2018 The Crescent School Annual Report - Amazon S3...Introduction The Annual Report for 2018 is provided to the community of The Crescent School as an account of the school's operations

The Crescent SchoolAnnual Report

2018

5634

Printed on: 31 May, 2019Page 1 of 15 The Crescent School 5634 (2018)

Introduction

The Annual Report for 2018 is provided to the community of The Crescent 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.

Kathryn Lang

Acting Principal

School contact details

The Crescent SchoolFitzroy StGoulburn, 2580www.crescent-s.schools.nsw.edu.aucrescent-s.school@det.nsw.edu.au4821 3680

Message from the Principal

This year we began our journey with the new 2018–2020 School Plan guiding our way towards school excellence. Theschool plan was developed through evaluation and consultation with staff, students, families and the school community.Our school focus was to;

Reshape Student Learning – through innovative practice, Positive Behaviour for Learning (PBL)

Reshape Staff Learning and Leading – through developing collaborative practice and attending professional learningwhich is relevant to our context.

Connecting to Community – through promoting The Crescent School in the community and building partnerships.

This year we have achieved so much through the hard work of all the staff at The Crescent School. • We have introduced innovative practice through Science Technology Engineering Mathematics (STEM) projects

within the school, and through collaboration with Goulburn High School with robotics and coding. • To further support developing innovative practice, teaching staff attended the SEPLA Conference which is

dedicated to Special Education. This conference also provided a great opportunity to network with other SSPschools across NSW.

• In term 4, a whole school Positive Behaviour for Learning (PBL) program was introduced to increase studentself–regulation skills and promote student wellbeing.

• We promoted The Crescent School to the school community through a very successful Showcase event held inEducation Week. Here we were able to demonstrate to our families, other schools and the local community theinspiring and innovative programs that occur in our school every day.

• Began our journey of promoting awareness of our indigenous culture and language and embedding this into theprograms at The Crescent School.

• Established teams to promote collaborative practice within the school, and to assist with the organisation andimplementation of our school plan.

• These aspects are just a snapshot into the great achievements the school has made this year in working towardsschool excellence.

In 2018, the school also embarked on an evaluative process called External Validation where we collect evidence andevaluate ourselves as a school against the School Excellence Framework. This was a very rigorous process with theoutcome being very positive. Kim Paviour, Director of Educational Leadership remarked that our External Validationdocument was of a high standard and an excellent example for other schools.

The Crescent School has also had many improvements this year with the refurbishment of the deck, the improved car


park and disabled parking, new iPads and interactive televisions, storage sheds in the playgrounds to store equipment.Over the Christmas break the work continued with RFID security on all external doors, a new musical bell system wasinstalled, and a sliding door just outside the office to increase security and student safety.

It has truly been a big year and it has most definitely flown past very fast. In addition to the learning programs at schoolwe have participated in many great extra–curricular activities, or excursions such as Regional Art Gallery Art program atschool, Swim School, Riding for the Disabled, Dream Cricket, Invictus Games, International Day of People with Disability,Multi– Sports Day for students' disabilities in Yass and Goulburn Community of Public Schools concert to name a few.

All the students have been working extremely hard this year to achieve their goals set up in consultation with the parentsat the Personalised Learning and Support Plan meetings at the beginning of the year.

I would also like to take this opportunity to thank the all the staff at The Crescent School for their dedication to thestudents. To the SLSO's, Teachers, Music therapist, Office staff, School Chaplain, Wellbeing Officer, School Counsellor,General Assistant and volunteers – Your hard work, passion, commitment to the students undeniable. Because of you Ican truly say that the students of The Crescent School are known, valued and cared for.

Thank you to the P&C for working hard to support the school and for providing us with well needed funding to assist withadditional programs to improve the learning opportunities and outcomes for our students. We have worked very closelythis year and have successfully navigated through some major changes which has placed us in an exciting position for2019.

I would also like to take this opportunity to thank my executive staff Paula Brien, Leanne Boyd and Jacqui Algie andoffice staff Liz Curvey, Kerry Teague and Carli Shirley who have worked very closely with me while I have been relievingand acting principal this year, your support has been incredible, and I could not have done it without you.

Thank you to ALL THE STAFF for working with me this year. I am very proud of what we have achieved and the journeythat we commenced as a school team. Thank you to the students, families and school community for your continuedsupport this year. I have enjoyed working with you all and it has been a truly a pleasure and honour to lead The CrescentSchool this year.

Kathryn Lang

Acting Principal

Message from the school community

It's been another busy year for The Crescent School Parent and Community council (P&C). Our main focus in the past12 months has been engaging with the Assisted School Transport Authority (ASTP) to re–structure our current busoperations. It has taken a number of months but we have finally met all the audit requirements. During the re–structure itwas identified that we needed someone that was responsible for the day to day running and to assist with the projectedgrowth of our bus runs. We were lucky enough to employ Alison Stewart who has been a major asset to the P&C groupand the smooth running of our assistant school transport operations over the last 8 months. We currently have two runsoperating but have just purchased a third bus which we have registered for another run sometime this year.

We are a very lucky P&C as these bus runs provide much needed funds for the crescent school and also limits thefundraising we have to do across the year. However the P&C do hold an annual fundraising event "A Day in the Hay"music festival which is a great evening out and provides great publicity for the school and also raises some extra fundingthat never goes astray. The generosity of the bands giving their time freely, the donations of the venue and equipmentand the support of the Crescent school Teaching staff never ceases to amaze me.

The P&C provided $55,350 in funds to support the following school initiatives; the Riding for Disabled, StephanieAlexander Kitchen Garden Program, Breakfast Club, Technology Release and Executive Release.

The P&C would like to recognise the ongoing support that the Principal, Assistant Principals and the teaching staff giveto our children. This is a school that goes above and beyond in the care they provide these special young people and weare proud to be a part of its journey.

Louise Little


School background

School vision statement

Together We Achieve

We have high expectations of students, staff and our service with our students at the centre of all our decision making.Through staff commitment to ongoing development and delivery of exceptional programs, The Crescent School willbecome a centre of excellence in the teaching of students with disability. Where our students receive highlyindividualised Teaching and Learning that addresses individual student learning needs, and facilitates student continueddevelopment.

School context

The Crescent School is a specialist educational setting located in the Goulburn, and is the only School for SpecificPurposes (SSP) in the Southern Tablelands.

All students at The Crescent School are supported by a highly skilled and qualified staff that has a deep knowledge andunderstanding of students aged 4–18 years of age with an intellectual disability, complex health care needs, mentalhealth conditions, and / or behavioural support needs.

School programs are underpinned by collaboratively developed student–centred plans. These plans are responsive tothe individual needs of our students and their families.

Our students come from a diverse range of socio–economic backgrounds and cultures.14.2% of the school populationidentify as Aboriginal. The school Parents and Citizens Committee support the implementation of planning, policy andprograms in our school.

The school shares expertise and builds the capability of staff in schools across the Southern Tablelands through regularnetworking opportunities.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

The results of this process indicated that there was an on balance judgement of delivering in the domain of Learning, andsustaining and growing for the domains of Teaching and Leading. The elements of Student performance measures, andAssessment will be a prioritised in our 2018–2020 school plan.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

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

RESHAPING STUDENT LEARNING

Purpose

Our school is committed to engaging students with disabilities in their learning by staying current with research onstudent capacity to learn. Delivering and designing education programs which address educational skills (particularly inLiteracy and Numeracy), cultural sensitivities (including authentic Aboriginal outcomes ) and behaviour regulation topromote independence, skills and knowledge.

Overall summary of progress

In 2018 the School Plan was written with a strong focus on Reshaping Student Learning through innovative practice andthe introduction of Positive Behaviour for Learning (PBL) to support student wellbeing and social skill needs. Throughoutthe year, staff participated in collegial sharing sessions of innovative practice to promote quality teaching practice, andbuild capacity of staff to improve student outcomes.

PBL was launched in Term 4 with the introduction of school wide lessons for students to participate in to develop theirunderstanding of the three values of Be a Learner; Be Safe and Be Responsible. Science, Technology, Engineering andMathematics (STEM)– robotics and Scratch coding were introduced with groups attending Goulburn High School to workwith students and other schools. Junior classes introduced Engine Room (gross motor) activities to sustain and increasestudents ability to focus and regulate emotions. Senior classes introduced mindfulness activities before sessions toprepare students for learning and to increase their ability to focus and regulate emotions.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increase in studentperformance against internalassessment measures andPersonalised Learning andSupport Plan (PLSP) goals.

$4750.00 –Teacher releasefor Teachers tocollaboratively meet withparents to developPersonalised Learning andSupport Plans (PLSP)

• Staff have incorporated new and innovativepractices from collegial sharing sessions andprofessional learning • Engine Room activities have resulted anincrease in ability to focus and stay focussed. • Mindfulness activities have assisted students toregulate emotions, to stay calm and prepare themfor learning.

• Reduction in the number ofOffice Discipline Referral (ODR )forms and the severity ofbehaviour.

Nil The PBL team established data systems andpractices using an electronic recording system.Formal data collection and analysis will commencefrom the beginning of 2019.

• Increase in the use of PBLlanguage and practises across allschool settings against SETSurveys.

$3000.00 – Training of PBLTeam and Teacher releasefor collaboration in lead upto launch in Term 4, 2018.

PBL was launched in Term 4, 2018 with schoolwide lessons for the playground addressing positivebehaviours around: Be Safe; Be Responsible; andBe a Learner

PBL Team have provided whole school resourcesto assist staff to embed PBL language andbehaviour expectations.


Next Steps

In the next phase of work for the strategic direction: Reshaping Student Learning; • We will integrate virtual reality, robotics and switch technology into our learning experiences so that students at

The Crescent School can expand their knowledge, skills, and attitudes in ways that wouldn't have been possibleotherwise.

• We will develop a school–wide Student Learning Profile so that there is an emphasis on the monitoring ofindividual student learning progress against identified Personalised Learning and Support Plan learning goals, andthe New South Wales Educational Standards Authority syllabus outcomes.



RESHAPE STAFF LEARNING AND LEADING

Purpose

Effort and time are targeted at our 'core business' of teaching and learning with a focus on the ongoing professionaldevelopment of all staff, collaboration and team work.

Quality leadership builds capacity in all stakeholders and inspires them to strive towards personal growth andachievement.


In 2018, the school plan was rewritten to include a strong focus on staff professional learning to ensure currency andconsistency of best practice being implemented across the whole school for the benefit of all students. All staff engagedwith professional learning which broadened their scope of knowledge and understanding of how to teach students withadditional needs. Implementation of this new strategy was visible in classrooms, playground areas, and collegialconversations. Feedback from staff was overall very positive.

Linking into the Special Education Principals and Leaders Association (SEPLA) Network was a priority this year toensure that our professional learning and network of support was relevant to our context. The whole school staffattended the SEPLA conference with 96% of staff saying that they would attend again in 2019, and 80% indicating thatthey could make link relevant links with their Performance and Development Plan (PDP). Some staff made connectionswith other Schools for Specific Purposes (SSP) which lead to several interschool visits to investigate innovativepractices.

Throughout 2018, all staff presented a snapshot of their practice to colleagues at our weekly staff meetings three timesper term. These snapshots allowed staff to share how their practice has been enhanced following engagement inprofessional learning such as the Berry Street Education Model, Online Learning Training courses, visiting other Schoolsfor Specific Purposes, and Traffic Jam in My Brain.

100% of teaching staff identified that the professional learning sessions and snapshot sharing sessions had an impact ontheir teaching. 75% of teaching staff were able to identify that engagement in professional learning had a positive impacton student learning, behaviour or outcomes. The snapshots of practice were enabled through strong organisationalleadership, and the emphasis of a highly valued process of collegial sharing. Initially there was a low level of confidenceto share with colleagues, however the increased confidence and collaborative practice that followed from these sessionsdemonstrates the positive impact that these sessions had for teaching staff at The Crescent School.





• Increased number of Teachersare able to articulate and link theirpractice, PDP's and programs tothe Australian Standards.

$13,800.00 All Staff have participated in context specificprofessional learning. Learning has been linked toStaff PDP's and the Australian Teaching Standards.

• Review and evaluation ofPDP's.

Nil All staff – Teachers, SLSO's and SASS staffparticipated in the PDP process with theirsupervisors. PDP's were reviewed and evaluatedhalf yearly and end of year.

• Increased number of staffidentifying that school basedprofessional learning is meetingtheir needs based on their PDPreview and evaluation.

$7,000.00 Teachers and SLSO's attended the SEPLAConference. 96 % of staff indicated that they wouldattend again in 2019 and 80% indicating that theycould make link relevant links with their PDP's(Performance and Development Plans). Some staffmade connections with other SSP Schools whichlead to an interschool visit investigating innovativepractices.






• Increased number of staffidentifying that school basedprofessional learning is meetingtheir needs based on their PDPreview and evaluation.

Staff attending Professional Learning that wascontext specific to special education and PDP's.

In addition to SEPLA, Professional Learningincluded: • Berry Street Trauma Training • PBL • Traffic Jam In my Brain • Auslan – Online • PLSP –Online • Code Club – Scratch coding • PACE Training

• Increased number of staffaccessing collaborativelydeveloped templates, programsand units.

$2,000.00 The Template Team was created in term 1 to workcollaboratively to research and develop an effective,easy to use programing template that Teacherscould use. The team met on several occasionsgathering information from colleagues and otherSSP schools.

They have developed a draft which is ready topresent to staff for feedback and final edit.

• Increased number of teamsworking collaboratively.

$1000.00 Showcase

$3423.51 ExternalValidation

$2841.00 RAM AboriginalFunding

Teams were developed throughout the school tobuild capacity and work collaboratively on projectsand processes within the school. The teamsdeveloped have been: PBL Team, Template Team,Aboriginal Team, Showcase Team, ExternalValidation Team. All staff self nominated a team towork with and have been contributors within theirgroup.

Next Steps

In the next phase of work for the strategic direction: Reshape staff learning and leading; • We will adopt an evaluative thinking mindset to evaluate the impact of professional learning so that both

school–wide and classroom programs, are responsive to the identified needs of students. • We will foster high levels of collaborative practice across the school through the sharing of programming templates

and units of work to reduce the cognitive load on teachers and students. • We will increase opportunities for collaboration between Teachers and their School Learning and Support Officers

so that instruction is systematically designed and delivered to enhance student achievement of identified learninggoals and syllabus outcomes.



STRONG CONNECTIONS TO COMMUNITY

Purpose

All members of our school community including parents and families, community organisations, service providers, localbusinesses and other educational settings are connected and work towards the common goal of enhancing studentoutcomes for a full and productive life.


We have developed into a community hub through linking with stakeholders in and out of our school. Innovation, publicpromotion, networking and outreach are all contributing elements of our success. The Goulburn community recognisesThe Crescent School as being a positive, inclusive learning environment, with strong connections to the community. In2018, The Crescent School celebrated our achievements through our inaugural Showcase, where staff displayed tovisitors their learning opportunities, and areas of expertise that are used to enhance the learning opportunities of thestudents who attend our school. Our school community profile was enhanced through participation in the GoulburnAnzac Day March, GCOPS concerts and performances combined with the celebrations and achievements of ourstudents through Bronze ,Silver & Gold Awards & the Goulburn Show. A parent support group the Crescent Connect wasestablished in 2019. The group meet regularly in an effort to link parents to support services in our local community.





• Increase number ofparents/carers attending schoolevents (P&C Meetings, PLSP andReview Meetings,Parent–Teacher Meetings, parenteducation/information sessions,Meet the Teacher nights).

$1000– resources andmaterials for ShowcaseWeek.

$200.00 – catering forinformation evenings

$1000.00 Presentation Day

The Showcase event during Education Weekprovided families and the community withopportunities to preview our programs andinnovative practice. The open day and corporatenight was well attended by parents and the localcommunity from which we received positive andencouraging feedback.

PLSP, review meetings and parent–teachermeetings were well attended by parents.

The school held two information nights for theschool community: 1. "External Therapy Services in Schools" –outlining the trial of new procedures for therapy inschool. 2. "Transition to Post School Options" –information evening for the students/families in thelocal area (Goulburn/Crookwell) on the transitionprocess from school and linking them with localservice providers.

• Increase numbers accessingsocial media (Facebook andTwitter) and traditional media.

$290.00 – ProfessionalLearning – social mediatraining to set up SchoolFacebook Page followingDET Policy.

• The Crescent School set up a Facebook page topromote the school in the community. This hasbeen very successful in increasing the awarenessof what The Crescent School does in the local andwider community.. The page was liked by 215people and our posts are reaching on average 3250people.

• Increased opportunitiesprovided for parents/carers toengage in out of school hoursevents.

Nil • Transition – Post School options informationevening held to link families with program providersand provide information around transitioning fromschool.

• Increased number of parents Nil Parent/community members were surveyed at key






providing constructive andauthentic feedback to the school.

times during the year, providing valuable feedbackfor future planning and directions.

Next Steps

In 2019, we continue our journey to be a 'specialised educational hub' to support colleagues, families, and students in allschools within our community.

• A 'Meet and Greet' will be held in Term 2 for parents and families to attend with the opportunity to look at theirchild's classroom and the learning activities that occur within our school.

• The annual Showcase will be expanded to include a comprehensive celebration of the milestones, innovation andlearning to become a feature for the school, parents and the community response.

• A strategic approach to media promotion , school marketing and the school website will be developed to enhancethe sharing of The Crescent School achievements and celebrations. The production of a recipe book following thesuccess of The Kitchen Garden Program will contribute to the promotion of the school programs.

• Evaluation of the Therapy in Schools procedures will take place so that the integration of therapy at The CrescentSchool compliments student learning, and teacher practice.

• Our school will seek feedback about our customer service from various stakeholders of the school community sothat families have feel valued and supported.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $5,548 – casual relief, deskflags and NAIDOC weekcraft.

Aboriginal Team established in Term 1. Fourstaff attended training in Queanbeyan in Term2.

The team were released for two days to writethe The Crescent School ReconciliationAction Plan (RAP) and map itsimplementation into the school. Theyconsulted staff and presented the draft RAPat a staff meeting.

The team surveyed staff knowledge ofAboriginal Culture and procedures, inresponse new procedures were introducedwithin The Crescent School.

Miniature desk flags were purchased fordisplay in the administration area.

Quality Teaching, SuccessfulStudents (QTSS)

$22,578.57 Casual Releasedays

All teachers were given one day per semesterrelease from class to: • Organise PDP teaching observations. • Time to follow up on self directed PL inrelation to their PDP goals. • Organise inter–school visits to observeprograms/practices that relate to their PDPgoals.

Socio–economic background $39,955 – Staffing(including additionalsupport, Kinder Transitionsupport, Manual HandlingTraining, ExecutiveRelease 1 day per week.)

Executive release 1 day per week providedorganisational time to: • Establish and organise the WellbeingOfficer position. • Assist with External Validation . • Provide behaviour support to teaching staff. • Support the Principal in the implementationof the strategic directions.The Kindergarten Teacher was released toorganise and support the KindergartenTransition through: • Student observations at Early Intervention • Parent Information session • Kindergarten orientation days.All staff attended manual handling trainingwith a registered Occupational Therapist (OT)on Term 2 staff development day. The OTreviewed all the manual handling plans forrelevant students.

Support for beginning teachers $22,291.23 casual releasedays

The two beginning teachers were released for1 day per week in semester 2. This enabledthe teachers additional time to program,evaluate practice, work on their teacheraccreditation and meet regularly with theirsupervisors or mentors.

Both beginning teachers successfullycompleted their teacher accreditation.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 47 45 45 44

Girls 21 21 20 20

Enrolments have remained stable for the 2018 schoolyear.

Management of non-attendance

The Crescent School notifies all parents of theirresponsibilities under the NSW Education Act to ensuretheir children attend school regularly. Parents arecontacted by their child's classroom teacher within twodays of their child being absent if there is no reasonprovided.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 0

Employment 0 0 0

TAFE entry 0 0 0

University Entry 0 0 0

Other 0 0 100

Unknown 0 0 0

The Crescent School had three school leavers in 2018.Our school provided support to students and families tomake informed decisions about future directions andgoals and to transition to Post SchoolPrograms/employment. 100% of Year 12 studentsentered into Post School Programs funded by NDIS.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 6.99

Teacher Librarian 0.4

School Administration and SupportStaff

11.52

*Full Time Equivalent

During 2018, there were no staff members whoidentified as being Aboriginal or Torres Strait Islander.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 60

Postgraduate degree 40

Professional learning and teacher accreditation

All staff received professional learning time toparticipate in collegial classroom observations andsupport in line with Performance and DevelopmentPlans.

100% of Staff were trained in Code of Conduct, ChildProtection, CPR and Anaphylaxis. 94% of staffattended the SEPLA Conference. Five Teacherscompleted Online Personalised Learning SupportTraining. Two staff attended Positive Behaviour forLearning (PBL) Training prior to and during theimplementation of PBL. Three Teachers attended BerrySt Trauma Training 94% of staff were trained inMidazolam Administration. Four new SLSO's completedHealth Care Procedure Training. 100% of SASS Staffattended the SASS Conference. staff accessed AuslanOnline training.

Two teachers successfully attained their ProficientTeacher Accreditation.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 152,651

Revenue 2,745,402

Appropriation 2,540,508

Sale of Goods and Services 4,908

Grants and Contributions 198,182

Gain and Loss 0

Other Revenue 0

Investment Income 1,804

Expenses -2,670,759

Recurrent Expenses -2,670,759

Employee Related -2,487,880

Operating Expenses -182,879

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

74,643

Balance Carried Forward 227,294

At The Crescent School we want to provide a place inwhich students achieve the best educational outcomesin a safe and supportive environment. As a result themajority of funding is spent on staffing (both permanentand casual), professional development, deliveringspecialised programs, and maintenance and repairs ofbuildings, grounds and equipment. Most of the balancebrought forward ($130 604) is from the gift account.

Financial summary equity funding

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

2018 Actual ($)

Base Total 515,521

Base Per Capita 23,286

Base Location 1,980

Other Base 490,255

Equity Total 81,461

Equity Aboriginal 11,312

Equity Socio economic 70,148

Equity Language 0

Equity Disability 0

Targeted Total 1,702,942

Other Total 27,565

Grand Total 2,327,489

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.


School performance

Other assessment data

Personalised Learning Support Plans (PLSP's)continued to drive differentiated teaching and learningprograms for the students. Assessment of students wasindividualised to allow for accurate reporting on theachievement of their personal learning goals.

Parent/caregiver, student, teachersatisfaction

School Planning 2018–2020

The school conducted a parent survey to gatherfeedback on school performance and the broaderschool community to inform the 2018–2020 SchoolPlan. The results from the survey showed 15% ofparents would like to see staff and students workingwith other schools, and 20% of parents would like tosee an increase in school promotion. In response tothis feedback, staff sought to extend their collaborationwith other schools to improve student access andoutcomes with technology and music.

Education Week – 'So The Adventure Begins'Community Feedback

Teaching staff showed their willingness to share anddiscuss their learning from targeted professionaldevelopment to improve whole school practice andstudent learning at our Education Week showcaseevening with the broader Goulburn Community.Feedback from members of the community followingthe evening, indicated that the evening was a successand that attendees felt excited, inspired and amazed bythe teaching expertise shared by staff at The CrescentSchool..

Work Experience – Student Feedback

Feedback from students about The Crescent Schoolwork experience program indicated that 100% ofparticipating students found the program to be positiveand was of value.

Policy requirements

Aboriginal education

In 2018, The Crescent School received RAM funding tosupport its Aboriginal Students. There werePersonalised Learning Plans (PLPs) devised for allAboriginal students across the school with adjustmentsto learning made as required. All students celebratedNAIDOC and participated in learning about Aboriginalhistory and culture. In Term 1, the Aboriginal EducationTeam was established and all members attended anAboriginal Education Forum in Queanbeyan. In Term 3,the school introduced an Acknowledgement of Countryat the beginning of each school day over the schoolspeaker system read by one of the senior students. Theschool also wrote their Reconciliation Action Plan(RAP) to foster a higher level of knowledge and pride inAboriginal and Torres Strait Islander histories, culturesand contributions. All staff participated in survey aboutAboriginal Education in the school and it wasdetermined to fly all the flags at the front of the schoolat the same height, and will form part of our schoolactions for 2019.


Multicultural and anti-racism education

One teacher is trained as our Anti– Racism ContactOfficer. Multicultural and anti–racism education wasembedded into teaching and learning and wellbeingprograms. All students participated in Harmony Dayactivities. Students attended performances with amulti–cultural basis. Students in Years 3–6 enjoyedparticipating in the 2018 Sports and Cultural Expo daythat was held at Veolia Areana.

Other school programs

The Stephanie Alexander Kitchen Garden hasenabled students of The Crescent School to experiencegarden to plate cooking activities. The skills setdevelopment and acquisition has been reflected in thesession tasks that have increased in complexity duringthe year. The 32 steps to eating flowchart by KayToomey, has offered information about the stepssometimes needed to introduce new tastes andtextures to students. The consistency of programsbetween school and home has been strengthened. Thishas resulted in some new food experiences for somestudents– extending their range of foods tasted andeaten both at school and in the home environment. Thecontinued support from parents , staff and communitymembers has promoted the sharing of produce andplants for the garden– which is gratefully accepted.

The primary school students tasted many excitingvegetable dishes including dips, breads, salads soupsduring the year.

The celebration themed units for the high schoolstudents established food information and examinedthe opportunities our school community celebratesspecial days, and time with our families. The skill set ofthe high school enabled the students to cater for asuccessful luncheons for school supporters which werewell received and show the skills of the groups as theyworked together to complete the planning andpreparation for the luncheon. Other food preparationdevelopment revolved around the preparation of simplemeals that can be completed at home with minimalsupport.

The success of the Garden Program was demonstratedby our achievements at The Goulburn Show withChampion Exhibitor awards in the pavilion area.

Music Therapy

All students at The Crescent School participate inweekly music therapy sessions with a qualified musictherapist. Therapy sessions provide students with theopportunity to work towards individualised learninggoals through music. The program provides expertiseto all staff through the hands on experience and thedevelopment of musical knowledge.

The school music group performed at Education Weekperformances and local community events. Thank youto the staff and students for their contribution to thesevaluable extra–curricular activities.

Riding for the Disabled

A small number of students attended fortnightly RDAsessions at the Rosemont Equestrian Centre nearGoulburn. The RDA program provides an additionalintegrated therapy program that supports the individualeducational goals of our students. We thank the P&Cfor their ongoing financial support of the program, thevolunteer bus drivers who transport our students andalso the students from Trinity Catholic College whohave provided ongoing support to the program.

Goulburn Community Of Public Schools

In 2018, 19 students from both the Primary School andHigh School participated in the Goulburn Community ofPublic Schools (GCoPS) Concert night. The studentschose to participate in the combined choir, the schoolitem, or both. For the school item staff, students andour Music Therapist developed an item based on thepopular Disney movie, Moana. Students learned thesong and dance and two students were also featurevocalists in our item. Students participating in thecombined choir learned a range of songs and alsolearned to sing and sign the lyrics of the song, 'Sing ASong'.

Vocational Education Programs

Senior students attended work experience at ColesLogistics centre on a monthly basis completing skilldevelopment in office duties, cleaning, labelling, socialconnections and Workplace Health and Safety. Withinthe school, high school students participated inindividual based work experience at Coles supermarketand The Goulburn Workers Club.. The high schoolstudents participated in ' in–School ' work experienceprograms such as 'The Trading Group' and 'The CarWash'. Trading group runs a school canteen one dayper week within the supported environment of theschool.


Documents

2018 The Crescent School Annual Report - Amazon S3...Introduction The Annual Report for 2018 is provided to the community of The Crescent School as an account of the school's operations