue 0

Investment Income 3,752

Expenses -4,313,874

Recurrent Expenses -4,278,872

Employee Related -4,083,928

Operating Expenses -194,944

Capital Expenses -35,002

Employee Related 0

Operating Expenses -35,002

SURPLUS / DEFICIT FOR THEYEAR

87,593

Balance Carried Forward 490,280

Retained income will be used to fund the addition ofnew resources and shade structures in the newenvironment

Financial summary equity funding

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

2017 Actual ($)

Base Total 719,760

Base Per Capita 34,762

Base Location 0

Other Base 684,998

Equity Total 44,588

Equity Aboriginal 2,134

Equity Socio economic 10,293

Equity Language 32,162

Equity Disability 0

Targeted Total 3,347,771

Other Total 158,782

Grand Total 4,270,902

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.

School performance

HSC

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

In 2017, 3 students gained their Higher SchoolCertificate in Life Skills. All students satisfied thesyllabus requirements in the Stage 6 life skills strandsof English, Mathematics, PD/H/PE, Creative Arts,Technology and Geography. All students were grantedfunding and all transitioned into CommunityParticipation Programs in their local area.

ROSA

In 2017, 10 students received their ROSA with life skills


outcomes.

Parent/caregiver, student, teachersatisfaction

Data collected through PLSP, parent group and P&Cmeetings and phones calls showed 100% of parentswere satisfied with the transition process for theirchildren and family. Further feedback from parents,through family days and school visits, highlighted theirsatisfaction with the new premises and extendedlearning environments and opportunities for theirchildren.

Staff feedback on the transition process has been100% positive. All staff have engaged enthusiasticallywith the opportunities the environment has provided forimproved self regulation of students.

From observation student satisfaction of the new siteand the transition process is seen to be high. Studentdata shows a significant decrease in behaviouralincidents across the whole school, particularly in theplayground, and a significant increase in time engagedin learning.

Policy requirements

Aboriginal education

As a School Community we promote the informed andmeaningful understanding of Aboriginal culture andheritage through all aspects of the curriculum, we arecommitted to to achieving outcomes in accordance withthe NSW Department of Educations AboriginalEducation and Training policy. Students across theschool have completed artworks which reflectAboriginal art and Design. Students are encouraged toacknowledge and explore a first people's perspectiveon Australia. RAM funding was received and used forSLSo to ensure each student was supported on aneeds basis using communication resources fortransitions and routines.

Multicultural and anti-racism education

Cairnsfoot School has a culturally diverse population,with Student enrolments from over 20 different culturalbackgrounds. This enriches the experiences of thewhole School Commmunity and allows us to providelearning programs that teach respect for all culturesand explore difference and inclusivity. Closecollaboration is essential to form bonds of trust withinour Parent Community and respect for culturalsensitivity is an important factor in building solid ParentCommunity partnerships. The interpreter service playsa vital role in this process. Interpreters are required formedical clinics and meetings to develop PersonalisedLearning Support Plans for Students.

Regular contact between Teachers and Parentssupports the scaffolding of enhanced learning withParents understanding the programs that theirchildren are participating in at School. Students areprovided with many varied opportunities to researchand celebrate their own multicultural heritage and thatof their peers.

Other school programs

Well being

As part of an ongoing program of whole school wellbeing The Cairnsfoot school community participated in the following programs:

Healthy Harold

For the first time in many years Cairnsfoot Schoolstudents participated in the Healthy Harold Program.Harold attended the school for three days, he spentsome time in each classroom from Kindergarten to year12 covering topics such as hygiene, healthy eating,road safety and sun safety. The program was highlysuccessful with a significant number of studentsengaging and participating in lessons involving roleplay, video, stories and songs.

Fun Run

In term 3 the the school organised a Fun Run. Studentstrained for the event and were sponsored for each lapthey completed. Parents were invited to the eventand many joined in the run. The junior school did lapsof the junior playground whilst seniors did their lapsaround the oval. All students participated and as aschool we were proud to see the level of commitment tothe event.

Independence

As our moto states Cairnsfoot school encouragesindependence for lifelong learning and as part of thisthe following programs were run:

Work experience

In 2017 both in–school and out of school workexperience took place. In–school work experience


involved students from years 10 to 12 working on adesign project which was then sold for profit, with theproceeds donated to the school for new resources.Students from Lewisham Boys High School were a partof the project and worked along side our seniorstudents on both the design and construction of theproducts.

Out–of–school work experience was attended bystudents from years 10 to 12. Students attendedAscalon industries in Kogarah where they worked aspart of a production line on sorting and packingchocolates. The students were mature and professionalin their approach to the work and all who participatedshowed high levels of independence and commitment.

Both programs encouraged independence through awork process, socialisation and communication withinand beyond the program itself, and an understanding ofthe value of effort, work and money.

Excursions and Incursions

A focus across the school on supports for transition andlearning beyond the classroom saw an increase in thenumber of students participating in excursions andincursions this year. Students explored their localenvironment both walking and using the school bus,exploring local shops, restaurants and parks and theBrighton–Le–Sands beachfront. Some primary classesalso visited Symbio Wildlife Park to culminate their unitof work on Australian Animals.

The school was fortunate to have a visit from PIEProductions, Opera Australia who performed El Kid.This was, for many of our students, their firstexperience of Opera. The students were engaged andenthralled by the music and costumes and we thank theperformers for this wonderful opportunity.


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