Principal’s statement for 2010

2010 proved to be another successful year at Kamaroi School.

How can we quantify that success? We can say that we have maintained almost full enrolments, we have very low staff turnover and results from the 2010 parent satisfaction survey were the best ever, with highest levels of satisfaction achieved in the ‘quality of teaching’ offered at Kamaroi. As teaching and learning is our core business, this is very pleasing indeed.

Most importantly, however, our measure of success is also seen in the depth of community we have at Kamaroi. It is this sense of community spirit and community responsibility which has a direct influence on improving student learning outcomes - academically, socially and emotionally. If we want to develop innovative and creative thinkers, problem solvers and risk takers - important requirements in 21st century life - we need to have a deeper understanding of what ‘school community’ means. That is a community based on respect, responsibility and relationship (the new 3 R’s) and where enquiry, trust and working within a school – parent partnership are valued. It is in this optimal learning environment that children develop a strong sense of belonging, resilience and self confidence in their own abilities which in turn promotes deep learning. Where children are educated in the true sense of the word - not just trained to perform well on tests.

Indicators of community strength at Kamaroi were also highly evident in our 2010 parent surveys. Parents’ perception of the school’s general encouragement and fostering of a strong sense of school community were overwhelmingly in the ‘excellent’ range, as was the school’s provision of community building activities and mechanisms, such as meetings, class events, parent education, etc.

During 2010 we remained focussed on building community as a core priority and I believe this continues to define our unique identity within the Steiner and broader educational context.

It is becoming increasingly harder to remain focussed on what matters within this broader Australian context of unprecedented Commonwealth government intervention in educational policy and practice. My main concern is the preoccupation with data driven improvement and overwhelmingly short term orientation of educational goal setting, driven by political agendas. The inevitable consequence of this, of course, is an inverse relationship created between narrowly tested achievement and the development of the whole child and the child’s overall well being. Further, this ‘overconfident emphasis by governments on tested and targeted basics threatens to marginalise attention to arts, social studies, innovation and creativity.’ (Hargreaves, 2009).

We also are operating within an uncertain funding future with the Gonski Schools’ Funding review due to make a report at the end of 2011. Kamaroi has been very proactive in planning for the inevitable reduction in Commonwealth funding to occur post 2013, but we, like every independent school must continue to project multiple scenarios in long term planning.

One of our core values is Initiative, and in 2010 being proactive within such a rapidly changing political environment has continued as a hall mark feature of Kamaroi. We continue to make a deliberate choice to work generatively. We can invent our own future: one based on collaboration more than competition and in innovation and inspiration more than data driven intervention (Hargreaves, 2009); not fear but moral purpose as the driver of school improvement.

To this effect, I feel honoured to continue work with the Australian Steiner Curriculum project team during 2010 as we edge further towards our goal of having our K-10 English, Mathematics, Science and History curriculum documents recognised by ACARA as an alternative to the national curriculum. With John Forman also as Chair of Steiner Education

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Australia it has to be said that Kamaroi has much to do with broader educational directions and, in line with our strategic plan mentioned below, I will continue to actively connect with and participate in a wide range of professional activities/associations.

Within the above contexts, there has been much achieved at Kamaroi during 2010. Some of these achievements are outlined below.

Building of our new hall and associated areas represented the last stage in the original Master Building Plan and was the major focus for 2010. Our Business Manager John Forman project managed this ambitious $2 million dollar government funded project with skill and expertise and we are thankful for his dedication to this very difficult task. Whilst not affecting the school’s educational program, there was considerable disruption to administration and delays to the project (which were due to circumstances beyond our control) meant that disruption continued for the entire year. The administrative staff must be thanked profusely for their prolonged patience as must the entire school community for trust, positivity and support throughout the entire process.

Another significant aspect of the year was the completion of Kamaroi’s 2010- 2014 Strategic Plan. This plan establishes a framework to build on the successes of our thriving school. Our vision, Foundation for Life, will be enhanced by the implementation of this 3 to 4 year strategy, at the heart of which are our core values: Imagination, Connection and Initiative. It will inform and focus much of my agenda as I work with John Forman, the Leadership Team and staff to bring it to fruition.

In 2010, as part of the strategic plan, the Board approved the completion of stage 2 of the hall building project: completion of a new kitchen; much needed music practice room; toilets and storage. The new craft room is due to be built in a few years’ time. Also plans are underway for 2011 completion of a revamped class 1 play area (including more areas for imaginative play), expanded vegetable gardens and resurfaced meadow, reintroduction of playgroup as well as revamping our website. Other exciting projects over the 3 years include: extension of the library; landscaping of the front of the school; holiday programs and after school activities for the broader community; commencement of an alumni program; and continued investigation into extra land and into how more children can have access to Steiner education.

In 2010 plans were also formulated for the introduction of an expanded music program at the school. Our vision, as outlined in the strategic plan, is for every child to be learning a musical instrument other than recorder at Kamaroi with extra music staffing allocation, tutors onsite for music tuition, and Wednesday afternoon music groups established in 2011.

Increasing the quality, integration and extent of programs which promote Aboriginal perspectives across the curriculum and throughout school is a significant part of our forward planning. Building on programs established in 2009, plans were underway in 2010 to engage an ‘Aboriginal Artist in residence ‘to create an artistic ‘Season scape’ in the undercroft area with work commencing early 2011. As this undercroft /piazza/ garden area is seen as the ‘hub’, or heart, of the school it is essential to bring as much life artistically to it as possible and to symbolise connection to the land and the original inhabitants of the area. Other activities included Sorry Day which was commemorated with Adam Hill performing at a school assembly. Classes specifically incorporated Aboriginal perspectives into Main Lessons, with an Aboriginal smoking ceremony and bush tucker cooking a memorable highlight of class 2 ‘Families are special’ Main Lesson. Teachers are consciously incorporating Aboriginal story protocols and a review of our Aboriginal Main Lessons in classes 4 and 5 were undertaken by teachers. An Aboriginal perspectives working group was formed to

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ensure cohesiveness and implementation of the vision as outlined in our strategic plan.

As mentioned in the introduction, social/emotional education should be at the core of a child’s primary school education. We have placed this priority prominently in the strategic plan with enhancements to our ‘Talk Matters’ program occurring in the development of a ‘social/emotional’ coordinator position. This has already had a direct impact on reducing the incidents of ongoing social issues in classes as evidence by 93% of parents responding in the good to excellent range in the school’s ability to resolve such issues in the 2010 parent survey – up from 81% in 2008. Teachers also continued professional development in this area with visits by NVC educator Shari McCree and emotional literacy consultant Felicity Grace.

As part of our ‘’Community outreach’ goal outlined in the strategic plan, initial planning for a book on ‘Talk Matters’ occurred in 2010. This publication due for completion early 2012 is for the broader community and will provide practical strategies and activities as successfully trialled at Kamaroi.

In relation to the above, ‘Talk Matters’, restorative justice practices , our ‘no blame’/method of shared concern approach to bullying and the whole school approach to class agreements have been fully incorporated into our School Behaviour Support Policy and procedures which was completed during 2010.

Woodwork was due to be introduced for the first time at Kamaroi as part of the handcraft program, but due to building delays this had to be postponed until early 2011. This is an exciting initiative which teachers are looking forward to. Having woodwork at Kamaroi instead of Glenaeon places significantly less strain on our crowded timetable.

Our school community service program was deepened with a very successful drive by class 6 to raise money for a child in a Vietnamese orphanage. Enough money was raised to educate this child for high school and university. The class showed amazing initiative in coming up with fund raising strategies throughout the year to achieve this commendable goal. In 2011 our aim is to increase the effectiveness of our leadership program by developing more of a whole school approach to supporting disadvantaged children in Australia and overseas. As part of their leadership program the class also continued our connection with a local aged care facility, with children collecting oral histories and creating biographies of residents’ lives. A strong and lasting sense of connection and rapport was established with residents during this program which is embedding nicely into the fabric of the school’s curriculum.

Kamaroi continues to provide a very generous professional development budget for staff allowing for quality consultants both from Steiner and the broader educational sphere to visit Kamaroi and for teachers, in a targeted approach, to attend PD courses. In 2010 we were able to sponsor our class 3 teacher in her Graduate Certificate in Steiner education; teachers attended the Glenaeon January class intensives; in- house mentoring of new scheme teachers occurred; consultants visited the school to work on emotional literacy, gifted and talented and storytelling. In house sessions on spelling and early reading occurred. As part of our ‘learning community’ focus as outlined in our plan, I intend to develop a coaching /performance culture in the school which is linked to professional development , will have direct impact on student learning outcomes and help ensure succession planning is in place for future leadership roles. In 2010 I completed an

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AIS leadership coaching course for experienced principals and began coaching ‘newly appointed’ principals. This also feeds into the goal, as mentioned above, of networking widely in the broader educational community. I will build on my leadership coaching training during 2011 and continue coaching in the broader sphere. The Leadership team will also participate in a coaching course. During 2010 discussions and planning occurred with the Leadership team to trial this approach with teachers during 2011.

Playgroup was due to start in term 4 2010 in the new PAFA room, but delays to the project has necessitated this being delayed until 2011. It is wonderful to have playgroup back at Kamaroi - helping to ensure our solid waiting list numbers for kindergarten continue to flourish.

After school care, which operates as a separate business at Kamaroi, is now available as a service to parents for 2 days. We hope to offer more days as demand increases.

Plans for 2011 21st birthday year were well underway in 2010, with Joy Day in a paid position to coordinate this significant milestone in the school’s biography.

BOS school re- registration also occurs in 2011 and in 2010 reviews of all curriculum documents continued, along with school policy documentation. An AIS OHS audit is also due to be completed early 2011. I have also had important policies, such as the suite of child protection policies, enrolment and fees policies audited by the AIS to ensure continued compliance in these ever evolving areas.

Finally, I wish to acknowledge that the teaching staff at Kamaroi is second to none. The commitment of all teachers to Steiner education and the children they teach is the key to Kamaroi’s success. I would like to express sincere thanks, gratitude and admiration to each and every teacher. The Leadership team, comprising myself, John Forman, David Rodely and Lisa Smith continues to enjoy working very productively together. The team’s commitment to maintaining focus on what matters at Kamaroi within a cohesive, collaborative approach has also helped ensure Kamaroi continues to build on its successes.

I would also like to thank the wonderful Kamaroi Board of Directors for their vision, support and guidance throughout a very busy 2010. In particular I thank Board Chair Kate Jenkins for her clear thinking, highly valued problem solving ability, vision and commitment to Kamaroi’s future. We enjoy a very productive and open working relationship as Board Chair and Principal. The Parents’ and Friends’ Association also continues to provide much appreciated support to all that we do. We must never take our strong parent/school partnership ethos for granted - it is another of those key ingredients of Kamaroi’s strength and I thank all the hard working parents who are so dedicated to supporting their child’s education at Kamaroi .

Virginia MollerPrincipalMay 30th 2011

Reference:

Hargreaves,A. (2009). The Fourth Way to Educational Reform. Penrith: Australian Council for Educational Leaders Ltd.

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Chairperson’s Report

Kamaroi School enjoyed another successful year in 2010 and has retained its strong reputation in the local and Steiner community.

At the start of the 2011 school year, we had a slight increase in numbers with 212 student enrolments and almost all classes being full. Our waiting lists are growing for both kindergarten entry over the next 5 years and immediate entry into other classes. We currently have 205 students on waiting lists (an increase of 11% on the same time last year). Our enrolment and waiting list success continue to be achieved through regular school tours and strong word of mouth endorsement.

The school’s balance sheet finds itself with net assets increased 32% to $6,408,974. This is the result of another healthy surplus and the Commonwealth Government’s economic stimulus package (schools components). These Commonwealth grants totalled $1,132,500 in 2010.

Virginia Moller’s leadership as Principal is highly valued. Virginia personifies the core values of initiative, imagination and connection in her leadership style. John Forman has done an outstanding job as Business Manager. Virginia and John work closely with the leadership team which also includes David Rodely and Lisa Smith. In addition to what they bring to their roles at Kamaroi, Virginia and John contribute to the Steiner Association on a wider scale. Throughout 2010, Virginia has continued to Project Manage the development of the National Steiner Curriculum and John has remained a member of the Steiner Education Australia executive.

At the core of Kamaroi are our highly competent staff who lovingly educate and care for the needs of our children. I’d like to thank all staff for the unique attributes they bring to Kamaroi and for their commitment to the school.

At board level, a substantial amount of time was spent working with Virginia and John on the development of a new Strategic Plan for the school. Rod Garcia, Director, coordinated this project at Board level and I would like to thank Virginia, John and Rod for all the time and expertise they put into the development of the new Strategic Plan.

Governance requirements are increasing in the current climate. We were fortunate that the Association of Independent Schools gave our board a 1 day Governance Workshop in 2010 and we have been able to adapt a number of the policies and protocols presented on that day for our purposes.

The majority of the construction of our multipurpose hall and changes to administration occurred during 2010. John Forman has very ably Project Managed this construction and Rita Wright and Matthew Leigh-Jones have both served on a committee which has acted as a liaison between management and the board for matters relating to the hall project. The Finance Committee has again worked closely with management over the past year. I’d like to thank Murray West (Finance Committee Chairperson), Stephen Rickwood and Warwick Brown for their commitment to the Finance Committee and the competence that they bring to their roles.

To all directors, I would like to offer my gratitude for what you have brought to our school over the past year and the commitment you make to Kamaroi. We are fortunate to have a diverse range of professional and cultural backgrounds represented on our board all of which contribute to healthy discussion. In 2010, we welcomed Warwick Brown and Sean Panambalana to the board and we lost Ric Simpson. Sadly at this AGM, we will also be losing Rod Garcia and we look forward to Rod having the opportunity to rejoin us in the future.

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The board continues to work closely with PAFA - Miklos Peter, PAFA President attends Board Meetings and Director, Warwick Brown is also PAFA Treasurer. I would like to thank the PAFA Office Bearers for their tireless contributions to the school community through PAFA.

Kamaroi’s strong school community is our greatest asset. I’d like to thank every parent, staff member and student for the contributions they make to the strength of our community.

2011 is a year of celebration for Kamaroi as we reflect on 21 years of change and growth and look forward to the future.

Kate JenkinsBoard Chairperson

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Contextual Information about Kamaroi

Kamaroi School is a thriving non-denominational K-6 independent primary school of 212 students situated in beautiful bushland surrounds. The curriculum is based on the internationally recognised educational philosophy of Rudolf Steiner who saw the key task within the primary years is to educate and nourish the imaginative powers of the child. This vital picture making capacity gives life to growing logical and conceptual higher order thinking.

The school’s mission is 'Foundation for Life’ - acknowledging that the first twelve years of children’s lives is foundational to their development as healthy, responsible human beings who love learning and who impart purpose and direction to their lives. The core values of the school which achieve this foundation are Imagination, Connection and Initiative.

At Kamaroi, thinking is brought to life through imaginative teaching and learning within an integrated curriculum balancing academic, artistic and practical learning experiences. Emphasis is on developing a love of and engagement in learning within a supportive learning community. There is focus on connection - with self, each other and the world. A strong emphasis on creative arts and social/emotional education is considered integral to not only academic development and achievement, but also to the development of individuals who are innovative, optimistic and resilient learners.

A unique characteristic of Steiner education is that the class teacher carries the same class group for a number of years which supports emotional stability and security within each child and promotes optimal academic development. The teacher focuses on narrative and story as a cognitive tool. The child deeply engages with the great stories of human history and culture - folk tales, myths and history of the ancient civilizations coupled with tales of geographic exploration and scientific discovery - providing a rich tapestry of human experience, attitudes, values and beliefs.

The children are also guided by specialist teachers for speech and drama, eurythmy / dance/ movement, music, handcraft, sport, library and Spanish. The academic curriculum is thus integrated with class plays, seasonal festivals, orchestra, choir, an outdoor education program as well as gardening, cooking and woodwork. A whole-school conflict resolution/social skills program, as well as a schools service program are part of this rich and broad curriculum

We have a comprehensive, rigorous and balanced approach to assessment which is a ‘measure of what we value’ approach. Assessment is integrated wherever possible into everyday classroom routines. Reporting to parents is regular and detailed. Descriptive, qualitative reporting supplements more formal testing.

As evidenced from many years of parent satisfaction survey results the school's key strengths are identified as the integrated curriculum; quality of teaching and strong teacher /student relationships; the high priority placed on communication between parents and school; support given to students to achieve academic standards; a very strong sense of community and strong leadership and management.

Students come from a range of backgrounds with 21% of students with a language other than English and a number of students with special needs. Of the 212 students 107 are girls and 105 are boys.

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Student performance in national and state wide tests

Please also refer to http://www.myschool.edu.au for details of NAPLAN results.

STUDENT PERFORMANCE IN 2010 NAPLAN

 Our results overall for 2010 were lower than 2009, but not in any way indicative of a downward trend. It is simply the case that our sample size is small and very much cohort dependent.

When looking at the bigger picture, each and every child has made significant progress as validated by both individual NAPLAN results and our in-school curriculum based assessment.

 Twenty-eight children in the Year 5 group sat the 2010 NAPLAN test. There were no year 3 students who sat the tests as all parents chose to withdraw their child from the test. At the year 3 stage, the timing and content of the tests do not gel with the pacing of the Steiner curriculum. This is even more the case due to the fact that from 2009 the tests have been brought forward from August to May.  

The significant highlights are mostly in the area of Numeracy where there was an improvement by 40 scale scores from the 2009 data. These results are 42 scale scores above the state average for Numeracy.

READING

-       A quarter of the students scored in Band 7

-       The median score was Band 6

-       While average scores were below those of ‘like’ independent schools, they were well above those of the Australian schools’ average.

-       No children scored below band 4

 

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WRITING

 -       Well over half of the students scored in Band 6

-       While above Australian schools’ average in this category, we were below ‘like’ independent schools.

-       No children scored below Band 4

 

SPELLING

 -       The median score was Band 6

-       No children scored below band 4.

 

GRAMMAR AND PUNCTUATION

 

-       Nearly half the students scored in either Band 7 or 8

-       The median score was a high Band 6

-       While above Australian schools’ average in this category, we were below ‘like’ schools

  

NUMERACY

 -       In overall Numeracy students achieved the same percentage (22%) of students in Band 8 as the ‘like’ schools.

-       44% of students scored in either Band 7 or 8

-       The median score was Band 6

-       There were no students in below band 4.

-       The results in this category are an improvement on our 2009 results.

 

 

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SUMMARY OF YEAR 5 NAPLAN RESULTS FOR 2010- PERCENTAGES IN SKILL BANDS

  BAND 4-5 BAND 6 BAND 7-8

Overall Numeracy School State 31% 40%

School State

25% 25%

School State 44% 31%

 Reading

  36% 37%

  29% 22%

  35% 32%

 

 In year 3 2010 standards based assessments in mathematics 90% of students were achieving at stage level or above, with 53% of these students in the high achieving/outstanding achievement bands.

In English, 83% of students were achieving at stage level or above, with 50% of these students achieving in the high achievement range.

 

 

 

 

 

 

 

 

 

 

 

 

 

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Professional learning and teacher Standards

Details of teaching Staff qualifications

CATEGORY Teachers who have teachingqualifications from a higher educationinstitution within Australia or asrecognized within the National Office ofOverseas skills Recognition guidelines(AEI-NOOSR)

Teachers who have qualifications as agraduate from a higher educationinstitution within Australia or onerecognized within the AEI-NOOSRguidelines but lack formal teacherEducation qualifications.

NUMBER OF TEACHERS

19

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Details of professional learning undertaken by teachers

Within the 2010 whole school theme of Imagination, Joy and Wonder through the Curriculum (a continuation of the 2009 theme) critical professional thinking, planning and practice occurred. This whole school reflective practice continues to significantly contribute to the quality of teaching and learning in the classroom.

With regard to professional development, focus continued to be on whole staff in-house sessions which reflect key priorities ascertained from the previous year’s review.

Key highlights included:

Professional discussion on the role of music in the school’s integrated curriculum which resulted in major changes occurring in 2011 with regard to expansion of the music program.

Open for discussion sessions continued with discussion on handwriting and form drawing, with whole school handwriting standards reviewed and clarified.

Teachers also continued professional development in the area of social /emotional education area with visits by NVC educator Shari McCree and emotional literacy consultant Felicity Grace. Kamaroi now has a well researched, whole school multipronged approach to social/emotional education which includes ‘Talk Matters’,

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restorative justice and arts based ‘emotional literacy’. Whole school class agreements were discussed by teachers and implemented in each class.

In 2010 we were able to sponsor our class 3 teacher in her Graduate Certificate in Steiner Education; teachers attended the Glenaeon January class intensives; in- house mentoring of new scheme teachers occurred; consultants visited the school to work on gifted and talented education and storytelling. In house sessions on spelling and early reading occurred. The results of discussions on spelling and reading have resulted in a comprehensive sequencing of phonics being embedded into the English curriculum and a trial by class 1 teacher of the introduction of upper and lower case letters together. Standards for the amount of time spent on spelling each week have also been established.

In 2010 the Principal participated in an AIS leadership coaching course for experienced principals and began coaching ‘newly appointed’ principals. This is the start of the development of a ‘coaching culture’ at Kamaroi which will form the basis for professional conversations and appraisal.

Description of professional development activity

Number of staff participating

2 sessions of Emotional Literacy with Felicity Grace

16

Non violent Communication skills session with NVC educator

16

Steiner based psychologist facilitating session on dealing with difficult people

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Gifted and talented education in the Steiner context – AIS consultant

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Compliance training for staff: anaphylaxis 16

Compliance training for staff: Keep Them Safe child protection training

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Compliance training: OHS consultation 16

ICT training: movie making using imovie 2

Review of spelling practice - class teacher sessions each term

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Steiner curriculum based week long intensives

4

AIS leadership coaching course 1

AIS Learning in Numeracy refresher for new teachers

2

Steiner Education Association leadership and Governance Conference

2

Special needs conference 3

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Workforce composition

This information is also available on the Myschool website.

http://www.myschool.edu.au

Staff Number

Teaching staff 20

FTE teaching staff 14.5

Non teaching staff 6

FTE non teaching staff 4

The school currently has no indigenous staff.

Student attendance rates

This information is also available on the Myschool website.

http://www.myschool.edu.au

Management of Non-attendance

Excerpt from Kamaroi School Student Attendance policy:

Supporting the Regular Attendance of students at School

Parents are responsible for the regular attendance of students at school. The Principal and school staff, in consultation with students and their parents, will usually be able to resolve problems of non-attendance. While parents should be reminded of their legal obligations under the Education Act (1990) the welfare of the student must be the focus of this consultation.

The most effective means of restoring and maintaining regular school attendance includes sound attendance monitoring practices and regular follow-up of unexplained absences by contacting parents promptly. Early telephone contact with parent is one means of achieving this.

Resolution of attendance difficulties may require a range of additional school-based strategies including: Parent interviews Reviewing the appropriateness of the student’s educational programme Development of a school-based attendance improvement plan Referral to outside agencies Support from school based personnel

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Enrolment policies and profiles

Kamaroi Rudolf Steiner School is a non-denominational co-educational K-6 school providing an education according to the principles as espoused by Rudolf Steiner and operating within the policies of the NSW Board of Studies.

All applications will be processed in order of receipt and consideration will be given to the applicant’s support for the ethos of the school, siblings already attending the school and other criteria determined by the school from time to time. Once enrolled, students are expected to support the school’s ethos and comply with the school rules, policies and directions to maintain the enrolment.

When enrolment applications exceed available spaces, priorities may include the following in whatever order is determined:

Families with connection to the philosophy of the schoolConnection with philosophy of Steiner education is evident: During initial interview with class teacher/member of Enrolment committee When applicant is transferring from another Steiner School If parent(s) undertaking anthroposophically-based course If child(ren) have previously attended Steiner playgroup

Siblings of current children In classes k-6, siblings do not automatically have priority on the waiting list for a class.

Order of applications

Transfers from other Steiner schools

Behavioural considerations An ability to work with self-discipline. (This is ascertained through school reports,

recommendations, previous schools “checks”, Doctors and psychologists reports, etc)

Procedures1. All applications should be processed within the school’s enrolment policy.2. Consider each applicant’s supporting statement/interview responses regarding their

ability and willingness to support the schools ethos.3. Consider each applicant’s educational needs. To do this, the school will need to

gather information and consult with the parents/family and other relevant persons.4. Identify any strategies, which need to be put into place to accommodate the applicant

before a decision regarding the enrolment is made.5. Inform the applicant of the outcome.

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6. Continuing enrolment is subject to the student adherence to school rules (see behaviour support policies) and payment of all school fees.

Related Documents

AIS Guidelines to assist the consideration of an enrolment application for a child/student with a disability.

General procedureProcess the student’s application as per the school’s enrolment policy. In order to process the application it will be important to work with the parents to collect all relevant information. This will enable the school to understand the parents’ expectations of the school, the student’s educational needs and implications for the school. Any issues the school wishes to raise can be discussed within this framework. External special education consultants could work with the school to consider flexible and lateral ways of addressing the student’s needs within the school. The resultant statement of parental expectations and articulation of what the school might be able to offer would form the basis for on-going discussions with the parents and inform the school’s decision regarding the enrolment.

Recommended actions1. Ensure staff are aware of the following

This procedure should be applied within the school’s enrolment policy, and The school will not refuse to enrol students simply because they have special

needs2. School considers the impact on the student, other students, staff and the school

community (including financial impact) before the enrolment decision is made. A range of strategies need to be put into place once the decision is made. These strategies should be developed before announcing the enrolment decision is made.

3. If the school considers that it may have to decline the enrolment, seek advice from the AIS or another appropriate person.

4. As the parents to articulate the student’s special needs and what they expect from the school. Consider social, academic, sport and co-curricular areas. Invite the parents to provide further information from their child’s specialists.

5. Identify the students special needsRequest information and documentation from parents to assist the processing of the enrolment application. The parents will have numerous reports, which could be of assistance. Of these, the following current reports would be particularly helpful: Previous school reports and current school achievements Psychologist’s report documenting functional skills and IQ test results (although

the functional information will be most useful in examining the implications for the student’s program, the IQ results are required for Commonwealth funding applications), if relevant

Speech pathologist’s report documenting receptive and expressive language skills and any recommendations for programs or technology in the classroom, if relevant

Occupational and physiotherapy reports documenting self help skills and mobility, if relevant

Medical specialist reports, if relevant Vision and hearing reports, if relevant

6. Seek information on possible levels of Commonwealth funding based on the reports and access to other support services.

7. Seek advice from an external special education consultant on reports. This person should recommend if/where further information should be sought. It may also be important to invite the parents and their choice of relevant specialists (could include psychologists, therapists, educators, medical specialists etc) the school to consider specific needs arising from the reports or other information.

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8. Involve an external special education consultant to assist school to examine options for how the school could meet the student’s needs and the parents’ expectations. Determine a preliminary view of the school’s position and possible options.

9. Discuss possible options with parents.10. With all the information the school determines the enrolment decision. This decision

must be able to be justified.

Related documentation: In AIS Guidelines to assist schools consider an enrolment application for a child/student

with a disability (attached) Enrolment – Administrative Procedures (attached) Disability Standards for Education

www.dest.gov.au/schools/publications/index.htm Interstate Student Data Transfer Note

Student population

Kamaroi School has 212 students from Kindergarten to class 6. It is a co-educational, non-denominational school with students coming from a range of backgrounds, including students with a language other than English and a number of students with special needs.

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School policies

A. Student Welfare

Overview of policies

Support1. Kamaroi Rudolf Steiner School wishes to promote a learning environment where teachers and pupils should be mutually supportive. Students and teachers should respect each other and not engage in conduct, which undermines this mutual trust and support, and also respect the philosophy and ethics of the School. The School encourages consultation between all members of the School community in matters which affect them.

Security2. Kamaroi Rudolf Steiner School will implement measures designed to promote the safety and wellbeing of students, particularly having regard to its professional judgment as to what is required and will include in its consideration such matters as: a) appropriate levels of supervision; b) security of buildings; c) procedures in case of fire;d) use of grounds and facilities;e) travel on School-related activities; andf) other appropriate matters.The implementation of these requirements and procedures will be monitored for compliance from time to time.

Supervision3. Appropriate measures will be taken by School staff to seek to ensure that all students are adequately cared for and supervised while undertaking both onsite and off-site activities, bearing in mind the type of activities and age of the students involved.

Conduct4. The School will put in place a Code of Conduct for staff and students which may be supplemented from time to time by specific rules and directives. The Code of Conduct will include such matters as:a) the rights and responsibilities of students and staff within the School community; b) behaviour management; c) the management and reporting of serious incidents.5. The School will establish and implement appropriate behaviour management practices for students, consistent with the philosophy of the School and with other aspects of this policy.

Complaints and Grievances6. The School will have in place processes for dealing with complaints and grievances raised by students and/or parents. These processes will incorporate, as appropriate, principles of procedural fairness.

Pastoral Care

7. Students will be made aware of, and have access to, appropriate pastoral care arrangements within the School.8. The School will take reasonable measures to identify students with special needs and provide them with an appropriate level of support to assist such students with their schooling with minimal disruption, taking into account the resources available.9. Students requiring health and/or medical services and support or medication will be assisted to access these in an appropriate manner.

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Communication

10. The School will provide both formal and informal mechanisms to facilitate communication between those with an interest in the student’s education and well-being. This may include communications between some or all of the following: student; parent or guardian or other significant family member of the student; teacher; counsellor; Principal, representative of an appropriate government, welfare, health or other authority.

To ensure that all aspects of the school’s mission for providing for a student’s welfare are implemented the following policies and procedures were in place (or developed) during 2010:

Policy Changes in 2009 Access to full text

Child Protection Policy encompassing• Definitions and concepts• Legislative requirements• Preventative strategies• Reporting and investigating “reportableconduct”• Investigation processes• Documentation

Security Policy encompassing• Procedures for security of the grounds and buildings• Use of grounds and facilities• Emergency procedures• Travel on school-related activities

Revision and update of allChild protection policies occur annually in line with policy review processes.

Major Update in 2010 with changes to obligations of Mandatory Reporters Addition to policies: Guide for NSW Non-Government Schools on Reporting, Disclosing or Exchanging Personal Information for the purposes of Child wellbeing;Procedures for Mandatory Reporters.Major revision of Student attendance policy in line with changes in legislation to include habitual absence.

Review and audit of all child protection policies by AIS Compliance Unit occurred n 2010.

Major update of security policy in 2010 to include school security planning guidelines; after hours use policy; vehicle parking and a list of related policies.

Emergency procedures updated annually. Fire evacuation plans reviewed and updated in 2010.

Issued to all staff and members of School Board.Parents may request a full copy by contacting Principal.Excerpts in Parent Handbook and advertised in weekly newsletter from time to time.

Full text in staff handbookBushfire procedure advertised in newsletter. Excerpts of policies in Parent Handbook.

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Supervision Policy encompassing• Duty of care and risk management• Levels of supervision for on-site and off-siteactivities• Guidelines for supervisors

Codes of Conduct Policy encompassing• Code of conduct for staff and students• Behaviour support

Pastoral Care Policy encompassing• The pastoral care system• Availability of and access to special Services• Accident procedures• Critical incident policy• Homework policy

Communication Policy encompassing• Formal and informal mechanisms in place for facilitating communication between the school and those with an interest in the student’s education and well-being.

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No change

Major revision of the suite of Behaviour Support Policies completed in 2010 to include Non Violent Communication program, revised playground guidelines updated anti-bullying guidelines, whole school classroom management guidelines.

Major review of critical incident guidelines and accident procedures completed in 2010. .No change to homework policy.

No change

Full text in Staff HandbookExcerpts in Parent Handbook. Copy of full text available from Principal.

Full text in Staff HandbookExcerpts in Parent Handbook.

Full text in staff handbookText of health and homework policy in Parent Handbook

Learning Support guidelines in Parent Handbook

Critical incident in Parent Handbook

Full text contained in Staff handbook.Excerpts in Parent Handbook.Copy of full text available from the Principal.

B. Policies for Student Discipline

Students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour.

All disciplinary action that may result in any sanction against the student including suspension, expulsion or exclusion provides processes based on procedural fairness.

The school expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school.

The full text of the school’s discipline policy and associated procedures is provided to all members of the school community through

The Staff Handbook The Parent Handbook

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The school’s behaviour support policies and procedure are reviewed annually in accordance with the school’s policy review process. There has been a major review undertaken in 2010 to incorporate the following existing policies and procedures into one overarching document: school behaviour support, bus behaviour, classroom behaviour support and dealing with bullying behaviour.

C. Policies for Complaints and Grievances ResolutionThe school’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness.

The full text of the school’s policy and processes for complaints and grievances resolution is provided in the Staff Handbook. An appropriate outline of the policy and processes is also provided in the Parent Handbook. Reminders about complaints procedures appear in the weekly newsletter from time to time.

These policies are reviewed annually in accordance with the school’s policy review process.

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School determined improvement targets

Key priority improvement targets as outlined in the 2009 Annual Report have been achieved. These included a whole school revision and development of core values of Kamaroi which formed the building blocks for development of the school’s 2010-2014 strategic plan; review of the school music program; increase of the quality and extent of programs which promote Aboriginal perspectives; review and development of whole school approach to spelling; review of early reading ; review and development to whole school painting and drawing curriculum; development of a ‘school service’ program; improvement and extension of play spaces; improvements in bushfire readiness capability.

In 2010 a major review of the school’s priorities for 2010 – 2014 was completed and a strategic plan approved by the Board.

A summary of the strategic Plan follows:

Strategic Plan 2011 - 2014: Building on success.

KEY DRIVERS: Our strategic plan has been developed around the following key areas

1. Learning Community

The school continues to focus on strengthening the creative arts program, environmental programs, Aboriginal perspectives, social skills as well as the academic program to promote the development of imaginative, creative thinking and purposeful action/initiative in students. This will be in the context of the implementation of the Australian Steiner Curriculum, the development of which Kamaroi continues to play a significant role.

At Kamaroi the class teacher is supported and students guided by specialist teachers for speech and drama, eurythmy / dance/ movement, music, handcraft, sport, library and Spanish. The academic curriculum is thus integrated with class plays, seasonal festivals, orchestra, choir, an outdoor education program as well as gardening, cooking and woodwork. A whole-school conflict resolution/social skills program will continue to be embedded into the life of the school as part of this rich and broad curriculum.

A comprehensive parent education program interfacing with teacher training and connecting with the above areas will continue to be offered at Kamaroi.

2. Community outreach

Kamaroi will focus on establishing itself as a school which engages with the broader community - within our local area and beyond, including Aboriginal communities, diverse cultural communities and the global community.

Implementation of the Steiner National Curriculum, an ACARA approved alternative to the ACARA National Curriculum will provide much opportunity to raise the profile of Steiner education in general and Kamaroi School in particular. Regular talks and professional development events will occur at Kamaroi for the Steiner and broader educational community utilising the improved facilities, including our hall. 21st birthday celebrations will showcase the school to the broader community and past, present and future parents. The celebrations will

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also be a springboard for the development of an alumni program and deepening of Aboriginal perspectives in the school community. Steiner based holiday programs and extended after school activities will help to ensure a wider group of children experience a Steiner experience which focuses on creativity and development of imagination.

Establishment of school community service programs will connect students to local and global contexts creating real student agency and meaning in the lives of students.

Kamaroi Cultural evenings, providing varied and high quality artistic performances will continue to be offered to the broader community, with more opportunity for increased frequency and variety due to our new hall space.

3. Facilities and resources

Our goal is to provide the ecologically sustainable built and natural environment to support children’s learning. Recent major improvements include the building of a school hall, new remedial education room, music practice room, costume and storage rooms, plus a new space, including courtyard, for our parent association activities. A new staff room is also being built.Future developments to occur in the next 3 years underneath the hall will include a permanent craft classroom, additional toilets including a disabled access toilet, another music tutoring room and a school kitchen. All of the above will outlook onto a new piazza area providing outdoor education and community opportunities. In addition a major renovation and extension of the library is to be undertaken as well as major landscaping and new entrance to the school, incorporating ecologically sustainable design principles and increased environmental education opportunities.

4. Organisational sustainability

Kamaroi aims to offer affordable schooling whilst ensuring sufficient surpluses are generated to maintain quality teaching and staff; improvement of facilities, including additional land; and to ensure the school can continue to thrive for the foreseeable future. Kamaroi is proud of its successes and recognises that ongoing good governance and strong leadership are critical for all outstanding organisations.Being a key school of choice is Kamaroi’s goal, and this will be evidenced by increased waiting lists, use of website, increasing numbers on school tours and organised events for the school community, as well as increasing interest from the broader educational community.

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The following are Kamaroi’s key targets for 2010 drawn from the strategic plan:Area PrioritiesTeaching and learning /staff development

Review of KLA curriculum documents to be completed by end 2010. Development of expanded music program for 2011 implementation. Prioritise visual arts in professional development during 2010 Review of spelling practices Review of assessment practices Implementation of Aboriginal perspectives into class programs and activities procedures /strategies for gifted and talented students

Student welfare Revision of the suite of behaviour support policies to be completed by end 2010. Review and implementation of program of school assemblies throughout the year.

Facilities and resources Completion of BER Hall project – involving hall; ;costume room ; prop storage ; toilets; learning support room; new administration area

Community outreach Review and implementation of school service program. Sponsorship of overseas children/ disadvantaged groups in Australia within a whole school

approach.

Organisational sustainability

Plans developed for 2011 21st birthday celebrations. Kamaroi Publications Commencement of redevelopment of website

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Initiatives promoting respect and responsibility

The Steiner curriculum itself offers a very rich global and historical perspective through the Main Lesson content – from fairy tales to Ancient Rome. The Main lessons provide timeless values of respect for each other, that we are all part of humanity, we each have a place and a task and each of us, using imagination and initiative, can make a meaningful contribution to the whole.

The curriculum provides an implicit social and emotional education of children through the nurturing of a sense of reverence for life, feelings of wonder and awe and a love of learning (Gidley, 2009). Students know and understand the content, but as their feelings have been touched by the learning process, they also care about the phenomenon under observation and are more likely to awaken the ethical dimension of the learning experience.

Our annual Harvest, Winter and Spring Festivals as well as specific personal development ‘rites of passage’ programs for class 6, Main Lessons such as Farming and Gardening and our Handcraft curriculum , all serve to support and deepen the school’s emphasis on respect for self, the environment , each other and the global community. Specific activities such as building a class garden, recycling and composting form an integral part of the curriculum. In handcraft, children learn knitting in class one – learning about natural resources at the same time.

Before the children learn to knit they take raw fleece, clean and wash this, card it, hand spin it and dye it. They go through the process of transforming raw natural resources, and experience how it becomes something they can use to make beautiful and useful things. They also make their own knitting needles. They sharpen and sand dowel sticks, rub them with the raw greasy wool which varnishes them, and glue gumnuts on the end which they find in the school grounds. The young child absorbs this deeply as a connection to the world around them – and a sense of responsibility for the environment builds.

Programs and activities to encourage and promote respect for our rich Aboriginal heritage and the original inhabitants’ strong connection to the land continue to embed into the life of the school. In 2010 classes commemorated Sorry Day with a visit to the school by Aboriginal artist and didgeridoo player Adam Hill; Aboriginal Stories was programmed as part of the school’s program of Cultural Evenings; an Aboriginal smoking ceremony was organised by an Aboriginal parent as part of class 2 ‘Families are Special’ main lesson; an Aboriginal environmental educator worked with class 5 students on their bush tucker garden; teachers used Aboriginal story protocols when telling Aboriginal stories in the classroom; students cooked indigenous food as part of cooking program.

The fact that the class teacher generally stays with the same class from class 1-6 promotes and fosters a strong sense of connection - to self, to the teacher, to class members and to the class and school community. This strong sense of connection or belonging in turn promotes a deep sense of care, respect, responsibility and value of difference.

The sense of connection to the world has been fostered through initiatives such as the class 6 fundraising drive, which has been undertaken over three years, to support a child from a Vietnamese orphanage. Not only did the class raise the money for the girl’s high school education, they have raised enough money to enable her to attend university in the future. Closer to home, the class has also been involved in the ‘school community service’ program. The concept of ‘service to others’ was fully embraced by the students as they interacted with elderly residents of an aged care facility , conducted oral histories and compiled biographies of the residents.

Daily learning experiences also include teamwork, collaboration and conflict resolution to encourage citizenship.

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Our whole school ‘Talk That Works’ program – based on observations, feelings , needs and requests and respect for each other - continues as an integral part of our values framework, PDHPE and speech/drama program. Teachers continue regular professional development in ‘Talk That Works’ and a whole school approach to the development of social emotional skills through “Talk matters’, restorative justice and emotional literacy strategies continues to embed into the fabric of the school curriculum.

Respect for our health and well being is a central tenet of the Steiner approach. Strong school based encouragement for healthy eating as evidenced in our food code is fully supported by parents.

Parent, teacher and student satisfaction

A comprehensive, quantitative parent satisfaction survey was undertaken in term 4 of 2010. This is the same survey that was completed by parents in 2009; therefore clear areas of increased or decreased satisfaction were able to be ascertained.

The key areas for parents’ response are: Quality of teaching Communication Leadership and management Community

As has been the case over in the 2008 and 2009 surveys, the highest ‘score’ (the average rating is a score out of 5) occurred in the area of ‘quality teaching’ with a score of 4.6 achieved. As our core business is teaching and learning, this is a very pleasing result indeed.

The results also show pleasing improvements in the areas the school has focussed on.

For example, management of inappropriate student behaviour scored 2.4 in 2009. In 2010 this has improved to 3.6. There has indeed been much focus on a whole school approach to behaviour support – with consistency in class agreements, consequences, etc. Also, our focus on social/emotional development in children, the whole school ‘Talk That Works’ communication approach, as well as additional staffing to support teachers in dealing with social issues and social/emotional education in general , has paid dividends.

Parents’ perceptions of effectiveness and results of learning support offered has increased considerably up to 4.2 in 2010 (3.6 in 2009). We have a learning support team of 3 teachers , totalling 1.7FTE and the extra communication regarding learning support that we have given over 2010 has contributed to the ‘improved scores’ in that area.

As one of our core values is connection – it is great to see even better scores in 2010 than those in 2009 in the category of Communications and School Community. Areas of communication for parent response included: parents’ ability to find out about their child’s academic progress; teacher’s availability to discuss issues; information availability on general issues affecting the school. Parents average responses ranged from a pleasing 4.2 to 4.5 in these areas.

Provision of our comprehensive parent education programme also continues to be highly valued by parents.

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There continues to be a high level of satisfaction from staff as evidenced in the ‘How has it been in 2010’ staff survey. There remains a strong sense of professional collegiality, with staff very satisfied with leadership and management and the support they receive in delivering the Steiner curriculum.

Recurrent/capital expenditure represented by column chart

0%

10%

20%

30%

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50%

Salaries and WageExpenses

Non-salaryexpenses

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2010 Expenditures

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Income Chart 2010

32%

9%20%

29%

10%

Fees & PrivateIncomeState RecurrentGrantsCommonwealthRecurrent GrantsGovernmentCapital GrantsOther CapitalIncome

\Recurrent/ capital income represented by pie chart

Expenditure Chart 2010

45%

14%

41%Salaries and WageExpensesNon-salary expenses

Capital expenditure

Recurrent / capital expenditure represented by pie chart

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