2017 beverley park school annual report - amazon s3€¦ · bethany and rebecca woods page 4 of 16...

Beverley Park SchoolAnnual Report

2017

5508

Printed on: 13 April, 2018 of 16 Beverley Park School 5508 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Beverley Park 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.

Jacqueline Lockyer

Principal

School contact details

Beverley Park SchoolBeverley RdCampbelltown, 2560www.beverleypk-s.schools.nsw.edu.aubeverleypk-s.School@det.nsw.edu.au4625 1118

Message from the Principal

2017 was a year of transition and change for Beverley Park School. The school introduced two assistant principals tothe teaching and learning team along with a large number of beginning and casual teachers. The staff built teams thatwork collegially to ensure that students learning needs were met with high expectations of student and staff achievement.

The Annual Report shares some of the exciting events and learning opportunities that have occurred during 2017. Theschool and its community continues to grow with students achieving learning outcomes through access to personalisedlearning programs, families and community fostering relationships with the school and changes in the provision oftherapy across the school with the introduction of the NDIS. The school has celebrated ongoing and developingrelationships with the local community continues to grow and the schools profile in the community. In a very special eventthis year the school and its community members collaborated with the local Campbelltown Council after being selectedby the Mayor to receive Funding for the school from their Gala Dinner Event.

I thank and congratulate the students, staff and the community for their ongoing and tireless work.

Jacqueline Lockyer


Message from the school community

The P&C has enjoyed a successful year of parent and community engagement as we endeavour to raise the profile ofour students and school in the local area. With the commitment and support of families, staff and the community, theP&C were able to fund a range of specialised resources and equipment to enhance teaching and learning programswithin the school.

The team organised a number of positive and productive events and projects this year to raise funds as well as connectwith families and the wider community, including an Easter Raffle, Aussie Biscuits Drive, Mother’s and Father’s DayStalls, Commemorative Wall Plaques, Bunnings BBQ and Gold Grass Cinema Night. We thank the families, staff andcommunity for generously supporting the efforts and ensuring the success of activities by purchasing raffle tickets, sellingboxes of biscuits, buying gifts for parents, joining in social family nights,volunteering to prepare, cook and sell sausagesandwiches.

The P&C purchased jackets for our 2018 Year 12 students and these were presented at the annual Presentation Dayevent by one of the Committee Members. The P&C also funded the school’s annual subscription to the app SkoolBag tosupport and foster meaningful communication and engagement between school and home.

The P&C currently meet on the second Wednesday of each month during school terms at 7pm– we encourage families,friends and community members to come along and share their ideas, opinions and suggestions on how we can bestsupport our students, school and community. We actively provide consultation on issues and decisionsrelated to futureprograms, projects and plans and are excited to continue ourpartnership with the school, staff and students next year.


Message from the students

The message from students has been written on behalf of students by parents.

Five days a week, forty weeks a year

My learning abounds, I'm glad I'm here

From inside a dooner, to sitting on a chair

My life is progressing for us there's no despair

Swimming and sports are fun for me

Cooking and baking all sorts of fun treats

My classmates, my friends, my teachers and peers

All of us together, it feels safe for me here

From Captain Cook and the world in a globe

New Zealand, the Maoris and Anzac Cove

I can feel the excitement rumbling below

Getting dressed for school each day, I'm ready to go

The know me now, know who I am

They can predict what I need, they truly understand

From morning circle, shared birthdays and counting sheep

To crossing the road and learning card beep

I can write my name hand over hand

The routine is flexible for me simple plans

Oh what a year 2017 has been

There is no boundaries for me, I'm here to be seen.

Jack and Kelly Woodyatt

Bethany commenced school at Beverley Park in 2017. From day one she was welcomed, included and challenged. Shehas growing all aspects of her education and has mede some amazing connections within the school and the widercommunity. The school and staff take a holistic approach to her education and include opportunities to developphysically, intellectually, socially and emotionally. Bethany has benefited greatly from hydrotherapy sessions in the pooland conductive educations sessions that have been incorporated into her school program. Being part of the BeverleyPark community has enriched Bethany's overall wellbeing. She is enthusiastic about going to school everyday.

Bethany and Rebecca Woods


School background

School vision statement

Beverley Park School provides a safe, respectful and inclusive learning environment with commitment to providing eachstudent with the opportunities to acquire skills, values and positive attitudes to a chief their full potential and besuccessful participants in the community.Our vision is for each student to be empowered, life long learners who are confident and creative individuals supportedby staff, parents and community who have high expectations of the students and who are an engaged 21st Centurylearning community.

School context

Beverley Park School is located in Campbelltown in Sydney's South West. The school provides quality education forstudents with moderate and severe intellectual disabilities. There are nine classes for students in Kindergarten to Year12. We celebrate the unique abilities of all our students and support their life long learning through quality educationwithin a supportive and harmonies school environment.

All students have Personalised Learning and Support Plans which are developed collaboratively with parents, staff andsupport professionals. Within the innovative, engaging supported learning environment students participate in a broadrange of learning opportunities. The school has a strong emphasis on student wellbeing. High expectations of ourstudents to succeed are shared by staff, parents and community. Programs are supportive of positive values andbehaviour for learning across the school and community.

There are strong partnerships establishes with parents and community groups which support the educationalachievements of our students, staff and community. Beverley Park School is a member of a Community of Schools withPassfield Park and Mary Brooksbank Schools. This professional partnership fosters collaboration to build capacities ofleadership and education innovation.


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 domain of learning the school takes pride in the development of differentiated Personalised Learning and SupportPlans. The implementation of these plans in all teaching and learning environments across the school ensures that theschool's community have high expectations of students engagement in learning and achievement of their personallearning goals. Students wellbeing needs are met through the delivery of dignified learning programs that are developedin collaboration with all stakeholders.

The teaching domain examines classroom practice and the delivery of quality programs across the school. The schoolexcels int he delivery of explicit teaching to optimise learning progress for all students, uses data to inform learning andprovide feedback to students and their families effectively. Teacher are aware of the Professional Standards for teachers,and all professional learning targets improved performance of teachers measured through achievement of goalsdetermined in all staff's performance and development plans.

Educational leadership at the school is modelled through a supportive culture of high expectations of studentachievement and community engagement. The school provides opportunities for staff to participate in both internallyprovided and externally provided professional learning to improve their performance. The school works closely with thecommunity to build upon already positive partnerships and to share the resources through the community use of schoolfacilities.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our 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

Student Learning

Purpose

To Provide an engaging, accessible learning environment that supports students personalised learning with realisticgoals which enables students to participate and communicate to their full potential as successful learners.

Overall summary of progress

All students have Personalised Learning and Support Plans developed in consultation with all relevant stakeholdersincluding therapists . Student learning and engagement in learning is central to all programs at the school. Datacollection through internally developed tools analysis student achievement toward achieving their personal learninggoals. Students success is reported through high quality reports written mid year and end of year cycle. Teachersdemonstrate a growing understanding of, and, the implementation of the new syllabus across the school.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Student performance/ progress inpersonalised goals will bemeasured using Goal AttainmentScales.

Staff participate in professional learning in thedevelopment and implementation of GoalAttainment Scales (GAS Goals). All students haveGAS Goals in the areas of communication.

Internal professional learning mentoring andsupport is provided through collegial support todevelop goals and meet students needs.

GAS goals are being using in other curriculumareas to support collection of student at a to informbest practice teaching.

School programs support thedevelopment of student positivebehaviours for learning, socialand emotional skills.

QTSS $8837 The 3 assistant principals are released from classon day per week to work shoulder with teachersproviding support to develop high quality teachingand learning programs, collect and analyse data,reflect on practice and provide quality feedbackthus improving student learning outcomes acrossthe school.

Professional Learning includesuse of current technologies tosupport student learning andengagement in 21st Centurypedagogy.

$14373 Professional learning was targeted primed studentcommunication with all staff participating in PECStraining at the end of the year.

The school explored a variety of technologies tosupport parent/ carer and community engagement.

Next Steps

In 2018 all staff will join committees that focus on aspects of student learning and engagement at the school. Priorityareas and next steps include

• developing a continuum for professional learning for all staff. • expectations of all staff to attend professional learning opportunities. • the development of high quality resources that support the engagement o students impersonalised learning

opportunities. • a close examination of school based behaviour management and support plans and supporting students to

participate in activities which support their self regulation throughout the day. • implementation of creative and performing arts in an inclusive and innovate learning environment. • development of whole school scope and sequence in all key learning areas and subjects K–12.


• development of collaborative and shared programs. • developing the schools library to an innovative learning space that is engaging and student focussed. • implementing the pre Early Stage 1 Frameworks across the school with ongoing professional learning and collegial

support to ensure teachers professional growth. • implementing quality transitions for students entering school, transitioning between primary and high school and

moving to post school life. • the development of a high quality wellbeing program or suit of activities that meet the wellbeing need for all

students staff and community members. • all staff are trained in PECS •



Staff and Leader Learning

Purpose

To provide a high standard of education through collaborative learning opportunities for sharing and exchangingexpertise of innovative education and quality leadership which inspires all CoS stakeholders to excel and reach their fullpotential.


The Campbelltown SSP Community of Schools (CoS) continues to together to provide professional learningopportunities for staff, professional relationship amongst staff and increased relationship for the students. In 2017 Wewelcomed the addition of the newly established Fernhill SSP to the CoS.

The schools continue tow or together within a network focussed on professionally learning, collegiality and networking.

Of particular success was a TAFE opportunity for Secondary Students across the CoS.

A TAFE NSW 8 week Practical Hospitality course was delivered to 9 students aged over 15 years from Beverley Park,Mary Brooksbank and Passfield Park SSP’s.

This was a joint initiative combining the resources of 3 schools to attend a Youth Engagement Strategy coursedeliveredby TAFE teachers at Campbelltown TAFE campus in 2017 semester 2. A teacher and 2 SLSO’s attended thefull day to support the students in the kitchens at TAFE and to achieve some amazing culinary delights. Students alsolearnt about hygienic practices and food preparation techniques. Students at the end of the course prepared acelebratory lunch for parents, carers and staff for a presentation of their certificates; they served the food and werewonderful hosts for the event.

Each student achieved their personal best and responded well to high expectations and the challenges of learning newskills. It was a very successful initiativeand will be offered again in 2018. This course gave valuable skills andknowledgefor the students future post school and to build on work readiness skills.

Vicki Madeley. VET co–ordinator for COS.





100% of all professional learningopportunities across the CoSreflect Performance andDevelopment Plan goals.

$1000 from each schoolplaced into a centralaccount to manage PLacross the CoS

Staff PDP's were collated and compared.Professional learning targeted areas identified by allstaff, teachers, learning support officers and SASSstaff to meet their goals in the Performance andDevelopment Plans.

100% of all staff attend the CoSconferences.

All staff attended school based and externalconferences. All staff attended the SpecialEducation Conference on day 1 term 3.

100% of all staff is involved intrialling and using assessmentsand teaching strategies for allstudents at pre ES1 level.

The school continues to work towards using the PreEarly Stage 1 Frameworks that have beendeveloped for relevant Key Learning Areas.

Next Steps

The Community of Schools is an initiative that has been consistently successful in providing opportunities forprofessional growth an development.

Through collaboratively led discussion it was determined that the Community of Schools would continue into the newplanning cycle, having not a shared strategic direction but rather focussing on build relationships which are the 'glue that


hold the community together' and through professional development and mentoring across the CoS.

In the new plan there will not be a shared Strategic Direction, rather there will be shared milestones within each of theschools strategic directions.



School Learning

Purpose

To develop strategic partnerships to enhance our shared of equity, high expectations, diversity and the celebration ofsuccess. To wrk together as a learning community to give students the opportunities to achieve their personal goals andlead successful lives.


Strategic partnerships are highly valued by the Beverley Park School Community. During 2017 this relations extendedinto local council and the local business community with great success.

The school continues to invite the community to attend activities and events at the school with increasing attendancerates. A are initiative in 2017 was a Fortnightly Whole School Assembly in which student achievement is recognised.Members of the community are invited along and there is always a good strong representation of parents and carers.

Connecting with the community in new and innovative way has been a focus for 2017. A community engagement officerhas worked tirelessly to develop and publish the school newsletter, update the website regularly, and support theinvestigation of ways of engaging with the community using technology.





Schedule/ Calendar of parentparticipation is developed basedon feedback from parents whichincludes 4 workshops, studentlearning sessions and schoolevents. Increased levels of parentand community participationacross school activities areevident.

Funds donated by schoolCharity Kids Inc to supportworkshops.

Workshop attendance has decreased in 2017.Survey results state that this is due mostly toworkshops being held during the day and thecomplexities in attendance for busy families.

School charity provides fundingand resources for specialisedlearning programs and staff whichmeets the current needs of thestudents and is sustained.

Students have access to a range of therapyservices that support student engagement inlearning. Physic Therapy, Occupational Therapyand Speech Pathology is timetabled for identifiedstudents along with the support of therapyassistants. NDIS sees a change in the way therapyservices are being delivered within the school.

Next Steps

Through community consultation, it was determined that engaging the schools community was to continue as a strategicdirection in the new school plan. The school will focus on

• continuing to build strong partnership in the local business and education communities, thus increasing the schoolsprofile in the community.

• improving the way we engage with parents and carers on a daily basis • meeting the wellbeing needs of the members of the schools community. • providing innovative ways of developing online or accessible workshops for parents. • engaging with the schools P&C to provide activities that support community engagement with the school. • planning for continuous improvement by asking the community what they need and listening to, then planning for

positive implementation of community programs. • sharing of resources within the community. • providing professional learning in the community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $5747 All students who identify as Aboriginal have aPersonalised Learning and Support Plan.Funding was used to support key programsacross the whole school including AboriginalArt and Music workshops, the employment ofa specialist Aboriginal Education teacher toimplement programs to students and tocontinually build that capacity of staff tounderstand the needs of Aboriginal Students.

English language proficiency $11586 All students at Beverley Park School have apersonalised communication program. Fundsreceived for English Language Proficiency areused to support students to developcommunication strategies, using speech, signlanguage, visual supports or technology tosupport communication through theemployment of a staff member who engageswith the students, develops resources andsupports class implementation ofpersonalised communication programs.

Quality Teaching, SuccessfulStudents (QTSS)

$8837 QTSS funds were used strategically tosupport teachers in class. Supervisors werereleased 1 day a week to work along side theteachers, providing mentoring, support,observations and feed back.

Socio–economic background $47113 Socio–economic funds were used to supportstudents learning in classrooms through therelease of a school learning support officer tohelp students develop communication skillsthrough the implementation of programsdeveloped by the school speech pathologistand class teacher. Some students course yeswere paid for and food purchased for lunchprograms for students who need this additionto they program.

Support for beginning teachers $13450 Two teachers received beginning teacherfunding. This funding was used for teacheridentified professional learning as well as torelease the teachers supervisor to mentor andcoach.

Targeted student support forrefugees and new arrivals

$826 Funding was used to support the students todevelop communication skills and supportregular attendance at school, by releasing theSLSO to support the implementation ofteacher and speech pathologist developedcommunication programs.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 37 38 43 42

Girls 19 16 13 13

Students are enrolled at Beverley Park School as aresult of decision made by regional placement panel.

Beverley Park School is at capacity with no vacancy.

All students have a moderate or severe intellectualdisability as with as other complex needs such asphysical disability, sensory disability of mental health.

Management of non-attendance

Student attendance at Beverley Park School is usuallyhigh. Students may be absent for long periodsgenerally due to poor health or major surgicalprocedures.

When students are absent, unexplained a phone call ismade home on the third day. Parents communicateregularly with the school to update on student health.

Where applicable a referral is made to the home schoolliaison officer to support a student returning to school.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 6.84

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

10.82

Other Positions 0

*Full Time Equivalent

4.5% of the workforce identifies as being Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

Professional Learning is highly valued by all staff atBeverley Park School. As a priority in the school planprofessional learning has been delivered within theschool by identified staff with expertise, and staff haveattended external professional learning opportunities.

Weekly professional learning was delivered by theschool executive and identified staff.

All staff attended PECS Picture ExchangeCommunication Systems) training on the last 2 days of2017 at Fernhill School. This professional learningopportunity delivered high level structured systems forteaching students communication strategies with a viewto improving student communication across the school


in future years.

As a community of School professional learning wasdelivered to support Performance and DevelopmentPlan Goals. Success was reflected in staff PDP's withgoals being achieved through out the year and studentsexperienced success in attaining their personal goals.

The school is strongly committed to supportingteachers to achieve their Teacher Accreditation. In2017 two casual teachers achieved proficiency indelivering the Teaching Standards.

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 267,679

Revenue 2,625,575

Appropriation 2,374,152

Sale of Goods and Services 0

Grants and Contributions 247,987

Gain and Loss 0

Other Revenue 0

Investment Income 3,436

Expenses -2,494,115

Recurrent Expenses -2,494,115

Employee Related -2,374,348

Operating Expenses -119,767

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

131,460

Balance Carried Forward 399,139

The school has a finance team which consists of ThePrincipal, School Admin Manager, Staff representativeand Community Representative.

The Committee meets 3 times a term, weeks 3, 6 and9. A prepared agenda is discussed and minutes aretaken.

The school participated in an audit in 2017 which foundthat all due process were being followed in terms ofmanaging school funding.

The school continues to save for a pool upgrade toupgrade and modernise the facilities.

The school received a significant donation for thedevelopment of a Sensory Garden in 2017 from localcommunity groups.

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 456,017

Base Per Capita 18,403

Base Location 324

Other Base 437,289

Equity Total 64,446

Equity Aboriginal 5,747

Equity Socio economic 47,113

Equity Language 11,586

Equity Disability 0

Targeted Total 1,663,677

Other Total 19,411

Grand Total 2,203,551

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

The school sent out a survey asking a series ofquestions about school performance on improvementmeasures. Many responses were received.Thefollowing statement by a parent encapsulates thegeneral feeling of the schools community.

Students are nurtured, respected and educated to ahigh standard. They are given individualised care andsupport and learning is tailored to their specific needs.My family and I have enjoyed excellent communicationwith our son’s teacher and learning support officer thisyear. This communication is so important when a childis unable to speak. We have loved the seesaw appbecause of its visual appeal, and the immediacy withwhich images can be shared. I love the way my sonhas been able to access the curriculum, the images ofhim engaging with maps, and locating places on theglobe of the world are so amazing. He has been taughtwell, understood, valued and supported, because ofthis he has learned new skills and improved many ofhis existing ones.

Our son has always enjoyed attending BPS. We havebeen especially happy this year because we have feltincluded on his learning journey. The images andfeedback we have received via seesaw have beenthings to treasure. I hope next year we are able to keepthis level of feedback and communication going! Thankyou all for your hard work, commitment and support. Itis very much appreciated.


Policy requirements

Aboriginal education

The school has an established Aboriginal EducationTeam who work to gather to milestone goals for theimplementation of Aboriginal Education to all studentsin the school. The team meet regularly to plan for andensure the implementation of quality and inclusiveeducational opportunities for students who identify asAboriginal and for other students to learn about theAboriginal culture, the history of and current issuesfacing Aboriginal people today.

Multicultural and anti-racism education

The school ha an appointed Anti– Racism ContactOfficer (ARCO). The ARCO works to support staff andstudents of all cultural backgrounds across the school.Posters clearly identify who the ARCO is and how tomake contact.

All students have a personalised learning and supportplan which includes outcomes for communication. Allstudents have access to rigorous, meaningful anddignified leaning opportunities.

Communication programs provide students with theirown voice so that they can articulate their needs andwant, communicate with a variety of people in a varietyof contexts.

Multicultural Education is celebrated by participation inHarmony Day and other relevant activities.


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