File - Henbury School

Henbury School
2010 Annual Performance Report to the School Community
DEPARTMENT OF EDUCATION AND TRAINING
Henbury School
Annual Performance Report to the School Community
2010
Carolyn Edwards
PRINCIPAL
Diane Griffin
SCHOOL COUNCIL
CHAIRPERSON
Tony Roberts
DIRECTOR SCHOOL
PERFORMANCE
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SIGNED
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SIGNED
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SIGNED
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DATE
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DATE
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DATE
School Council Chairperson signs
indicating that the Annual
Performance Report has been
endorsed by School Council.
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Henbury School
2010 Annual Performance Report to the School Community
School Overview
Our School: Henbury School is a purpose built Special Needs Comprehensive High School,
located in Darwin for students 12–18 years with a severe intellectual disability or multiple
disabilities. Classrooms are multi level according to how students access the curriculum and
compatibility with peers. Henbury Campus consists of an Administrative Block, 9 classrooms,
indoor hall, kitchen and small library, a hydro therapy pool, as well as a house in an adjoining
street where programs are offered in a real life setting. There are 5 Outreach Classrooms; 2 at
Dripstone Middle School, 1 at Sanderson Middle School, Casuarina Secondary College and
Darwin High School, in which students are taught in classrooms staffed by Henbury staff. Students
in Outreach Classes participate in their own specialised program and some programs of their
mainstream school. Henbury’s Op Shop, ‘Opportunity Knocks’ is the 6th Outreach classroom;
where students are provided with a wide variety of real work experiences and a place to develop
social and work skills in a safe environment.
Our Students: To attend Henbury School, students need to meet enrolment criteria that consist of
an IQ less than 70 and meet criteria in areas of the Adaptive Behaviour Scale. In 2010, we began
the year with 74 students and finished the year with 78 students.
Students are not segregated on the basis of year levels. Students are grouped on ability levels,
learning needs and compatibility with peers. In the Middle Years we had 36 students and in the
Senior Years we had 42 students. 23 were female and 55 males. 25 students were Indigenous.
Our Staff: Henbury School has 16 Classroom Teachers and 16 Special Education Support
Officers AO3 (SESOs). Based on a Primary School non contract model, we also have 2 non
contact teachers. Teaching staff are supported by a Principal, Assistant Principal, 2 ST1, 1 AO2
and 1 AO5. Working in a .5 capacity, we have an AIEW (Aboriginal Islander Education Worker), a
Maintenance Officer, a Health Promoting School Nurse and a School Counsellor. There is 1
Indigenous staff member. A multi disciplinary Therapy Team, including CDT and outside agencies
support our staff. A live in caretaker also adds significantly to the running of our school. The school
has an Outside School Hours Care (OSHC) and a Vacation Program which has a fulltime
coordinator and a 2IC and approximately 10 casual staff.
Our Community: The School Community includes our students, families and carers, staff and
School Council, as well as a wide array of community representatives that provide vocation,
sporting, recreation, specialist services, further education opportunities and potential employees
and post school options.
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Henbury School
2010 Annual Performance Report to the School Community
Principal's Report
Henbury School was acknowledged as a ‘School of Excellence’ in the Teaching in the Territory
Excellence Awards with the nomination of 2 teachers. We congratulate Tamara Wilson who was
awarded the NT Leading Teacher for 2010. The school also won a Chief Executive Highly
Commended Smart Schools Award for VET.
We continue with our strategy to accommodate increasing enrolments by consulting and working
with Principals from Casuarina Secondary College, Dripstone Middle School, Darwin High School
and Sanderson Middle School with the establishment of 5 Outreach Classes at these schools and
with NTDET to potentially expand Henbury Campus in the near future.
We concluded the year without certainty for Commonwealth grants for 2011. Programs for 2011
will have to heavily rely on Equity Funding from NTDET and the writing of grant applications.
Henbury’s motto is ‘Preparing Students for Future Lifestyles’. In 2010 the main focus for the school
was working on developing effective assessment tools, collecting baseline data and producing a
tracking sheet of student achievements. Work training opportunities also saw an emphasis with
Henbury’s Op Shop, Opportunity Knocks as a work training location.
Summary of 2010 AOP Improvement Goals.
Teaching & Learning: We wanted all students to meet 75% of their EAP goals. Teachers
designed and used authentic Assessment tools and strategies. A tracking sheet was developed;
using high/low support, the end of year report was modified to indicate if targets were Achieved,
Made Progress, Exceeded or Not Achieved.
Student Wellbeing & Engagement: By 2011 the school will have an average attendance rate of
90% for all students. By the end of 2010 the school’s average attendance was 88.6%, 2009 was
87.6%.
Organisational Health & Learning: There was a greater emphasis on Special Education
Pedagogy. All staff undertook Tribes refresher sessions and Tribes Basic Training. 8 staff
members attended PECS training.
Student Pathways & Training: Henbury School, Opportunity Shop, Opportunity Knocks was
supporting employment of a work trainer and front of house and was used as a work site and
classroom. A Transition EAP was established. School house ‘Stepping Stones’, ran programs for
3 terms and used by some classes during the week as a classroom as connected to students
T/EAPs.
Community Engagement: Twilight Sports Carnival- 45 people attend in 2009 to 140 people in
2010, School Camp 2008 10 students, 2009- 23 students , 2010 -34 students. Life Without
Barriers and Enclave DET, provided reference of support for grant applications.
Financial Health: We will have to continue to work on securing finances for the future as these
changes are crucial and central to the success of student outcomes.
Carolyn Edwards
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Henbury School
2010 Annual Performance Report to the School Community
Teaching and Learning
In 2010 no Year 7 and Year 9 students undertook the NAPLAN.
•
•
•
4 Year 12 students and 6 Year 11 students completed some NTCET subjects
3 students successfully undertook a Certificate 1 in Land Care Management at Taminmin
College
1 Year 12 student completed some competencies of CERT 2 in Land Care Management, 2
Year 11 students working towards CERT 2 in Land Care Management, 1 Year 12 student
working towards CERT 2 Retail.
TEAPs were introduced for students who have 3 or less years remaining at Henbury. Reports
were changed to indicate an achievement level for student’s goals. This year 55% of students met
or exceeded their set goals, 37% made progress towards achieving their goals and 8% made no
progress. This information will be used to evaluate programs that we run within the school.
Accelerated Literacy (AL)
During 2010, 35 students undertook AL from Henbury Campus and Middle Years Outreaches. 10
AL trained teachers facilitated the program with support from 2 AL trained SESO’s and a number
of internally AL trained SESO’s.
Two students maintained their reading and comprehension levels. Most of the students showed
remarkable progress in their reading and/or comprehension levels. One student’s Reading Levels
improved by 2% however their comprehension level moved from 0% to 75%. Overall the student’s
results varied from a 2 month improvement to a 12 month improvement in their reading and
comprehension levels.
Outreach Classrooms
Thirty four students were involved in the outreach Programs at Dripstone Middle, Sanderson
Middle, Casuarina Secondary College and Darwin High School. Of the 34 students who are in an
Outreach Class, 29 of these students undertook an online class/es in the mainstream school.
Targets for 2011
• Input data collected in Tracking Sheet, transferred into a database enabling greater indepth analysis of data collected and how this can influence programs and improved
students outcomes
• Trial the iPad for communication, interactive program
• Develop programs and implement Sensory Room
• Write a Literacy and Numeracy Policy and have a whole school approach to Numeracy
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Henbury School
2010 Annual Performance Report to the School Community
Student Wellbeing and Engagement
Enrolment and attendance: The average whole school enrolment was 76 students and the
attendance was 88.6% For Indigenous students the enrolment was 27 with an average attendance
of 81.6%. The attendance for 2010 had an increase of 1% and for Indigenous students there was
an increase in attendance of 4.8%. During 2010, 20% of absent periods were unnotified. This was
an improvement compared to 2009 where unnotified were 23%. During 2010 the student cohort
was 23% notified as sick and 26% sanctioned by caregiver/parent. Students at Henbury have
more appointments with specialists, therapists which often account for sanctioned by carer/parent.
Retention Rates
In 2010 the school had an average enrolment of 73 in Term 1 and 77 in Term 4. The school had a
student turnover of 8%.
Strategies to Address Retention:
Specific programs and support mechanisms to promote and develop wellbeing and engagement
across the school include:
• School Counsellor
• Camp at Base Camp Wallaroo
• DUKES
• Behaviour Management Policy that reflects Tribes, Choice theory and Restorative Justice
• Enterprise Education Program
• Alternative Education
• Outreach Program
• Possible Mainstream Online Classes
• Woman’s and Men’s Business
• High Support Programs
• Total Recreation Sport
• Certificate Courses
• VET
• Music Courses
• Daily communication process (books or email) between home and school
• Clontarf at Middle and Senior Outreaches
Classroom programs reflect students T/EAP Long Term Goals and Annual Targets. Classrooms
structure is based according to students needs. Curriculum and pedagogy practices deliver high
levels of rigour and student engagement.
Targets for 2011
Allocate money from Equity Funding to employ PTIs and Work Trainers to enable programs
to be offered
Offer varied/school pathways on individual basis
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Henbury School
2010 Annual Performance Report to the School Community
Student Pathways and Transitions
12, 2010 Graduands Status in 2011
1 student with fulltime work
2 students working supported by Project Employment
1 student working with Green Corps
1 Traineeship with Catholic Ed
4 students attending Post School Options at Life Without Barriers
1 student moved interstate
2 students, unsure
2, 2009 graduands worked 3 days a week at Opportunity Knocks
In 2010 there was a realignment of Senior Teacher 1 roles and responsibilities. A new role was
developed named Transitions and Pathway ST1. This ST1 coordinated all Transitions out of the
school and Pathways options.
School House
The School House was renamed as ‘Stepping Stones’. This was reinstated this year. It is a
teaching tool for students developing necessary skills toward independent living skills for when
they leave school and/or home. 25 students attended during the year from 1 night to 8 nights.
Leaving Age
Not all students leave Henbury in the year that they turn 18. The school has developed a process;
through Transition Educational Adjustment Plans, to negotiate the leaving age for students at
Henbury School. Some students may be 19 years old and leave following 13 years of schooling.
Work Training: Work and work experience programs continue to be a major strategy in preparing
students for future lifestyles. In 2010, 58% of students undertook work training. Students
undertook work training at various venues i.e. The Patch, Botanical Gardens, Recycle Shop,
Opportunity Knocks, Darwin Convention Centre, MacDonald’s, Belyuen Community Gardens,
Hibiscus Pet Shop, Coles, CDT, Red Cross, RDH Kitchen/Laundry, CDU Child Care and 5 Star
Supermarket.
Targets for 2011
• Develop guidelines for Transition and Pathways and develop Henbury Work Ready
Program
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Henbury School
2010 Annual Performance Report to the School Community
Organisational Health and Learning
Teachers meet with their team leaders according to needs basis on a fortnightly basis to share
pedagogy, develop and refine programs and build professional relationships. All staff meet
fortnightly to undertake internally organised PD, work collaboratively on Strategic Planning, design
and reflect upon whole school programs and plan future directions.
Staff Retention
Classification Group
Admin Officer
Executive Contract
Principal
Physical
Professional
Senior Teacher
Teacher
Total
Starting Staff
Week 7 Term 4
2009
18
1
Retained Staff
Week 4 Term 1
2010
17
1
Retention Rate
1
1
3
17
41
1
1
2
15
37
100%
100%
66.7%
88.2%
90.2%
94.4%
100%
Staff Attendance
2009
Expected
Absence
Not Absent
Total
Attendance
Unexpected
Absence
Total
Absence
2010
1
1%
2
2.6%
3
1%
4
-
1
2.3%
2
.8%
3
.8%
4
1.8%
93.5%
94.5%
89.6%
92.2%
94.1%
95.1%
94.2%
92%
89.7%
92.7
91.9%
92.7%
93.5%
94.2%
93.8%
95.6%
5.5%
7.8%
4.9%
5.8%
8%
7.3%
5.8%
4.4%
5.5%
7.8%
4.9%
5.8%
8%
7.3%
5.8%
4.4%
Staff Qualifications: Attachment B specifies teacher and SESO qualifications.
Performance Management: All staff undertook this process in Term 3.
Occupational Health and Safety
During the school year there were 39 ‘Incident and Injury’ forms submitted to DET from staff at
Henbury School. 28 were student and 11 were staff.
Professional Development
This was delivered by
• inhouse ‘specialists’
• corporate staff
• outside providers utilising in-kind agreements.
PD occurred after hours, during school terms, Pupil Free Days and/or standown periods. The main
focus for PD was Tribes Training and this was provided by Henbury ST1 and Wagaman Staff
Member. Hours of PD/staff member included SESOs which averaged $195/staff member. PD was
approved if staff could link the activity to either the school’s APIF and/or their own Performance
Management Plan.
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Henbury School
2010 Annual Performance Report to the School Community
2009
External Courses
Induction and Orientation
Information Technology
Occupational Health and Safety Course
Relevant Conferences
Short Courses
Technical and /or Professional Training
Total
2010 data
from PIPS
Inhouse
PD
1
1
1
45
51
98
2
2
1
53
59
20
20
Targets for 2011
• Restructure school meetings with a greater emphasis on Professional Development-PD
focus determined by need and to align with AOP
• 80% of staff are active members of a professional learning community within Henbury or
externally
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Henbury School
2010 Annual Performance Report to the School Community
Community Engagement
Henbury’s focus in 2010 was to raise the profile of our students, programs, staff and our school in
general. Henbury did this through community events, Yearbook, Henbury Corporate Luncheon,
School Op Shop, Work Training, ASSE Conference, Excellence of Teaching Awards and Smart
Schools Awards. We also hosted Mix 104.9 Morning Show at Henbury and promoted the Op Shop
on TV in the Around Palmerston segment.
Figure 1:
Overall
Satisfaction all
Respondents
Figure 2
Perceptions of Broad
Areas –key Stakeholders
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Henbury School
2010 Annual Performance Report to the School Community
Targets for 2011
• At least one Major and Minor Community event every term
Term 1-Expo of Service Providers for Students with Disabilities and, Youth Week Activity-Leisure
Expo, Swimming Carnival and End of Term Assembly
Term 2- Twilight Sports Carnival, School Camp, Making Music Being Well and End of Term
Assembly
Term 3- Participate in Disability Awareness Week as presenter, Happiness and Wellbeing Market,
Family Night-Performance and End of Term Assembly
Term 4 – Marrara Craft Fair, Henbury Corporate Luncheon, Presentation Assembly
•
Develop Web Page
•
Email Newsletter-increase number of pages and add helpful hints and web pages for
parents
•
Yearbook- Professionally printed, given to businesses that support Henbury Students in
various ways.
•
Nominate staff/school for Excellence in Teaching Awards, Smart Schools and National
Disability Awards
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Henbury School
2010 Annual Performance Report to the School Community
Financial Health
Henbury School complied in meeting all its financial obligations for 2010.
Henbury School ended 2010 with a surplus of $42 699.
The school applied to various Philanthropic sponsors and businesses to fund programs that will
support the 2010 Annual Operational Plan. At the end of the year we were successful in winning
$10 000 from the Sydney Myer Foundation, for enhancing the work undertaken at The Patch,
community garden.
Works
BER: The school received $800K, which was then adjusted to $1M to extend C Block to include
two kitchen/learning areas attached at the rear of the building and to modify and upgrade the Hall
toilets and shower areas. Construction began July 2010, as of the end of the year, these works
were not completed.
Henbury School also received $2M from the Northern Territory Government to upgrade facilities
and infrastructure. The school has not used this money at the moment, waiting to see if new
facilities will be constructed in 2011.
Henbury Corporate Luncheon
The major fundraiser for 2010 was the Henbury Corporate Luncheon. The school aimed to raise
$40 000 to outfit two state of the art Multi-Sensory Rooms, to be used daily by students and
various community groups. This event was held at the Darwin Convention Centre. We promoted
this as ‘Darwin’s Biggest Corporate Christmas Party!’ Thanks to the wonderful talents of Morgan
Shearer, the auctioneer, the auction items, the raffles, plus donations of cash, we raised $54 000.
Thank you to Ana Pethick ST1 for her enthusiasm and high level project management of this
event.
Opportunity Knocks
The Op Shop is used as a work training location for students and as an extra classroom. The
overspend in this work training site has been covered by takings of the Op Shop. The Op Shop is
rent/lease free courtesy of Mr Jimmy Lay.
Targets for 2011
• Have a well imbedded process that includes School Council & Leadership Team to review
requests from teams and school priorities to develop the annual budget
• Write a Business Plan for the Op Shop
• Continue to source grants from various Philanthropic sponsors and businesses
• Host 2011 Henbury Corporate Luncheon
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Henbury School
2010 Annual Performance Report to the School Community
ATTACHMENT A
Audited Financial Statements
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Henbury School
2010 Annual Performance Report to the School Community
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Henbury School
2010 Annual Performance Report to the School Community
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Henbury School
2010 Annual Performance Report to the School Community
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Henbury School
2010 Annual Performance Report to the School Community
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Henbury School
2010 Annual Performance Report to the School Community
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Henbury School
2010 Annual Performance Report to the School Community
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Henbury School
2010 Annual Performance Report to the School Community
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Henbury School
2010 Annual Performance Report to the School Community
ATTACHMENT B
Staff Qualifications 2010
Teachers
Name
Carolyn Edwards
Debi Lockett
Catherine Threlfall
Ana Pethick
Tim Wicks
Kerri Wren
Paul Drewitt
Lee Ross
Anne McClelland
John Knight
Deborah Hall
Leizl Mowbray
Janet Podsiadly
Christine Carrigg
Riley Elkins
Noor Wright
Tamara Wilson
Katie Martin
Melissa Peacock
Rebecca Gunner
Deb Heanes
Melissa Chellis
Michael Cussens
Joan Ocampo
Vincent Poke
AO
Name
Leanne Shearer
Aminah Djumadi
Peter Fuller
Carol Whitwell
Phil Roberts
Mario Figueroa
Alison Bird
Alex Brindell
Doug Kinter
Debbie Walker
Tina Glover
Beverley Grace
Sue Woodhouse
Shannon Doughty
Linsey Watkins
Fleur Radovic
Highest Qualification
B of Education
Dip of Teaching
Masters of Special Education
B of Teaching
B in Education
B of Ed Early Education
B of Ed Primary
B of Teaching
B of Teaching
B of Education Primary
Grad Dip. Education
B of Ed Special Education
Dip of Teaching
Grad. Dip. Ed Primary
B of Education
B of Soc. Science Psychology
Dip. of Teaching Special Education
B of Education
BA Behavioural Science
Dip. of Teaching
B of Education
B of Education
BA Visual Arts
Grad Dip. Ed Secondary
B of Primary Teaching
B of Special Education
B of Arts/Education
Master of Education
Grad Dip. Education
Bachelor of Fine Arts
Highest Qualification
Year 10
Year 12
Cert IV Youth Work
Year 10
Trade Certificate
Cert IV Disability Services
B of Science HONS
Year 12
Cert IV Special Ed Support
Cert IV Disability Services
Cert III Children Services
Dip. Dental Nursing
Cert III Education
Dip. Fitting and Machining
Advance Level of Child Psychology,
NVQ Supervisory Management
Year 12
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Henbury School
2010 Annual Performance Report to the School Community
Physical
Professional
Sarah Penney
Roger Campbell
Rosa Nardone
Year 11
City and Guilds
Grad Dip in Applied Psychology
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