North Gosford Learning Centre

Annual School Report

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Our school at a glance

Purpose

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

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

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

Some secondary students may participate in alternative vocational training programs rather than returning to their home school.

Students

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

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

Students attend from a wide range of Central Coast schools in 2012:

High Schools

Stu

den

ts

Primary Schools S

tud

ents

TLSC – Berk. Vale 2 Umina PS 1

Wyong HS 2 Wyong PS 1

Wadalba CS 1 Woy Woy PS 1

TLSC – Tumbi 1 Woy Woy South 1

Narara Valley HS 2 Ettalong PS 1

Lake Mun. HS 1

Northlakes HS 2

Henry Kendall HS 2

BWSC – Umina 5

Erina HS 1

Gorokan HS 2

Kariong M. HS 1

Lisarow HS 3

Wyong HS 1

Total: 14 high 26 Total: 5 primary 5

Significant programs and initiatives

In 2012 NGLC staff worked with students, parents and home school staff to develop high quality and comprehensive personalised learning plans. These plans have guided significant progress for students attending NGLC in 2012.

The continued focus on accredited training packages such as Surf Survival, First Aid, WorkCover OH&S - General Induction and Certificate 1 in Conservation and Land Management provides students with recognised qualifications and skills that are transferable to many other settings.

There is a major focus on developing exemplary programs to best cater for the needs of students with behaviour difficulties. We have developed a new program delivery model outlining three areas or “streams” focusing on competence and recognition. The focus learning areas are Academic, Personal and Enterprise Streams. Students will benefit greatly through the full implementation of this model in 2013.

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Student achievement in 2012

31 students attended NGLC in 2012 there were 26 high and 5 primary aged students.

7 secondary and 2 primary students fully transitioned to mainstream school settings. Another 8 students are in partial transition to their school settings. This work required NGLC staff to intensively liaise with families, home school settings and their staff.

Messages

Principal’s message

Daniel Hayes - Principal

Our sixth year of operation in 2012 was extremely successful particularly in relation to meeting our school targets.

We have also embarked on a restructure of our 2013 program delivery. This will focus on student completion of accredited and non-accredited training opportunities. Our students will receive coordinated recognition for their work at NGLC along with access to a new and exciting reward system. This VIVO reward system is new to Australia with NGLC one of the first schools to implement VIVO in NSW.

We supported higher numbers of students this year and worked with a diverse group of Central Coast primary and secondary settings. We continued the school’s established strategies and processes supporting our students to successfully participate in regular school settings.

Student destination outcomes were maintained with students returning to their home schools, more appropriate higher support or supported post school settings.

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

Our success is also reflected in the continuing demand for our staff expertise, to support regular school staff in best managing disruptive behaviour in schools.

Regional and school staff continued to support us in partnerships working with families and students with complex learning and welfare support needs.

We were fortunate to receive additional funding from local, state and federal sources allowing us to improve our site and facilities, up-skill our staff, provide training and support to New Scheme Teachers and implement changes to our curriculum delivery.

Membership of the Valley Schools Learning Community (VSLC) also provides a wide range of collegial and professional opportunities. NGLC was again heavily involved in the VSLC Aboriginal education initiative in 2012. Our executive staff also accessed professional development, networking and planning with other Valley Schools executive staff.

The NGLC team again deserves credit and recognition for their efforts. They promote student opportunities and forge productive relationships with families, home school staff and other service providers.

The staff strives to improve their knowledge and skills and willingly donate their time, expertise and personal resources to raise valuable funds which further improve our school’s programs.

We are unique as a behaviour setting in this state having an active and productive Parents and Citizens. I value the support and encouragement

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provided by this small dedicated group and look forward to their continued involvement.

In conclusion, as Principal of this school I am delighted and proud to present this report to our school community. The report will provide information on school achievements, initiatives and evaluations of the 2012 school year.

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

Daniel Hayes - Principal

P & C and/or School Council message

It is with great pleasure that I write on behalf of the dedicated P&C our report for the North Gosford Learning Centre Annual School Report.

The P&C meetings are held once a term with good numbers in attendance. There is much information shared and constructive discussion held during meetings and the email loop, school newsletters and website keep us all informed between meetings.

Thank you to the dedicated parents, community members and staff who give up their time to volunteer by attending meetings, catering and attending functions and events as well as participating on merit selection panels and supporting fundraisers. Your commitment is much appreciated. Our membership continues to be strong with a recent new member supporting our school with unique craft for fund raising that has been gratefully received.

NGLC P&C have numerous activities planned for 2013 including an Election Day BBQ at Bunnings West Gosford, and we will also liaise with the schools across the Central Coast and the state to look for further support for the students.

We look forward to supporting the school as they strive to meet the unique needs of the students and staff as Local Schools, Local Decisions and the much awaited RAM funding model is implemented. We need to ensure this once in a generation educational evolution managed successfully to attain optimal benefits for the current and future students.

North Gosford Learning Centre continues to have much to be proud of and 2013 should be another

exciting year as the school expands its role in working with the students’ home schools, and offers further high quality professional development to staff across the Central Coast. The NGLC P&C will continue to work closely with the school community for better outcomes and benefits for the students and their families across the whole school community.

Sharryn Brownlee - President

School context

Student information

It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Class sizes

NGLC operates class sizes consistent with staffing formula of seven students in one class. Classes are staffed on a ratio of one Teacher and one School Learning Support Officer (SLSO).

Structure of classes

We successfully implemented a home room structure allowing students to have a classroom home base and a teacher responsible for all individual student planning and welfare issues.

In 2012 we operated:

• Primary Class – Transition (Years 5 - 7)

• Middle Years Class - Integration (Years 6 - 8)

• Secondary Class – Transition (Years 9 - 10)

Student enrolment profile

As in previous years our student enrolment profile was predominately boys. We had a total of 31 students attend with only one girl enrolled in 2012.

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Student attendance profile

Student attendance in 2012 is at 86% matching 2011 data which was lower than in previous years. This was attributable mainly to the poor or non-attendance of a small cohort of students. Attendance data was over 97% without this cohort affecting the overall result.

Management of non-attendance

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

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

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

Many students present at NGLC with histories of poor attendance. Where attendance continues to be inconsistent we work closely with our regional Home School Liaison Officer to support students and their families to improve their attendance patterns.

Post-school destinations

Four students were successful in accessing post school training and employment opportunities. These placements are supported by our staff to ensure students are able to succeed in a post school environment.

Staff information

NGLC is staffed by trained specialist educators from a range of teaching backgrounds with experience and qualifications in behaviour management. Staff have extensive experience and bring with them knowledge, expertise and personal commitment to working with students who display behavioural difficulties.

All teaching staff meet the professional requirements for teaching in NSW public schools. All School Learning Support Officers are mandatorily trained in behaviour and harm minimisation strategies.

We are fortunate to be well supported by regional staffing and resources. Additionally we are able to utilise the expertise of a skilled and experienced counseling service to ensure appropriate student assessment and assistance when required.

Staff establishment

Position Number

Principal 1.0

Assistant Principal(s) 1.0

Classroom Teachers 2.0

SSP Teacher Relief 0.42

Teacher Librarian 0.2

Teacher Careers 0.2

Counsellor 0.2

School Administrative & Support Staff 4.176

Total 9.396

The National Education Agreement requires schools to report on Indigenous composition of their workforce. No staff identified as Aboriginal or Torres Strait Islander.

Staff retention

NGLC has continued to demonstrate a high level of staff retention. In 2012, no staff members left the school.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools. Staff undertake annual specialised behaviour management training including “Non - Violent Crisis Intervention”.

Qualifications % of staff

Degree or Diploma 100

Postgraduate 20

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Financial summary

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

Date of financial summary 30/11/2012

Income $

Balance brought forward 87382.93 Global funds 62424.31 Tied funds 30981.40 School & community sources 49694.20 Interest 4585.77 Trust receipts 299.45 Canteen 0.00

Total income 147985.13

Expenditure

Teaching & learning Key learning areas 5724.66 Excursions 6582.46 Extracurricular dissections 19121.97

Library 125.00 Training & development 876.58 Tied funds 22740.53 Casual relief teachers 12203.12 Administration & office 13917.08 School-operated canteen 0.00 Utilities 14170.59 Maintenance 13118.33 Trust accounts 274.34 Capital programs 0.00

Total expenditure 108854.66

Balance carried forward 126513.40

A full copy of the school’s 2012 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

Achievements

School performance 2012

The diversity and relevance of activities conducted during 2012 have promoted student engagement, encouraging students to accept challenges and to contribute to the school and broader community. Student social and emotional learning (SEL) is a focus in all activities.

The philosophy of the program at NGLC is built on the foundations of productive relationships between students, their families and staff. A core value of education in NSW government schools is

that all students can improve in their learning with appropriate support. The school strives to promote and teach the NSW DET Core Values.

There were a number of significant achievements by NGLC students in 2012 outlined below.

Achievements

Academic

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

A systematic battery of assessment tools are used to inform further program development. 2012 has seen the continuation of a school wide system of assessment using the WRAT4 – Wide Range Achievement Test. The WRAT4 measures the basic academic skills necessary for effective learning, communication and thinking: reading and spelling words and performing basic mathematical calculations. A staff member has been timetabled to co-ordinate the delivery of this assessment package across all classes.

NGLC achievement targets in literacy and numeracy were set at 5% - 10% improvements across the school in 2012. Literacy and numeracy data is collected on program entry and then repeated each term of placement. The following tables indicate that these targets were achieved.

2012 whole school progress in literacy & numeracy

2012 Literacy Numeracy

Class 1 +13% +8%

Class 2 +15 % +26%

Class 3 +14% +17%

Whole school +14% +17%

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO.

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RoSA

There were no NGLC students eligible to study for a ROSA in 2012.

Higher School Certificate

There were no NGLC students eligible to study for a Higher School Certificate in 2012.

Arts

Students participated in a number of artistic endevours in 2012. The Art program extends students with opportunities to explore still work, video, animation and photography.

Sport

Many NGLC students have a history of poor participation and attendance at both school and community sporting events. Our programs are designed to develop key understandings, skills and knowledge of individual sports and behavioural expectations around good sportsmanship and meaningful participation. Our whole school emphasis on fitness and healthy lifestyles further enable students to participate more actively in their chosen sport.

We work with students to encourage them to attempt new sports or re-engage with previously enjoyed, but discontinued sporting activities. Parents are supported and encouraged to assist their child to reconnect to their community through sport.

NSW Premier’s Sporting Challenge

North Gosford Learning Centre participated in the NSW Premier’s Sporting Challenge for the third consecutive year. Students were encouraged to increase their participation rates in sport or physical activities to help improve their health and wellbeing.

The students really embraced the program by requesting that some of their in class free time was replaced with activities outside such as basketball, bat ball, handball and oztag. All students must be congratulated on their efforts.

Chess Team

NGLC entered a team in the annual Central Coast All Schools Chess Competition for the first time. The team was made of up three members. All of the boys played extremely well and showed great sportsmanship. It was encouraging to see the boys putting in the effort in their own free time to improve their chess skills prior to the tournament to enable them to compete with some of the best players on the coast.

Significant programs and initiatives

The continued development of the Valley Schools Learning Community has enabled NGLC staff to participate in both staff professional learning and networking and students to access a range of regular mainstream school activities.

Opening of the BER Hall

Our BER Hall was officially opened by the Federal Member for Robertson – Deborah O’Neill in February, 2012.

Aboriginal education

NGLC provides a leadership role and active membership of the Valley Schools Aboriginal Education Network. The Network delivers an innovative and engaging Aboriginal education program providing Valley Schools students experiences and information about history, culture and important connections to the land for Aboriginal students.

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Initiatives for 2012 included separate primary and secondary Cultural Experience Days at Walkabout Park, Somersby. Staff contributed working with Aboriginal community members through their involvement in the Valley Schools Aboriginal Education Network.

All NGLC students access a cultural understanding unit of work with relevant Aboriginal history, cultural aspects and local information leading to a “Cultural Competency” Certificate on unit completion.

Other programs

Environmental Studies

In 2012, NGLC presented units of work related to sustainable land use practices. The school garden program implemented in 2011 through a project funded by the NSW Government’s Environmental Trust allowed students to gain key skills and understandings around sustainable land usage.

The school gardens are highly regarded and won the 2012 Gosford City Council Garden Competition – “Best Theme or Specialty Garden – Childrens” award category and a finalist place in “Best School Garden”.

Positive Behaviour for Learning (PBL)

NGLC implemented the PBL Tier 2 in 2012. Staff are involved in training, planning and implementation of PBL practices such as school wide rules and expectations with enhanced communication strategies, reward structures and consistent data collection and evaluation processes.

During semester 2, NGLC trialed an online rewards program - Vivo Rewards. Vivo is originally a UK based reward system aimed at improving students’ performance by motivating them to do their best. Students are awarded “Vivo Miles” for positive behavior or engagement and are able to save and spend their Miles through an online store which has been set up exclusively for North Gosford Learning Centre.

The prizes in the online store range from smaller cheaper items such as key chains to larger more extravagant items such as gift vouchers. We are also able add our own prizes to our online store. This has been achieved through our staff seeking donations from various local and wider community businesses.

The trial during term 4 had some very positive outcomes with strong student engagement. We are looking forward to implementing the program fully in 2013. Involvement in this process has led to a major change in the introduction of a new positive reward welfare data system - which enables staff to record, review and report positive welfare issues more effectively.

School to Work: Creating Future Pathways

Enterprise Learning in 2012 facilitated students to produce saleable products to raise funds for programs in the school. The original bird boxes have now evolved to three different types and we now supply “flat packs” to primary schools.

Our work education program was supported in 2012 by two main partners: Gosford Private Hospital and Booths Motor Group. The skills and knowledge students gain in these settings is invaluable.

Henry Kendall High School supported our Wood Technics program by providing access to their wood work facilities. This program is highly successful in providing learning opportunities for our students in a high school setting.

Respect and responsibility

We have a major focus on developing understanding, recognition and practice of respect and responsibility. In 2012 NGLC implemented the You Can Do It Social Emotional Learning (SEL) program. The program in a structured and differentiated into stage levels catering to the needs of all students. The Wednesday “personal development” program is highly popular with students. The weekly outings give opportunity for staff to assist students in developing social skills and strategies to manage behaviours that are of a concern in a range of community settings.

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Other programs

Our team strives to provide challenging and engaging learning opportunities for our students. One important aspect of our program is the planning, fund raising and participation in a major school camp where students utilise and generalise the skills developed through our school based programs.

In 2012 the camp venue was Apex Chalet in Smiggin Holes, Perisher Valley. This year we invited school partner community volunteers from Gosford North Rotary and Shelly Beach Golf Club to share the experience with our students - activities included:-

Snow skiing

Sightseeing

Cooking meals

Cleaning duties

Surf Survival

The surf survival program was a great success in 2012. Students 14 years or older can achieve the surf survival certificate and students under 14 can achieve a surf awareness certificate. These certificates are issued by Surf Life Saving NSW. The skills and knowledge gained are invaluable. The ability to recognise dangers practice water skills assists students to be safe and support friends and family in water based activities. 8 students will complete their awards in early 2013.

First Aid

In 2012 we ensured that all students gain first aid skills and accreditation. First Aid skills are highly sort after by employers and community groups. All staff complete senior first aid training. In 2012, 7 students obtained a statement of

attainment in applying first aid, competency HLTFA301C. 2 students obtained their resuscitation certificate. These qualifications are issued by Royal Life Saving NSW.

Induction Training for Construction Industry.

We believe supporting students to develop skills and knowledge will benefit the student and be seen as valuable by employers and outside agencies. The general induction training covers the competency CPCCOHS1001A Work Safely in the Construction Industry. Although this course relates specifically to the construction industry the content and focus on Workplace Health and Safety are highly regarded by all employers and community groups. All students over the age of 14 are given the opportunity to obtain this nationally recognised competency. In 2012, 7 students from North Gosford Learning Centre obtained this qualification. The course was also opened to other agencies and NGLC assisted an additional 8 students obtain this qualification.

Wood Technics Program.

Henry Kendall High School provided access to a fully equipped workshop. We cannot thank the school and staff enough for their ongoing support of our programs. The wood program linked in with our enterprise learning program. Students produced bird and bat nesting boxes for sale at the school and were given the opportunity to produce a unit of choice to take home. The students also completed a tool carry all and a small foot stool. We look forward to continuing this program in 2013 when it will contribute to students obtaining Certificate 1 in Manufacturing.

Enterprise Program.

Since the inception of the enterprise learning program in 2009 students have continually produced quality products for sale to raise funds and support the school programs. In 2012 we produced and sold nesting boxes for birds, possums, gliders and bats. Primary schools were supplied with flat packs to allow their students to assemble and have ownership of the nest sites.

2012 saw a lot of preparation for the expansion of this program. We have now established a lay down area supporting a C container for storage and workshop, a shade house for propagation and large raised garden beds for growing of produce.

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Thanks to Gosford North Rotary for their assistance with the raised garden beds. The members did an exceptional job building the beds. With these new assets the school intends to expand the enterprise program into maintaining current products moving into larger animal and bird habitats, propagation and sale of plants, propagation and sale of edible produce. We are also looking at the viability of snail farming. The expansion will link in with students given the opportunity to obtain Certificate 1 in Manufacturing and Certificate 11 in Conservation and Land Management in 2013.

Breakfast Club

Rotary Club of Gosford North and the Central Coast Leagues Club supported our Good Start Breakfast Club program in 2012. The Breakfast Club opened five mornings a week and provided a variety of cereals, milk, bread, margarine and marmite.

Over 500 nutritious breakfasts were provided over the year for students, who for a variety of reasons, came to school without having eaten. The Club also provides students with opportunities to learn social and living skills along with nutritional knowledge.

Multicultural education

Programs allow students to explore and learn about multicultural issues including specifically Human Society and Its Environment – Citizenship and Society. Anti‐racism, discrimination and Australia’s multicultural society were explored when studying the development of Australia as a nation and issues of immigration in Australia’s past and present. Human Society and Its Environment (HSIE) also focused on the identity of Australia as a nation. This involved an examination of the process of government and

law including Aboriginal law and its relevance to past and present Australian society.

Progress on 2012 targets

Targets identified in the 2011 Annual School Report have provided a clear staff focus with pleasing achievements in these areas.

Target 1

Increase whole school student literacy and numeracy improvement from an average of 5% in 2011 to 6% in 2012, 7% in 2013 and 8% by 2014.

Our achievements include:

Increasing whole school average student literacy improvement scores by 17%.

Increasing whole school average student literacy improvement scores by 14%.

Target 2

Increase in staff access and support to local schools from an average 140 hours in 2011 to 200 hours per annum by 2014.

Our achievements include:

Increasing staff access to home schools from 140 hours in 2011 to 170 hours in 2012. Staff record time spent servicing home schools to support meetings, integration and classroom practice.

Supporting students and staff in 14 high and 5 primary school settings. Staff also responded to a 20% increase in requested school visits to provide advice on individual students requiring behavior support or assessment.

School evaluation

Key evaluations

It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2012 our school carried out evaluations of School Culture and a restructuring of our school program delivery and student competency assessment.

Educational management & practice School Culture

Background

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North Gosford Learning Centre provides an environment where students can be happy and safe to learn both academically and socially.

We aim to develop our school’s culture specifically in the areas of individual health, safety, respect and learning to enable positive school experiences for our students and their families.

The Tier 2 implementation of Positive Behaviour for Learning systems has challenged our school community to ensure our school culture is impacting on our student’s ability to positively engage in our setting. This is the starting point for our students to begin the journey of returning to their home school settings in the future.

Some of the strategies employed in 2012 were:

Promotion of the 3 expectations: (healthy and safe, respect and learning) with staged classroom lessons and explicit teaching of positive behaviours related to those expectations;

Parent interviews and feedback from personalised planning meetings to determine parent perceptions of the school culture at NGLC,

Parent surveys of student emotional literacy competencies and the subsequent informing of parents of focus domains,

Training and re-qualifying of staff in Non‐ Violent Crisis Intervention (NCI) techniques and strategies and implementation of supplementary strategies from Therapeutic Crisis Intervention (Cornell University).

Trial of new online reward program (VIVO) to be fully implemented in 2013.

Findings and conclusions

SENTRAL 2011 & 2012 welfare and behavior referral data was compared indicating a reduction in referrals of approximately 50%. This was far in advance of our original target of 10%. This level of welfare and behavior referral data reduction can be explained firstly due minor changes in recording of events and secondly due to changes in student cohort and thirdly improved management of behavior related incidents.

Future directions

Whilst data improvement was very positive the need to continually focus on improvement is embedded in NGLC’s culture.

Key aspects for a behaviour school setting is student management and regular school staff support with the need to identify resources to support student learning and subsequent staff development.

Our 2012 annual school review identified the following 2013 focus areas:

The implementation of the Every Student Every School – SSP’s as Centres of Expertise has provided funding to implement a range of specialized programs between 2012 – 2013.

NGLC has committed to a continuation of a professional development program that supports the ability of early career teachers to manage students with complex behaviour support needs. This program will use the developing expertise of our teaching staff to deliver a series of training programs to early career teachers.

We will also focus on the development of a video based teaching resource where best practice behavior strategies are identified in Central Coast schools, with staff and students interviewed. This resource will then be used in professional development activities.

Curriculum

Restructuring school program delivery and student competency assessment

Background

A decision to restructure our program delivery and competency assessment processes was influenced by:

changes to school leaving age;

school purpose or focus on student integration and transition;

the continuing challenge of engaging our students in education and training;

analysis of transition and attendance data.

In consultation with staff and our broader school community we have structured our programs under three broad streams: Learning, Personal and Enterprise. All learning content has been cross referenced

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with relevant syllabus outcomes and certificate accredited course competencies. Students have their own individualized portfolio recording and tracking progress and any completion of module, units or competency attainment.

The change in program structure will allow our students clearer recognition of work completion. They will also have portability to move between schools or programs whilst receiving recognition for their prior learning.

Future directions

There will be on-going evaluation at each level of the school program to ensure both its effectiveness and sustainability.

We must ensure our staff actively engage with national, state, regional curriculum implementation and school based vocational learning opportunities and initiatives along with post school vocational training provisions.

Parent, student, and teacher satisfaction

In 2012 the school sought the opinions of parents, students and teachers about the school. Their responses are presented below.

Parent feedback was extremely positive formally identified using the Net Promoter Score (NPS) and School Map to survey parents. The NPS survey was used to measure parent satisfaction with student school engagement. The NPS survey allowed us to identify how well NGLC was meeting parental expectations and how willing parents were to recommend our school to other parents. The survey identifies parents as either promoters, passives or detractors of the school.

94% responses were positive (promoters) and identified the following areas:

Staff: “staff know how to best manage student behavior; staff treat the students with respect and care; regular and positive staff communication with parents, everything we ask is followed up”.

Students: “child was happier at school, achieving and enjoying school, my child is back on track, learning a lot of new and important skills, a blessing for our family”.

Parent School Map Survey –School Culture – Average Responses

Almost Always

Usually Sometimes Rarely

86% 14% 0% 0%

Staff School Map Survey –School Culture – Average Responses

Almost Always

Usually Sometimes Rarely

90% 10% 0% 0%

Primary Quality of School Life Survey– Average Responses

Agree Mostly Agree

Mostly Disagree

Disagree

55% 19% 15% 11%

Secondary Quality of School Life Survey– Average Responses

Our School Map survey data has improved by an average 10% from previous surveys.

Staff identified areas for improvement in our program deliveryincluding the need to keep up to date with trends and new research. Staff expressed some concern around keeping updated with curriculum changes.

Improvement areas identified concerns around re-integration processes and the capacity of home school staff to support student needs.

Professional learning

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

Staff accessed training through a range of modalities including school based training, conferences, workshops and online modules. In 2012 all staff participated in:

Agree Mostly Agree

Mostly Disagree

Disagree

35% 42% 10% 13%

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• First Aid Certificate and CPR training

• Workplace Health & Safety

• Non-Violent Crisis Intervention

• Positive Behaviour for Learning training

• Child Protection and Code of Conduct

• Specific disability training

• Mental Health First Aid

Expenditure for Teacher and SASS professional learning for 2011 was $4905.

School planning 2012—2014

The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

School priority 1

Continuous increases of student literacy and numeracy improvement data by minimum of 1% increase per annum.

2013 Targets to achieve this outcome include:

Increase whole school student literacy and numeracy improvement from averages of 14% in numeracy and 17% in literacy in 2012 by a minimum of 1% in 2013 and 2014.

Strategies to achieve these targets include:

Personalised Learning Plans identifying appropriate programming and support strategies.

Use of interactive literacy & numeracy resources. For example, NGLC had an average 61% school wide improvement in assessment data using the “Matheletics” online teaching resource in 2012;

Implement ACER Compass online assessment tool enabling sysytematic assessment.

School priority 2

Outcome for 2012–2014

Continuous improvement in student engagement and retention measured by attendance and satisfaction data.

Targets to achieve this outcome include:

Improve Student / parent Satisfaction Survey data from 80% positive in 2011 to 90% in 2014.

To increase average student attendance rates from 86% in 2011 to 90% by 2014.

Strategies to achieve these targets include:

Professional development of all staff as identified in Professional Learning Plans:

Individualised plans for all students with Quality Teaching considerations.

Implementation of “Three Streams” model incorporating competency based training and assessment.

Introduction of new computerised VIVO Miles reward program.

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Daniel Hayes, Principal.

Maxwell Hoste, Assistant Principal.

David Peek, Classroom Teacher.

Cathie Munns, SAM.

Andrew Dewar, SLSO.

School contact information

North Gosford Learning Centre

20 Jarrett Street, North Gosford, NSW 2250.

Ph: 02 43232800

Fax: 02 431611

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

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

School Code: 5760

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

http://www.schools.nsw.edu.au/asr