Hervey Bay Special School
Queensland State School Reporting
2014 School Annual Report
/ Postal address / 23 Frangipanni Avenue Scarness 4655Phone / (07) 4197 1777
Fax / (07) 4197 1700
Email /
Webpages / Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.
Contact person / Jo McCracken
Principal’s foreword
Introduction
The school annual report focuses on the achievements and priorities of our school over the year of 2014. Hervey Bay Special School is a state school for special students. It opened in 1986 with 19 children and has grown to have nearly 100 students. Enrolments have steadily increased during 2014. Significant numbers have been from interstate as well as students requiring alternate programming are enrolling from mainstream school and a small number from enrolling from other Special Schools.
Our school continues to provide quality education experiences for all students with an Intellectual Impairment and multiple Impairments from Prep – Year 12. Our School Wide Positive Behaviour Support Program underpins our clear focus on Lifelong Learning for all students. Our success programming has only been achieved through support and relationships between our whole school staff, para-professionals, parents, carers and community members.
School progress towards its goals in 2014
Strengthening educational outcomes for the diverse range of students in our school particularly for those students with Multiple Impairments. Students continue to make progress in their academic learning.
Focus Area:
Success Learners:
- Implementation of the Australian Curriculum for Students with Disabilities
- Key Literacy and Numeracy Improvement strategies
- Differentiation strategies
Great People:
- Implement performance reviews for all staff
- Learning and Welllbeing Framework
Empowerment:
- Develop and enact a pedagogical framework based on ASOT.
Engaged Partners:
- Parent and Community Engagement Framework
High Standards
- Teaching and Learning Audit Priorities
- School Wide Positive Behaviour Support Audit Priorities
- Internal Audit Priorities
- Opinion Survey Priorities – Staff, student and Parent
Future outlook
Our School Improvement Plan for 2015 focuses on five major areas:
- Successful Learners – Know your learners; Meet your learners’ needs
- Great People (Teaching Quality) – Develop Professional knowledge in staff; Develop Professional Practice; Develop Professional Engagement
- Great People – Lead Teaching and Learning Improvement Agenda; Develop staff well-being; Lead improvement, innovation and change
- High Standards (School Performance) – Know your data; Know your strategies
- Engaged Partners – Maintain alignment; Develop consistency; Scale up success; Embrace Autonomy and create effective partnerships.
Our school at a glance
School Profile
Coeducational or single sex: Coeducational
Year levels offered in 2014: Prep Year - Year 12
Total student enrolments for this school:
Total / Girls / Boys / Enrolment Continuity(Feb – Nov)
2012 / 95 / 34 / 61 / 92%
2013 / 92 / 34 / 58 / 94%
2014 / 92 / 38 / 54 / 92%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
The student body has been organized into four junctures of schooling – Primary Years, Secondary Years, Transition and Active Learners. Students participate in cohorts that are inclusive of all disability areas. The enrolment data clearly shows a greater percentage of make than female students.
Students have been referred to the Special School from other mainstream school and enrolment growth also comes from the following sources:
- Students from the Early Childhood Development Program reaching school age;
- Transfers to and from other Special Schools in Queensland
- Students requiring an alternative education program, moving from mainstream schools;
- Newly diagnosed students requiring significant educational support.
- Students from interstate
- Student enrolment has continued to show steady growth over the past four years. Transfers from these various locations throughout the school year has mean that enrolments remained stable.
Average class sizes
Phase / Average Class Size2012 / 2013 / 2014
Prep – Year 3 / 5 / 4 / 4
Year 4 – Year 7 Primary / 7 / 6 / 6
Year 7 Secondary – Year 10 / 7 / 7 / 7
Year 11 – Year 12 / 8 / 9 / 10
School Disciplinary Absences
Disciplinary Absences / Count of Incidents2012 / 2013 / 2014*
Short Suspensions - 1 to 5 days / 0 / 1 / 3
Long Suspensions - 6 to 20 days / 0 / 1 / 0
Exclusions# / 0 / 0 / 0
Cancellations of Enrolment / 0 / 0 / 0
# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process.
* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break.
Curriculum offerings
Our distinctive curriculum offerings
The school curriculum offerings are organized around everyday living skills and the needs of the students set within Key Learning Areas: English, Maths, HPE and Technology.
Assistive Technology
Multi-sensory and Active Learning
Work Experience and sampling – both on and off campus
Sports and athletics, swimming and water safety
Music appreciation for leisure and recreation
Alternative and Augmentative Communication
Active Learning through Intensive Interaction
Therapy programs to assist in accessing curriculum (physiotherapy, occupational therapy, speech and language therapy)
Mobility and Orientation
Extra curricula activities
Work experience programs
Work sampling programs (tuckshop, laundry, gardening and community based organisations)
Community access programs
Smart moves
Sensory garden
Wheelchair dancing
How Information and Communication Technologies are used to assist learning
Hervey Bay Special School offers access to learning using the latest information and communication technologies. Students access the curriculum through the use of classroom based computers and specialized sessions in assistive technology. Currently the school has access to 60 iPads that are used throughout the school.
Technology includes electronic devises that provide learning through sensory and tactile pathways as well as learning to operate various forms of technology using household and community based machines and devices. Classes access software programs as required for individual and combined student needs “Writing with Symbols”, “Boardmaker” and iPad apps such as “Proloquo2Go” to create computer based visual symbols and visual cues for individual student and whole class learning activities.
These devices and programs assist students to engage in learning literacy and numeracy and cause and effect programs on a daily basis as well as aide communication between peers and staff. Equipment is also extensively being trailed through our local Maryborough Toy Library.
Social Climate
The major values for Hervey Bay Special School are recognised and the school operates under the School Wide Positive Behaviour Support Program. Students are recognised as following the three school rules:
Be safe;
Be respectful and
Be a Learner
Our Schools’ Responsible Behaviour Policy is due to be reviewed. Our school Behaviour/Responsible Behaviour Plan has further information.
Students continue to learn and practice social skills have goals in their Individual Education Plans.
Parent, student and staff satisfaction with the school
Performance measurePercentage of parent/caregivers who agree# that: / 2012 / 2013 / 2014
their child is getting a good education at school (S2016) / 95% / 96% / 100%
this is a good school (S2035) / 100% / 97% / 100%
their child likes being at this school* (S2001) / 100% / 97% / 100%
their child feels safe at this school* (S2002) / 100% / 97% / 93%
their child's learning needs are being met at this school* (S2003) / 97% / 93% / 100%
their child is making good progress at this school* (S2004) / 95% / 97% / 100%
teachers at this school expect their child to do his or her best* (S2005) / 100% / 100% / 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) / 97% / 96% / 100%
teachers at this school motivate their child to learn* (S2007) / 100% / 97% / 100%
teachers at this school treat students fairly* (S2008) / 100% / 93% / 100%
they can talk to their child's teachers about their concerns* (S2009) / 100% / 97% / 97%
this school works with them to support their child's learning* (S2010) / 97% / 97% / 100%
this school takes parents' opinions seriously* (S2011) / 97% / 90% / 96%
student behaviour is well managed at this school* (S2012) / 95% / 93% / 96%
this school looks for ways to improve* (S2013) / 97% / 96% / 96%
this school is well maintained* (S2014) / 97% / 96% / 97%
Performance measure
Percentage of students who agree# that: / 2012 / 2013 / 2014
they are getting a good education at school (S2048) / 100% / 100%
they like being at their school* (S2036) / 100% / 100%
they feel safe at their school* (S2037) / 100% / 100%
their teachers motivate them to learn* (S2038) / 100% / 100%
their teachers expect them to do their best* (S2039) / 100% / 100%
their teachers provide them with useful feedback about their school work* (S2040) / 100% / 100%
teachers treat students fairly at their school* (S2041) / 100% / 100%
they can talk to their teachers about their concerns* (S2042) / 100% / 100%
their school takes students' opinions seriously* (S2043) / 100% / 100%
student behaviour is well managed at their school* (S2044) / 100% / 100%
their school looks for ways to improve* (S2045) / 100% / 100%
their school is well maintained* (S2046) / 100% / 100%
their school gives them opportunities to do interesting things* (S2047) / 100% / 100%
Performance measure
Percentage of school staff who agree# that: / 2012 / 2013 / 2014
they enjoy working at their school (S2069) / 83% / 75%
they feel that their school is a safe place in which to work (S2070) / 81% / 83%
they receive useful feedback about their work at their school (S2071) / 61% / 75%
students are encouraged to do their best at their school (S2072) / 81% / 88%
students are treated fairly at their school (S2073) / 81% / 83%
student behaviour is well managed at their school (S2074) / 67% / 75%
staff are well supported at their school (S2075) / 50% / 75%
their school takes staff opinions seriously (S2076) / 64% / 74%
their school looks for ways to improve (S2077) / 66% / 83%
their school is well maintained (S2078) / 83% / 92%
their school gives them opportunities to do interesting things (S2079) / 72% / 79%
* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.
# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended. DW = Data withheld to ensure confidentiality.
Involving parents in their child’s education
Parents are continually encouraged to be involved in the school’s program. The Parents and Citizens Committee meet monthly and numbers have remained steady in 2014 with executives positions filled through the continuing dedication of participating members. P & C also operates the school uniform business and monitors sales and orders for families.
Community volunteers are visual in the school most days. They assist with class support, reading, and excursions. Several volunteers have a disability themselves and are role models for tour students.
All parents are encouraged to work alongside staff and para-professionals at least twice a year to develop their child’s Individual Education Plan. Parents are welcome to meet with teachers to discuss any issues or concerns throughout the year.
All students have a communication book that is used on a daily basis to facilitate communication between school and home. This way parents are kept informed of school events, progress of goals and events that may influence student behaviour and learning across both home and school. Some communication between home and school is facilitated by email.
A fortnightly newsletter is sent home and provides information on current events and upcoming special community and school announcements. Information about individual class activities are reported in this format. Various areas of the school curriculum are also included from Juncture leaders.
Reducing the school’s environmental footprint
Data is sources from the school Annual Utilities return and is reliant on the accuracy of these returns. Electricity consumption is higher due to the necessity to use air conditioning for the students that require climatic control at school. Temperature is set at the recommended level by the state authorities and every effort is made to encourage reasonable usage.
Environmental footprint indicatorsYears / Electricity
kWh / Water kL
2011-2012 / 85,924 / 610
2012-2013 / 58,924 / 1,555
2013-2014 / 81,908 / 995
The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school’s environmental footprint.
Our staff profileStaff composition, including Indigenous staff
2014 Workforce Composition / Teaching Staff* / Non-teaching Staff / Indigenous StaffHeadcounts / 25 / 34 / 0
Full-time equivalents / 22 / 22 / 0
Qualification of all teachers
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2014 were $19,000.
The major professional development initiatives are as follows:
- Disability specific knowledge and teaching strategies (school based and provided by outside organisations)
- Upskilling and ongoing certification in First aide qualifications
- Manual Handling
- Gastro and Feeding
- Midaz and medical requirements
- Networking and professional growth in the administration team
- National Curriculum/ C2C workshops
- Developing Literacy Training
- iPad Management and communication devices
- School Wide {Positive Behaviour Training – Tier 1 workshops
- Workplace Health and Safety training and networking
The proportion of the teaching staff involved in professional development activities during 2014 was 100 %.
Average staff attendance / 2012 / 2013 / 2014Staff attendance for permanent and temporary staff and school leaders. / 94% / 96% / 96%
Proportion of staff retained from the previous school year
From the end of the previous school year, 82% of staff was retained by the school for the entire 2014 school year.
School income broken down by funding source
School income broken down by funding source is available via the My School website at
To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.
Where it says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry webpage.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.
Performance of our studentsKey student outcomes
Student attendance / 2012 / 2013 / 2014The overall attendance rate for the students at this school (shown as a percentage). / 90% / 88% / 90%
The overall attendance rate in 2014 for all Queensland Special schools was 89%.
Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.
School rolls are marked daily by class teachers, both morning and afternoon absences are noted.
School procedures for managing absences:
Class teacher notifies administration staff and school office
Administration contacts parents by phone to ascertain the reasons for the absences.
Reasons are notified to teachers and updated on OneSchool.
Parents are asked to contact the school when their child is absent and also advise of any medical appointments that might be forthcoming.
Parents are also sent out unexplained absences for updating on the system.
National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.
Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at
To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.
Where it says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select <GO>.
Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.
Achievement – Closing the Gap
Student attendance rate for Indigenous students in 2014 was 100% - there is not obvious difference in performance, attendance or retainment between Indigenous and Non-Indigenous students.
Outcomes for our Year 12 cohorts / 2012 / 2013 / 2014Number of students receiving a Senior Statement / 9 / 2 / 5
Number of students awarded a Queensland Certificate of Individual Achievement. / 9 / 2 / 5
Post-school destination information
At the time of publishing this School Annual Report, the results of the 2014 post-school destinations survey, Next Step – Student Destination Report (2013 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September.
Early school leavers information
The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12.
Not applicable.