2017 Passfield Park School Annual Report · Highlights for 2017 include the inclusion of eight students in The Schools Spectacular held at Qudos Bank Arena. For the first time, three

Passfield Park SchoolAnnual Report

2017

5563

Printed on: 13 April, 2018Page 1 of 15 Passfield Park School 5563 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Passfield Park School as an account of the school'soperations and achievements throughout the year.

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

Wendy Low

Principal

School contact details

Passfield Park School53 Guernsey AvenueMinto, 2566www.passfield-s.schools.nsw.edu.aupassfield-s.School@det.nsw.edu.au9820 1700

Message from the Principal

My role as principal of Passfield Park School began at the end of April, and since my commencement, I feel a strongsense of gratitude and pride for the commitment, dedication and hard work of such an amazing team of people who workin a complex and at times, challenging environment. All staff and employees contribute to make the school a welcoming,inspirational and encouraging learning environment. All staff fully support student learning and engagement, andencourage independence, respect and acceptance of all. Thank you to every staff member for the work you do everysingle day in making a difference. Passfield Park School was very lucky to welcome Assistant Principal, SandiSutherland in Term 3, who came with a wealth of special education experience and knowledge.

Highlights for 2017 include the inclusion of eight students in The Schools Spectacular held at Qudos Bank Arena. For thefirst time, three students with disabilities were included in the opening item. These three students all came from PassfieldPark School! Congratulations!

Orange and White Classes submitted a short film into the regional Film by the Sea competition which is a mainstreamprimary schools competition. Their film was recognised and it was an honour for students from these two classes to walkthe red carpet on show night in October. For their film effort, the group won a camera for the school to use for futureproductions.

A Community of Schools initiative, The Pioneer Project, has enabled the school to employ a Community Liaison Officer,Kaylene Domanski, who, along with Jacquie Ranera Griffiths, worked with parents and staff to increase family and schoolpartnerships! One initiative is the SMS engine already being used as an easy tool for quick communication with parents.

Students from Kindergarten right through to Year 12 have been involved in courses and programs such as SpecialOlympics, bowling and swimming, Sporting Challenge, Boccia Cup, high school camp, a fire engine visit and signingchoir. In Semester 2, speech therapy and music sessions recommenced, funded by Passfield Park Kids Inc Charity, withsome wonderful music sounds coming from Rainbow Room and classrooms. There may be a few budding musicians!

The school’s partnership with Ingleburn Rotary continues to grow and a number of school staff joined in their celebrationsof their 40 year anniversary in June. A class teacher, Karen Dawson, received a community award for pride ofworkmanship. Thank you to Ingleburn Rotary, for their ongoing support of our school and donating time and funds.Ingleburn RSL also supported the school and are generous in donating much needed funds to replace a number ofoutdated and no longer working interactive whiteboards.

Thank you for the hard work and commitment from The Passfield Park Kids Inc Charity who support the school tirelesslyand help to provide the best possible learning environment and experiences for all students. The charity organises oneschool bus run and are working towards a second run, hopefully in 2018. There are many wonderful volunteers who


continue to assist in making programs and activities run more smoothly and effectively.

School staff and community members have been highly involved in rich collaboration for the Department ofEducation's School Plan phase 2018 – 2020. Setting meaningful and relevant directions, especially within a specialeducation setting, can be daunting and challenging. Leaders within the school attended ongoing workshops and trainingin the Campbelltown / Macarthur Principals network throughout 2017, resulting in the formation of a dynamic missionstatement for the new plan. ‘We believe in a school where students and staff are valued and respected in a safe 21stcentury learning environment’

I hope you enjoy reading this report.

Message from the school community

Community involvement at Passfield Park School is supported through the school's charity that operates similarly to aP&C group and is integral to the school’s functioning. Passfield Park Kids Inc. is a registered charity, established in 2013to raise funds and provide services for the benefit of all students at Passfield Park School. In 2017, a committee of 11volunteers drawn from the community, school staff and parent/family representatives managed the charity.

Funds were raised for the school through various fundraising activities including community BBQ's, trivia nights, bingonights, community donations, benevolent and philanthropic grants, and also by operating the Department of Education’sAssisted School Travel bus run. We also arrange and participate in working bees to maintain and improve schoolfacilities, grounds and equipment.

Community members on the charity committee have been instrumental in creating links with local community serviceorganisations and strengthening the school's ties with the wider community. We also participated in and supported staffat the annual high school camp, attended school assemblies, presentations and social functions.

During 2017 Passfield Park Kids Inc.funded and/or arranged for the provision of the following to the school:

• Ongoing running costs for the school's two buses

• Speech pathology services for students

• Music therapy services for students

• Replacement of electronic touch screens and Interactive White Boards

• Funding assistance for school excursions and outings

The value of the above funding and services was in excess of $40,000.

Jan Domanski

Treasurer,

Passfield Park Kids Inc.


School background

School vision statement

Together we learn, participate and strive every day to achieve our best.

School context

Passfield Park School is a school for students with moderate or severe intellectual disabilities, Kindergarten to Year 12.Many of our students have additional needs, including Autism Spectrum Disorders, physical disabilities, mental health,visual or hearing impairments.

Our school is in multicultural Minto, a community undergoing renewal and revival in its character, facilities and capacity toembrace 21st century living. We share a unique learning environment with Sarah Redfern Public, High School andpre–schools, in close proximity to public transport, community and shopping centres.

We are a member of a community of special schools, all of which are centres of expertise. With Beverley Park and MaryBrooksbank Schools, our students are able to benefit from the leadership and learning of uniquely strong and committedstaff who value the gifts of each and every member of the Community of Schools (CoS).

Passfield Park School is a caring and supportive community, with high expectations in learning and living for its students.We believe in supporting students to achieve their full potential, and to have rich, differentiated programs with technologyembedded across all Key Learning Areas. Our goal is to support all students to communicate with their community, andto ensure that all students have the opportunity to achieve their personal goals and lead successful, rewarding lives as21st century citizens.

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. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Our self assessment process within the Element of LEARNING demonstrated that Passfield Park performed atDelivering level for Learning Culture, Wellbeing, Assessment and Reporting and Student Performance Measures.

For Curriculum and Learning the school was assessed at Sustaining and Growing.

For the TEACHING Element, assessment of performance was levelled at Delivering for Collaborative Practice, Learningand Development and Professional Standards.

In Effective Classroom Practice it was determined the school was Sustaining and Growing, and for Data Skills and Usewe assessed Passfield Park School at Working Towards Delivering.

In LEADING, the school was assessed at Delivering for Leadership, School Planning, Implementation and Reporting,School Resources and Management Practises and Processes.

Throughout the consultative process, rich and challenging professional discussion acknowledged the significant changewithin the leadership team throughout a nine month period, which impacted on SEF–SaS reflection, systemsmanagement and change processes.

Our self–assessment process will assist the school to refine the 2018 – 2020 School Plan, leading to furtherimprovements in the delivery of education to all students. Areas that were identified as Working Towards Delivering willbe focus areas for improvement in 2018.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Building student capacity to engage in learning to reach their full potential as successful individuals.

Purpose

To empower students to be fulfilled as successful, active citizens.

Overall summary of progress

In 2017, Passfield Park School identified four separate processes to work towards Strategic Direction 1, building studentcapacity to engage in learning to reach their full potential as successful learners.

The four processes comprised;

1. IEPs/COACH 3

2. Communication (ESES project): all students have access to Picture Communication Symbols (PCS) across all schoolsettings

3. PBL is established across all school settings

4. Kidsmatter implemented to support the wellbeing of students

Each of these four processes were reviewed during the implementation of the 2017 school plan, regular milestonetracking and annual evaluation. There was adjustment to a minor number of processes and milestones, as the schoolcommunity went through significant change during 2017 where 50% of the leadership team were replaced at varioustimes as well as a high turnover of general staff at the commencement of the year.

Student learning remained at the forefront of all decisions made throughout 2017. The school’s commitment to provideengaging, relevant and meaningful opportunities for students and the greater school community to engage in theeducation process at an individual, class and whole school level is evidenced in the way each process has beenreflected upon, implemented and adjusted.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Data tracked for 100% ofstudents’ Individual EducationProgram (IEP) goals, with growthrecorded to measure studentprogress.

No funds expended Throughout 2017, staff and parents/carers wereconsulted to gain feedback on the IEP process. Asa result, numerous adjustments were made andnew policies, procedures and resources weredeveloped, ready for implementation in 2018.

Initial feedback indicated that the needs of theschool community have changed and previouslydetermined milestones were no longer relevant,resulting in the IEP process requiring adjustmentaccordingly. This is reflected by milestonesbecoming off track in Term 2, 2017.

The feedback received highlighted anoverwhelming majority of the school communityfound the COACH 3 model no longer suited schoolneeds and had become time consuming andcumbersome. Some parents felt the scripted styleof the COACH meeting prevented moreindividualised discussions. The schedule of PLSPmeetings and plan development across a two yearperiod had resulted in some concerns andcomplications in implementing and reporting onstudents PLSPs. This included difficulty in planningfor and implementing personal learning programs






Data tracked for 100% ofstudents’ Individual EducationProgram (IEP) goals, with growthrecorded to measure studentprogress.

as part of the class program and timetable. Thespread out timeline of PLSPs had resulted in asystem that had become difficult to track 00toensure new plans were written in a timely manner.Therefore, whilst the original 2017 milestones arerecorded as off–track, the new PLSP process willbetter support student engagement and learning,and more effectively track progress andachievement as learners.

Picture ExchangeCommunication System (PECS)implemented across the school,with ongoing support to individualstudents (100%).

$14,500

PECS folders, reources,ciom=nsumables, teacherrelease

The high staff turnover throughout 2017necessitated communication milestones beadjusted. Whilst milestones remained on track, areturn to earlier milestones, to ensure the processwas understood and embedded effectively acrossthe school was central in moving forward. Forexample; the training in, and full use of, PECS by allstaff, as a mid year milestone was unachievableand required adjustment. Three new staff membersattended PECS training for the staff developmentdays at the end of Term 4, showing the school’songoing commitment that staff are equipped withthe necessary knowledge and skills to address thelearning needs of the diverse and individualisedstudent population.

Growing evidence supporting the implementation ofCore Word Vocabulary programs for students usingaugmentative and alternate communicationsystems, resulted in several staff developingknowledge and skills in this area, as part of theirpersonal development plans (PDPs). Thecommunication team reflected this newdevelopment by leading a twilight professionaldevelopment session, which covered several of thecommunication systems used at Passfield ParkSchool and showcased the Core Word Vocabularyprogram. This professional development sessionalso enabled an early career teacher to be identifiedas a leader in this area and was given theopportunity to showcase her expertise to upskillother staff.

Whilst the implementation of the communicationmilestones were delayed, it remains relevant to ourschool learning community. The Communicationteam demonstrated their commitment to ensuringall students have access to PCS across all schoolsettings with the ongoing production andmaintenance of classroom and playground PECSfolders and the core word display outside the schooloffice. A very successful initiative aimed to supportthis process was an afternoon resource productionsession which resulted in school staff andcommunity members working together within asocial atmosphere to create additional PCS.

Positive Behaviour for Learning(PBL) team has establishedpositive rules and developedstrategies to enable students tolearn to self–regulate.

$500

Rewards and certificates

Acknowledging school–wide concerns of staffwellbeing, increasing workload and the changingneeds of the school community, the implementationof the school plan had to be adjusted. Stafffeedback identified the school community wasfinding the high level of changes taking place






Positive Behaviour for Learning(PBL) team has establishedpositive rules and developedstrategies to enable students tolearn to self–regulate.

overwhelming. Additionally, there was a sharedfeeling that the identified school plan processeswere being implemented too fast, resulting inineffective practices and without relevant policiesbeing updated.

PBL was one process that was identified asrequiring additional time and planning to ensure itwas embedded effectively. Milestones for PBLbecame off track as implementation of PBL was puton hold for 2017. However, the original milestoneswhich were met, remained a focus to ensure initialsteps were implemented consistently across theschool. This included a whole school focus on newPBL rules and PBL assemblies being runconsistently every fortnight. The impacthas resulted in the school community gaining asound understanding of the PBL rules, ready for thenext step of implementation in 2018.

Next Steps

A number of improvement measures from 2016 were continued into 2017. The ESES Communication project was verysuccessful and will continue to be the fundamental basis for student independence and life–long learning.

While the COACH 3 model will not be used in 2018, several features of the tool were identified as useful and will beadapted and built into the new PLSP process in 2018 towards a more effective and time efficient process, where parentscan be more actively engaged.

Communication tools, PECS folders and assistive technology will continue to be fundamental in supporting studentindependence, communciation and literacy skills and will be embedded into all future planning and programming.



Develop a culture of collaboration within the CoS to build capacity of all in leadership and educational innovation

Purpose

To provide a high standard of education through collaborative learning, opportunities for sharing and exchangingexpertise of innovative education and quality leadership which inspires all CoS stakeholders to excel and reach their fullpotential.


Leaders within the CoS met on a number of occasions across the year both formally and informally, to look in depth atthe What Works Best document in order to gain direction for writing the Executive Handbook. This process wassupported by two Principal School Leadership who lead workshops and discussions with the CoS executive group.Through this process, it became clear the focus needed to change away from developing the handbook. Afterdiscussions among the leaders within each school, the focus changed to one of stronger collaboration around sharingbest practice, fostering student relationships and wellbeing across the CoS. This will directly link into Strategic Direction 2in the 2018–2020 Passfield Park School Plan. All staff undertook school based professional learning on the PDPprocess. This included developing appropriate and meaningful goals for teaching and non teaching staff. Goals forteaching staff were linked to strategic directions and aligned with the Australian Teaching Standards. Mid–yearself–evaluation meetings and annual reviews were completed by all staff.





100% of all professional learningopportunities across the CoS thatreflect Performance andDevelopment Plan (PDP) goals.

$1,500

School's contribution toCoS networking andprofessioanl learningopportunties

Professional learning at a leadership level occurredbetween Mary Brooksbank, Beverley Park andPassfield Park schools. Through qualityprofessional dialogue within the CoS, outcomeswere evaluated and adjusted to reflect newdirections in the 2018–2020 School Plan.

100% of all staff attend the CoSconferences.

$600

After school meetings,PL and resources

100% of staff attended the collaboratively plannedCoS professional leaning activities and events.

100% of all staff is involved intrialling or using assessmentsand teaching strategies forstudents at pre ES1 level.

No funds expended All executive across the CoS developedprofessional learning around the Literacy andNumeracy Frameworks. This was then presented toteachers from all three schools. Trialling of teachingstrategies for students at pre ES1 level occurred atPassfield Park School as a result.

Next Steps

The CoS leaders revised their purpose as a result of group discussions and on reflection around the What Works Bestdocument. As a result there will be a CoS focus on student social and emotional wellbeing in Strategic Direction 2 in the2018–2020 School Plan cycle. All staff now have a deeper understanding of the Performance and Development processand will continue to develop their skills around self reflection and self directed learning. Teaching staff will continue touse assessment and teaching strategies for students at pre ES1 level from resources such as the Literacy, Numeracyand Science Frameworks and SWANs.



Building and maintaining family and community partnerships which support students becoming active 21st centurycitizens

Purpose

To embrace our multicultural community and strengthen the learning environment. To challenge, engage and cater to thelearning and wellbeing needs of all our students, staff and community members.


At the end of 2016, fifty percent of the leadership team left Passfield Park School. There was not a complete permanentexecutive team in place until Term 3 2017. At the same time, a significant turn over in teaching staff also occurred. Thisresulted in significant changes being made to Strategic Direction 3. The initial 3 year plan was to have all staff fullytrained in the KidsMatter Framework. However, the substantial staff and leadership change necessitated a revision ofthis strategic direction. As a result, it was decided all staff would complete and/or revisit training in Component 1; APositive School Community. This resulted in a shared understanding of the principles behind the schools commitmentto community partnerships in moving forward within a changed school culture.





100% of students meaningfullyconnected with student wellbeingprograms, evidenced by SteppingStones PPP and KidsMatter data.

The process of implementing KidsMatter to supportstudent wellbeing across the school focused onstaff receiving training in the four KidsMattercomponents. Because of the high staff turnover thisprocess was revised, resulting in staff completingrevision training in Component 1.

Approximately twenty five percent of students wereengaged in programs to enhance their wellbeingincluding 'Bounce Back' and 'Smiling Minds'.

15% of parents/carers attendingprofessional developmentworkshops.

As a result of staff turn over, the staff membertrained to deliver Stepping Stones Triple P left theschool. This meant that training and professionalworkshops for parents and carers were not able tobe delivered.

Next Steps

The KidsMatter Framework itself is in a period of transition which will result in KidsMatter and MindMatters frameworksbeing combined in 2018 and a new framework developed. 2018–2020 School Plan Strategic Direction 2 will continue todrive the implementation of programs to develop social and emotional wellbeing for all students. CoS partnerships willcontinue with a broader scope to enable activities and events that focus on student wellbeing and encouragement. Astrong focus on Growth Mindset and Positive Behaviour for Learning will be embedded across the school. A newmember of the executive team is trained in Stepping Stones Triple P and opportunities to run courses for parents andcarers will be pursued.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $4,300

Indigenous resources forstudent and class use,professional learning, CoSAboriginal languages anddance group, NAIDOCweek celebrations.

Improved participation, engagement andoutcomes for all students and staff.

Increased teacher knowledge. Enhancedquality partnerships within CoS.

English language proficiency $26,650

Speech Pathologist trainingsessions with staff,workshop and resourcemaking session withparents. PECS folderresources – labour andmaterials. MultipleInteractive Whiteboardpurchases. Library,communication and literacyresources, books andtechnology resources.Sensory tools and toysmade available whereneeded.

Increased engagement in class programs andactivities at both individual and whole grouplevel.

Equitable access to technology and resourcesfor learning in all learning spaces. Providingsafer learning environment for all.

Significant additional PECS resources wereproduced to support replacement of visualsdue to remediation.

Quality Teaching, SuccessfulStudents (QTSS)

$ 18,600

Executive support for newteaching staff and changeof school culture. Newformats for assessing andreporting.

The ongoing development of structuredsystems and professional learning sessions inprogramming, assessing and reportingrequirements.

Socio–economic background $ 95,500

Purchase of walkie talkiesto support communicationand behaviourmanagement across schoolareas includingplaygrounds. Purchase ofmotivatingand engaging playgroundresources.

Support of health careneeds and positivebehaviour support acrossthe school. School planningdays within new leadershipstructure. Development ofnew system managementprocedures. Assistance formore students to accessthe community andactivities such as schoolcamps and SchoolSpectacular.

Improved systems in areas ofincreased visible and more effectiveleadership.

Appropriate communication systems availableacross all school settings.

Personalised and respectful assistance foridentified personal care needs.

Increased levels of student engagement andwellbeing in classrooms, playgrounds and inthe community.

Support for beginning teachers $5,600

Establishing schoolsystems, networking with

Beginning teacher gains knowledge andunderstanding of school setting, systems andneeds. Teacher is better equipped and gainsconfidence in teaching within school setting.


Support for beginning teachers CoS and other BeginningTeachers. Meetings andprofessional developmentwith mentor and supervisor.

Beginning teacher gains knowledge andunderstanding of school setting, systems andneeds. Teacher is better equipped and gainsconfidence in teaching within school setting.

High School Programs Camp: $500

High School studentsparticipated in a 3 daycamp at WedderburnChristian Campsite.

Staff and Kids Café: $1,000

Refreshments and lightmeals were served toclasses and staff eachweek.

TAFE: $3,000

SLSO supported studentplacement at discreteHospitality Course.

Skills of independence, socialisation andself help were enhanced during the campexperience, as well as strengthening physicalfitness. A highly worthwhile program to becontinued in 2018, with the option to extendan invitation to the Campbelltown CoS SSPs.

Cafe was run successfully, with students andstaff fully engaged in every area of theprogram.

TAFE is an excellent opportunity for studentsin an SSP to be inlcuded in community basedtrade skills. All students successfullycompleted the course.

Sports Initiatives $9,935

Passfield Park School’sdiverse sporting programhelps students get active,have fun and achieve theirpotential throughparticipating in a range ofin–school and out in thecommunity activities. Thevariety of sporting programsis essential in meeting ourstudents diverse and oftencomplex needs.

Physical fitness, gross motor skills andhand–eye coordination skills are extremelyimportant skills for all young growing people.

Students enjoyed Special Olympics and theexternal coaches made suitable adjustmentswith support from staff, to better meet studentneeds.

Bowling program was particularly successfulas it enabled students equal accessregardless of their disability or skills.Significant increase in students exercising,increased social and emotional skills, growthmindset and good sportsmanship.

School and Cultural Programs Schools Spectacular:$9,210

Teacher and SLSO releasefor auditions, training andrehearsals. Some costumeswere subsidised. Additionalfood and meals were alsosubsidised.

Schools Spectacular is a vital communityexperience where students with disabilityintegrate with mainstream students at a statelevel. This is a highly rewarding andworthwhile experience for all involved. Manystudents aspire to take part in the SchoolsSpectacular experience and it is viewedacross the school as a great privilegerequiring outstanding commitment across allschool areas to participate.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 46 51 50 48

Girls 16 16 19 21

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 8.05

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

11.82

Other Positions 0

*Full Time Equivalent

Two staff at Passfield Park School identify asAboriginal.

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 61

Professional learning and teacher accreditation

In 2017, Passfield Park School spent $17,385 onprofessional learning for teachers, support staff and

administration staff.

All teachers, executive and School Learning SupportOfficers attended the annual Special EducationTeachers, SLSO and Leaders Conference in July.

One teacher achieved maintenance level atAccreditation at Proficiency for NESA in 2017.

School Development Days were held on the first day ofTerms 1, 2 and 3. The School Development Days atthe close of the year on December 18th and 19th, werereplaced with four twilight sessions held across Terms2, 3 and 4 from 3.30– 6.30pm covering mandatory andidentified areas of professional learning. All Departmentof Education mandatory training requirements werecompleted.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 205,759

Revenue 2,531,125

Appropriation 2,486,792

Sale of Goods and Services -60

Grants and Contributions 42,700

Gain and Loss 0

Other Revenue 0

Investment Income 1,693

Expenses -2,543,591

Recurrent Expenses -2,543,591

Employee Related -2,395,450

Operating Expenses -148,141

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-12,467

Balance Carried Forward 193,292

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 441,255

Base Per Capita 20,448

Base Location 324

Other Base 420,482

Equity Total 117,294

Equity Aboriginal 6,581

Equity Socio economic 86,103

Equity Language 24,610

Equity Disability 0

Targeted Total 1,832,594

Other Total 16,559

Grand Total 2,407,702

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

Parent/caregiver, student, teachersatisfaction

Satisfaction of the wider school community is a criticalfactor in ongoing school planning and implementationof programs at Passfield Park School. Ensuringstudents, teachers, parents and carers are confident,engaged and satisfied by school programs has beenparticularly vital throughout 2017, when the school wentthrough a significant change period. As a result, theschool created additional opportunities for informativefeedback to be received from all stakeholders. Thefollowing methods were implemented to assist theschool in gathering and ensuring all stakeholders had achance to provide information which will drive futureschool planning; KidsMatter survey for students, staffand families, surveys from the school's CLO to staff andfamilies, and for the first time, feedback forms onstudent reports.

The results from staff surveyed within KidsMatterindicate that staff unanimously feel valued andrespected, feel relationships between staff, betweenstaff and students and between staff and families arerespectful and responsive and that our schoolcommunity is welcomed and included both in policy andpractice. Whilst staff were not fully confident thatopportunities were being provided to all members of theschool community to contribute to school decisions, itwas strongly felt that communication between schooland the wider school community was inclusive of thediverse needs of students and families. Parent, family

and carer responses to the KidsMatter survey, reflectedthat they unanimously felt their beliefs and wishes wererespected and valued by the school and that the schoolprovided a caring environment for their child. It wasreassuring to have parents mirror staff in saying theywere satisfied with the school to home communicationthey were receiving. Other indicators of parent, familyand carer satisfaction was the unanimous agreementwith the following statements; ‘I feel welcome whenvisiting my child’s school, I feel that my child’s teachercares about my child, I am comfortable talking with mychild’s teacher and school staff are supportive ofparents who may be experiencing particular challengesin their life’.

Student engagement is central at Passfield ParkSchool; therefore student engagement levels,satisfaction and enjoyment are regularly reviewed bothformally and informally. Over 90% of Passfield Parkstudents are non–verbal; making it especially importantthat staff reflect upon and provide opportunities forstudents to successfully express their preferences andmake choices about their learning environment andactivities. This is supported with students being able toaccess the playground that best suits their needs,opportunities to participate in and represent the schoolin external programs and initiatives to take part in avariety of extra–curricular groups that are held duringlunch times. From formal surveys of students, 'loudnoises' were most commonly reported by students asbeing their least preferred part of time at school. Themost popular preferred activities were; desk activities,technology, sensory activities and equipment and sport.

The school song – 'The best school in the west'portrays the enthusiasm and commitment of staff andstudents.

Policy requirements

Aboriginal education

Throughout 2017, high school students extended theirAboriginal partnerships with Leumeah HighSchools(LHS) Aboriginal Representation Council(ARC)staff and students, through attendance at weeklyassemblies


and mentoring to our students. The LHS ARC led andsupported Passfield Park students in learning theAustralian National Anthem in D’harawal Aboriginallanguage, as well as other key words and a ‘Banana’song in a Torres Strait Islander language. In addition,Aboriginal traditions and non–verbal communicationforms, such as: use of symbols, painting, art, danceand storytelling were studied. These sessions alsoincluded an outstanding dance performance and dancetutorial with local Aboriginal Elders. Informal playgroundinteraction to build a rapport and socialisation skills wasalso a highlight. LHS ARC also supported celebratingspecial events such as NAIDOC Day and PresentationDay in addition to inviting Passfield students to theirMulticultural festival and NAIDOC Day. Thispartnership has been greatly valued with great ambitionto maintain throughout 2018.

Multicultural and anti-racism education

To foster student wellbeing and harmony, the schooldelivered Kidsmatter to all staff through professionallearning. Components 1 and 2 were covered in atwilight session in August. The school held a HarmonyDay celebration in March, where students, families andthe wider school community came together for anassembly to celebrate the diverse cultures that makeup our school. Students and staff wore orange on theday as the recognised colour celebrating diversity andharmony. Students staff and families completed variousactivities in the classroom including tracing studenthands onto cardboard and decorating with flagsrepresenting our diverse school cultures. Each classwas assigned an area of the school to set up a displayof their handprints including playgrounds and gardens.These remained on display throughout 2017.

Other school programs

Schools Spectacular

Eight students performed in the Schools Spectacularheld at Qudos Bank Arena, along with more than 200students with disability in the D’Arts Ensemble with arendition of ‘Everybody needs somebody’ from theBlues Brothers. For the first time, three students withdisability were included in the opening item of the show.These students ALL came from Passfield Park Schooland were chosen based on their skill, behaviour andpassion for dance. Passfield Park studentsrepresented their school with outstanding behaviourand enthusiasm. School Captain Blair Murray, waschosen to be a Dance Captain. He was the only studentfrom an SSP in this position, making this a particularlyexciting achievement. Funds were raised throughout

the year by way of a chocolate drive and BunningsBarbeques. A $500 grant was successfully gainedthrough Cadbury Chocolates. 18 students plus staffattended the Friday Matinee performance. Throughoutthe year, dance practice at school was opened up to awider range of students to allow increased access formore students.

CLO

The Pioneer Project is a collaboration between fiveschools; three primary schools, one high school andone SSP (Passfield Park), whose purpose is to createschool communities that embrace the value,importance and impact of genuine communityengagement in the development of society. ThePioneer Project began in 2017 at Passfield Park, withthe employment of Community Liaison Officer, KayleneDomanski, who worked with parents and staff toincrease family and school partnerships. One initiativewas the SMS engine used as an easy tool for quickcommunication with parents for messages. A secondinitiative was a mini expo of local service providerswho showed support to families in transitioning to theNational Disability Insurance Scheme (NDIS). Parentattendance at school events such as CelebratingEducation and Presentation Day showed an increasefrom previous years.

High School Camp

2017 was the first year Passfield Park High Schoolstudents participated in Camp at Wedderburn ChristianCampsite. Camp was held over three days inDecember. Students either participated by fully stayingat the campsite and sleeping, or joining in the dayprograms only. 14 activities included swimming,archery, campfire, night walk, glider possum, flying fox,bush craft, initiative games, sport and outdoor activitiesand movie night. Students thoroughly enjoyedthe campsite environment, especially feeding the emusand seeing the koala! Rain did not hold anyoneback and it was a great success.

Café

Passfield Park’s High School students havecomprehensively built on their hygiene, foodpreparation and literacy and numeracy skills ineffectively running Kids and Staff Café. PPS studentshad the opportunity to order cheese, crackers andmilkshakes where high school students delivered,collected, tallied and collaboratively completed theorders and served to each class. Staff also had theopportunity to order lunches; Greek chicken with sweetpotato fries and iced coffee throughout Semester 1 andtoasted sandwiches and fruit smoothies throughoutSemester 2.

TAFE Course

During Term 1–3, two senior high school studentscompleted and were awarded a certificate in a 120 hourDiscrete Retail Services TVET Course at CampbelltownTAFE.. During Term 4, three high school studentssuccessfully completed an eight week YES course inHospitality. This gave the students the opportunity to


experience a taste of what to expect when participatingin a TAFE course. The students thoroughly enjoyed thisprogram and executive were invited to an awardceremony where students were presented withcertificates and also treated to a completion morningtea prepared by the students.

Sport and Physical Education

The school’s diverse sporting programs assist studentsto get active, have fun and achieve their potentialthrough participating in a range of in–school andcommunity–based activities. The variety of programs isessential in meeting student's diverse and oftencomplex needs.

The Special Olympics program was run for the first timein 2017, and was highly successful and catered forstudents unable to access sporting programs off site. 'No Limits Sports' coaches delivered a high qualityprogram for infants and primary students. Activitieswere designed to meet the core goal of improvingstudent engagement in sporting activities and meetingoutcomes in the Personal Development, Health andPhysical Education syllabus. In Terms 1 and 2 thefocus was athletics, with basketball in Term 3 andcricket in Term 4, in 30 minute sessions whichoptimised sustained student engagement, turn taking,hand eye coordination and skills in handling equipment.Students increased engagement with and willingness tocomplete activities, improved confidence and avisible sense of accomplishment, which reflected thesuccess of the program.

Sporting Schools program funded primary and highschool students from six classes to participate in ten pinbowling sessions at Campbelltown City Bowlthroughout the year. Five weekly sessions each term ina fun, inclusive and supporting environment. As aresult, students were enthusiastic and strove to improvetechnique and their score each week, closely watchingthe scoreboard. Students demonstrated goodsportsmanship; encouraging and showing respect forothers. One teacher undertook training to meet theSporting Schools qualification requirement for coaches.

The Premier Sporting Challenge encouraged studentsfrom Kindergarten to Year 12 to be moreactive, increase participation in sport and physicalactivity and to lead a healthy and active lifestyle. The10 week physical activity challenge providedopportunity to students and staff to participate in arange of sports and recreational pursuits and todevelop understanding of the importance of physicalactivity. All students received a gold certificate for theirachievements and effort .

Swimming Scheme students participated in the learn toswim and water safety program for primary schoolstudents in Years 2 to 6 who are unable to swim 25metres confidently in deep water. The scheme ran fortwo weeks in Term 4 at Macquarie Fields pool with 30minute daily lessons tailored to the needs of ourstudents with high support needs. Students receivedstarfish or stingray certificates depending on theswimming skills they had acquired by the end ofprogram.

Passfield Park School was represented at the specialeducation Interschool Boccia Cup in November. FourSSP schools participated – Beverley Park, MaryBrooksbank, Fernhill and Passfield Park. The studentstrained well during the weeks prior to the Boccia Cuptournament, they participated with lots of enthusiasm.After winning the trophy last year, we happily handed itover to Beverley Park School for 2017. We came a veryclose second missing out by only one point!


Documents

2017 Passfield Park School Annual Report · Highlights for 2017 include the inclusion of eight students in The Schools Spectacular held at Qudos Bank Arena. For the first time, three