Bundaberg Special School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

Contact information

Postal address PO Box 5688 Bundaberg West 4670

Phone (07) 4155 5222

Email principal@bundabergspecs.eq.edu.au

Webpages Additional information about Queensland state schools is located on:

the My School website

the Queensland Government data website

the Queensland Government schools directory website.

Contact person Michael Brett - Principal

From the Principal

School overview

Bundaberg Special School is an Education Queensland P-12 school with approximately 105 students. The school delivers a range of distinctive educational programs that represent best practice for students with intellectual disability and other significant disabilities. Bundaberg Special School has a current focus on increasing the communication capabilities of our students and increasing staff capacity to deliver the Australian Curriculum, with a strong focus on literacy and numeracy.

Learning opportunities for students are planned so that they are both age-equivalent and pitched at a challenging but achievable level for each student. The school provides a safe and supportive learning environment where every student can experience success every day and promotes the personal and social development of our students.

The school is committed to working with families and caregivers of our students and we value them as important partners in assisting our students to achieve their learning goals. We also work closely with other organisations that support the learning and wellbeing of our students.

Our Vision and Values:

The Bundaberg Special School Community is committed to building futures together by engaging all learners in an inclusive, safe and respectful learning environment that values the individual, families and community partnerships.

Commitment

Respect

Inclusion

School progress towards its goals in 2018

Priorities for 2018 Planned Strategies Progress

Communication Provide staff members with professional learning opportunities to develop and enhance their knowledge and skills related to AAC for a broad range of students.

Support all students with complex communication needs through their Individual Communication Plan.

Network, partner and liaise with other Special Schools and external consultants in AAC, to assist staff members to develop consistency of practice across the school.

Promote awareness and understanding of the AAC /communication strategy to all stakeholders through all available communication channels: Newsletter, Facebook, News-mail (Disability Action Week)

Provide feedback to all staff members with a focus on engagement with AAC to support student learning, using peer observation, feedback, modelling, differentiated coaching, Classroom walkthroughs, Learning walks, and Building Capabilities sessions.

Achieved

Achieved

Achieved

Achieved

Ongoing

Balanced Literacy Implement the recommendations of Jane Farrall related to the systematic roll- out of the 4 Blocks across each term of the school year

Provide staff members on going coaching support about evidence-based pedagogical practices to promote the learning of literacy

Work collaboratively with other Special Schools in NCR and Rosella Special School to enhance student learning in Reading and Writing

Introduce suite of diagnostic assessment tools appropriate for the full range of learners for use in Balanced Literacy

Provide staff members with professional learning opportunities to develop their data literacy and engagement with data in decision-making processes

Achieved

Achieved

Achieved

Achieved

Ongoing

Wellbeing Develop Wellbeing Framework to support a cohesive approach to the implementation of Wellbeing strategies

Explore Reboot program and introduce strategies to staff

Promote awareness and understanding of the Wellbeing strategy to all stakeholders through communication channels: Newsletter, Facebook, emails, P&C meetings.

Utilise Practical Functional Behaviour Analysis to support decision-making for students displaying complex behaviour

Develop Case Management processes to support teachers to refine their practice with students with complex support needs

Support staff to manage actual and potential aggression through MAPA training.

Ongoing

Ongoing

Achieved

Achieved

Achieved

Ongoing

Future outlook

Australian Curriculum 2020

Develop a whole of school Curriculum, Assessment and Reporting Plan

Develop consistent use of student assessment data to inform the next steps

for student learning

Further develop student goals based on the analysis of data

Develop processes to personalise the planned curriculum to cater for the

individual learning needs of students and their specific interests and abilities

Consistent, effective Pedagogical Practice

Review the school’s pedagogical framework and refine the implementation process to include a clear feedback process for all staff members

Develop and implement a whole of school feedback, coaching and mentoring process for all staff members

Positive School Culture

Clearly document roles, responsibilities and accountabilities for each area of the AIP

Develop and communicate school-wide processes to measure the effectiveness of the utilisation of human resources that are allocated to improve student outcomes

Further embed the school’s PBL program including regular reviews of and building staff members’ capacity to implement the program

Update the school’s current induction program to include teacher aides

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 12

Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2016 2017 2018

Notes:

1. Student counts are based on the Census (August) enrolment collection.

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

3. Pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 113 119 113

Girls 39 33 30

Boys 74 86 83

Indigenous 15 18 21

Enrolment continuity (Feb. – Nov.) 95% 97% 92%

In 2018, there were no students enrolled in a pre-Prep program.

Characteristics of the student body

Overview

All of the students at the school have a verified intellectual impairment. Over 65% of our students have at least one additional impairment. This is predominantly Autism Spectrum Disorder. Approximately 30% of our students have additional sensory impairments. Seventy per cent (70%) of students are male. The school population is drawn from the urban and rural communities surrounding Bundaberg. Almost 90% of students access the transport assistance scheme. Approximately 5% of students in 2017 were in Out of Home Care. 17% of students identify as being of aboriginal descent and 1% of students are from a non-English speaking background. 35% of families have one or more people working full or part time.

Students at Bundaberg Special School are grouped on age, need and ability. In 2018 there were 19 class groups across the school. There are 4 sectors across the school:

Junior Sector (P-3)

Primary Sector (4-6)

Secondary Sector (7-9)

Senior Sector (10-12)

Average class sizes

Table 2: Average class size information for each phase of schooling

Phase of schooling 2016 2017 2018

Note:

The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.

Prep – Year 3 4-6 4-6 4-6

Year 4 – Year 6 5-6 5-7 5-7

Year 7 – Year 10 6-7 6-7 6-7

Year 11 – Year 12 7-8 6-9 7-8

Curriculum delivery

Our approach to curriculum delivery

Bundaberg Special School is a specialist school that provides educational programs for students with a broad range of support needs from Prep to Year 12. The individual learning needs, teaching and learning goals and priorities and school curriculum direction inform planning, teaching and assessment of the intended curriculum for each student. These approaches included:

Evidence based pedagogies in Communication, Literacy (Balanced Literacy Approach) and Numeracy (YuMi Deadly Maths)

Strong communication focus with access to Alternative and Augmentative Communication (AAC) strategies including: Proloquo2go, PECS, PODD, Writing with Symbols, ALS boards.

Age-equivalent Australian Curriculum

All students from Prep to Year 10 had an endorsed Individual Curriculum Plan negotiated with parents, that informed assessment, reporting and teaching for each school semester

Delivery of Certificate 1 in Access to Vocational Pathways, Certificate 1 in Agrifoods; Certificate 1 in IMDT

Stephanie Alexander Kitchen Garden program

HPE and Human Relations Education programs

SET Plans and Planning Alternate Tomorrows of Hope (PATH) for year 10-12 students that mapped their pathway to post-schooling options

Senior students undertook work experience that prepared them for meaningful post school placements

Enhanced access to Information Technologies through the use of Interactive Whiteboards, iPads, access to computers and internet to improve student outcomes.

Co-curricular activities

Interschool sports and Carnivals

Community based learning

Celebration of Learning Days

School Camps

School Captains and Sport’s Captains

Breakfast Club

Senior School Graduation Dinner

How information and communication technologies are used to assist learning

Throughout the school, information and communication technologies have become embedded in every unit of work. They range from the use of alternate symbol programs to enhance communication, literacy and comprehension through to specific programs such as Clicker 5 and YouTube. All classrooms have an interactive whiteboard that enables maximum use of some of these technologies. Computers and iPads are utilised throughout the school.

Social climate

Overview

Excellence in teaching and learning enhanced through a supportive, safe school environment in which all students achieve their potential is a key priority. The social climate of the school is focused on achieving this goal through:

Implementing the School Responsible Behaviour Plan for students to provide a safe environment

Providing strong educational leadership by providing engaging and enriching programs

A framework for supporting student behaviour by focussing on the needs of each individual through Positive Behaviour for Learning (PBL)

The three school rules(Be Safe: Be Friendly; Be a Learner)

Maintaining effective partnerships with parents and carers

Up-skilling of staff in PBL strategies, ESCM assisting in the provision of a whole school approach to supporting positive behaviour which promotes consistency across the school

Effective collection and analysis of student behaviour data

Encouraging students to self-manage their behaviour

Parent, student and staff satisfaction

Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.

Table 3: Parent opinion survey

Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child is getting a good education at school (S2016) 100% 100% 100%

this is a good school (S2035) 90% 100% 100%

their child likes being at this school* (S2001) 100% 100% 100%

their child feels safe at this school* (S2002) 100% 100% 100%

their child's learning needs are being met at this school* (S2003) 100% 100% 100%

their child is making good progress at this school* (S2004) 90% 100% 100%

teachers at this school expect their child to do his or her best* (S2005)

100% 100% 100%

teachers at this school provide their child with useful feedback about his or her school work* (S2006)

100% 100% 100%

teachers at this school motivate their child to learn* (S2007) 100% 100% 100%

teachers at this school treat students fairly* (S2008) 100% 100% 100%

they can talk to their child's teachers about their concerns* (S2009) 100% 100% 100%

this school works with them to support their child's learning* (S2010) 100% 100% 100%

this school takes parents' opinions seriously* (S2011) 90% 100% 100%

student behaviour is well managed at this school* (S2012) 100% 100% 100%

this school looks for ways to improve* (S2013) 100% 100% 100%

this school is well maintained* (S2014) 100% 100% 75%

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Table 4: Student opinion survey

Percentage of students who agree# that: 2016 2017 2018

they are getting a good education at school (S2048) 100% 100% na

they like being at their school* (S2036) 100% 97% na

they feel safe at their school* (S2037) 93.3% 96.8% na

their teachers motivate them to learn* (S2038) 100% na

their teachers expect them to do their best* (S2039) 100% 100% na

their teachers provide them with useful feedback about their school work* (S2040)

na

teachers treat students fairly at their school* (S2041) 91.7% 92.9 na

they can talk to their teachers about their concerns* (S2042)

their school takes students' opinions seriously* (S2043)

student behaviour is well managed at their school* (S2044)

their school looks for ways to improve* (S2045)

their school is well maintained* (S2046)

their school gives them opportunities to do interesting things* (S2047) 100% 96.9% na

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 98% 100% 100%

they feel that their school is a safe place in which to work (S2070) 89% 92% 91%

they receive useful feedback about their work at their school (S2071) 98% 97% 85%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)

96% 96% 90%

students are encouraged to do their best at their school (S2072) 98% 100% 100%

students are treated fairly at their school (S2073) 100% 100% 97%

student behaviour is well managed at their school (S2074) 98% 97% 91%

staff are well supported at their school (S2075) 89% 93% 75%

their school takes staff opinions seriously (S2076) 89% 95% 76%

their school looks for ways to improve (S2077) 96% 98% 97%

their school is well maintained (S2078) 100% 100% 100%

their school gives them opportunities to do interesting things (S2079) 98% 100% 91%

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Parent and community engagement

Parents are considered an integral component of students’ success at school within all aspects of learning.

Parents are invited twice a year to participate in developing an Individual Curriculum Plan (ICP) that

incorporates the learning outline for the student for the year. This process ensures parents are

aware of the units of work planned and developed for their child’s class for the year and how this

learning will be explored for their child. Specific goals are identified for each student within the ICP

and the school works in partnership with the families to meet these goals.

Student learning is reported twice a year through student reports.

Parents are invited to Celebration of Learning days that occur once a semester. These days

showcase the learning for the term and may involve student performance, galleries, expos and work

samples. These days are well attended by parents, and many extended family members. These

days are a highlight for many families as it showcases students’ abilities.

The senior school hold an annual morning tea to outline the requirements for participation on

vocational education. This morning tea includes information about agencies and support for a young

person preparing to leave school. Workshops or presentations are held throughout the year to

provide information for families of Senior School regarding post school opportunities.

Annual events include: Book Week, Sports Day, Day for Daniel, NAIDOC Week, P & C Events,

Senior Graduation Dinner

P & C Membership, fundraising and contributing to school resources

Classroom volunteers

Daily communication with parents through student communication books, emails, phone calls,

postcards, Newsletters

Respectful relationships education programs

The three school rules: Be a Learner, Be Friendly and Be Safe are embedded across all school areas and are regularly and explicitly taught in scheduled weekly lessons. Bundaberg Special School implements the Responsible Behaviour Plan for Students which clearly articulates the strategies utilised to support student behaviour. All students at Bundaberg Special School have a Universal Behaviour Support Plan tailored to their specific needs.

Tier 1 PBL meetings are held fortnightly and data is analysed and shared across the school. Each sector analyses their own cohort data regularly and implements programs to support the reduction of any problem behaviour.

Tier 2 PBL meetings are held every fortnight for those students requiring more support. Teachers refer students requiring additional support to the Tier 2 Team. Functional Behaviour Assessments are then initiated and further supports and interventions planned and implemented.

Tier 3 interventions occur through Stakeholder meetings involving staff from the school, outside agencies and parents/caregivers.

The Positive Behaviour for Learning (PBL) team were committed to making Bundaberg Special School a safe and friendly learning environment that accepts difference and embraces diversity. Students were encouraged to gain awards for following the school’s expectations. Lessons were taught, data collected and reviewed by the team, with support given to students based on need. Positive behaviours were celebrated at every assembly and names of PBL awardees published in the newsletter.

Bundaberg Special School has a dedicated Health and Wellbeing teacher who works with class groups and individuals to ensure specific lessons are taught regarding personal safety and awareness, including identifying and responding to abuse and violence and developing students’ knowledge and skills around conflict resolution and to recognise, react, and report when they or others are unsafe.

School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence

2016 2017 2018

Note:

School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.

Short suspensions – 1 to 10 days

26 10 21

Long suspensions – 11 to 20 days

0 1 0

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

Bundaberg Special School aimed to reduce unnecessary wastage of power through management strategies such as utilizing dehumidify rather than cold air conditioner settings. As many of our students find it difficult to regulate their body temperatures, air conditioning in all classroom is essential to maintain health and wellbeing. Water usage is reduced through good water management practices and the fulltime School Facilities Officer ensured best use of school resources through converting some garden areas to lawn.

Table 7: Environmental footprint indicators for this school

Utility category

2015–2016

2016–2017 2017–2018

Note:

Consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool* by schools. The data provides an indication of the consumption trend in each of the utility categories which impact on this school’s environmental footprint.

*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.

Electricity (kWh)

120,860 164,694 162,927

Water (kL) 7,577 8,994

School funding

School income broken down by funding source

School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at.

How to access our income details

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘Finances’ and select the appropriate year to view the school financial information.

Note:

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.

Our staff profile

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 37 49 <5

Full-time equivalents 31 32 <5

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

Table 9: Teacher qualifications for classroom teachers and school leaders at this school

Highest level of qualification

Number of qualifications

*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Doctorate 0

Masters 6

Graduate Diploma etc.* 5

Bachelor degree 26

Diploma 0

Certificate 0

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $70,224

The major professional development initiatives are as follows:

QASEL, SECC and ISAAC Conferences

PODD, MAPA and Reboot training

Autism Workshop

Jane Farrall Consultancy

Pete Stebbens Leadership Forum

Certificate IV in WH and S

The proportion of the teaching staff involved in professional development activities during 2018 was 100%.

Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

Staff attendance for permanent and temporary staff and school leaders.

97% 96% 96%

Proportion of staff retained from the previous school year

From the end of the previous school year, 100% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance

The overall student attendance rate in 2018 for all Queensland state Special schools was 87%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school

Description 2016 2017 2018

Overall attendance rate* for students at this school 91% 90% 88%

Attendance rate for Indigenous** students at this school 96% 92% 88%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 12: Average student attendance rates for each year level at this school

Year level

2016 2017 2018 Year

level 2016 2017 2018

Notes:

1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.

2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

3. DW = Data withheld to ensure confidentiality.

Prep 89% 85% 86% Year 7 89% 87% 86%

Year 1 86% 86% 80% Year 8 96% 91% 83%

Year 2 89% 85% 87% Year 9 92% 93% 85%

Year 3 94% 89% 86% Year 10 95% 93% 94%

Year 4 88% 89% 90% Year 11 92% 95% 90%

Year 5 89% 90% 86% Year 12 91% 94% 94%

Year 6 87% 90% 88%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

Description of how this school manages non-attendance

Queensland state schools manage non-attendance in line with the Queensland Department of Education procedures: Managing Student Absences and Enforcing Enrolment and Attendance at State Schools; and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Non-attendance is managed in state schools in line with the Department of Education procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. Parents contact the school when a student is absent and identify the reason for the absence. Staff meet the buses and taxis in the morning and check for student absence. Rolls are marked daily in every classroom and absenteeism is monitored. If a student is absent for more than one day, staff call the parents. Long absences or poor attendance is managed through the school’s administration according to policy.

Year 12 Outcomes

Tables 13–15 show for this school:

a summary of Year 12 outcomes

the number of Year 12 students in each OP band

the number of Year 12 students awarded a VET qualification.

Details about the types of outcomes for students who finish Year 12 are available in the annual Year 12 outcomes report.

Additional information about the AQF and the IBD program are available at www.aqf.edu.au and www.ibo.org.

Table 13: Outcomes for our Year 12 cohorts

Description 2016 2017 2018

Number of students who received a Senior Statement 10 11 15

Number of students awarded a QCIA 9 11 15

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12

0 0 0

Percentage of Indigenous students awarded a QCE at the end of Year 12

0% 0% 0%

Number of students who received an OP 0 0 0

Percentage of Indigenous students who received an OP 0% 0% 0%

28

21

18

16

12

16

31

26

21

26

41

45

0% 20% 40% 60% 80% 100%

2018

2017

2016

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%

Description 2016 2017 2018

Number of students awarded one or more VET qualifications (including SAT)

6 7 11

Number of students awarded a VET Certificate II or above 1 1 1

Number of students who were completing/continuing a SAT 0 0 0

Number of students awarded an IBD 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD

Percentage of Year 12 students who were completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification

60% 64% 73%

Percentage of QTAC applicants who received a tertiary offer.

Notes:

• The values above:

− are as at 11 February 2019

− exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

• Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 14: Overall Position (OP)

OP band 2016 2017 2018

Note:

The values in table 14:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

1-5 0 0 0

6-10 0 0 0

11-15 0 0 0

16-20 0 0 0

21-25 0 0 0

Table 15: Vocational Education and Training (VET)

VET qualification 2016 2017 2018

Note:

The values in table 15:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

Certificate I 6 7 11

Certificate II 1 1 1

Certificate III or above

0 0 0

Certificate I Access to Vocational Pathways Certificate I Agrifoods Certificate I in Construction Certificate II in Allied Health Services Certificate I in IMDT

Apparent retention rate – Year 10 to Year 12

Table 16: Apparent retention rates for Year 10 to Year 12 for this school

Description 2016 2017 2018

Year 12 student enrolment as a percentage of the Year 10 student cohort

120% 100%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort

100% 133%

Notes:

1. The apparent retention rate for Year 10 to Year 12 = the number of full time students in Year 12 expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Student destinations

The Queensland Department of Education conducts annual surveys that capture information about the journey of early school leavers and Year 12 leavers from school to further study and employment.

Early school leavers

The destinations of young people who left this school in Year 10, 11 or before completing Year 12 are described below.

This school works closely with a range of external agencies to support students who left school early. Our Principal, Deputy Principal, or Guidance Officer liaises with early school leavers and their parents, providing a service ‘beyond the school gate’ to assist early leavers make a successful transition to other educational pursuits, employment or other post-school options.

There were no early school leavers in 2018.

Next Step – Post-school destinations

The results of the 2019 Next Step post-school destinations survey, Next Step – Post-School Destinations report (information about students who completed Year 12 in 2018), will be uploaded to this school’s website in September 2019.

To maintain privacy and confidentiality of individuals, schools with fewer than five responses will not have a report available.

This school’s report will be available at http://www.bundabergspecs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx