2016 Sydney Childrens Hospital School Annual Report · 2016 5545 Page 1 of 18 Sydney Childrens Hospital School 5545 (2016) Printed on: 17 May, 2017. ... To Research classroom designs

Sydney Childrens Hospital SchoolAnnual Report

2016

5545

Printed on: 17 May, 2017Page 1 of 18 Sydney Childrens Hospital School 5545 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Sydney Children's Hospital School as an account of theschool's operations and achievements throughout the year. It provides a detailed account of the progress the school hasmade to provide high quality educational opportunities for all students, as set out in the school plan. It outlines thefindings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to allstudents from the expenditure of resources, including equity funding.

Lynda Campbell

Principal

School contact details

Sydney Childrens Hospital SchoolLevel 0 High StRandwick, 2031www.sydchnhos-s.schools.nsw.edu.ausydchnhos-s.School@det.nsw.edu.au9399 7119

Message from the Principal

Sydney Children's Hospital School understands that learning and engagement are related. Our 2015–2017 School Planexplicitly sets out priorities for improving both and ensures staff are aware of the connection between the two. There isdemonstrated commitment within the school community to strengthen and deliver on school learning priorities. There isparticular emphasis on improving our practice of linking pedagogical activities to learning space design, aligning ourteaching and learning to support a 21st Century learning environment, personalised learning and addressing educationalbarriers related to delivering quality teaching and learning programs whilst in a hospital environment.

The School Excellence Framework was explored and teacher judgement used to map each domain and element relatedto our 2015 – 2017 School Plan. Professional learning for all staff on the framework’s purpose and design wasconducted. In Term 2 Sydney Children's Hospital School moved towards a more rigorous self–assessment of schoolbased evidence against the School Excellence Framework and our 2015 – 2017 School Plan. This involved restructuringmeeting frequency and purpose and to allow school planning and evaluative thinking practices to be part of the School’sweekly professional leaning cycle. This resulted in increased opportunity for staff to come together to participate inprofessional dialogue about their work; why are we doing it, is it working, what are we learning and how do we know?Term 3 we were selected for the External Validation process and additional to our weekly professional learning andplanning sessions, this involved releasing our Learning and Support Team Coordinator and one classroom teacher tojoin the Principal on the Leadership Team. Our school participated in the external validation. on 1 September 2016.

Understanding and implementing the Australian National Curriculum and reflecting on what we teach, how we teach andimportantly what students need to learn continues to be an area of focus for Sydney Children's Hospital School. AStrategic Direction project team is leading Inquiry Based Learning and focusing on STEAM learning projects to buildteacher capacity in lesson design and programming. This has supported increased student engagement for bothclassroom and ward teaching and learning programs. All staff regularly collaborate to improve teaching practice throughfortnightly stage meetings, weekly professional learning and school planning sessions. Each teacher has a Performanceand Development Plan targeting continue growth and professional development. Teachers’ goals link with the priorities inthe 2015 – 2017 School Plan and professional development is planned to support these goals. Beginning teachers areprovided with additional release and targeted professional learning.

An important function of Sydney Children's Hospital School is the proactive link with multidisciplinary teams, censusschools and families to strengthen personalised learning and decreasing the gap in education for hospitalised students.The School leads and participates in combined health and education planning with health teams and census schools tosupport personalised educational and transition planning. This strengthens the connection for students and families withcensus schools and supports school leaders to understand a student’s medical status and possible barriers andsupported solutions for a student’s participation in the life of the school.


School background

School vision statement

Sydney Children’s Hospital School leads educational services within the hospital community and provides the continuityof quality education for hospitalised students. Innovative staff demonstrates strong partnerships with students, parentsand census schools while working as proactive members of multidisciplinary teams. The School is committed toexcellence in personalised learning and strong transition planning that combines student wellbeing and education goals.

School context

Sydney Children’s Hospital School is a K–12 School for Specific Purposes operating within Sydney Children’s HospitalNetwork. The School is a joint venture between NSW Health and NSW Department of Education. The student populationis very diverse with student enrolments from government and non–government school settings across Australia.

The school has an ongoing focus on delivering quality education programs within a personalised teaching and learningapproach. Teachers and school learning support officers deliver educational programs for students in hospital wards andin our three multistage classrooms. There is an important collaboration with families, census schools andmultidisciplinary teams to enhanced educational, health and attendance outcomes for students in hospital and for theirtransition back to school.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework. Our self–assessment and theexternal validation 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. The results of this process indicated that in the domain of:

Learning: the school’s self–assessment is consistent with the evidence presented in four elements and is validatedusing the School Excellence Framework.

• In the element of Learning Culture the evidence presented indicates the school is operating at the Sustaining andGrowing stage

• In the element of Curriculum and Learning the evidence presented indicates the school is operating at theSustaining and Growing stage

• In the element of Assessment and Reporting the evidence presented indicates the school is operating at theDelivering stage

• In the element of Student Performance Measures the evidence presented indicates the school is operating at theDelivering stage

• In the element of Wellbeing the evidence presented indicates the school is operating at the Excelling stageTeaching: the school’s self–assessment is consistent with the evidence presented and is validated using the SchoolExcellence Framework

• In the element of Effective Classroom Practice the evidence presented indicates the school is operating atthe Delivering stage

• In the element of Data Skills and Use the evidence presented indicates the school is operating at the Deliveringstage

• In the element of Collaborative Practice the evidence presented indicates the school is operating at the Deliveringstage

• In the element of Learning and Development the evidence presented indicates the school is operating at theDelivering stage

• In the element of Professional Standards the evidence presented indicates the school is operating at the Deliveringstage


Leading: the school’s self–assessment is consistent with the evidence presented and is validated using the SchoolExcellence Framework.

• In the element of Leadership the evidence presented indicates the school is operating at the Sustaining andGrowing stage

• In the element of School Planning, Implementation and Reporting the evidence presented indicates the school isoperating at the Sustaining and Growing stage

• In the element of School Resources the evidence presented indicates the school is operating at the Deliveringstage

• In the element of Management Practices and Processes the evidence presented indicates the school is operatingat the Sustaining and Growing stage


Strategic Direction 1

Connected and Engaged 21st Century Learners

Purpose

The focus of Strategic Direction 1 is Student learning. Its purpose is to: • Design high quality personalised and differentiated teaching and learning programs to equip students with the

necessary skills to be successful, resilient 21st century learners. • Provide students with a clear understanding of the purpose of their future focused education program. • Develop whole–school programs that increase teacher capacity and engage students with meaningful learning

opportunities

Overall summary of progress

Sydney Children's Hospital School have worked with New Learning Environments to move towards redesign our learningspaces and develop staff understanding of 21st learning century learning, flexible learning space design and theirrelationship with pedagogy. To Research classroom designs to create classroom plans for flexible learning spaceslinking design and pedagogy. Phase 1 and early Phase 2 has resulted in the Educational Space Planning Principles – Avision for the learning spaces of the Sydney Children’s Hospital School Teachers have three STEAM learning unitsdeveloped and connected to outcomes.. The STEAM units are being used as in the classrooms to provide differentiatedlearning experiences. New e–technology equipment has been purchased and are being used in classrooms.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of staff and studentsconfidently use ICT to supportteaching and learning programson the wards and in multi–stagedclassrooms.

100% of teaching staff areplanning, assessing, evaluatingand reporting student learningand engagement to determinegrowth in English andMathematics

100% of students have clear,explicit outcome basedexpectations of learning andbehavior in place.

100% staff plan and implement aquality differentiated teaching andlearning program within aninnovative and future focusedsetting

A strategic upgrade of ICT resources andrestructure of computer coordinator role hasinvolved increased numbers of laptop trolleys andcharging stations, upgraded video conferencing andadobe connect facilities, laptops in all K–12classrooms, a whole school Wi–Fi and cablingupgrade and the roll out of iPads for classroom andward use. In 2016 a coordinator and one SASSrole of e–technology support person was in place.These roles have continued to work with theprincipal to plan the continual ICT upgrade,coordinate sharing of expertise and buildingcapacity by attending targeted professional learningopportunities and working with a technologyconsultant. This restructure has ensured equity ofaccess and provided staff with an introduction andpractice of the tools necessary to embedtechnology in quality teaching and learningprograms and communications with census schoolsand community health teams. An ICT log wasdeveloped to track e–technology tasks, to identifyissues and areas needed to build capacity andensure iPads are configured/updated for classroomand ward use. Professional learning to support capacity was a focus and a Google.docs coursewas attended by the Digital Education Coordinatorand all staff completed Adobe Connect training.

Primary and secondary teaching teams Identifiedsites and links for STEAM learning in both theprimary and secondary classrooms and wards. Staffhave engaged with relevant teaching and learningresources to develop STEAM units. Review ofdeveloped STEAM units is

Computer Coordinator$4656

Technology equipment$10463

Learning EnvironmentsPhase 1 CommunityConsultation $6000

Professional learning $3000





100% of staff and studentsconfidently use ICT to supportteaching and learning programson the wards and in multi–stagedclassrooms.

100% of teaching staff areplanning, assessing, evaluatingand reporting student learningand engagement to determinegrowth in English andMathematics

100% of students have clear,explicit outcome basedexpectations of learning andbehavior in place.

100% staff plan and implement aquality differentiated teaching andlearning program within aninnovative and future focusedsetting

underway to assess if they provide opportunities fordifferentiated teaching and learning and to extendour focus on inquiry based and project basedlearning.

Sydney Children's Hospital School have workedwith New Learning Environments to redesign ourlearning spaces and developed staff capacity. Term3 School Development Day held on 18 July 2016New Learning Environments worked with staff tostart the consultation process. This was Phase 1 –Data Gathering and Establishment. It covered InitialMeeting with design team to coordinate strategy,identify key stakeholders, documentation audit ofschool documentation and relevant otherinformation to establish context, research allocationfor understanding the learning/learner needs of thisspecific context and evidence relating to schooldesign in hospital environments. A collaborativeteacher workshop was held and student input wasobtained to spaces , Phase 2 started the processthat involved, health and community consultationand on 7 November 2017 a visioning workshop withconsumer group, health staff and school communitywas held.

All staff re–visited the Student WellbeingFramework. Key staff members attended PositiveBehaviour for Learning Tier 1 two–day training atMenai. All staff were surveyed on school values andprovided input into the establishment of 3 Schoolrules. Regular Positive for Behaviour Teammeetings were held and a staff communicationboard established. The Positive Behaviour forLearning Team have commenced writing the Matrixand identifying key expected student and teacherbehaviours across all settings.

Next Steps

In 2017 School Development Days and staff planning sessions will have a STEAM focus. and planning how we canwork smarter on moving forward SD 1. Currently we have two projects that are targeting Connected and Engaged 21Century learners: Digital Education & Flexible learning and Inquiry Based Learning – current focus STEAM. Bothprojects need to drive forward the core of SD 1 elements of project based learning/inquiry based learning; digitalEducation and inclusive use of technology, 21 Century Learning and teaching, STEM/STEAM – curriculum and contentknowledge, Quality Teaching/pedagogy – what does teaching and learning look like in our classrooms and wards andconnected classrooms – ward, classroom, isolation and census schools.

An emphasis of one project in SD 1 that supports moving forward the core of SD1 will be in place in 2017. One projectincluding TPACK (Technological Pedagogical Content Knowledge) a framework for understanding technology integrationfor education with a STEAM focus, High Possibility Classrooms Framework and creating maker–space afternoonsessions like we currently have for Art and Music will be addressed.

The Positive Behaviour for Learning Team still need to complete the final day of training for Tier 1. This project alsoneeds to be reviewed and aligned against SD 2.



Expert Leaders in Personlised Learning

Purpose

The focus of Strategic Direction 2 is Professional Practice. Its purpose is to: • Provide a range of strategies for students with additional needs; including direct instruction, delivery of adjusted

learning programs, assessments and monitoring of programs. • Ensure continuous growth in literacy and numeracy is evident throughout the School by differentiating instruction

and assessment in response to student strengths, needs and prior learning. • To actively engage all students in meaningful learning experiences.


Effective communication between major stakeholders has resulted in an individualised educational service for ourstudents. Successful alliances with medical professions and census schools ensures that curriculum provision isenhanced for all students. Structures and processes ensure effective communication between the various teammembers. Sydney Children's Hospital School demonstrates a commitment to school wide collective responsibility tostudent learning and success. Whole staff training in personalised learning and support planning in 2016 unified the waywe document and monitor the learning goals and strategies for our students. These plans and classroom programs aredifferentiated and developed with input from Allied Health Teams, census schools and families to maximise studentengagement. This personalised service demonstrates that the School has developed policies and programs that identifyand meet the student learning needs. Classroom programs are developed to support and engage students and teachersregularly review and revise teaching and learning programs. These programs promote effective teaching and learningwhile ensuring hospitalised students and their siblings remain connected to their census school both educationally andemotionally. Sydney Children's Hospital School has effective plans for student transitions and individual student reportsinclude descriptions of student strengths and areas of growth. Established procedures for allowing teachers, principals,census schools and allied health teams to be involved in the transition planning of their students are now in place.Transition Reports, PLASST, Coordinated Action Support Plans and Health CarePlans are developed to support awell–supported and smooth transition. Working collaboratively with census schools allows students to maintain aconnection with their school and where necessary, complete modified assessment tasks.




100% of all long term andrecurrent students have asuccessful personalised learningsupport plan that has adjustmentsto support student engagement,learning and wellbeing

Term 4 SDD were flexibly used to support allteachers and SLSO to complete the OTLPersonalised Learning course. This increasedteacher knowledge and capacity in; understandingthe legal and professional responsibilities tostudents with disability, types of assessment andhow to adjust assessment tasks, show how tocommunicate student progress to parents andcarers, describe how to use a whole–schoolapproach to plan personalised learning and supportat a school, classroom and individual student leveldescribe the planning process for personalisedlearning and support using different planningframeworks and scenarios and outline a range ofevidence–based teaching strategies andadjustments able to be used for meeting the diverselearning needs of students. Some teachers areusing SMART goals and developing personalisedlearning and support plans, continued developmentand compliance to this priority needs to besupported.

Supported within coreschool operations

100% of staff can confidentlyidentify, evaluate & plan usingschool based data and evidence

Teachers have engaged in teacher workshops onassessment of learning and assessment forlearning, as well as, revisiting similar assessment






to inform planning and reporting

100% of students with additionallearning, behavior and wellbeingsupport needs are profiled usingtools such as the PLASST, BestStart Continuum, English andMaths Continuum K–10.

tools i.e. SAST, Multilit, BURT YARK, Runningrecords and BOS S4 Maths. Staff are currentlyreviewing and determining appropriate assessmentand benchmarking tools for our context andfinalising the template for information requestedfrom census schools. Teachers communicate withcensus schools to ensure that, where possible,students are completing school based assessmenttasks, examinations and major works. Primaryteachers conduct formal and informal spelling andreading assessments to benchmark students andmeasure growth. As a result of our transient studentpopulation, formal assessment is relatively limited.However, Best Start, NAPLAN, HSC and otherexaminations are completed as required. Evidenceof formal and informal benchmarking demonstratesthat staff analyses internal and external assessmentdata to track and report on student and schoolperformance. As a result of benchmarking andconsistent teacher judgement, staff develop andimplement personalised programs that address theneeds of identified students and to effectivelyfacilitate and support census schools inimplementing personalised learning andadjustments upon transition of hospitalised studentsto their census schools.

100% of all census schoolsreceive a weekly update on astudent’s attendance.

All census schools receive weekly Short TermAttendance reports while their student is a sharedenrolment.


100% of student PSLP, c/rprograms are differentiated &developed with health teams &census schools.

Effective communication between majorstakeholders results in an individualisededucational service for our students. Successfulalliances with medical professions and censusschools ensures that curriculum provision isenhanced for all students. Structures andprocesses ensure effective communication betweenthe various team members. SCHS demonstrates acommitment to school wide collective responsibilityto student learning and success. Classroomprograms are developed to support and engagestudents and teachers regularly review and reviseteaching and learning programs. These programspromote effective teaching and learning whileensuring hospitalised students and their siblingsremain connected to their census school botheducationally and emotionally.

Staff develop, implement and review a variety ofplans to support the educational access forstudents with identified needs. The transition planand use of a student stress cycle was developed tosupport students transition from the Saunders Unit(secured adolescent mental health ward) to theprimary/high school classrooms. A multidisciplinaryapproach is taken to develop and implement theplans. The plans were shared and vigorouslydiscussed within both the primary and high schoolteam meetings to ensure all staff were aware ofnecessary supports and actions. The process wasimportant to provide the young person withnormalcy, structure and routine to support the






100% of student PSLP, c/rprograms are differentiated &developed with health teams &census schools.

preparation for transition to their census school.

Next Steps

As a school we are yet to engaged in the General Capabilities Framework. In 2017 an emphasis to improve the level ofcollaboration and to increase teaching skills through a regular practice of teacher observation and feedback will beimplemented. Evidence of SMART goal implementation in teaching and learning needs to be consistent across allteacher practice. Student profiles sheet and goal sheets to be consistently used across the school K– 12. Establishing aconsistent set of benchmarking tools for use by all teachers and finalising a new template for obtaining student data fromcensus schools. Personalised Learning and Support Plans to be reviewed and then alignment to the LMBR system.



Positive, Respectful and Collaborative Community Partnerships

Purpose

The focus of Strategic Direction 3 is Community Collaboration. Its purpose is to: • Enhance community knowledge of the educational responsibilities of the School. • Create effective partnerships with the school and local community. • Continue to network with other schools to develop strong partnerships, relationships and linkages in a community

of practice. • Provide an effective and coordinated multidisciplinary service that addresses both education and health needs of

young people while hospitalised and transitioning to their census school.


A comprehensive and inclusive coordinated health and education approach to support the cognitive, emotional, social,physical and wellbeing of students to improve individual and collective wellbeing is in place and has continued tostrengthen in 2016. Proactive links with multidisciplinary teams (MDT), census school and families strengthens our focuson personalised learning and decreasing the gap in education for hospitalised students. The School leads andparticipates in combined health and education planning with MDT and census schools to support personalisededucational and transition planning. This strengthens the connection for students and families with census schools andsupports school leaders to understand a student’s medical status and possible barriers and supported solutions for astudent’s participation in the life of the school. Staff have collectively lead significant cultural change in how health teams,alternative educational services and the School work together to support student planning, under the Learning andSupport Team model. The school focus has been to increase our school lead in the educational planning of hospitalisedstudents. This has resulted in improving the School’s transition processes and supporting census schools withcoordinated health/education planning and increased multidisciplinary team contribution to personalised learning supportplans. This ranges from facilitated processes for complex case management to system advice for applications for fundingsupport, alternative education settings and curriculum differentiation and adjustments across census schoolprograms. Community and parent involvement within the school is a priority set out in the 2015–2017 School Plan. Afocus of Strategic Direction 3 is community, and to strengthen Positive, Respectful and Collaborative Communitypartnerships. Strategies are in place to enhance community knowledge of the educational responsibilities of the schoolby increasing staff understanding and defining their roles in the educational footprint within a host environment. Strongsystems and practices have been embedded in our leadership team and Learning and Support model to create effectivepartnerships between the school and community so that we provide an effective and coordinated multidisciplinaryeducational service. The Principal proactively seeks partnership and clarification from health executive and seniormanagement regarding risk management procedures relating to managing student health care needs through to schoolemergency planning and coordinated health/education procedures. In 2016 this was a continued priority with workingstrategically with the Sydney Children’s Hospital Public Relations to re brand our school logo and increasecommunication across the hospital regarding future directions for the school. A partnership with Sydney Children’sFoundation has been established and work in underway to proactively design a funding submission to support theimplementation for our work with New Learning Environments and the redesign of our learning spaces.




Increased exchange ofinformation between NSW Healthand the school to support thedevelopment of personalisedlearning support plans andtransition planning

A focus on increasing the exchange of informationbetween NSW Health and the School to supportenrolment processes, development of personalisedlearning support plans and transition planning. Theresult was a clearer understanding of both healthand school staff on information that can be shared,the direction of all students with complex supportneeds having a coordinated multidisciplinarysupport plan in place and the broader hospital andschool community having an increasedunderstanding of the function and purpose of theschool and its role as the educational leader in thehospital.






Increased exchange ofinformation between NSW Healthand the school to support thedevelopment of personalisedlearning support plans andtransition planning

To support school operations and studentadministration in a host environment, the principaland administration team have been assigned aHealth staff link ID number and assignment date ascontractors. This has allowed the school to haveaccess to the health intranet, outlook functions andaccess to relevant student information.

All students with complex supportneeds have a coordinatedmultidisciplinary support plan inplace

Coordinated Support Action Plans are developed inconsultation with Allied heath staff, medical staffand other relevant agencies. The CoordinatedSupport Action Plan outlines a student’s history,current issues and strategies for managing asuccessful return to school. Coordinatedhealth–education meetings allow staff from censusschools, Sydney Children's Hospital School andsupporting health teams to discuss plans for astudent’s return to school. For long term students, atransition Report is sent to census schools andparents to provide information on student progressand engagement for the duration of their admissionproviding relevant educational information forplanning. The successful implementation of SydneyChildren's Hospital School Reports, ensured thenew reporting framework was in line withDepartment reporting standards and new syllabusrequirements. Emphasis was focused on theprofessional learning requirements of staff,technology requirements, whole school timelinesand health community consultation. The newreporting system was aligned with a major schoolpriority that by the end of 2017 100% of teachingstaff are planning, assessing, evaluating andreporting student learning and engagement todetermine growth in English and Mathematics andother relevant Key learning areas. The result is anestablished student reporting process to parentsand census schools for all students. Students withidentified with additional support needs and alllong–term students receive a report on a formalschool template. Staff report and plan on astudents’ strengths, areas of need, multidisciplinaryplanning and educational goals for census schools.


Broader hospital and schoolcommunity have an Increasedunderstanding of the function andpurpose of the school and its roleas the educational leader in thehospital.

Staff established a positive and professional identitywithin the hospital school community and multiplecensus schools. An effective case managementframework has been developed using the Learningand Support and Positive Behaviour for Learningframeworks. This has ensured hospitalised studentsare able to connect and develop a relationship witha singular teacher. In a complex environment whereyoung people are experiencing extreme disruptionsto their regular educational needs and wellbeing, aconsistent and positive connected is extremelyimportant and is reflective of the school consistentlyimplementing a whole school approach to wellbeingthat creates a positive teaching and learningenvironment. The case management framework isa systematic process that address student learningneeds. A procedure document has ben evelopedand is systematically utilised across the school forpermanent, temporary


Survey Monkeysubscription $1200





Broader hospital and schoolcommunity have an Increasedunderstanding of the function andpurpose of the school and its roleas the educational leader in thehospital.

and casual staff. As a result of the School'scommitment to connecting with census schools wehave developed and continue to develop positivelinks and partnerships within a community ofschools and are able to successfully determine theeducational and wellbeing needs of a youngperson. Positive partnerships between the schooland the community ensure that all relevantinformation is considered when developingappropriate personalised learning programs forstudents. The evidence demonstrates that SydneyChildren's Hospital School has been successful indeveloping and continuing to develop positive andrespectful relationships with the local community.Continuing to build and foster these relationshipsand establishing local agreements between theschool and hospital will ensure that the educationalfootprint continues to be fostered and sustained. Asa result of our enrolment procedures andconnection with census schools a student'seducational program is relevant, connected to theteaching and learning in their census school andadapted to the individual student’s needs. SydneyChildren's

2016 has focused on Increasing communityconsultation and the principal has worked withSydney Children’s Hospital Public Relations team,Foundation and hospital consumer group. Parentand community access to updated and currentschool information has occurred via the redesign ofthe school website and strengthening schoolinformation on other hospital websites. Work todevelop a new school logo and school brand with agraphic designer in the Corporate Branding TeamSydney Children Hospital Network Public Relationshas been underway.

Next Steps

Principal to work with SCH Director Workforce and Director Clinical Integration to move forward on barriers forDepartment of Education Staff working in a host health environment. This will build on the current process and establishclearer understanding of health processes around Workforce systems and department systems, identify barriers for theschool's operation and management within the health environment and formulate agreed solutions for localagreement. Map fundraising needs, priorities of funds allocation and implement fundraising projects. Established aschool link on patient portal and moving to developing e–learning modules for ward students


Key Initiatives Impact achieved this year Resources (annual)

Socio–economic background This resource allocation supported teacherrelease and support of student transitions andcoordinated health an education casemanagement planning This results in a acompleted Coordinated Support Action Planthat outlines a student’s history, currentissues and strategies for managing asuccessful return to school. Coordinatedhealth–education meetings allow staff fromcensus schools, Sydney Children's HospitalSchool and supporting health teams todiscuss plans for a student’s return to school.Sydney Children's hospital School were alsoreleased staff to attend census school whenrelevant.

$1183.02

Support for beginning teachers Beginning teachers were provided withadditional release and targeted professionallearning opportunities.

$30056.26.


Student information

Our school enrolment for 2016 was 577 students.

weekly average 110 students

Students with 1 admission 67.50%

5 days or less 43.80%

6 – 10 days 12.40%

11 – 20 days 5.80%

greater than 20 days 29 5.50%

Students with 2+ admissions 15.20%

less than 20 days 11.30%

greater than 20 days 3.90%

Management of non-attendance

The Sydney Children’s Hospital School Attendance andWard Policy and Procedures provide a framework forthe school’s enrolment process. This accounts for thedelivery of the educational service and monitors theengagement of students in their educational program.Once enrolled, students are entered on ERN and excelattendance rolls managed by educational casemanagers (teachers) and weekly attendance updatesare provided to census schools. Daily attendance isdetermined in consultation with medical staff andmanaged in collaboration with families, caregivers andmultidisciplinary teams within the hospital. The wardservice provides students with a flexible attendanceplan with one–on–one teacher time at the bedside.Some patients are readmitted during the year and onsubsequent admissions they have the same allocated teacher.

Structure of classes

Educational programs are delivered in hospital wards atstudent bedsides and in our three multistageclassrooms. The table below is a comparison of theweekly average of enrolled students being taught onthe Ward or in the classroom.

WARD Service Yearly Average

Services per week: 71.2

Classroom Service Yearly Average

Services per week: 60.9

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 6.5

Teacher Librarian 0.2

School Administration & SupportStaff

5.42

Other Positions 0

*Full Time Equivalent

The Aboriginal composition of your school's workforce –one non–teacher based staff member – SchoolLearning Support Officer

From Semester 2 2016 Sydney Children's HospitalSchool had an allocation of 1 day per week SchoolCounsellor – Registered Psychologist.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 52

Professional learning and teacher accreditation

School based evidence supports a commitment tobuilding staff capabilities to meet the high expectationsof public education and school accountability throughmentoring, influencing practice and providing cleardirections for staff quality performance and wholeschool directions. Staff have defined roles andresponsibilities to better facilitate the implementation ofboth department and school directions. Staff have beensupported to understand department reform agenda’s,future directions and to collaboratively develop systemsto increase productivity and staff, student andcommunity engagement. Staff regularly collaborated toimprove teaching practice through fortnightly stagemeetings, weekly professional learning and schoolplanning sessions and through release for teacherplanning.

Professional learning for teachers at Sydney Children'sHospital School is centred on the development ofprofessional goals within their Performance andDevelopment Plans. Professional learning targetedboth school and department priorities and identifiedareas for capacity building in individual teachers and


teams. Teachers are responsible for maintaining MyPLlogs that include all mandatory and additional wholeschool, team or individual training completed within theyear. Teacher's collect evidence that demonstratesprofessional engagement for all their ProfessionalLearning Activities and they identify their learning goalsagainst the National Professional Standards forTeachers addressed in the professional learning andhow these activities have been incorporated intoclassroom teaching.

The Term 1 School Development Day on 27 January2016 provided professional development for all staff onall mandatory updates; 2016 Child Protection AnnualUpdate, CPR training, Dignity & Respect Charter, Codeof Conduct, Cardio PulmonaryResuscitation, Complaints Handling and Work HealthSafety Policy.

The Term 2 School Development Day on Tuesday 26April 2016, the primary team joined with another localschool to discuss literacy and its importance within theNSW K–10 syllabuses, key features of the LiteracyContinuum and deepened their understanding of theaspects and cluster markers of the continuum. Theyalso explored PLAN software, resources to supportLiteracy Continuum implementation and qualityteaching and the Aboriginal Education Module 2 –Aboriginal perspectives across Key Learning Areas.The high school team attended a combined program forRivendell School, Centennial Park School, GreenSquare School and Sydney Children’s Hospital Schoolto explore quality teaching, explicit instruction, lessonobservations and the importance of a school widepedagogical focus to ensure a commonality of purposein the teaching practice across the school.

Across Semester 1 all staff undertook the extensiveonline professional learning UnderstandingPersonalised Learning and Support, this reinforced ashared understanding and deepened staff participationin leading student personalised planning, implementingSMART goals that coordinate both health and learningneeds of students and furthermore, the professionalneeds of teachers. This was a variation to the dates forthe term 4 School Development Days.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs does not involve expenditure areassuch as permanent salaries, building and majormaintenance.

Income $

Balance brought forward 38 538.86

Global funds 112 939.23

Tied funds 45 342.16

School & community sources 1 363.40

Interest 1 292.84

Trust receipts 34.00

Canteen 0.00

Total income 199 510.49

Expenditure

Teaching & learning

Key learning areas 8 399.97

Excursions 0.00

Extracurricular dissections 70.79

Library 2 779.65

Training & development 9.36

Tied funds 51 608.62

Short term relief 32 188.03

Administration & office 38 253.14

School-operated canteen 0.00

Utilities 3 040.79

Maintenance 0.00

Trust accounts 34.00

Capital programs 7 718.44

Total expenditure 144 103.06

Balance carried forward 55 406.89

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.


School performance

School-based assessment

In 2016 teachers have sourced baseline data fromcensus schools; however on occasion this informationmay be unavailable. Teachers have used diagnostictests to attain where a student is academicallyfunctioning and identify gaps in learning for studentsthat present with additional learning support needs. Forlong–term students more extensive testing iscompleted, such as, NEALE Analysis of ReadingAbility, South Australian Spelling Test, BURT WordReading, Holborn Watts Reading Scale, ProbeComprehension, Phonological Awareness Skills Test,PATMaths and One Minute Basic Number Facts.

Staff continued to establish a set of benchmarkingresources and support the capacity of all teachers andschool learning support officers to implementbenchmarking and profiling assessments. Schoolbased data processes have provided consistency withinclassrooms and across teacher practice.

Sydney Children’s Hospital School has worked withmultidisciplinary teams to establish student baselinedata. In particular students that are inpatients under themanagement of the Brain Injury Rehabilitation Team.These students may also undergo testing by aneuropsychologist. PLASST has been used as aprofiling tool in addition to existing resources and as aprocess for coordinating school and multidisciplinaryteam information back to census schools.

All students well enough to complete any scheduledNational Assessment and examinations such asNAPLAN, Record of School Achievement(RoSA) andthe Higher School Certificate (HSC) are supported todo so. In 2016 Sydney Children’s Hospital Schoolimplemented Best Start testing for beginningkindergarten students.

Parent/caregiver, student, teachersatisfaction

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

Out of 577 enrolments 44 parents completed the parentsurvey and their responses are presented below.Strategic Direct 3 of our school plan saw our Principalwork with Public Relations and the Sydney Children’sHospital Consumer Committee to increase parent andcommunity feedback this will be an ongoing priority in2017.

95.35% of parents thought that the educational serviceat Sydney Children’s Hospital School Randwick wasworthwhil.e. Some of the reasons for this are below: • Because it kept our daughter doing school work

whilst in hospital. It's also a distraction and keepschildren involved in the school environment andthe days are accredited.

• Keeps the Children in touch with school

• It provided structure to her day and she felt'normal' in the sense the students viewed it as'school' even though unwell.

• Great for the kids to get support andencouragement to keep working

• It is great to make the capable children get out ofbed & get dressed, stick to as much of a schoolroutine as possible, socialise, be in a learningenvironment

• I think it is very important that children staying formore than a week in hospital can continue withthe school program at the hospital so they can bereinserted without any issues in their school afterrecovery. I think education at the hospital isamazing. I am very grateful for this service.

• He enjoyed being with the other kids,a bit ofnormality and he completed school work from hisschool with help from teachers that were on hand.

• Cause it is a great little school for the kids • Not only on the educational side, it was great the

relationship she developed with her teacher • Kept my son in a school routine and up to date

with school work while my daughter was havingtreatment

• It gave us a connection point and somethingpositive to focus on (eventual return to school). Itgave a focus other than treatment – getting ourminds off the medical side of things and a focuson other areas of interest.

• The support that my daughter receives isextremely beneficial

Did My Child receive a quality education service on theward? • 28.57% Strongly agree • 51.43% Agree • 20% Neutral • 0% Disagree

The educational needs of your child were met whileattending Sydney Children's Hospital School? • 26.47% Strongly agree • 50% Agree • 17.65% Neutral • 5.88% Disagree

Parent collaboration in a student’s education isimportant. Did the teachers at Sydney Children'sHospital School talk to you about your child’s learning? • 77.14% Yes • 22.86% No

How would you like to be included in your child’seducation plan while at Sydney Children's HospitalSchool? Parents were able to select multiple answers. • 50% Regular updates of personalised learning

support plan • 27.78% Regular updates of contact with your

child’s census school • 30.56% Involved in developing/reviewing my

child’s personalised learning support plan • 11.11% Involvement in teleconferences and/or

video conferences with census school • 50% Update of my child’s process and

participation when my child is moving to bedischarged

Parent comments:


• Just need a bit more information on the program(in terms of how they modify the curriculum in linewith your child's mental health – eg; more arttherapy, part of base school Maths questions,etc...) and what they have developed with thestudent's base school teachers.

• My Daughter was in Hospital the last 10 days ofthe school year And this was the first time shehas ever been in hospital. To have some readingbooks that were suitable for her age was greatfind a word maths fill in the gaps It was fantastic! Ifelt it took her mind to another place

• My child is in year 11 and is self sufficient. Thereis little need for my involvement.

Sydney Children's Hospital School communicatedeffectively with me. • 30.77% Strongly agree • 38.46% Agree • 20.51% Neutral • 10.26% Disagree

How did you find out about Sydney Children's HospitalSchool? • 81% Doctor • 32% Nurse • 32.43% Social Worker • 29.73% Teacher • 2.7% Website

How can Sydney Children's Hospital School strengthencommunication with parents? • Regular communication with the parent/s • We experienced excellent communication from

the medical team that was responsible for ourchild.

• Let us know that they are liaising with my child'sschool so she doesn't get behind would beexcellent

• We were very well informed the whole time • I think face to face communication or email. • Their communication was excellent, thank you. • Parent teacher interviews. Regular calls emails

and updates • For me it has been challenging to navigate how

much to encourage my son to do work –especially in the early days of treatment. Now heis getting close to the end of the intensivetreatment – working together with SCHS toformulate a plan of what he is able/willing to do tohave him be in a good position when he makes itback to school would be helpful.

• I was impressed at how proactive the school wasin approaching us. I had no knowledge of theservice prior.

• Information leaflets, email alerts/electroniccommunications.

• Communication was perfect – my child was toosick to take advantage of the amazing servicesoffered

• Perhaps copying us in on emails to and fromoriginal school.

• Discuss in class participation and content. • Through email and phone

Additional Feedback • Thank you for providing the educational program

– it is an important part of the student's recovery.

• my child did not participate in school activitiesdespite their efforts to help him , hence difficult toanswer many of the questions

• Unfortunately because my child came from thePrince of Wales Private learning was disruptedbecause of the constant trips back to the hospitalbecause nurses were not allowed to come to theschool unlike the patients at the SydneyChildren's Hospital. This can be a long walk forthe child at times.

• Digital technology is great for learning, but while achild is mentally sick, access to social mediamakes my child's condition worse. Being inhospital at least gave her a break from it whichwas needed.

• Every child should be treated equally and isentitled to an education. No student should bedenied access to a school because they havebeen expelled from another. This issue made thetime my child was in hospital more stressful as Istruggled to find a school instead of being able tojust focus kn my childs condition.

• The teachers at the SCH School are verysupportive and help to make the lengthy hospitaladmissions productive for my daughterseducation.

• Clearer information re oncology patients accessto class.

• The standard of teaching provided by R wasexceptional. B couldn't have asked for a bettermore motivated and caring teacher. I hope theschool gets to hang onto her for a good while.Thanks R

Policy requirements

Aboriginal education

As a school community we recognise, respect andcelebrate the Aboriginal Culture of Australia. Theschool recognises the Gadigal people as the traditionalcustodians of our area. At all official functions weacknowledge all Aboriginal people throughAcknowledgement of Country. The School AboriginalEducation Coordinator supported the planning of wholeschool events and all students celebrated andparticipated in Reconciliation and NAIDOC Week.

During NAIDOC Week students gained a meaningfuland sensitive appreciation of the history and culture ofAboriginal people. The perspective of AboriginalEducation was taught through Creative Arts and literacyprograms which aimed to develop an understandingand empathy with the Aboriginal way of life throughhistory and present day events. Mirri Mirri an Aboriginalowned company helping all Australians improve theirunderstanding and awareness of our Indigenouscultures came and had a day with students andteachers making damper, painting, telling Dreamtimestories and playing the didgeridoo.

The schools Aboriginal Education Coordinatorcontinues to maintain close connections with the localcommunity, parents and census schools. Working withthe hospital’s Aboriginal Liaison Officer has helped


develop a positive partnership between families andschool and identify students needing additional supportfaster.I

Multicultural and anti-racism education

The school supports all families and students in aninclusive environment and is respectful in allcommunications with families from linguistically diversebackgrounds. Sydney Children's Hospital School hasan established role of Aboriginal Education Coordinatorand an Anti–Racism Contact Officer (ARCO). Theseroles support staff to understand the departmentpriorities and policies and assist students who havecomplaints. Education is the key to effectiveanti–racism strategies. We celebrate our multiculturalpopulation with many events including MulticulturalDay, Sorry Day, Harmony Day and implementation ofmulticultural units of work. We also educate childrenabout what racial bullying is and how to deal with andprevent this behaviour. Age appropriate discussions onworld events are held if deemed necessary by the classteachers.

Other school programs

ArtEx Workshops

Our school is fortunate to participate in the Art Programat Sydney Children's Hospital, Randwick, which isfunded by Sydney Children's Hospital Foundation. Thephilosophy behind all the Art Program is "Artcelebrating life" and it gives students and the broaderhospital community a vibrant, inspiring and colourfulwindow to creative works that motivate, inform andentertain. The Art Experience ("ArtEX") workshops area particular highlight in the school calendar. Led byestablished artists who volunteer their time, theworkshops offer art education, experimentation andrecreation for Hospital students and children form otherlocal schools. Check outhttps://www.facebook.com/SydneyKidsArt/ and seewhat our students get up to with the Art ProgramCoordinators.

Partnership Program – Siblings

Sydney Children's Hospital and Sydney Children'sHospital School understand that when a patient travelsto Sydney for specialised medical treatment, the familyroutine often becomes disrupted. Both SydneyChildren's Hospital and Sydney Children's HospitalSchool aim to care for the family as a whole during theirstay. Sometimes families who have children and youngpeople in hospital require additional educationalsupport for siblings of inpatients. For example whenfamilies travel to Sydney for a child's treatment andbring other children who are of compulsory school age.

Siblings may have short term attendance at SydneyChildren's Hospital School for periods up to a term orlonger if deemed appropriate by Principal. During thistime students are a shared enrolment with their censusschool. Each family context and situation is taken into

principal will discuss with families, social workers andtreating teams the best educational planning for eachsibling.

Partnership with other local schools for temporaryenrolment is also in place and suitable for siblings oflonger term patients. The partnership respects themedical needs of the patients and their families andsupports long term patient siblings' to have a temporaryenrolment of the patient's sibling in the appropriateco–located public schools. Attendance at school by allschool age children is compulsory. This partnershipprovides the opportunity for you to ensure that all ofyour children's educational needs are met during thistime.


Documents

2016 Sydney Childrens Hospital School Annual Report · 2016 5545 Page 1 of 18 Sydney Childrens Hospital School 5545 (2016) Printed on: 17 May, 2017. ... To Research classroom designs