2016 Royal North Shore Hospital School Annual Report

Royal North Shore Hospital SchoolAnnual Report

2016

5544

Printed on: 7 April, 2017Page 1 of 13 Royal North Shore Hospital School 5544 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Royal North Shore Hospital School as an account of theschool's operations 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.

Vanessa Murphy

Principal

School contact details

Royal North Shore Hospital SchoolChldn Ward Lev 5 Bld 53 Pacific HwySt Leonards, 2065www.royalnshos-s.schools.nsw.edu.auroyalnshos-s.School@det.nsw.edu.au02 9463 2280


Message from the Principal

In 2016 we embraced a growth mindset, one where everything can grow and change through application andexperience, to accept and learn from failures, to confront challenges and keep striving for growth! Each staffmember was responsible for a project area from which to create an engaging, high interest program. Mindfulness, Musicand Technology were all introduced with a direct link to the DoE Wellbeing Framework. Each of these programs hasbeen highly successful to date for three main reasons.

Firstly, teachers use student feedback to evaluate the effectiveness of their own teaching practices. Feedback is mostpowerful when it is from student to teacher, when they can share what they know and understand as well ascommunicate what they want to learn. This happens every day at Royal North Shore Hospital School.

Secondly, teachers incorporate data analysis in their planning for learning. Evaluative thinking is at the centre of all ourpractice, and this contributes to new learning by providing evidence to map and monitor the progress, successes,obstacles, roadblocks in the innovation as it unfolds. Being in a hospital environment adds extra challenges– health,time, and a range of emotions. Assessing what works and providing a positive and educational experience for students isa priority.

Thirdly, parents are often involved and have an understanding of what their children are learning and our curriculum isresponsive to their changing needs. Through our innovative programs, Music, Visual Arts, Mindfulness, Technologyacross Key Learning Areas, we give form to students’ thoughts and feelings about themselves, and how they experiencethe world around us.

In October, Royal North Shore Hospital School had its external validation. The Department of Education externalvalidation process is an important component of a system–wide approach to school excellence. Schools regularlyself–assess their improvement efforts using evidence to support their reflections. Every five years, an external validationpanel considers the school’s evidence, providing assurance to the school and the system that the progress being madealigns with the standards articulated in the School Excellence Framework. The process was very positive and the panelvalidated the wonderful programs we are implementing on the Children's Ward.

Our staff understand that learning and engagement are related, we are committed to nurturing, supporting andchallenging our students to develop their skills in becoming life–long learners of the 21st century. Innovative lessons aswell as programs and policies to identify and address student learning needs are evident. Tapping into student interestsand allowing choice of activities assists student engagement, and our diverse range of teaching learning activities link into their needs. From 'Sculpt' creations on the iPads to science experiments to expressing a sense of identity throughvisual arts, there is a diverse range of activities for students from K–12. These lessons incorporate a number of keylearning areas, are directly linked to the wellbeing framework, and provide opportunities to enhance their wellbeing whilstbeing in hospital. Individual learning is supported by the effective use of school, system, and community expertise andresources through contextual decision–making and planning.

Further streamlining and refining of the Individual Learning Plan, resulting from collaborative consultation of all teachingmembers, created the ‘state of wellbeing assessment’ and key sections of the ILP to be reorganized to facilitate theteaching and learning process. A greater focus is put on assessment, planning, teaching and reporting, in particular inrelation to the Wellbeing Framework. The lessons have consistently promoted students’ intellectual, social, emotionaldevelopment and wellbeing in challenging circumstances.

In May, Royal North Shore Hospital School hosted Bradfield College students in a pay it forward exercise called 'LostBird Found Day'. Bradfield College students created beautiful clay birds with a message of positivity tied around theirnecks for the children on the ward to discover and keep. The children on the ward were encouraged to embark on atreasure hunt for the birds, which were hidden all around the fairy garden. After finding the birds the children joined theBradfield College students for music and cake. The connection between the students and children in the hospital was awonderful way to enhance community engagement between schools in the local community. *Lost Bird Found is amental health initiative by North Sydney Council.

We commit to maintaining education and a supportive and positive culture. Included in this are individualised learningprograms which are developed in consultation with medical and health staff with careful consideration given to theemotional, psychological and social needs of students. Our commitment to these practices enables all students to haveequal access to education and not be disadvantaged due to illness or injury.

Vanessa Murphy

Principal


School background

School vision statement

NSW Hospital Schools are committed to providing an inclusive, stimulating and supportive environment enablingstudents in exceptional circumstances to maintain educational continuity. Our schools advocate for students and providea conduit to their multidisciplinary teams, census schools and community. We develop positive relationships to supportengagement in learning leading to successful outcomes and transitions.

The wellbeing of our students is our highest priority.

School context

Royal North Shore Hospital School provides continuity of education for all students from Kindergarten to Year 12 who arepatients at Royal North Shore Hospital. Our school offers Individual Learning Programs for our students who come frommetropolitan and country areas, a range of cultural backgrounds and all sectors of schooling. Students remain enrolled attheir census school whilst attending our hospital school.

Our staff plays an active part in the multidisciplinary team, working collaboratively with medical staff and allied healthservices, as well as close liaison with home schools and family members/carers. This collaboration ensures optimumhealth and educational outcomes for our students.


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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated:

In the domain of Learning the school’s self–assessment EXCELLING is consistent with the evidence presented and isvalidated using the School Excellence Framework. Individual Learning Plans have explicit learning intentions reflectingstudent capabilities that are directly linked with outcomes as well as a teacher assessment on the child’s state ofwellbeing. We have an integrative approach to quality teaching, curriculum planning and delivery, and assessmentpromoting responsiveness in meeting the learning needs of all students. The school establishes active partnerships andworks collaboratively to ensure continuity of learning for students. There is school–wide collective responsibility forstudent learning and success.

In the domain of Teaching the school’s self–assessment SUSTAINING AND GROWING is consistent with the evidencepresented in one element and is validated using the School Excellence Framework. In the element of 'Data Skills andUse' the evidence presented indicates the school is operating at the Delivering stage. In 'Collaborative Practice' theevidence presented indicates the school is operating at the Excelling stage. In 'Learning and Development' the evidencepresented indicates the school is operating at the Sustaining and Growing stage. In 'Professional Standards' theevidence presented indicates the school is operating at the Sustaining and Growing stage. The purpose of having aresponsive curriculum is to provide collaborative, engaging and innovative lessons that directly link students to theWellbeing Framework. This contributes to building positive relationships which allows for opportunities for staff andstudents to connect and thrive. Our staff collaborate across the stages, aligning teaching with intended learningoutcomes whilst allowing for student choice and interests. As a result this supports self regulation and connection whichprovides opportunities to enhance student well being.

In the domain of Leading the school’s self–assessment SUSTAINING AND GROWING is consistent with the evidencepresented and is validated using the School Excellence Framework. Uplifting leadership creates the best climate forschools and improves people’s performances by providing opportunities for personal and professional growth. Whenthere is a shared sense of purpose and identity, there is school–wide collective responsibility for student learning andsuccess.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Excellence in Personalised Learning

Purpose

To actively engage all students in meaningful and challenging learning experiences which are personalised anddifferentiated.

To promote students intellectual, social, emotional development and wellbeing in challenging circumstances.

Overall summary of progress

In 2016 Royal North Shore Hospital School staff has strived to meet the individualised needs of our students. The newDepartment of Education ‘Wellbeing Framework for Schools’ highlights how an individual’s wellbeing, that is, how youfeel about yourself, is constantly changing. Wellbeing has a multi–dimensional nature, including the following domains:

• Cognitive wellbeing is related to achievement and success and is important for gaining knowledge andexperiencing positive learning;

• Emotional wellbeing relates to our self–awareness and how we regulate our emotions, our resilience; • Social wellbeing is our connectedness to others; • Physical wellbeing, our feelings of safety and security, enables positive health outcomes; and • Spiritual wellbeing, relates to our sense of meaning and purpose, our beliefs and values.

Our staff work in partnership with students and their parents/carers, and health staff to determine the best approach inlooking after all aspects of their wellbeing. Ability to complete academic tasks is determined by the child’s health. Bygiving our students choice in the activities in which they are interested and various opportunities to engage and learn, weare supporting their self–regulation and self–discipline, and through their achievements their wellbeing is enhanced.

Staff members collaborate to ensure consistency of Individual Learning Plan delivery, including strategies fordifferentiation and consistency of teacher judgement. Clear learning intentions are stated so the student and teacherknow why they are engaged in a particular activity and what the outcome looks like.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

•100% of Individual LearningPlans have explicit learningintentions reflecting studentcapabilities that are directly linkedwith outcomes demonstratingachievements.

Develop a comprehensive andinclusive framework to supportthe cognitive, emotional, social,physical, and spiritual wellbeingof students, and enhance theirself–esteem and characterqualities to help them succeed

Students empowered and supported to direct theirlearning. Strengths based approach acknowledgingand enhancing student interests – parentalfeedback confirming children have had a morepositive time whilst in hospital. Review andadjustment of learning plans. Well–developedprocesses identify, address and monitor studentlearning needs.

$6000

(global)

$200

(RAM)

Next Steps

• Maintain positive delivery of service with continual review and evaluation of teaching practice in relation to theWellbeing Framework.

• Enhance visual literacy skills in students visiting hospital to assist in them becoming successful 21st centurylearners.

• Review of plans in relation to School Excellence framework, quality teaching and new curriculum.



High quality innovative, resilient and collaborative staff

Purpose

To promote, build and sustain professional practice which enables staff to successfully address diverse learning andwelfare needs of all students.

Develop quality teaching and learning programs that increase teacher expertise and engage students with meaningfullearning experiences that enhance their wellbeing.


Professional learning is linked to the needs of students, teachers, schools and the context. Our school staff participatedin a variety of professional learning targeted to school priorities as well as their professional needs. Literacy initiatives,mental health and wellbeing, technology and building capacity towards current educational reforms have been the focusareas in 2016 to achieve this strategic direction. Staff members actively share professional learning to identify the mosteffective strategies to either improve their performance and development and/or to implement in teaching and learningactivities. All staff completed mandatory training, to comply with legislative requirements, to contribute to best practice.




•100% of staff have developedand achieved meaningfulPerformance and Developmentgoals aligned with the SchoolPlan and Professional TeachingStandards.

Teachers are committed to theirongoing development. Expertiseof staff is acknowledged anddrawn on to further developimproved teaching practice

Professional learning represents the strong linkbetween the school’s strategic directions,excellence framework and performance anddevelopment plans (PDP’s).

Staff attended conferences/courses and thenevaluated effectiveness of PL and identified newpractice when addressing student learning needs.

Professional development included collaborativepractice, strategies for highly anxious students,explicit teaching of literacy and numeracy,personalised learning and innovative technology.

Team development sessions were completed toenhance collaboration and resilience. As a resultteam communication more professional and evidentin processes.

$8600

(global)

Next Steps

• Review practice and efficacy and develop data to reflect this in relation to Professional Teaching Standards andQualityTeaching Framework.

• Staff to actively engage in planning their own PL aligned with their PDP, to improve their knowledge andperformance.

• Staff to engage in evidence based research and provide quality opportunities for professional discussion, andanalyse and give feedback on the improvement of educational outcomes of students.



Strong, positive, respectful community partnerships

Purpose

To ensure that the health, wellbeing and educational outcomes of students are optimised within a multidisciplinarylearning environment.

Establish and maintain a positive and professional identity within the hospital community and census schools.

Develop strong partnerships with local schools and agencies.


In 2016 RNSH school continued productive relationships with schools in the local community and outside agencies toimprove educational opportunities for students. In collaboration with Bradfield College, we held the 'Lost Bird Found Day'on the children's ward. Students from Bradfield College participated in the project (which originated from North SydneyCouncil) and wanted to 'pay it forward' by visiting children who aren't well. They created and decorated small clay birdsand attached a special message for wellbeing. The aim was to place them somewhere in the fairy garden for the childrento find. Hence, lost bird found. This experience was wonderful for all the students involved.

Raising the professional profile of the school within the Health Service and within the greatercommunity continued. Effective collaboration and communication within our multidisciplinary team was often in the formof regular meetings to discuss the wellbeing of students and to revise and adjust the action plan. Increased studentoutcomes resulted from successful implementation of learning plans.

The school community is committed to the strategic directions and practices to achieve educational priorities. Whenappropriate we are in contact with census schools to discuss the student’s needs, academic and wellbeing. This isimportant for continuity of education and to ease the load and concerns of anxious parents. Our school actively collectsand uses information to support students’ successful transitions. In this process of information sharing and opencommunication, our school team engages the community in reflecting on student performance data. RNSH Schoolcontinually updates the school website, in particular the Wellbeing Resources section which highlights key interactivewebsites, apps and links to local support services.




Increased school community linksthrough joint projects fosteringconnectedness and constructiveinteraction between students.

Hospital community and localschools have a betterunderstanding of the role ofhospital schools and how theyfunction.

Created and distributed Royal North Shore HospitalSchool newsletter to clinic and health professionalsensuring strong integration of collaborativecommunication links.

The school has productive relationships withschools in local community and outside agencies toimprove educational opportunities for students.

$1500

(global)

Next Steps

• Maintain and build on inter–school relationships to provide opportunities for the ongoing development of all staff, aswell as providing shared experiences for students.

• Establish links with local schools and develop meaningful projects for students to participate in new opportunities,helping build social and emotional skills.

• Explore the self– evaluation process measuring impact of partnerships with local schools and community in relationto improved student outcomes.


Key Initiatives Impact achieved this year Resources (annual)

Socio–economic background As we have no prior knowledge of ourstudents until their admission to hospital, weneed to be ready and able to accommodateand include any student as soon as it ispossible. To enable this, staff are alwaysready to liaise with parents and home schoolsso that relevant learning programs can beimplemented.

Resources and educationalapplications werepurchased to allow accessto education from theirbedside.


Student information

It is a requirement that the reporting of information forall students be consistent with privacy and personalinformation policies. Students who attend Royal NorthShore Hospital School are inpatients of Royal NorthShore Child and Adolescent Ward. The school alsoprovides support for day patients receiving treatmentincluding allergy challenges and for students referredfrom the Child and Youth Mental Health Service.

In 2016 the school had a shared enrolment of 774students. All students remain enrolled in their homeschool while attending our hospital school. Therewere 418 secondary students and 356 primarystudents, 367 total girls, 407 total boys.

School data revealed a high increase in mental healthadmissions since 2010. A significant number ofstudents,117 presented with mental health problemsrepresenting 15% of our total student numbers. Ofthese, five were primary school age, 81 were highschool girls and 31 were high schoolboys. 97 of thesestudents were in Years 9, 10,11 and 12. There were 30recurrent students.

Students were mainly from the Northern Sydney regionand the Central Coast with a small but significantnumber from other metropolitan areas, country areasand overseas. Students came from a wide range ofcultural and socio–economic backgrounds.

Management of non-attendance

As a hospital school, days of attendance are a moresignificant measure than actual enrolments. The dailyattendance of all students is recorded. There has beena steady increase in attendance days over the past fewyears. There were 1376 attendance days in 2016.Students’ attendance varies depending on reason forhospitalisation, ongoing medical treatment and theirstate of health. The range of attendance in 2016 wasfrom 1 day to 33 days.

Structure of classes

Our school’s unique setting allows for students toparticipate in school activities in our modern classroomif health permits, or individually at the bedside. In theschoolroom students have opportunities to socialisewhile learning, with positive impacts on their wellbeing.We provide educational services for all school agepatients, K–12, from all sectors of schooling admitted toRoyal North Shore Hospital.

Workforce information

Workforce composition

Position FTE*

Principal 2

Classroom Teacher(s) 1.25

Teacher Librarian 0.08

School Administration & SupportStaff

1.98

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

No members from Royal North Shore Hospital Schoolare from an Indigenous background.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 50

Postgraduate degree 50


Professional learning and teacher accreditation

Professional learning (PL), both formal and informallearning experiences, aims to improve both individualpractice and the school’s collective effectiveness. Staffhave developed meaningful Performance andDevelopment goals aligned with the School Plan.Professional learning is undertaken to produce changesin practice, and at Royal North Shore Hospital Schoolthere is an effectiveness dimension evident at thecentre of our school. Teachers take responsibility forchanges in practice required to achieve improvedschool performance and are using data on a regularbasis to monitor the effectiveness of their own efforts.

Through PL comes professional awareness, animprovement in teaching knowledge and skills, andapplication of these. Staff draw on and implementevidence based research to improve their performanceand development and to attain consistent application ofeffective teaching and learning programs across theschool.

Building capacity of staff has been a very highpriority through ongoing professional learning of all staffand on the development of a school wide,self–reflective culture focused on improving classroompractice and performance. Teachers participated in'Teaching boys in the 21st Century', Technologyupdates on Google and iPads, positive education,Mindmatters and Peaceful Kids programs,neuro–education 'Learning with the brain in mind', andmental health and wellbeing professional learning

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 35 859.54

Global funds 41 973.57

Tied funds 13 448.95

School & community sources 0.00

Interest 793.76

Trust receipts 0.00

Canteen 0.00

Total income 92 075.82

Expenditure

Teaching & learning

Key learning areas 2 211.45

Excursions 0.00

Extracurricular dissections 0.00

Library 1 812.29

Training & development 28 291.51

Tied funds 10 322.13

Short term relief 5 579.69

Administration & office 7 922.16

School-operated canteen 0.00

Utilities 435.27

Maintenance 0.00

Trust accounts 0.00

Capital programs 0.00

Total expenditure 56 574.50

Balance carried forward 35 501.32

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

School-based assessment

Royal North Shore Hospital staff identifies individualneeds of each student in collaboration with the student,parent, and health staff. School staff assess thecapability of each child and develop positiverelationships to determine individualized programsbased on student interests and strengths.

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Royal North Shore Hospital does not receive data onstudent NAPLAN results as this information will begathered by the students’ census school.

However, Royal North Shore Hospital School supportsstudents to complete NAPLAN testing by providingexamination protocols whilst they are hospitalized.

HSC

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

Royal North Shore Hospital also supports HSCstudents to access exam conditions to complete HSCexams during their hospitalisation.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Their responses are presented below.

"I am a Year 12 student studying the HSC and havebeen hospitalised for about a term. The school teachershave been very supportive and helpful in thecompletion of my HSC work. They have made thiswhole ordeal so much easier for me and helped mesomewhat keep up–to–date with my work." Josh, Yr 12

"Thank you so much – I really appreciate everythingyou have done for Josh. He makes me feel so proud ofhim every day the work he is putting into his studiesand this artwork." Mother of Year 12 student

“Thank you very much for making our stay wonderfuland the best it can be under the circumstances. Itmakes things so much easier when you see kids in painsmile again”

“The support teacher was an absolute delight – shecame to us very often with suggestions. She waspatient, warm, and very kind. She made such adifference with our long day at the ward.”

“It was a wonderful surprise. The teachers were sofriendly and helpful. Thank you so much for sharingyour time and making our stay pleasant”

“My daughter has been catered to her ability of schoolwork while she has been unwell. This service has beenthe best thing for Phoebe to keep her occupied. Thereis nothing else we could have received to make thisexperience any better. Thank you so much.”


Policy requirements

Aboriginal education

Liaison with Aboriginal students’ home schools andparents allows us to ensure that an appropriatePersonal Learning Plan (PLP) is implemented tosupport the students’ needs. Consultation with theAboriginal Hospital Liaison Officer occurs as needed.Aboriginal perspectives are taught across the KeyLearning Areas (KLAs) and are designed to educate allstudents about Aboriginal history, culture and currentAboriginal Australia. School resources are regularlyupdated to better engage students and supporteffective teaching of Aboriginal content. NAIDOC Weekand Reconciliation Week are actively promoted andcelebrated.

Multicultural and anti-racism education

The school values a culture of inclusiveness and equity.The cultural diversity of our students and our entireschool community is acknowledged, respected andcelebrated through school practice, programs andresources. The positive message of Harmony Day ispromoted with the entire community encouraged tocelebrate and participate. Multicultural perspectives aretaught across the KLAs. New resources supportingmulticultural education continue to be acquired. Theschool has access to interpreters. English as anadditional language or dialect (EAL/D) programs areput into place for students as needed and staff haveundertaken professional learning in EAL/D teaching. Astaff member has been trained as an Anti–RacismContact Officer.

Other school programs

The music program created opportunities for studentsto succeed and thrive in our context by increasingparticipation in music making, receptive music toreduce stress, song writing, drumming and rhythm. Westrive always to continue education for students whoare in hospital, and for some it may be in the form of artas they are not capable of formal studies during thistime. We want students to be able to explore theircreative talent with gentle guidance and produce quality

products that they are proud of completing.Self–expression, belonging and being part of a group,and a boost in self–esteem are all important parts ofthis process.

RNSH School has identified the use of e–technology asa priority in delivering quality teaching. Students useour technology programs to support continuity of theirlearning through accessing their home school programsor by learning new applications and skills that will helpthem to learn, research, collaborate and solveproblems. Our aim is by engaging students ine–technology we are encouraging our students’ to becreative, curious and innovative students well preparedfor the 21stCentury. The use of technology is essentialin our unique setting as it enables staff to cater fordifferent types of learners, supports the development oflearning intentions and assists with staff identifying andassessing student learning needs.

The mandatory K–10 PDHPE syllabus acknowledgesthe link between a healthy lifestyle and positive mentalhealth. To complement the PDHPE curriculum, wehave introduced mindfulness. We see the program asa way of helping all our students develop mindfulnessskills that will help them better understand themselvesand give them positive coping strategies that they canuse for the rest of their lives.

Our students can learn:

A range of mindful meditations

Basic theories on how mindfulness effects the brainand lessens stress and anxiety

Journaling and expressing worries

Understanding stress and how it relates personally tothem

Understanding triggers for stress and how to calmdown when feeling stressed

Creating a balanced lifestyle including relaxation timeand being in the moment

Our program is developmentally appropriate and givesstudents the skills, practise and support to helps lessenanxiety, sustain attention and build resilience.


Documents

2016 Royal North Shore Hospital School Annual Report