Annual Report2017

Annual Report 2017

Leeming (SHS) Education Support Centre Index

From the Principal 3 Programs 7 Our Vision, Values & Purpose 3 2017 Highlights 9 School Profile 3 School Priorities 2017 11 School Board 4 Student Achievement 15 Staff Profile 5 Parent, Student and Teacher Satisfaction 24 • Teaching staff 5 Post School Destination 26 • Non-teaching staff 5 Future Directions 27 • Positions 5 Finance 28 Enrolment, Retention and Participation 5 Glossary of Terms 30 • Attendance 5 • External Service Provision 6

Page 2 From the Principal

As a new Independent Public School, our school We continued to develop a positive and collaborative community collaborated to review and create our school community with students, staff, parents, school vision, values, mission and purpose to develop therapists and the broader community. This was our 2017 – 2019 Business Plan. Using information evident by the wonderful support and attendance at our and feedback provided by parents, students, staff and assemblies and community events such as Market Day, the School Board, all stakeholders were involved in Graduation Dinner, school disco, parent information identifying what is important to Leeming SHS ESC and sessions and sporting carnivals. establishing targets for our school priorities: Student At Leeming SHS ESC we strive to provide students with Achievement, Quality Teaching, Health and Wellbeing a variety of engaging school and community based and Effective Leadership. Committees were established programs. In 2017, new community partnerships were to develop plans and excellent progress was made developed to further opportunities for students to towards achieving our Business Plan targets, particularly develop their skills in a variety of contexts. We look in the areas of literacy and vocational education. forward to continuing these partnerships with Notre Dame University, Gilmore College Clontarf Academy, Good Samaritan Industries, Urban Indigenous and Conservation Volunteers Australia in 2018.

Our Vision Values and Purpose Vision: Leeming Senior High School Education Support Centre (SHS ESC) aspires to be an innovative and connected school community which delivers quality education and encourages students to reach their full potential to lead rewarding and productive lives within the community.

Values: east of the port of Fremantle, in the state of Western • Respect and acceptance of self and others Australia. The campus occupies a large site with extensive playing fields together with access to a well- • Caring, friendly and positive relationships with others resourced community recreation centre. The buildings • Happy individuals and school community are all single storey and wheelchair accessible. In • Promotion of independence, self-determination 2017, the ESC occupied twelve teaching areas in five and achievement separate locations. A greenhouse and garden are • Strong sense of community, with positive connected available to teach Certificate I Agrifoods, Certificate II partnerships in Horticulture, Enterprise and work skills. Students • Appreciation and commitment to sustainability of have access to all facilities on the campus including the the environment library, science laboratories, technology workshops, computer, home economics, Trade Training Centre, art Purpose: and sports facilities. To provide quality teaching and a person centred Students are drawn from a wide area within the Cities approach to learning so that our students can build of Melville, Gosnells, Fremantle, Cockburn and Canning. independence and self determination to become All students have been ascertained by The Department active members of the community. of Education as having educational needs that require significant teaching and learning adjustments. Most School Profile students have an intellectual disability. The students enrolled are from diverse socio-economic and cultural Leeming ESC was established in 1996 and is located on backgrounds. In 2017 four School Bus Services the campus of Leeming Senior High School (opened buses brought students to and from school, with in 1986). Leeming is an attractive residential suburb some parents choosing to transport their child. Local in the City of Melville. It is located about twenty students walked to school and some students travelled kilometres south of Perth CBD and fifteen kilometres independently using public transport.

Page 3 School Board

2017 School Board members. Parent representatives During 2017 the School Board: Judith Hardie • Collaborated with the school community to establish Nicky Vodanovic the school Vision, Values and Purpose for the Business Marianne Underwood Plan Digby Claydon • Developed and endorsed the school Business Plan Vicki Banks • Reviewed school priorities and developed the Annual Staff representatives Report due by the end of Term 1 Catherine Houden • Budget amendments revised at each meeting Evelyn Riley • Approved the 2017 School Budget Principal • Reviewed the school website and considered Keran Davies enhancements Community representatives • Analysed the My Plan survey results and discussed Tanya Matulich fully the various responses Jane Devenyns With the increasing amount of information and changes As a new Independent Public School in 2017 the Board occurring with NDIS, the Board recognised the need for met twice each term and began by finalising and signing a Parent Network and successfully applied for a Parent the agreed Code of Conduct and Terms of Reference Network Grant through Developmental Disability WA. establishing clear roles and responsibilities of the The grant was used in 2017 to provide parents with members. Three Board representatives attended Board up to date information and an opportunity to network Training and a presentation from an external consultant with other parents in the school community. Parent examining and discussing the role of the Board under Network meetings were held in week five of each term, the Independent Public School umbrella ensured all attendance and feedback was very positive. There members were clear about roles and expectations. were various guest speakers including Community As a result our School Board functioned cohesively, Board representative, Tanya Matulich, who discussed collaboratively and effectively throughout the year. the impact of WA NDIS and NDIS, Proudly Productive and Independent Living Centre provided up to date information on relevant topics and parents had an opportunity to share information and network. The Network meetings will continue in 2018 providing Board member comments: parents with opportunities to share information, • I personally will improve in the sharing experiences and contacts in the community to support of information to the school community their child. regarding disability sector and services • I feel we have a balanced and cohesive 2017 School Board Review 8 composition of the board where all members are respected and value each 7 other’s experience, knowledge and input 6 into each meeting 5 High Medium • An area identified to improve is using 4 Low

skills to analyse information as a Board Members 3 collective board to make effective change 2

Skilled Board

Strategic Planning Set Targets Monitor Role of School Board Composition of Board Analyse Performance Collective AccountabilityPrincipal Understanding High ExpectationsFormal Code School of Conduct

Page 4 Leeming (SHS) Education Support Centre Annual Report 2017 Non-teaching staff Staff Profile General staff consisted of a manager of corporate Teaching staff services, 2 part-time school officers, a social trainer and 43 full time and part time Education Assistants. The thirteen teachers (2017) at Leeming ESC have All non-teaching staff have completed professional varied experience of teaching students with special learning and inductions to ensure they are well trained educational needs. All teachers are passionate and confident to work with a range of students. Several and dedicated to providing the most appropriate staff have completed Certificate III or IV as a teacher programs for their students. Teaching staff have assistant in special educational needs. A workplace education degrees or post graduate qualifications learning coordinator was appointed in 2017 to manage with units dedicated to teaching students with special the increasing number of students attending work needs. Three teachers have training and assessment experience through the Authority Developed Work Place qualifications to assess students in their work Learning program. placements and teach TAFE qualifications. Positions Promotional positions are a Principal and two Deputy Principals. Leeming Senior High School provide specialist programs in the Learning Areas of Arts, Technology and Enterprise and Home Economics.

Enrolment, Retention and Participation There has been an increasing trend of enrolments from Attendance local schools and the private school system. Parents of children of post-compulsory age (currently over A high level of student attendance was seventeen years of age) highly value the functional life maintained in 2017. Case conferences and skills and employment programs that are continued attendance plans were used for any students into Year 12+ at Leeming SHS ESC. In particular, the highlighted as at risk with their attendance. Senior School programs in Career Education (Workplace Engagement programs such as Music Rocks, Drum Learning), TAFE industry specific courses and Beat, special events, and carnivals encouraged positive Community-Based Life Skills have appealed to parents student attendance. As a result of these interventions seeking life skill outcomes. and a focus on student health and wellbeing student In 2017, 97% of the students from the 2016 Year 12 attendance was maintained between 92% and 93% group continued to be enrolled into Year 13. 100% of during 2017. the Year 11 students continued into Year 12. There is an Recommendations for 2018: increasing number of Year 12 students with pathways • Attendance monitored regularly established who will not need to return for Year 13 in 2018. The following table illustrates the growth in • Implement attendance data reports each term for student numbers from 2007. early detection of students at risk • Identification, awareness and support for students 2007 2008 2009 2010 2011 2012 with mental health concerns through student services, school psychologist and external services 42 41 50 53 57 57 • Professional learning and support for staff maintaining 2013 2014 2015 2016 2017 accurate attendance - webSIS Pilot program 60 65 83 99 112 • Maintain case conferencing and regular communication with parents of students at risk • Engagement programs • Incentives for improved and high attendance at school • Introduction of the SMS MessageYou program to notify parents of absences Page 5 Secondary Attendance Rates Attendance Rate School WA Public Schools 2015 92.7% 87.9% 2016 92.6% 87.7% 2017 92.7% 87.8%

Attendance % - Secondary Year Levels Attendance Rate Y07 Y08 Y09 Y10 Y11 Y12 2015 93% 91% 94% 91% 90% 97% 2016 93% 93% 94% 94% 93% 91% 2017 92% 94% 93% 95% 97% 88% WA Public Schools 91% 89% 87% 85% 87% 88% External Services Provision

Students in need of therapy are referred to Rocky to ensure therapists were aligning their services to Bay or Therapy Focus School Age Therapy Services student educational goals. The aim of this collaborative (SATS) for assessment. Therapy services may include; approach between education and therapy service occupational, speech and physio therapy. In addition, provision is to ensure therapy provision during school some students are supported by the visiting teacher hours meets educational outcomes and enhances service from School of Special Education Needs curriculum access for our students. Leeming ESC is (SSEND) through a referral process. The Cerebral committed to ensuring that therapy organisations share Palsy Association (CPA) provides consultation services an interest in achieving positive educational outcomes to teachers who have students registered with the for students through developing and strengthening CPA. The Independent Living Centre (ILC) also offers collaborative partnerships with the principal, teachers, advice (and equipment hire) to parents and teachers educational assistants, parents, therapists and therapy to support the educational programs of our students. organisations working within the school setting. The majority of students enrolled are registered with Staff were surveyed and asked if they found therapists the Disability Service Commission of WA (DSC). Local useful in improving student outcomes. Feedback from Coordinators of DSC provide support to students the survey was positive, below is a sample of responses and their families and liaise with Leeming ESC as from staff: appropriate. Strong links between DSC and Leeming ESC have been developed during 2017 to support families • Collaborative planning of goals and suggesting understanding changes with the roll out of NDIS. resources and tools to support the learning goals was very helpful In 2017 Leeming ESC employed a Speech Pathologist and Occupational Therapist to work with staff providing • The strategies given to me through collaboration consultation and professional learning on complex provides a consistent approach at school, home and communication needs, balanced literacy for emergent during their sessions students, literacy technology supports and cyber safety. • OT and speech therapists have helped students With the introduction of NDIS Leeming ESC experienced increase employability, independent living and a significant increase in the number of therapists communication goals wanting to provide students with therapy services • I have a better understanding of reasons for behaviour within the school setting. There were 7 occupational and I am better able to tailor programmes to student therapists and 11 speech pathologists providing needs services to multiple students. This number is expected to continue to increase in 2018 with the roll out of • Expertise and knowledge helps me deliver better NDIS across WA. In 2017 a Therapy Liaison Officer quality and individualised teaching for my students role was established to better manage the increasing • I find the teacher – therapist relationship to be number of therapy services coming into the school. mutually beneficial and therapists are invaluable in An induction process and guidelines were established fostering the relationship between school and home

Page 6 Leeming (SHS) Education Support Centre Annual Report 2017 Programs

Our students have Individual Education Plans (Year In class, learning continues in the areas of functional 7 – 10) and Person Centred Plans ‘My Plan’ (Year 10 – reading and functional maths (particularly money 13) that are designed by their home room teacher in and time skills). Teaching and learning is directed consultation with parents, the previous teacher, local towards providing opportunities for the transference, coordinators and therapists as required. The My Plans generalisation and maintenance of skills learnt in the focus on the academic, social and work needs of the classroom. student in planning for their future.

Middle School Programs Year 7-9 • ASDAN New Horizons, • Work Skills Transition Challenge • Art • Literacy • Physical Education • Numeracy • Health • HASS • Design and Technology • Person Centred Planning • Music • Bush Rangers • Dance • Community Based • Home Economics Learning

Senior School Programs Year 10-13

Endorsed Programs • Bush Rangers • ASDAN Towards Independence • Keys for Life • ADWPL • ASDAN Workright • Literacy and Numeracy Community Based Learning

Preliminary Courses • P Unit 1,2,3,4 English • P Unit 1 Business Management and Enterprise • P Unit 1,2,3,4 Maths • P Unit 1 Recreational Pursuits • P Unit 1,2,3,4 Health and PE

Certificate Courses • Certificate I in Business • Certificate II in Horticulture • Certificate I in Agrifoods Page 7 Leeming ESC students are taught by Leeming SHS into mainstream classes are supported and monitored teachers in several specialist areas. In 2017, the in their selected classes. The majority of students programs were in the learning areas of Design and attend House Groups with their mainstream peers Technology, Home Economics and Music. Generally, for 15 minutes each day. Through our integration these programs are taught in discrete and small programs identified students in Year 7-10 were given education support groups which parallel the Leeming the opportunity to attend mainstream classes. 97.3% of SHS programs. Leeming SHS teachers have modified students attended integrated House Groups each day their teaching to meet the needs of our students with with their mainstream peers. a particular emphasis on skills needed when they leave school. Students who would benefit from integrating

Number of students integrated into mainstream classes in 2017:

Subjects Math English Hass Science Arts D&T H Ec PE TOTAL 2017 2 0 1 0 0 2 1 1 7

Recommendations: • Collaborate with Leeming SHS Deputy Principal for integration opportunities • Develop processes for sharing of student profiles and information to mainstream teachers for successful integration • Prioritise specialist subjects to be taught in 2018

Page 8 2017 Highlights

PALS AWARD - A highlight of the year was receiving the construction of a path with a water feature that the Runner up Award in the Student Engagement and highlights the pebbles. As part of this project there was Community Participation 2017 PALS Award. The River a special visit from Gilmore College Clontarf students. of Reconciliation PALS Project was developed by Mrs The Clontarf students were a huge hit at Leeming ESC. Vann and supported by the Department of Aboriginal They facilitated a football clinic and partnered with Affairs. The core attributes of PALS are; Partnership, students to create beautiful drawings of native plants. Acceptance; Learning and Sharing. All students engaged We look forward to continuing this partnership in 2018. in creating a collection of Aboriginal symbol rock art and To showcase and celebrate the students learning, a painted pebbles to be placed in a specially designed PALS Assembly was held on Monday the 28th of August. ‘River of Reconciliation’ in the school garden. This Three special Aboriginal guests, Corinna Abraham, ongoing project will lead to her husband Hayden and former Dockers star, Scott Chisholm, opened the Assembly with a Welcome to Country, played didgeridoo music and shared their stories and connections to the local areas of Bibra, Beeliar and Piney Lakes.

Anzac Day Schools’ Awards – State Runner Up

The Anzac Day Schools’ Awards are designed to encourage schools to commemorate Anzac Day and engage in learning about Australia’s wartime history. Awards are presented to National and State Winners, State Runners Up and Special Category Winners. Mrs. Angelique Dinning and her Year 8 class were State The Judges’ commented, “the Runners-up in 2017. This is an outstanding achievement work in the entry was the result of a with 78 schools nationwide entering the competition. combination of activities and provided excellent learning opportunities to enhance The Year 8 class took part in a wide range of learning learning; it was wide ranging with multiple points activities: of entry for inclusive practice; and there was excellent • Listening to Indigenous veteran stories participation and application to tasks.” • Fundraising for a fund that promotes reconciliation, Indigenous Veterans Commemorative service that Notre Dame Physical was held on 31st May 2017 Education program • Created a timeline of conflicts In 2017 we introduced an exciting partnership and • Created a memorial plaque for a chosen program with Notre Dame University. Our Year 10 Indigenous veteran students attended Notre Dame University every • Visited Fremantle War Memorial Friday for a 10 week individualised physical education program. Fourth Year Notre Dame physical education • Hosted the Anzac Day assembly students were partnered with a Leeming SHS ESC Year These activities increased student knowledge and 10 student for a 10 week program. understanding not only of the Anzac story, but also of The purpose of the program is for the Notre Dame Indigenous war veterans and the importance of war students to learn how to work with high school students memorials. The students compared the differences who require modifications within their Physical in the treatment of our Indigenous veterans on Education lessons. The Notre Dame students tailored their return home to that of their non-indigenous a sports program that specifically targeted the level of counterparts. There was very clear engagement and each individual student and also captured their interest strong participation relating to the cross- curriculum and level of participation. This was a highly engaging priority of Aboriginal and Torres Strait Islander histories. and successful program and we look forward to this The students also discussed how important it is to partnership continuing in 2018. promote reconciliation. Page 9 Sporting events and carnivals

In 2017 there was an increase in the number of sporting • ESSN Markey Day at Malibu School programs, sports carnivals and recreational programs • Diversity Dance Program students were involved in. These engaging programs • Special Olympics Multi Sport Day and carnivals provide students with opportunities to develop life skills, social skills, improve skill • Swimming lessons development and develop positive relationships with • ESSN Interschool Athletics Carnival other schools. • WADSA Outback Experience Through developing student interest and skills in • After school Athletics program sport at school there has been an increase in students accessing sport and recreation programs outside of Certificate of Recognition from Director school. General and appreciation morning tea Leeming SHS ESC was very privileged to be recognised 2017 carnivals and sport programs: by the Director General for the high care we provide • Basketball Carnival at Kalamunda our students. Regional Executive Director Sue Cuneo, • Netball Carnival held at Atwell College presented the certificate at a special morning tea organised and provided by one of our parents. The • AFL Carnival at Armadale ESC certificate and morning tea recognised the hard work, dedication and commitment all staff provide to making sure our students have the best learning opportunities in a caring and supportive environment.

Page 10 School Priorities 2017

2017 school priority areas: Student Achievement, Quality Teaching, Health and Wellbeing, Effective Leadership.

Priority Area: Student Achievement: Literacy Targets: • Teachers use research based teaching and learning K, Reading Mastery 1, Reading Mastery 2 and Corrective best practice to raise standard of literacy Reading A & B. The Direct Instruction Reading program was very successful with high levels of student • Students in Years 7-9 achieve 80% of literacy IEP engagement and will be implemented in 2018 for outcomes students in Years 7-10. • Students demonstrate literacy progress in Speaking A balanced literacy approach was also introduced using and Listening, Reading and Writing through formal and the Four Blocks Literacy Framework. This framework informal assessments uses all parts of literacy instruction e.g. phonics and • Develop support processes and resources for whole language. In 2017 balanced literacy was targeted staff to improve student literacy engagement and at students in the Pre –Emergent/Emergent stage achievement of literacy – the reading and writing behaviours that In 2017 there was a focus on literacy with the precede and develop into conventional literacy. The introduction of Direct Instruction and Four Blocks graph below demonstrates students in the emergent, Literacy in Years 7-9 and a focus on functional transitional and conventional stages of literacy. literacy skills required for students post school in

Years 10-13. Students in YearsEmergent 7-9Emergent were assessed to determine if they were at theTransitional emergent,Transitional transitional or Years 7-9 2017 Literacy conventional stage of literacyConventional usingConventional Neale Analysis and Direct Instruction Placement tests. After researching EmergentEmergent literacy programs and analysingTransitional literacyTransitional data a Direct Emergent Instruction Reading programConventional wasConventional trialled in term 4, Transitional 2017. Students in Years 8 and 9 attended 40 minute Conventional small group Direct Instruction lessons four times a week targeted to their level of reading and comprehension. Direct Instruction programs included Reading Mastery 8% 8% 8% 8% 12% 12% 8% 8% Reading and Viewing Semester 1 2017 Reading and Viewing Semester 2 2017 AchievedAchieved AchievedAchieved 8% 8% 8% Not AchievedNot Achieved 8% Not AchievedNot Achieved 8% 8% 8% 8% 12% 12% DeferredDeferred DeferredDeferred 12% 8% 80% 80% 84% 84% AchievedAchieved AchievedAchieved Not AchievedNot Achieved Not AchievedNotAchieved Achieved Achieved DeferredDeferred DeferredDeferredNot Achieved Not Achieved 80% 80% 84% 84% Deferred Deferred 80% 84%

5% 1% 5% 1% 2% 1% 2% 1% 22% 22% No HelpNo Help No HelpNo Help Spoken SpokenHelp Help Spoken SpokenHelp Help 5% 1% 5% 1% 2% 1% 2% 1% GesturalGestural Help Help 37% 37% GesturalGestural Help Help 22% 22% 5% 1% 2% 1% PhysicalPhysical Help Help PhysicalPhysical Help Help No HelpNo Help 22%No HelpNo Help Spoken SpokenHelp Help 60% 60%Spoken SpokenHelpNo Help Help No Help 72% 72% GesturalGestural Help Help 37% 37% GesturalGestural SpokenHelp Help Spoken Help PhysicalPhysical Help Help PhysicalPhysical HelpGestural Help Help 37% Gestural Help The data shows an increase in IEP literacy outcomes being achieved in Reading60% 60% and ViewingPhysical in Help2017. Professional Physical Help learning72% on writing72% Smart IEP outcomes targeted to student needs and a focus on reading and comprehension 60% 72% saw an increase in the number of IEP outcomes achieved with spoken help in semester 1, to being achieved with no help in semester 2. Our target of achieving 80% of IEP literacy outcomes was achieved with an increase of 38% in the level of independence.

Page 11 Speaking and Listening Semester 1 2017

4% 3% 3% 22% 4% 25% No Help 22% 25% Achieved SpokenNo Help Help NotAchieved Achieved GesturalSpoken Help Help 3% 4% DeferredNot Achieved 3% PhysicalGestural HelpHelp 4% 25% 22% 74% Deferred Physical Help 22% 25% No Help 74% 72% No Help Achieved Spoken Help Achieved 72% Spoken Help Not Achieved Gestural Help Not Achieved Gestural Help Deferred Physical Help SpeakingDeferred and Listening Semester 2 2017 Physical Help 74% 74% 72% 1% 3% 72%4% 1% 15% 3% 4% 45% No Help 15% 45% Achieved NoSpoken Help Help NotAchieved Achieved SpokenGestural Help Help 3% 4% 1% 3% DeferredNot Achieved 4% 1% GesturalPhysical HelpHelp 45% 15% 82% Deferred Physical Help 15% 45% No Help 82% 50% No Help Achieved Spoken Help Achieved 50% Spoken Help Not Achieved Gestural Help Not Achieved Gestural Help Deferred Physical Help Achieved outcomes increased by 8%Deferred and level of independence increased by 20%. Physical Help 82% 82% 50% 50% 12% 3% 4% 12% 3% 4% 21% 12% Writing Semester 1 2017 21% No Help 12% Achieved SpokenNo Help Help NotAchieved Achieved GesturalSpoken Help Help 3% 4% 12% Not Achieved 12% Deferred 3% 4% PhysicalGestural HelpHelp 21% 76% Deferred Physical Help 21% No Help 12% 76% 72% No Help 12% Achieved Spoken Help Achieved 72% Spoken Help Not Achieved Gestural Help Not Achieved Gestural Help Deferred Physical Help Deferred Physical Help 76% 76% 72% 72% 8% 1% 8% 1% 53% 8% Writing Semester 2 2017 53% No Help 8% Achieved SpokenNo Help Help NotAchieved Achieved GesturalSpoken Help Help 8% 1% 8% DeferredNot Achieved 1% PhysicalGestural HelpHelp 53% 84% Deferred Physical Help 53% No Help 8% 84% 46% No Help 8% Achieved Spoken Help Achieved 46% Spoken Help Not Achieved Gestural Help Not Achieved Gestural Help Deferred Physical Help Deferred Physical Help 84% 84% 46% 46% Achieved outcomes increased by 8% and level of independence increased by 32%.

Page 12 Leeming (SHS) Education Support Centre Annual Report 2017 Speaking and Listening Semester 1 2017 For students in the pre-emergent or emergent stage of Linguistic Competence: Broken down into Receptive literacy there was support from ILC Speech Pathologists Language skills including understanding of language, for the implementation of a balanced literacy approach and Expressive Language skills including learning using a Four Blocks Framework and AAC supports to more varied vocabulary, combining words and promote communication and participation. Full AAC communicating for a range of language functions profile assessments were completed in Terms 2 and 4. (requesting, commenting, greeting, protesting etc.) Assessments were completed alongside class teachers Social Competence: Engaging with others, expressing and based on a range of skill areas students have been emotions and intent and participating in conversation. observed to demonstrate at school. The assessment looks at competencies in 4 main areas. Within each Strategic Competence: Using the most appropriate competency area, achievement is broken down into 5 communication method for the situation and skill set levels. Competency areas are described below communication partner in order to be understood, with average student results shown in graph form. repairing conversation breakdown when necessary. Speaking and Listening Semester 2 2017 Operational Competence: Technical skills used to Average assessment results from the students profiled operate and navigate the AAC system and use of the are represented in the graph below: AAC system features e.g. on/off, volume, clear message etc. to use the system most efficiently. 4.0

3.5

3.0

2.5 Term 1, 2017 Term 4, 2017 2.0

Skill Set Level 1.5

1.0

0.5

Student Literacy Outcomes 0.0 At the end of 2017 staff were surveyed on student achievement of AAC literacy outcomes. Social Competence Linguistic ReceptiveLinguistic Expressive Strategic Competence Rating “Any change in your students’ skills with Operational Competence communicating using their AAC systems”, 87.5% of Writing Semester 1 2017 respondents noted an improvement. Rating “Any change in the frequency that your students’ Staff Literacy Outcomes use of their AAC systems”, 75% noted an improvement Staff who accessed literacy support from the ILC were with 12.5% noting a significant improvement. surveyed. The results of the survey demonstrated: Staff also described changes they had observed in their • 100% rated an increase in confidence and knowledge students’ communication including: around supporting students’ literacy development • “Navigation improvement” • 100% rated an increase in confidence and knowledge • “Regulating emotions by selecting strategies entered supporting literacy development specifically for on device” students with complex communication needs • “More expressive language” • 100% rated an increase in confidence planning appropriate strategies and activities to support • “More communication with a range of adults in the Writing Semester 2 2017 students’ literacy development home environment” Staff described strategies and resources they were now • “Increased use of AAC for giving using to support students literacy development that answers in class” they weren’t using prior to ILC’s input including: • “Increased social use of AAC with peers” • Pictello • Tar Heel Reader • CAR strategy for shared reading • Snap Type • Reader view on the iPad • Alternative keyboards on the iPad • 4 Blocks planning integrated across learning areas

Page 13 Senior School Literacy Assessment • Senior School focussed on functional literacy skills through preliminary units and ASDAN programs. • ILC speech pathologists supported student literacy development in the workplace • Committee developed a Literacy checklist identifying key skills

Senior School Waddington Diagnostic Recommendations for Literacy in 2018 Spelling Results 2017 Provide professional learning to build the capacity of teachers to effectively teach literacy skills catering for the individual needs of students 30% • Implement suitable assessment tools in literacy Improved for pre-emergent and emergent students Showed no • Teachers will develop effective literacy programs Improvement to achieve individual student outcomes 70% • Implement a Leeming ESC literacy and numeracy senior school assessment checklist to ensure students are developing essential skills for their post school lives • Senior School to use Neale Analysis to better align with middle school literacy assessment • Peer mentoring and collaboration of resources to further develop and identify good teaching practice of literacy • Use SWIVL to record teaching of balanced literacy best practice as a professional learning tool

Page 14 Leeming (SHS) Education Support Centre Annual Report 2017 School Priorities 2017

Priority Area: Student Achievement: Vocational Education and Training

Targets • Increase VET pathways and opportunities for senior students • Increase diversity of transition pathways and opportunities for students Expanding Vocational Education and Training programs and opportunities was a priority in 2017. There was an increase in school based traineeships and TAFE courses across industry areas including: Certificate I and II in Hospitality, Certificate II in Retail, Certificate II in Hair Dressing, Certificate II in Floristry, Certificate I in Construction, Certificate I in Business, Certificate I in Agrifoods and Certificate II in Horticulture. TAFE courses and school based traineeships provide a wonderful opportunity for learning industry specific skills and on the job training in an industry area. The graph below highlights an increase in the number of enrolments and certificates achieved from 2016 -2017. The graph in green demonstrates the planned increase in school based traineeships and certificate course enrolments for 2018.

Vocational Education and Training Certificate Courses 2016-2018

25 2016 20 2017 2018 15

SBTs

Certificates Completed No. of Certificate Courses Available Total Enrolments in Certificate Courses Page 15 2017 Year 11 and 12 Students attended off site TAFE programs

Off Site TAFE Programs Attended Course TAFE Student Number Certificate I in Hospitality Canning Vale College 4 Certificate II in Hospitality Canning Vale College 1 Certificate I in Agrifoods Leeming SHS ESC 10 Certificate I in Hospitality South Metropolitan TAFE 3 Certificate II in Floristry South Metropolitan TAFE 3

Certificate II School Based Traineeships 2017

Certificate II School Based Traineeships 2017 Industry Area Training Provider Work Placement Achieved Hospitality SMYL Dome Applecross Yes Hospitality SMYL Cupids Delight Yes Retail SMYL Target Cockburn Yes Hairdressing SMYL Naya Hair Lounge Yes Retail GSI GSI Southlake Completing Retail GSI GSI Willetton Yes

There are 11 projected enrolments for Certificate II School Based Traineeships in 2018 in the industry areas of Hospitality, Community Services, Retail and Construction. In 2017 our Senior School students were enrolled in ADWPL. This is part of the School Curriculum and Standard Authority (SCASA), Endorsed Program Workplace Learning and offers points towards the WACE Certificate. Students completed between 42 and 247 hours of workplace learning.

Recommendations: • Fund two staff members to complete Certificate IV in Training and Assessment • Review VET Courses and align with students strengths, interests and employment opportunities • Utilise expertise of school board members to identify VET pathways

Page 16 Leeming (SHS) Education Support Centre Annual Report 2017 School Priorities 2017

Priority Area: Quality Teaching

Targets • Targeted professional learning and support focussed • Implementation of peer observation and support to on enhancing whole school teaching and learning in improve the teaching of literacy literacy • Develop confidence and competence of staff to • Increase in staff confidence and skills supporting effectively use and integrate ICT to improve literacy students with complex communication needs through outcomes professional learning and support from therapists and expert staff

2017 Professional Learning Priority Area 1 Student Achievement Priority Area 2 Quality Teaching Beam Consulting IEP Writing Classroom Observation and Feedback ABLE WA/ SENAT Balanced Literacy The Big Plan Workshop Literacy Language Conference Four Blocks Literacy Direct instruction Direct Instruction Differentiating Curriculum Navigating NDIS and PCP AAC Touch Chat, Proloquo2go ASDAN Training and Forum Autism Symposium VET Network Meetings Strategies for Autism Certificate IV in Training and Assessment Communication Profiles VET Network meetings ICT- Tar Heel Reader, Pictello, NDIS implementation Snap Type

Priority Area 3 Health and Wellbeing Priority Area 4 Effective Leadership

NESLI Toolkit Level 3 Classroom Teacher Positive Schools Aboriginal Cultural Standards MAPA Management of Actual or Potential Aggression Framework: Familiarisation Trauma Practice in ES setting Developing culturally responsive teaching and learning Rock and Water High Care Leadership Drumbeat Leading a Change Initiative Fundamental movement skills Leading a Culture of Classroom Observation and OSH Education Refresher course Feedback PIP Sexuality and ID Embracing and leading change in your school Positive Behaviour Support Student Centred Funding Creative Approaches to Sexuality Building a school culture of optimal wellbeing Epilepsy Training Skoolbag App Seesaw App Accidental Counsellor

Page 17 School Priorities 2017

Priority Area: Health and Wellbeing

Targets • Implementation of a holistic integrated multi-disciplinary approach to health and wellbeing • Improve engagement and physical wellbeing of students through interschool sporting carnivals, lunch time activities and after school programs • Engage students to apply positive health and wellbeing strategies to develop resilience As part of our Health and Wellbeing priority area in a variety of high interest activities with their peers. students enjoyed engagement programs such as Music Activities included: robotics, coding, craft, movies, hair Rocks, Drumbeat, sports carnivals, after school athletics and makeup, dancing and board games. Clubs gave and Bush Ranger programs. A highlight of the year was students an opportunity to develop their social skills developing a partnership with Notre Dame University. and interact with students from all year groups. Notre Dame Sports Science students provided a ten The graph below demonstrates student participation in week one to one sports coaching program for our sport and leisure activities in 2017. Year 10 students. Students in years 7-12 also enjoyed Friday afternoon Clubs were they could participate Student Participation in Sport and Recreation Activities in 2017

100

Student Participation 80

40 Number of Students 20

AFL Camp Clubs Athletics Swimming AS Programs Soccer Program Bush Ranger CVA

Page 18 E-Safety Program Outcomes An e-safety skills program was piloted with Year 10 students. The content from this program also addressed the criteria assessed in the ASDAN e-safety module. This data was retrieved from pre and post questionnaires completed by students. Students were Community Safety Life 360 asked to rate their perceived knowledge or confidence on a scale. Confidence or knowledge increased in the Program Outcomes following areas: A program utilising the Life 360 app to track students • 72% increase in being responsible when using the using GPS on CBL and transport training was trialled phone and internet with Year 12 students. The purpose of the program was to enable students to increase their independence • 54% increase in knowing what personal accessing the community whilst also managing the risks information is associated with doing this. The implementation of the • 81% increase in using the internet safely app allowed staff to monitor students and ensure they were on their intended travel route. Staff involved in the • 54% increase in knowing how to use social media trial program noted an increase in their knowledge of • 63% increase in taking a picture using a phone or available technology (e.g. apps) to support community iPad safety and supporting the use of GPS tracking for students accessing the community or travelling • 54% increase in knowing what an appropriate independently. picture is Students achieved more: • 72% increase in knowing how to ask for consent to take a picture • awareness of self in GPS • understanding why we use Life 360 e.g. safety/ support Recommendations: • Life 360 has enabled faster achievement of • Protective Behaviours professional learning for outcomes in travel training plans behaviours staff programs • Review of Protective Behaviours programs and resources • Whole school approach to delivering Protective Behaviours programs

Page 19 School Priorities 2017

Priority Area: Health and Wellbeing:

Staff Targets • Implement a whole school approach to staff wellbeing through NESLI toolkit • Engage staff to apply positive health and wellbeing strategies to support and enhance their personal health and wellbeing In 2017, 8 teaching and non-teaching staff members Module 1 completed four modules of professional learning in the The critical importance of health and wellbeing NESLI Wellbeing Toolkit. The toolkit is designed to help Module 2 schools create a professional climate which supports Know thyself: Addressing and overcoming optimal health and wellbeing of staff members. challenges Through online content and self-directed learning as Module 3 well as internally facilitated peer learning sessions, this Building and developing resilience professional learning provides staff with practical tools to develop more awareness of their own wellbeing. Module 4 Mastering the art of influence and wellbeing Using a train the trainer model, the eight staff will support the implementation of NESLI for all staff Module 5 members in 2018. Career and Professional Wellbeing The Health and Wellbeing Committee developed an Recommendations: implementation plan for 2018 taking into consideration our school context and working environment. • Whole school implementation of NESLI toolkit • Develop an agreed, context specific, staff code of conduct

Priority Area: Health and Wellbeing: Skoolbag App Survey 5% Parent Targets 32%

• Develop effective communication strategies No Reply that engage the school community in two way YES for Skoolbag communication such as website, Skoolbag app, Seesaw No for Skoolbag and Connect. 91% of parents replied to the survey with majority of 63% parents saying they would like Skoolbag app used as a communication tool. Recommendations: Training will be required in 2018 for teachers to utilise • Training for teachers Skoolbag and Seesaw Skoolbag app as an effective communication tool with parents and carers. • Review use of Skoolbag app with the implementation of webSIS and functions for The Seesaw app was trialled in two classes in 2017 sending notes and messages to parents to improve communication between school and home. There was very positive feedback from • Increase implementation of Seesaw across school parents, particularly parents of students with complex in 2018 communication needs. Parents were able to see what • Survey parent satisfaction with communication in their child was doing in school and this enabled them 2018 to promote conversation and language development at • Investigate setting up a Facebook page to promote home. Seesaw was also used for Year 7 transition; this the school and share information was especially helpful in allowing parents to see what their child was doing and to alleviate their stress and • Review and update school website regularly anxiety about transitioning to high school.

Page 20 Leeming (SHS) Education Support Centre Annual Report 2017 School Priorities 2017

Priority Area: Effective Leadership

Targets • Identify teachers aspiring to be leaders and provide leadership opportunities • Build a distributed leadership structure that reflects leadership roles and responsibilities to achieve school targets and goals In 2017 nine committees, with committee coordinators, Business Plan Priority Area were established to provide leadership roles to ensure Recommendations for 2018: there was alignment between school operational plans • Continue focus on literacy and developing literacy and the Business Plan to achieve targets. Coordinators programs using data to inform teaching practice were given time to develop and report on plans as well as time for project development and committee • Continue to build on post school pathways coordination. • Implementation of Peer Observation to improve There was an increase in the number of staff identifying teaching practice promotional pathways: • Trial of STEM projects and a focus on developing • Five teachers attended Level 3 teacher professional ICT skills e.g. word processing learning • Science taught by mainstream teachers in • Three teachers will be applying for level 3 teacher Science labs status in 2018 • Roll out of NESLI Health and Wellbeing toolkit to • Two teachers successfully applied for senior teacher all staff status • Review of Protective Behaviours programs, • One teacher successfully applied for ESSN Executive resources and whole school delivery Officer role 1 day per week • Use Communication tools such as Seesaw to • Two staff members provided ASDAN professional improve communication and connection from learning to schools across WA school to home • Aboriginal Cultural Standards Framework professional learning and continue developing Recommendations: community partnerships • Review of Committee roles and responsibilities in • ILC – Speech and OT review of processes for 2018 providing classroom consultation and support • Support leadership roles e.g. Level 3 Classroom • Development of Student Services Manager role Teachers • Utilise expertise of community representatives to • Provide professional learning opportunities further VET pathways and opportunities

Page 21 Student Achievement 2017

Individual student performance is assessed in relation to student progress each semester. Records on each student’s progress are maintained. These records include: • Student performance at attaining the negotiated IEP • Course and Endorsed Program Achievement objectives and My Plan goals that form the basis of • ASDAN outcome completion semester reporting • Portfolios that provide a concrete copy of work of • ABLEWA and SENAT data the student or evidence of their performance e.g. • Individual checklists related to specific skills. This work samples, photographs and videos may include information related to the degree of • Case conference reports help or independence of the student • Employer (Workplace Learning) reports • Anecdotal records particularly concerning personal development and behaviour management

Preliminary Course Results 2017 The graphs below demonstrate student achievement in Preliminary Units 1-4 across subject areas.

Maths Health and PE 20 30 Enrolled Enrolled Passed Passed 25 15

20 3020 Enrolled Enrolled Passed Passed 10 2515 15 Number of Students Number of Students 2010 5

10 155

Number of Students 0 Number of Students 100 P1 P2 P3 P4 P3 P4 5 5 Students in Years 10, 11, 12 and 13 were enrolled through School Curriculum Standards Authority (SCSA) in: 0 0 • Endorsed ProgramsP1 ASDAN,P2 BushP3 Ranger CadetsP4 and Workplace Learning, P3 P4 • Preliminary Units in Maths, English, Health and PE and Business Management and Enterprise In 2017 we increased opportunities offered to students by increasing enrolments in preliminary 20 12 courses and endorsed programs. 10 15 English Enrolled Business ManagementEnrolled Passed Passed 20 128 and Enterprise

10 106 15 Enrolled Enrolled 4

Number of Students Passed Number of Students 8 Passed 5

10 62

0 40 Number of Students P1 P2 P3 P4 Number of Students P1 5 2

0 0 P1 P2 P3 P4 P1

Page 22 Leeming (SHS) Education Support Centre Annual Report 2017 2017 ASDAN Awards Achieved

100 Students

WorkrightYear 10 Year 10-13 Years 8 and 9

Transition Challenge Towards Independence

Endorsed Program ASDAN Results 2017 • 225 Modules submitted for external moderation from Years 8-13 • All students passed external moderation and received certification • ASDAN Awards endorsed by SCSA from Year 10 In 2017 an increasing number of students achieved ASDAN Awards. Overall, students achieved 225 Recommendations: certificates across Years 7-13 and 54 students received • Moderation processes will be implemented to School Curriculum and Standards Authority endorsed improve data collection of endorsed programs program achievement. Electronic portfolios were and preliminary courses increasingly used, allowing staff to demonstrate rich examples of student achievement through a • SCSA P Unit Moderation working party combination of photos, recordings and written work. • Abilities Based Learning (ABLEWA) assessment Staff shared their knowledge and expertise developing tool using data to identify progress and areas ASDAN portfolios with other schools at network for improvement. The tool will be used to meetings and ASDAN Forums. ASDAN continues to support teachers to assess students on the be an excellent framework for integrating all areas of basis of their abilities and provide guidance student learning in a functional context. A new Award material and resources to effectively plan and Key Steps will be introduced in 2018 to allow more teach students on their learning needs integration of subjects through ASDAN. Two key ASDAN teachers from Leeming ESC provided training and support to other schools across WA.

Page 23 Parent,25 Student and Teacher Satisfaction

20 Parents

Our person centred15 My Plan process provided a strong platform for collaborative planning with families, therapists and local coordinators. All stakeholders were surveyed on the My Plan process and positive and constructive feedback was10 used to evaluate and further improve the process. Below is a sample of the responses from parents. Respondents

“Very positive0 experience, I was surprised how much our

Other daughter was able to participate,Education well supported & encouraged Leisure and Employment Recreation to develop her skillsIndependent in Living language & learning.”

How did the My Plan process My Plan has provided the opportunity to make you feel? discuss and/or think about 25 20 12 25 10 20 15 20 8 15 15 10 6

10 Respondents Respondents Respondents 4 10 Respondents 5 5 2 5

0 0 0 0 Fully Other Other Positive Partially Other Education Encouraged Leisure and Not Engaged Employment Recreation Overwhelmed Education Leisure and Employment Recreation Independent Living Independent Living

Did you feel your child was an active Recommendations: participant in the My Plan process: • Continue to develop language and further develop student participation 20 12 20 12 • Identify a process to measure student 10 engagement and participation 10 15 15 8 • Modify processes for students not able to 8 engage for the whole process 10 6 10 • Educate parents and facilitators on services,6 Respondents Respondents

4 Respondents recreational and sporting opportunities Respondents 4 5 available, to cater for reduction in local 5 2 coordinator availability 2

0 0 • Provides parents with up to date information 0 0 Fully on changes to NDIS and how this will impact on Other Positive Fully Partially Other settingPositive future goals and support required, e.g. Partially Encouraged Not Engaged Overwhelmed Encouraged Not Engaged parent networkOverwhelmed meetings

Page 24 Leeming (SHS) Education Support Centre Annual Report 2017 Teacher Survey Teaching and non-teaching staff were surveyed on job satisfaction, opportunities for professional growth, school culture and health and wellbeing. 86% of staff responded to the survey. The graphs below demonstrate responses to the level of priority for professional growth and providing professional learning opportunities. The majority of staff agreed that Leeming SHS ESC provides opportunities for professional growth and professional development. Staff identified the areas of behaviour management, school culture and wellbeing for further professional learning and support in 2018. Staff also recognised the need for more induction, professional learning and support for new staff.

Opportunities for Opportunities for Professional Growth Professional Development

20 20 25 25

20 20 15 15

15 15 10 10 10 10 Respondents Respondents Respondents Respondents

5 5 20 20 255 255

0 0 200 200 15 15 Agree Agree Agree Agree Neutral Neutral Neutral Neutral Disagree Disagree Disagree Disagree 15 15 Strongly Agree Strongly Agree Strongly Agree Strongly Agree 10 10 Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree 10 10 Respondents Respondents Respondents Respondents

Recommendations:5 5 5 5 • Review of induction processes and support for new staff 20 20 25 25 • Continue0 to align professional0 learning with school0 priority areas0 Agree Agree Agree Agree Neutral Neutral Neutral Neutral Disagree Disagree20 20 Disagree Disagree • Continue15 to provide15 leadership opportunities Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree 15 15 10 10 I am satisfied with the culture 10 10I understand how my work Respondents Respondents Respondents Respondents of my workplace impacts on Business Plan goals 5 5 20 20 255 255

5 5 5 5

0 0 0 0

Agree Agree Agree Agree Neutral Neutral Neutral Neutral Disagree Disagree Disagree Disagree

Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree The graphs demonstrate staff responses to workplace culture and understanding of Leeming ESC strategic directions and goals. The majority of staff are satisfied that they can use their expertise and talents to positively contribute to Leeming SHS ESC. In 2018 there will be a focus on promoting positive health and wellbeing through whole school professional development and opportunities to share ideas and develop collaborative working partnerships.

Recommendations: • Nesli toolkit to provide strategies to improve health and well being • Develop school code of conduct in line with department guidelines and policy, promoting positive behaviours, conduct and staff health and wellbeing at Leeming SHS Esc

Page 25 Post School Destination

During 2017 Leeming SHS ESC held a successful Parent and the variety of pathways available for the future. Expo Night with representatives from Centrelink, Bizlink, Parents had the opportunity to ask questions and Rocky Bay, Disability Services Commission, ACTIV, collect information on a variety of services available. A Workpower, GSI, Interchange, Lifeskills2work, Bizlink full review of the Expo was undertaken in 2017 with the and Edge Employment Solutions to discuss funding following recommendations.

Recommendations for 2018: • Guest speakers to provide up to date information on changes to NDIS • Include a parent speaker of an ex-student to share their story of transitioning their child from school • Expand on the number of service providers displaying at the Expo • Include representatives from a variety of sport and recreation to better cater for all students from Year 7-13

Post School Destination Data • 100% of Year 12 students applied to enrol in Year • 9 students gained employment through Australian 13 in 2017 through South Metropolitan Regional Disability Enterprises Office. All were successful and 2 students decided • 2 students are enrolled at TAFE to graduate, as pathways were established through work and further study • 1 student is engaged in life skills and individualised programs through DSO Rocky Bay • 6 students gained school based traineeships • All students were engaged with relevant services • 11 students gained work trials in their final year of and developed pathway plans through the My Plan school with 9 of these students gaining part time process and full time employment • Fourteen Year 13 and two Year 12 students graduated in 2017

As well as employment data, our 2016 and 2017 school leavers were surveyed on their access to the community: • 62% are actively involved in sporting clubs • 63% are involved in recreation or social groups • 75% of students remain in contact with their friends from school Student’s final year of school is an important transition year and can lead to employment and further education opportunities. Our 2016 and 2017 school leavers were surveyed on their further education opportunities. • 25% of students are enrolled in a TAFE course • 4% enrolled in other further education • There was an increase in students involved in a combination of voluntary and paid work with 37% of students involved in a variety of voluntary work Developing plans with all stakeholders involved has become particularly important with the changes to funding through NDIS. 84% of 2016 and 2017 school leavers have a plan in place with their local coordinator.

Page 26 Leeming (SHS) Education Support Centre Annual Report 2017 Current Employment Status 2016-2017 Employment Status 2016-2017 Graduates Graduates

21% 20

13% 10 Students 4% 54% 4% 5 4%

Continued with employment gained from school 0

Did not continue with employment gained from school ATE

Studying Emloyed through DES provider whilst at school Employed Unemployed Combination Has DES provider not yet employed N/A Other

10 Students

Future Directions 5 There are exciting plans for 2018 as the Leeming SHS

ESC School Board and Leeming SHS endorsed the Resourcing0 Directions for 2018 building of a new administration block. Our current • Building a new administrationATE and student Studying administration block is not meeting our needs as Employed services building Combination our student population has more than doubled since the last upgrade. The new administration block • Resource undercover recess /lunch area will include offices for a student services manager, • Resource undercover area for new school officer, chaplain, therapy room, first aid room, transportable classrooms vocational education and workplace learning. This will • Allocate a staff study and therapy room for allow us to cater for a more student centred focus to support teachers, school chaplain and visiting meet the needs of our students. There will also be an therapists administration section which will include school office staff, manager of corporate services, principal and • Resource a sports equipment and archiving two deputy principals. The project has been budgeted shed for and building is scheduled to start early 2018 with • Create a centralised resource room to support completion expected in October 2018. teachers in their delivery of literacy and We will be working collaboratively with Leeming SHS numeracy programs in 2018 as a pilot school for webSIS. This is a new • Implementation of Therapy Guidelines to program which is web based and can be accessed by ensure services are aligned with educational staff through the Department of Educations portal or outcomes for students any mobile device with internet connection. webSIS will be used for timetabling, student records, school event • Review of Protective Behaviours programs and planning, attendance, enrolment, student planning and resources to better meet needs of students finance. • Purchase resources and timetable literacy blocks for Direct Instruction lessons in Years 7-10

Page 27 Finance

Leeming SHS ESC

Financial Summary as at 31st December 2017

Revenue Cash & Salary Allocation Budget Actual 1 Voluntary Contributions $7,494.00 $7,263.50 2 Charges and Fees $18,580.00 $21,324.47 3 Fees from Facilities Hire $ - $ - 4 Fundraising/Donations/Sponsorships $1,100.00 $3,521.04 5 Commonwealth Govt Revenues $ - $ - 6 Other State Govt/Local Govt Revenues $40,000.00 $48,650.00 7 Revenue from Co, Regional Office and Other Schools $20,000.00 $831.82 8 Other Revenues $13,655.00 $23,629.12 9 Transfer from Reserve or DGR $ - $ - 10 Residential Accomodation $ - $ - 11 Farm Revenue (Ag and Farm Schools only) $ - $ - 12 Camp School Fees (Camp Schools only) $ - $ - Total Locally Raised Funds $100,829.00 $105,219.95 Opening Balance $390,562.00 $352,734.59 Student Centred Funding $373,978.00 $2,874,333.00 Total Cash Funds Available $865,369.00 $3,332,287.54 Total Salary Allocation $ - $ - Total Funds Available $865,369.00 $3,332,287.54

54% Current Year Locally Generated Revenue - Actual Cash Sources Budget vs Actual

50000 Locally Raised Budget Funds (1%) Actual Other (1%) Student Centred 40000 Funding (96%) Other Govt 30000 Grants (2%) $000

20000

10000

54% Other Revenues Charges and Fees

Voluntary ContributionsFees from Facilities Hire Residential Accomodation Transfer from Reserve or DGR Commonwealth Govt Revenues

Fundraising/Donations/SponsorshipsOther State Govt/Local Govt RevenuesOther State Govt/Local Govt Revenues Farm Revenue (Ag and Farm Schools only)

Revenue from Co, Regional Oﬃce and Other Schools

Page 28 Leeming (SHS) Education Support Centre Annual Report 2017 50000 Budget Actual

40000

30000 $000

20000

10000

Other Revenues Charges and Fees

Voluntary ContributionsFees from Facilities Hire Residential Accomodation Transfer from Reserve or DGR Commonwealth Govt Revenues

Fundraising/Donations/SponsorshipsOther State Govt/Local Govt RevenuesOther State Govt/Local Govt Revenues Farm Revenue (Ag and Farm Schools only)

Revenue from Co, Regional Oﬃce and Other Schools Expenditure - Cash & Salary Budget Actual 1 Administration $28,050.00 $24,220.52 2 Lease Payments $5,000.00 $5,246.22 3 Utilities, Facilities and Maintenance $25,500.00 $15,548.01 4 Buildings, Property and Equipment $219,500.00 $305,325.03 5 Curriculum and Student Services $534,368.15 $383,189.89 6 Professional Development $28,000.00 $31,881.88 7 Transfer to Reserve $ - $ - 8 Other Expenditure $725.00 $725.00 9 Payment to Co, Regional Office and Other Schools $16,500.00 $16,860.00 10 Residential Operations $ - $ - 11 Residential Boarding Fees to Co (Ag Colleges only) $ - $ - 12 Farm Operations (Ag and Farm Schools only) $ - $ - 13 Farm Revenue to Co (Ag and Farm Schools only $ - $ - 14 $ - $ -

Total Goods and Services Expenditure $857,643.15 $783,229.41 Total Forecast Salary Expenditure $ - $ - Total Expenditure $857,643.15 $783,2293.41 Cash Budget Variance $7,725.85

Goods and Services Expenditure - Budget vs Actual

Cash Position 600000 3000000 Budget 600000 Actual 3000000 500000 Budget 2500000 Actual 500000 2500000 400000 2000000 400000 2000000 $000 300000 $000 1500000 $000 300000 $000 1500000 200000 1000000 200000 1000000

100000 500000 100000 500000

0 0 0 0

Trust Funds Trust Funds Tax Position Tax Position Administration Administration Cash Advances Cash Advances Lease Payments Lease Payments Other Expenditure TransferOther to Reserve Expenditure Transfer to Reserve Suspense Accounts Suspense Accounts Deductible Gift Funds Deductible Gift Funds Residential Operations Residential Operations General Fund Balance General Fund Balance Professional Development Professional Development Asset Replacement Reserves Asset Replacement Reserves Curriculum and Student ServicesCurriculum and Student Services Utilities,Buildings, Facilities Property and Maintenance and Equipment Utilities,Buildings, Facilities Property and Maintenance and Equipment Cash Position as at:

Farm OperationsCamp (AgSchool and FeesFarm to Schools Co (Camp only) Schools only) Bank Balance $3,372,302.55 Farm Revenue to Co (Ag andFarm Farm OperationsSchoolsCamp only (AgSchool and FeesFarm to Schools Co (Camp only) Schools only) Payment to Co,Residential Regional Boarding Oﬃce and Fees Other to Co Schools (Ag Colleges only)Farm Revenue to Co (Ag and Farm Schools only Payment to Co,Residential Regional Boarding Oﬃce and Fees Other to Co Schools (Ag Colleges only) Made up of: 1 General Fund Balance $2,549,058.13 2 Deductible Gift Funds $5,644.38 3 Trust Funds $ - 4 Asset Replacement Reserves $817,430.04 5 Suspense Accounts $2,536.00 6 Cash Advances $200.00 7 Tax Position $2,166.00 Total Bank Balance $3,372,302.55

Page 29 Glossary of Terms

Abbreviation Term Meaning AAC includes all forms of communication other than AAC Augmentative and Alternative Communication speech A student works in one or more paid or unpaid ADWPL Authority Developed Work Place Learning workplace/s to develop a set of transferable workplace skills Awards Scheme Development and A functional life skills curriculum developed in the UK that ASDAN Accreditation Network focusses on student centred learning Revegetation nursery for locally occurring native rushes APACE and sedges Protects and conserves the State’s natural environment DPAW Department of Parks And Wildlife on behalf of the people of Western Australia A government department that assists eligible students DSC Disability Services Commission to obtain government services especially for people with disabilities Education Support schools and centres in the south metropolitan region working collaboratively sharing ESSN Education Support South Network resources and expertise to improve the quality of education provided to students with special needs Australian non profit charity organisation helping people GSI Good Samaritan Industries with disabilities to find employment and to earn a living An educational plan that specifies learning objectives to IEP Individual Education Plan meet the student’s individual academic, social, physical and vocational needs ILC provides information, training, funding, equipment ILC Independent Living Centre hire & disability services in Perth to improve the lives of West Australians Employed by DSC to support eligible students and their LC Local Coordinator families MSSD initiative aims to strengthen the capacity of schools MSSD More Support for Students with Disabilities to support students with disability Practical tools that help people to think and plan for their PCP Person Centred Planning life, direct their own support and identify and achieve their goals An online system for the recording of student RTP Reporting to Parents achievement for students in years K to 12 The School Curriculum and Standards Authority is responsible for Kindergarten to Year 12 curriculum, SCSA School Curriculum and Standards Authority assessment, standards and reporting for all Western Australian Schools. SSEND Services provides support with Assistive Technology Education, Autism Education, Disability SSEND Schools of Special Educational Needs: Disability Education, Disability High Support Education and Learning Disability Education. Courses and programs that develop work related and VET Vocational Education and Training industry specific skills The credential given to students who have completed WACE Western Australian Certificate of Education senior secondary education (Year 11 and Year 12) in the state of Western Australia Western Australian Education Support A professional association representing the interests of WAESPAA Principals and Administrators Association the Education Support sector in all schools A charitable, non-profit making, sport and recreation WADSA Western Australian Disabled Sports Association umbrella organisation for disabled individuals and groups

Page 30 Leeming (SHS) Education Support Centre Annual Report 2017 Page 31 Leeming (SHS) Education Support Centre

Aulberry Parade Leeming WA 6149 P 08 9313 5408 E [email protected] www.leemingesc.wa.edu.au