2016 minerva school annual report - amazon s3...minerva school eton st sutherland, 2232...

Minerva SchoolAnnual Report

2016

5616

Printed on: 5 April, 2017 of 12 Minerva School 5616 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Minerva School as an account of the school's operationsand achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Sara Swift

Principal

School contact details

Minerva SchoolEton StSutherland, 2232www.minerva-s.schools.nsw.edu.auminerva-s.School@det.nsw.edu.au9521 3439

Message from the Principal

2016 has been a year of change and impact for the Minerva School community. Substantial and significant Departmentof Education initiatives have been rolled out throughout the year which have resulted in the introduction of new businessand management systems. Despite the challenge and uncertainty that change can bring, Minerva School has showngreat growth and optimism throughout the year. Our students have accessed some wonderful learning opportunities andholistic programs, staff have engaged in rigorous and relevant professional learning to continually improve our practiceand parents, families and communities have participated enthusiastically as collaborative partners in their children'seducation.

I am extremely proud of our vibrant Minerva School community – we all work tirelessly together to ensure positive social,emotional and functional outcomes for each individual student. Roll on 2017 – let's build on the success of 2016!


School background

School vision statement

At Minerva School we believe in an individualised, holistic and collaborative approach to education, with staff working inpartnership with parents, carers and professional service providers.

Minerva School aims to maximise positive student outcomes through a range of educational, sensory, social andemotional wellbeing programs, enabling our students to become successful members of the wider community andlife–long learners.

School context

Minerva School is a School for Specific Purposes located in Sutherland that services the complex learning and welfareneeds of approximately 50 students from Years 3–12, with intellectual disability, autism and mental health needs.

The school provides a modified K–6 program and 7–12 Life Skills curriculum. All students have individualised learning &support programs that are developed in collaboration with parents, carers, community and a range of health andvocational services to address students’ unique educational, social, emotional and sensory needs.

The school physical environment supports the learning programs of students such as; the sensory garden, sensory roomand trampolines.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued. This year, our school undertook self–assessment using theSchool Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence byproviding a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

Throughout 2016 our executive has met regularly to discuss the School Excellence Framework and its implications forinforming, monitoring and validating Minerva School's progress towards achieving the goals of our current School Plan.We engaged with the School Excellence Framework self–assessment survey as a means of identifying our areas ofstrengths and areas for further development. Staff has found the Framework to enable specific and relevant reflection onprogress across the school.

In the domain of Learning, our efforts again have concentrated on engaging students in meaningful and individualisedlearning programs and experiences. We have planned collaboratively through case management meetings andIndividual Learning and Support plan meetings to meet the complex wellbeing needs of our students. In 2016 weengaged with a new assessment tool for students with special needs called SWANS. This program has provided us witha means of accurately assessing baseline data, planning for individual academic and Life Skills progress and evaluatingand tracking student achievement and success.

In the domain of Teaching we continue to work towards developing a collegial culture to support a classroom observationprogram and we have supported our teachers to develop Performance and Development goals which are aligned withschool focus areas.

In the domain of Leading, this year has focused mainly in the area of school planning, implementation and reporting. Ourexecutive team have worked to determine what evidence we can collect which will demonstrate our achievement of acollaboratively developed school vision and strategic directions.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

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

Student Learning

Purpose

To ensure that students are engaged in appropriate, individualised and meaningful learning experiences. Staff will focuson a holistic approach to meet the complex welfare needs of our students while providing a rich, supportive educationalenvironment.

Overall summary of progress

Our students continue to be challenged and engaged with individualised learning experiences. Minerva has shown greatgrowth towards this strategic direction throughout 2016. Teachers have developed relevant and collaborative LearningPlans informed by parents and therapists and have continued to provide meaningful teaching and learning programs, LifeSkills programs, community access and work experience programs. This year we have introduced a new suite ofassessments which have enabled our staff to undertake relevant and comprehensive assessments of each studentacross a range of domains. The data from these assessments has led to the development of rigorous learning programsbased on defined student areas of strength and support needs.

Our focus has been on providing a variety of holistic programs which support the wellbeing of our students. This year ourPositive Behaviour for Learning rules and expectations have become embedded across the school and are supportedeach week through explicit SRC Choice of the Week lessons. Our Mind Matters implementation plan has beendeveloped and this year we have worked to actively engage our parent and community body. We have opened a ParentResource Room and hosted Parent Coffee and Chat sessions as a means of informing and supporting parents aboutsuch topics as emotional and social development and mental health support issues.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increased number of clinicsconducted at the school.

Although we have been unable to establish clinicsat the school, our focus on Individual andcollaborative planning and support has continuedand strengthened. ILP meetings have been wellattended and School Counsellor assists in individual case management liaising with doctorsand medical supports. Minerva has taken part in atrial of the use of SWANS – a system for accuratelyassessing development of students with specialneeds across a number of domains. Staff familiarwith assessment format and confident to use it as atool for programming.

From current baseline data areduction in student emotionaloutbursts in the classroom andplayground.

Our Playground Program has continued withnotable success and is supported by our SchoolChaplain and our Student Support Officer. Blue Slipdata indicates improved playground interactions.

Mind Matters audit and surveysgathered

Our initial Mind Matters surveys indicated that ourgreatest area of need was to work more inclusivelyand collaboratively with parents and families. Thisyear we have responded to the need in severalways: opening a parent resource room; hostingParent Coffee and Chat information mornings anddelivering relevant professional learning. Openingof room well attended by parents and families

RAM Equity loading $123 –hospitality for opening ofparent resource room.

Next Steps

Continue to report on individual student progress in meaningful mid–year and end of year reports


Consolidate PBL and Mind Matters strategies and information across the school

Collect and analyse second year data from the Playground Program – number of incidences of reactive behaviours



Staff Learning

Purpose

To develop an approach which continually builds the capabilities for all teaching and support staff so they have thecapacity to provide holistic educational programs to meet the diverse needs of all students. Teaching and support staffwill engage in individualised, meaningful and shared professional development for the 21st Century Learner.


Staff professional learning has continued to be rigorous and relevant throughout 2016 and all staff are working welltowards this strategic direction. Learning and sharing sessions have seen staff work collegially to develop knowledge,understanding and confidence in utilising iPad technology in the classroom. All staff are proficient at developing their ownperformance development goals aligned with school focus areas and are now becoming more confident at activelyseeking out relevant professional learning opportunities. The classroom observation program continues to encourage ashared responsibility for improved teaching practice and student learning.




All teachers using technology(iPads) innovatively and withconfidence.

Our iPad coordinator has attended relevantprofessional learning opportunities and hasregularly shared her knowledge and practice withstaff to encourage creativity and regular use in theclassroom to support student learning.

$1,200 from P&C donationto purchase technology andapps.

Classroom Observation Policydeveloped.

Executive staff provide mentoringand collegial peer feedback.

Collegial classroom observations are nowembedded as part of the teaching practice atMinerva School. Staff feel supported andre–energised from specific and constructivefeedback.

Great Teaching, Inspiredlearning funds used torelease supervisors forclassroom observationvisits.

Professional Learning aboutPerformance and Developmentprocess attended by all teachers.

PD goals aligned with Schoolstrategic Directions.

All teachers have developed PL goals aligned withschool plan priorities and are now actively seekingrelevant PL for themselves.

Professional learning funds.

Next Steps

Staff will continue to contribute to the planning and monitoring of their own professional learning.

Staff will actively source relevant professional learning opportunities

Staff will continue to share their knowledge and expertise as a way of building collective capacity for improved practice.



Community Culture and Values

Purpose

To work with the school community to develop a culture of collaborative decision making processes that establishes aculture of values including ‘parents as partners’ providing improved knowledge, practice and professional engagement.


Minerva School maintains a strong tradition of working closely with families and the community; from the collaborativedevelopment of Individual Learning Plans to fundraising activities and community access involvement. This year, with thecollaborative process involved with the development of our Positive Behaviour for Learning matrix of behaviourexpectations and with our focus on involving parents and families in awareness of mental health and wellbeing throughMind Matters, the school community has been actively engaged and working with school staff to develop relevant andcontext specific focus areas and goals. This has resulted in an invigorated and driven sense of purpose and of workingtogether.




PBL matrix of expectationsdeveloped with school andcommunity.

PBL matrix of behaviour expectations developed incollaboration with staff and parents. School rulesformed from matrix and visual signs displayedthroughout the school. PBL expectations nowaligned with the SRC Good Choice of the Week andweekly lessons explicitly taught to reinforceexpectations.

RAM funding and EngagingParent Community Fundingto be used for printing ofsignage.

Reduced incidents of anti–socialbehaviour on the playground

Playground Program continues to be implementedeffectively across four days of the week, supportedby the School Chaplain and Student SupportOfficer.

$33,000 flexible wellbeingfunding to employ StudentSupport Officer

ESES project commenced –development of a wellbeingresource for families andteachers

Throughout 2016 a new ESES team wasestablished and a new project commenced. Thisproject is the development of a Wellbeing resourcefor families and mainstream teachers. Work isprogressing well and expected launch date to bemid 2017.

$28,000 funded ESESprograms – CommonwealthGovernment second round.

Next Steps

School will continue to work closely with families and the community to encourage engagement and participation atschool events

School will continue to host Parent Coffee and Chat sessions each term

School will continue to host Parent Open Mornings each term focusing on different Key Learning Areas

PBL and Mind Matters Teams will work towards embedding implementation plans across the school

ESES website will be launched and accessible to parents and staff by mid 2017.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Two students identify as being Aboriginal andTorres Strait Islander, both of whom havePersonalised Learning and Support plans.

This year we worked with Taronga Zoo andhosted a school incursion, Animals of theDreaming which developed understandingand knowledge of Aboriginal connection toLand and Country.

$430 for casual teachersalary

$355 for Taronga Zooworkshop

Socio–economic background This year we have used our RAM funding tofacilitate relevant professional learning andpay for casual teacher and SASS salaries(PBL and Mind Matters) as well as forteaching resources to support our focus onwhole school wellbeing initiatives.

$3198 casual staff costs

$1425 teaching resources


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 45 53 44 39

Girls 1 1 2 2

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

Employment

TAFE entry

University Entry

Other 100

Unknown

All graduating Yr. 12 students from 2016 gained entryto suitable post school Community ParticipationPrograms around the local area.

Year 12 attaining HSC or equivalent

All Yr. 12 students graduated from school with a LifeSkills HSC.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 6.76

Teacher Librarian 0.4

School Administration & SupportStaff

10.82

Other Positions 0.2

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 73

Postgraduate degree 37

Professional learning and teacher accreditation

All teaching staff are accredited with NESA asProficient and all are continuing to work towardsmaintaining their Proficient status by engaging inrelevant professional learning courses which align withour current school plan.

In 2016 staff has received professional learning in theareas of: Code of Conduct, Child protection, CPR andAnaphylaxis, PBL, School Excellence Framework, DataCollection, Work/Life balance, Trauma Informed Care,Sensory Regulation and Pilates.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.


Income $

Balance brought forward 169 077.50

Global funds 137 378.00

Tied funds 85 438.24

School & community sources 15 393.25

Interest 3 308.58

Trust receipts 2 122.50

Canteen 0.00

Total income 412 718.07

Expenditure

Teaching & learning

Key learning areas 2 905.72

Excursions 426.50

Extracurricular dissections 2 263.68

Library 0.00

Training & development 0.00

Tied funds 47 620.23

Short term relief 43 751.86

Administration & office 14 411.37

School-operated canteen 0.00

Utilities 18 665.68

Maintenance 13 438.28

Trust accounts 2 254.93

Capital programs 10 164.68

Total expenditure 155 902.93

Balance carried forward 256 815.14

The information provided in the financial summaryincludes reporting from 1 December 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 315 892.83

(2a) Appropriation 311 459.51

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 4 176.76

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 256.56

Expenses -72 489.03

Recurrent Expenses -72 489.03

(3a) Employee Related -53 280.72

(3b) Operating Expenses -19 208.31

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

243 403.80

Balance Carried Forward 243 403.80

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.


2016 Actual ($)

Base Total 404 229.23

Base Per Capita 6 020.85

Base Location 0.00

Other Base 398 208.38

Equity Total 5 221.43

Equity Aboriginal 1 278.02

Equity Socio economic 3 943.41

Equity Language 0.00

Equity Disability 0.00

Targeted Total 1 662 380.30

Other Total 1 594.00

Grand Total 2 073 424.96

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

Throughout 2016 the school sought the opinions andfeedback of parents, students and teachers acrossseveral different areas.

Staff and parents were consulted and surveyed aboutfocus areas for future development in the domains ofstudent wellbeing and behaviour. This resulted in thedevelopment of our Positive Behaviour for Learningmatrix of behavioural expectations and it also informedthe development of a whole school Mind Mattersapproach to fostering understanding and buildingcollective capacity around mental health support forstudents and families. Our parents were also asked toprovide feedback on our new school report format andon some parent information sessions we hostedthroughout the year. The feedback was overwhelminglypositive.

Policy requirements

Aboriginal education

During 2016 the Taronga Zoo mobile was booked tovisit Minerva school for a whole school incursion. Theincursion was designed from an Aboriginal perspectiveand sought to educate and share an understanding ofthe Aboriginal connection to Land and Country.

Aboriginal elder Col Hardy headed up the team. Hebrought his didgeridoo and guitar. We were treated to afew songs. There were also boomerang clapsticks,clapsticks,percussion tubes and rasps. Students wereinvited to participate by singing, dancing and playing

these musical instruments.

During the visit, the students were able to meet, learnabout and interact with native animals. These included‘Animals of the Dreaming’ such as crocodiles,snakes,frogs, lizards and possums for a very hands onexperience. The students engaged well and enjoyedmeeting with the animals.

Minerva School continues to embed Aboriginaleducation and learning opportunities across our schoolcurriculum and we are continually updating and addingto our library of Indigenous readers and resources.

Multicultural and anti-racism education

Each year Minerva School celebrates Harmony Dayand engages students, staff and parents with thethemes of tolerance and celebration. In 2016 studentswere encouraged to wear orange to school incelebration of diversity. They participated in classbased activities which celebrated our multi–culturalAustralian identity.

Other school programs

Mind Matters

In 2016 the Minerva Mind Matters Action teamsurveyed our parents to determine areas in which weare currently doing well and areas that would benefitfrom further development. As a result we identifiedMind Matters Component Three: meeting parents'information needs and communicating with parents asa priority focus.

In response, we set up a designated Parent ResourceRoom, basically a‘meet and greet’ space with a libraryof resources on a wide range of topics relating tomental health, parenting courses, support agencies,NDIS, respite services and more.

The official opening of the Parent Resource Room wasacknowledged as most worthwhile and that it will onlycontinue to strengthen and improve the positive mentalhealth culture in our school.

As part of the Mind Matters Implementation Plan forMinerva School we scheduled informative ParentCoffee and Chat Sessions each term. So far parentshave attended well and have expressed positivesupport. Topics we engaged with in 2016 were: sensoryprocessing and Positive Behaviour for Learning.

Next year we will be providing relevant and ongoingprofessional learning for all staff and regularopportunities for parents to discuss individual studentneeds, as well as updating our school website toinclude Mind Matters updates and investigating MinervaSchool Facebook.

Positive Behaviour for Learning

The school made progress in 2016 in regards to


Positive Behaviour for Learning. throughout the yearwe: • Surveyed staff, parents and students to determine

school expectations and values • Staff developed a Behaviour Matrix • Hosted a School Open Day and presented to

parents an introduction to PBL • Presented new school expectations to students • Displayed school expectations signs across the

school environment and embedded theexpectations in weekly assembly via SRC GoodChoice of the Week.

• Attended Universal Prevention(Anti–Bullying)Training

• Linked expectations to SRC activities in mappingour weekly behavioural focus (SRC Good Choiceof the Week)

• Regularly shared general PBL information withparents through our school newsletter

• Continued to collect data throughout the year onstudent behavioural incidents as well as onstudent awards and achievements

Work Experience

The structure of the workplace learning programcontinues to be reviewed and flexible enough to meetthe ever changing needs of our students. A continuedfocus on individualising the workplace learningexperiences of students ensures that studentsworkplace learning skills are maximised.

In 2016 we established the ‘Green Team’, a newinitiative to cater for individual needs. Thisenvironmental group focused on taking ownership andpride in their own back yard by helping with the Minervagrounds and the School Sensory garden; learningabout bush regeneration, with 3 visits to join a group atJoseph Banks Reserve Kareela and visits to a localhorticulture ‘inclusive classroom,’ at the SylvanvaleGarden House Sutherland

This year we had one student who attended asupported work placement, the Caringbah Craft Centre,and learned how to make wooden toys.

Student groups attended Civic Industries for supportedwork placements and learned how to travel safely anduse their Opal cards.

One student was enrolled in a TVET retail accesscourse and related supported work placements withCDSWEP (Combined District Schools Supported WorkExperience Program) which took place at BunningsCaringbah and Coles at Miranda Westfield.

Another of our students was enrolled in acorrespondence TVET Animal Studies course andrelated independent work placements throughout theyear. These included: Dog Wash Café, Hanrob PetHotels and Manly Sea Life Sanctuary.

Library

2016 saw the implementation of a new library systemcalled Oliver, a web based learning and librarymanagement tool. Classes spent time learning about

the new system, and creating their own ‘My Library’page which can be accessed through their portal atschool and home. The interactive and visual capacityvastly improves the experience for Minerva students. Itdelivers digital content such as eBooks and websites toour school. More complex searching for digitalresources is available for staff and students.

We are proud to state that in 2016 30 studentscompleted their Premiers Reading Challenge!

Parents again came to visit and read with students forour buddy reading program in Education week. Theinclusion of the community is a valued part of theschool program and part of our whole school plan.

Grants and Fundraising

In 2016 Minerva School was successful in receivinggrants from the Commonwealth Bank, for $10,000 andthe Skin Cancer Council, for $25,000. These grantsmade a vast difference to the resources and facilitieswhich were able to be accessed by the students. TheCommonwealth Bank grant is going towards theestablishment of a school gymnasium and the $25,000grant has been used to install some much needed sunprotection shade sails throughout the schoolplayground.

As well as the support received from our communitypartners grants, the school community of parents andstaff rallied together to host our major fundraisingevening for the year, Comedy for a Cause. Thisevening of entertainment and social interaction raisedthe school a staggering $13,000. These funds will beused throughout 2017 to establish and construct aMinerva Community Garden, supplying students andthe local community with fresh vegetables, fruit andeggs.

Student Representative Council

Minerva School has a very active SRC, withrepresentatives voted in by their peers from the juniorand senior years. Last year the SRC organised andhelped to run a variety of fun activities for the studentssuch as: end of term disco; staff vs students sportsafternoons and stalls for Mother's Day and Father'sDay. The students worked hard to raise funds for thepurchase of a school Wii. The SRC members thoughtthis would be a good reward for the class who wins theGood Choice of the Week award and it has proved tobe very popular. The SRC also supported the initiativeFooty Colours Day, which raised funds for the FightCancer Foundation.

The SRC continues to create and star in videos whichhighlight the Choice of the Week. These videos are avery popular assembly item and are attended to well bythe student group. Each week the SRC consider andelect a class that has made good choices throughoutthe week and have demonstrated an understanding ofthe Good Choice of the Week.


2016 minerva school annual report - amazon s3...minerva school eton st sutherland, 2232...

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