North Gosford Learning Centre

Annual School Report 2014

5760

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School context

Purpose

North Gosford Learning Centre (NGLC) is a specialised school catering for students in years 5 – 10 with significant behavioural difficulties.

We aim to assist students in a successful full time return to their home school. Students learn new skills in a structured environment whilst maintaining attendance and contact with their home school.

The programs teach students the social, emotional, behavioural and academic skills necessary to make a successful transition back to their home school and continue further study. Programs focus on positive interactions, through innovative, appropriate and relevant curricula based on current educational research.

Some secondary students participate in alternative vocational training rather than returning to their home school. 30 students attended NGLC in 2014 - 28 high and 2 primary aged students.

In 2014, 10 students fully re-integrated to mainstream school settings. 9 students successfully accessed post school training and employment. 3 students accessed higher support programs and another 9 students are continuing programs at North Gosford Learning Centre. This work required NGLC staff to intensively liaise with families, home school settings and their staff.

Principal’s message

2014 is our eighth year of operation focusing on supporting students and their families to re-engage in learning. Another year of departmental structural and service delivery reform has benefitted our programs. This has provided new

funding streams enabling us to offer broader program and staffing flexibility. We continued our program delivery restructure in 2014 focusing on student completion of accredited and non-accredited training. Our students receive coordinated recognition for their work at NGLC along with access to our innovative VIVO reward system.

This year we supported students in 2 primary and 12 secondary settings. We strengthened the school’s established strategies and processes supporting student successful participation in regular schools. Student destination outcomes were maintained with students returning to their home schools, more appropriate higher support, or supported post school settings.

Our primary goal remains a focus to promote and develop student and family wellbeing. This enables positive participation specifically in school and generally in the local community.

Our success is also reflected in the demand for our staff expertise to support home school staff in best managing disruptive behaviour. This need has been identified as a major finding from school responses in the evaluation undertaken by private consultants (EXSEL). EXSEL was employed in Term 4, 2014 to identify areas of improvement for future years.

Specialist support personnel assist our students, their families and schools. Home schools partner with us working with families and students with complex personalised learning and support needs.

Membership of the Valley Schools Learning Community (VSLC) provides a wide range of collegial and professional opportunities. NGLC had a leadership role in the VSLC Aboriginal education initiative in 2014.

The NGLC team is highly regarded across the central coast area. NGLC personnel are enablers for our students and their families. Basically, the NGLC team addresses complex student and family profiles, utilising key relationships and determined advocacy.

The team is constantly improving their knowledge and skills and willingly donates their time, expertise and personal resources to raise valuable funds benefitting NGLC’s reputation and program quality.

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We have an active and productive Parents and Citizens Association. I value the support and encouragement provided by this small dedicated group and look forward to their continued partnership.

Our many community partnerships produce excellent outcomes further benefiting our students. Partnerships with Gosford Private Hospital and Gosford North Rotary remain key factors contributing to program success.

In conclusion, as Principal of this school I am delighted and proud to present this report to our school community. The report will provide information on school achievements, initiatives and evaluations of the 2014 school year.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school's achievements and areas for development.

Daniel Hayes – Principal

P & C Association

The support of the whole school community is invaluable as we all work together to provide the best opportunities for the students of North Gosford Learning Centre (NGLC).

Due to the unique structure of the school with students coming from various schools and suburbs throughout the Central Coast, we rely on a dedicated group of volunteer parents, community leaders and staff, to attend our once a term P&C meetings as well as participate in our fund raising activities. 2014 was another good year for the North Gosford Learning Centre Parents & Citizens Association as we played our part in assisting the staff and students in achieving positive educational and social outcomes.

This year’s fundraising highlight was the Bunnings BBQ held at West Gosford, where P&C and school staff worked together throughout the day to raise just under $1500 after expenses. These funds have gone towards sporting and fitness equipment as well as white goods that assist the school in its day to day activities as well as camps and other co curriculum activities to support the students.

The P&C meetings continue to be well attended and are an excellent opportunity to see and hear firsthand the incredible job that the professional staff do in supporting our students. The meetings are always highly informative and collaborative.

On behalf of the parents, carers and citizens of NGLC I would like to thank the staff for the highly professional job they do and invaluable contribution they make to the students and their families.

To this end I would like to personally thank all our P&C members for their valued contribution. We look forward to your ongoing support throughout 2015.

P&C President Bruce Davis

Student information

Student enrolment profile

Students attending NGLC have a documented pattern of behavioural difficulties, which despite intensive interventions, have not been effectively resolved.

NGLC’s maximum enrolment is 21 - there are 3 classes with 7 students per class. The current model is one primary (transition to high school) and two secondary classes. Further classes will be added in 2015.

Students attend from a wide range of Central Coast schools in 2014:

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High Schools

S

tud

ents

Primary / Misc Schools

S

tud

ents

TLSC – Berk. Vale

2

Lake Munmorah PS

1

Wadalba CS

2 North East Distance Education

1

TLSC – Tumbi

5

Narara Valley HS

2

Northlakes HS

1

BWSC – Woy Woy 2

BWSC – Umina

4

Erina HS

2

Gorokan HS

2

Kariong M. HS

1

Terrigal HS 1

Lisarow HS

4

Total: 12 high 28 Total: 2 primary 2

Student attendance profile

Student attendance in 2014 is at 83.1% slightly lower than 2013 data. This was attributable mainly to the poor or non-attendance of a small cohort of students. Attendance data was over 90% without this cohort affecting the overall result.

Management of non-attendance

Student non-attendance is managed initially by close and timely communication between the school and parents. Negotiated partial attendance programs and a range of alternative experiential programs are used to increase the attendance and engagement of specific students.

Planning meetings address difficulties and barriers to regular attendance resulting in clearly defined strategies and supports to ensure improvements in school attendance.

The Assisted School Travel Unit also supports families who have logistical difficulties in transporting students to/from school.

Many NGLC students present with histories of poor attendance. Where inconsistent attendance

continues we work closely with local Home School Liaison Officers to support students and their families to improve attendance patterns.

Post-school destinations

Nine students accessed post school training and employment opportunities. These placements are supported by our staff to ensure students are able to succeed in a post school environment.

Workforce information

It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. Teaching staff meet professional requirements for teaching in NSW public schools. Staff undertake specialised behaviour management training including “Non-Violent Crisis Intervention”.

Workforce composition

Position Number

Principal 1.0

Assistant Principal(s) 1.0

SSP Teacher 2.0

SSP Teacher RFF

0.252

0.258

SSP Teacher Librarian 0.168

Total Teacher Entitlement 4.788

SSP General Assistant 0.2

SSP School Administrative Manager

Level 1

0.976

SSP Sch Learning Supp Officer Behaviour

Disorder

SSP Sch Learning Supp Officer Behaviour

Disorder

3.0

Total Non-Teacher Entitlement 4.176

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

There are currently no Aboriginal staff members working at NGLC.

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Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 100

Postgraduate 20

NSW Institute of Teachers Accreditation 60

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2014

Income $

Balance brought forward 126513.40 Global funds 78205.04 Tied funds 30470.18 School & community sources 27201.14 Interest 3680.57 Trust receipts 582.50 Canteen 0.00

Total income 266652.83

Expenditure

Teaching & learning Key learning areas 11440.07 Excursions 7072.92 Extracurricular dissections 15993.51

Library 0.00 Training & development 1924.76 Tied funds 26152.13 Casual relief teachers 21436.26 Administration & office 22203.61 School-operated canteen 0.00 Utilities 13110.83 Maintenance 20847.79 Trust accounts 5825.61 Capital programs 0.00

Total expenditure 146007.49

Balance carried forward 120645.34

A full copy of the school’s 2014 financial statement is tabled at the annual general meeting of the School parent body. Further details concerning the statement can be obtained by contacting the school.

Academic achievements

Students are engaged in individual academic programs informed by their Personalised Learning Plans (PLP’s). Intensive collection of assessment data ensures that students are working at an appropriate level and improvements are clearly documented.

Literacy and numeracy levels are obtained through the use of the ACER (Australian Council for Educational Research) online Compass assessment. Compass is aligned to the Australian Core Skills Framework (ACSF), the common national reference point for describing performance in the core skill areas. The assessment is specifically designed for disengaged and educationally marginalised young people and adults.

The assessment uses question prompts to actively engage test takers with disrupted exposure to formal education, testing and assessment. Compass is delivered in a flexible, non-intimidating test environment assisting with assessing students disengaged from education.

A systematic battery of assessment tools are used to inform further program development.

NGLC achievement targets in literacy and numeracy were set at 7% - 10% improvements across the school in 2014. Literacy and numeracy data is collected on program entry and then repeated each term of placement or program exit. The following tables indicate that these targets were achieved.

2014 school literacy & numeracy progress

2014 Literacy Numeracy

Whole school +13% +29%

The school recognized an administrative problem with assessments in 2014. Testing was repeated with one to one supervision to gain a more accurate result. Results at assessment can be heavily impacted by external factors and community issues.

Record of School Achievement (RoSA)

Five students have undertaken studies through Distance Education. All received a ROSA. Well done to all participants.

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Significant programs and initiatives

VIVO Reward Program.

The VIVO program continues to be well received by students. The linking of their effort and achievement to tangible results gives real life experience to the students. Financial literacy is also addressed with students saving rewards and working towards accumulating enough credits to obtain products over a period of time. This program continues to evolve.

Enterprise Program.

Students contribute to the funding of reward activities and programs through the school enterprise program. The program develops valuable skills with students taking part in gardening programs and product (bird boxes) construction for sale. This program is now linked to the Certificate 1 in Manufacturing course.

NSW Premier’s Student Volunteering Awards.

All students took part in the volunteering program. Year nine and ten have their efforts rewarded through Premier’s Volunteering Awards certificates. Students volunteer their own time in the community and at school to make a difference. In 2015 we will be standardizing our awards so all ages are recognised equally.

Aboriginal Education

Aboriginal Education programs continued to be an important part of our program. Students develop knowledge and understanding of Aboriginal society and culture. The use of the natural world to obtain foods and products links to our gardening, enterprise and environmental programs. We endeavor where possible to link our students with external programs run through local Aboriginal groups.

Environmental Programs

The school focused on sustainable gardening through 2014. Raised garden beds with pest covers were completed and are now utilized by our school and Koolyangarra Pre-school. Maintenance of the school grounds is a major part of the program.

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School Swimming and Water Safety Program.

Primary aged students take part in this program annually. They have two weeks with a daily 45 minute lesson. This year a number of high school students were also given the opportunity to participate.

School to Work: Creating Future Pathways

Work Experience

We again thank our work placement partners Booth’s Automotive, Koolyangarra Kindy and Gosford Private Hospital. These employers go out of their way to accommodate our students. The skills and experiences gained cannot be replicated in classroom settings.

Pre School Garden Program.

Koolyangarra Pre-school students utilized our raised garden beds. The students enjoy taking part in the program and look forward to the opportunity to prepare and eat the produce.

WoodWork.

Thanks again to Henry Kendall High School for supporting our woodwork program. They allow access to a fully functional workshop for the duration of the program. Students produced a “noughts and crosses” set, tool carry all, bird/possum boxes, bat boxes and a foot stool. This program is linked to the Certificate 1 in Manufacturing course.

Surf Survival.

The Surf Survival program in 2014 allowed a number of students to achieve their Surf Survival Certificate. Skills developed in this program will stay with the students for the rest of their lives. All students demonstrate an increased confidence and ability in varied surf conditions.

School Snow Trip

Eleven students had the opportunity to attend a snow camp at Perisher Blue. Students and staff stayed at the Magic Castle Apex Lodge at Smiggin’s Hole. All who attended had a memorable experience. Thanks to our 2 Rotary volunteers and 3 community volunteers.

Wednesday Community Access Program

Community access was closely linked to the Foreshore program where students are transported in an Inflatable Rescue Boat (IRB) or barge, depending on the project, to waterway areas around the Central Coast in need of maintenance. A substantial amount of waterways rubbish was cleared by our students participating in this innovative program.

NSW Premier’s Sporting Challenge.

This was our fifth consecutive year of the challenge. Well done to all participants. Word is that the staff may be linked into the challenge in 2015. The program challenges students to increase their participation in sport and physical activity to improve their health and wellbeing.

Girls programs

A number of outside agencies became involved in presenting programs specifically aimed at our female students. We would like to thank Burnside, Oasis Youth and Youth Connections for the programs they delivered for our female students. All programs were well accepted and focused on self- esteem, valuing self and others and positive life outlook.

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School planning and evaluation 2012—2014 Key evaluation

NSW public schools conduct evaluations to

support the effective implementation of the

school plan. In 2014 we carried out evaluations

of school organization, focus and professional

learning.

School organisation, focus and professional

learning.

Background

In 2014 we engaged the services of private

consultants – EXSEL to visit and interview key

school and Learning and Engagement team

personnel to assist the centre to address the key

questions:

• “What do mainstream schools require

from the North Gosford Learning Centre

in the transition of students to and from

the school?”

• “What can the Centre do better in order

to meet the needs of students and

schools?”

Interviews were conducted with five high schools,

three primary schools and the Student Learning

and Engagement Team. Information was also

gathered from relevant documentation provided

by the principal.

Staff expertise and the relationships established

between the centre and schools were highly

valued and considered vital to achieving

successful outcomes for students.

Schools identified aspects of the NGLC systems

and operations where the quality of the

intervention could be improved. They also

provided a range of constructive ideas about how

improvement could be achieved.

Suggestions aimed to enhance established good

practice and were presented for consideration of

the principal and teachers at the centre. They

were organised under broad areas of action:

• Ethos of NGLC

• Application and intake systems

• Communication systems

• Curriculum programs at the centre

• Reintegration systems

• Options for students who don’t

reintegrate

• Professional learning

The evaluation provided a valuable insight into

the perceptions and understandings about the

work of the centre. Responses across all

dimensions were overwhelmingly positive.

Schools and Learning and Engagement team staff

indicated that NGLC is a significant and

universally appreciated resource for which there

is a clear need.

The evaluation provided a clear focus area for

planning 2015 – 2017 to improve how we

communicate, work with and support schools to

maximize the reintegration process for NGLC

students.

Parent, student, and teacher satisfaction

In 2014 the school also sought the opinions of

parents, students and teachers about the school.

Their responses are presented below.

Parent feedback was extremely positive and was

formally identified using the Net Promoter Score

(NPS) and School Map to survey parents. The NPS

survey was used to measure parent satisfaction

with student school engagement. The NPS survey

allowed us to identify how well NGLC was

meeting parental expectations and how willing

parents were to recommend our school to other

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parents. The survey identifies parents as either

promoters, passives or detractors of the school.

96% responses were positive (promoters) and

identified the following areas:

Staff: “staff manage student behaviour; students

treated with respect; positive communication

with parents, teachers really care”.

Students: “Enjoying school, attending school for

first time in a year, learning lots of fun and

interesting stuff”.

Findings and conclusions

There is a clear need to review our written

communication regarding mission, focus, intake

processes and re-integration processes. The

conclusions from the review has driven and

identified a need to work more closely with home

schools in the planning stages and to provide

more specific training and support to classroom

teachers.

Future directions

Key aspects for a behaviour school setting is

student management and regular school staff

development needing to identify resources to

support student learning and subsequent staff

development.

Our 2014 annual school review identified the

following 2015 focus areas:

Develop an information package for

school learning and support teams;

NGLC executive to address principal, local

management groups and learning and

support teams to outline and clarify NGLC

processes and responsibilities;

NGLC staff to focus learning and

expertise development in the areas of

functional based assessment of

behaviour, identifying necessary learning

and support adjustments in planning

processes and trauma informed

interventions.

Restructure teaching and support staff

timetables to facilitate access to regular

school settings to support current

students to identify and assist schools

with students experiencing behavioural

difficulties.

School planning 2012—2014: progress in 2014

Targets identified in the 2013 Annual School Report have provided a clear staff focus with pleasing achievements in these areas.

Target 1:

Improvement in program delivery including keeping updated with curriculum changes.

Our achievements in 2014 include:

• All staff training in new Australian curriculum training and development packages;

• All individualized planning identifies relevant aspects of new Australian curriculum.

Target 2:

Implement requirements under the Disability Discrimination Act 1992 and The Disability Standards for Education 2005.

Staff accessed online training to demonstrate understanding of necessary adjustments required under the Act and Standards.

Target 3:

Continue Positive Behaviour Learning (PBL) Phase 2 implementation. Successfully implemented and imbedded new systems in welfare / behaviour data tracking and positive student rewards. Vivo Miles operating effectively with all positive referrals entered into the system. Sentral data collection is now only utilized for welfare or behavioural referrals. Student and parent feedback is extremely positive reflected in reduction of 15% negative referrals in 2014.

Professional learning

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Detailed professional learning plans are developed in consultation with executive staff addressing mandatory and focus learning areas.

Staff accessed training through a range of modalities including school based training, conferences, workshops and online modules. In 2014 staff participated in:

• First Aid Certificate, Anaphylaxis and CPR training

• Workplace Health & Safety

• Non-Violent Crisis Intervention

• Positive Behaviour for Learning training

• Child Protection and Code of Conduct

• Disability Discrimination Act 1992 and Disability Standards for Education 2005

• Positive Partnerships

• New Australian curriculum

Additionally we had two staff awarded Every Student Every School ESES scholarships to study in:

• Masters of Special Education (Behaviour specialisation).

Four of our SASS staff engaged in further education opportunities including:

• Certificate IV in Training and Assessment;

• Certificate IV Business Administration and;

• Certificate IV in Small Business Management.

Expenditure for Teacher and SASS professional learning for 2014 was $6082.13.

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's

practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Daniel Hayes - Principal

Max Hoste – Assistant Principal

Cathie Munns – Senior Administration Manager

Andrew Dewar – School Learning Support Officer

Kathy Harvey – School Learning Support Officer

School contact information

North Gosford Learning Centre

20 Jarrett Street, North Gosford, 2250

Ph: 02 43232800

Fax: 02 43231611

Email: ngosfordlc-s.school@det.nsw.edu.au Web:

www.ngosfordlc-s.schools.nsw.edu.au

School Code: 5760

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

https://detwww.det.nsw.edu.au/high-

performance/annual-school-reports