Annual School Report 2013
5411
Certificate 1 level and the development of a
school café.
School context
Rowland Hassall School provides quality education
opportunities for students who have been
experiencing difficulties in their regular school. The
school operates across two campuses at Parramatta
and Telopea, for students from years 5 through to
year 12. At the Parramatta campus there are
currently 35 students enrolled in the school. The
school provides individualised learning programs for
students with a mild intellectual disability (IM) and
an Emotional Disturbance or Behaviour Disorder
(ED/BD). The Waratah Centre operates at Telopea
where 21 students are enrolled. The centre
provides educational programs for disengaged
students with an Emotional Disturbance and/or
Behaviour Disorders. Students are referred to
Rowland Hassall and the parents/carers are offered
a place for their child. There is a culture of mutual
respect created by students and staff at the school.
The Waratah Centre continued with their programs
of engaging disaffected students with many
reintegrating back to their home schools. There was
a successful teacher exchange between the
campuses using the expertise of staff to further
enhance opportunities for our students.
I would like to thank and congratulate our staff for
the fantastic commitment they have shown to the
education of all students at Rowland Hassall School.
I would also like to give thanks to the parents and
carers for the support they have given the staff, it
has made a positive environment for our students.
At the end of 2013, we said farewell to Mr
Hardman, who has been a teacher of high standing
at the school, and thanked Tony for his contribution
to the education of the students he taught. I certify
that the information in this report is the result of a
rigorous school self-evaluation process and is a
balanced and genuine account of the school’s
achievements and areas for development.
Principal’s message
Rowland Hassall School continued to provide a
quality education for all our students resulting in
many highlights for their schooling and post school
options.
Jim Myers
Principal
The year saw us involved in many activities which
extended our students in an atmosphere of fun and
enjoyment. The highlight of these activities was our
Outdoor Education Program which extended to an
extensive garden project. All classes were involved
in activities that provided real life authentic learning
experiences including upgrading the gardens
around the school and improving upon the kitchen
garden. The environmental work on the
Hawkesbury River continued with great results. Our
P & C and/or School Council message
Whilst there is no formal P&C, Parent Information
sessions, including school planning for 2012-2014,
Meet the Teacher afternoon, IEP review meetings,
Education Week and NAIDOC events and various
parenting forums on Cyber Safety, Centrelink,
Respite care, TAFE opportunities and Post School
Options, as well as an Ipad training session for
parents were all very successful this year. In 2013,
the school continued to work in collaboration with
parents and our local community inviting new ideas
and keeping everyone well informed of curriculum
programs and initiatives.
staff have been involved in Training and
Development to improve the literacy and
numeracy outcomes for our students. This
included the utilisation of Literacy & Numeracy
Continuums and embedding these into
teaching programs, together with many
excursions to support curriculum outcomes.
We had a further development of timetables
giving students more in depth exposure to
KLA’s, experiencing different teachers and
adjusting to changes to routines.
The Student Representative council in 2013 was
made up of students from each of the five classes at
Rowland Hassall School.
All students were proud, active members, taking on
their role as communicators to the best of their
abilities. All members brought their opinions and
presented them clearly to the representative body.
A new initiative was the setting up of a training
room for Business Studies and Hospitality at
During 2013, the SRC met each Monday in an open
forum, where the members from each class
presented ideas passed to them by their peers or
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from their own observations of their school
environment. These suggestions ranged from
improvements to the school playground or
equipment repairs, reward excursions for students
to support the Positive Behaviours for Learning
(PBL) principles in the school and organising
fundraising days to support charities such as The
Pyjama Foundation which supports children in
foster care and National Bandanna Day, raising
much needed funds for young people living with
cancer.
twice each term. Numbers vary throughout each
year.
Student attendance profile
Records of attendance are kept through daily
marking of rolls, which are checked regularly, calls
home and text messages for unexplained absences
of more than two consecutive days and letters sent
to parents who have not provided reasons for
absences of their child. Regular contact is made
with the Home School Liaison Officer, regular
tracking of attendance is made by executive staff
and students are rewarded with certificates for
good attendance at the end of each semester and
at Presentation Day at the end of the year. Staff
members are provided with updates and
information regarding attendance procedures. The
school has its own Attendance Policy and
Procedures in line with DET guidelines.
The success of the SRC would not have been
possible without the support of the dedicated
students and teachers at Rowland Hassall School.
Student representative’s message
2013 has been the greatest year so far at Rowland
Hassall School. All the students had a busy year,
with students going to work experience, lots of
excursions and trips to the river and community
access. We also had a school camp and that was a
great experience to all.
Management of non-attendance
The school implements a number of processes
which help manage non-attendance. Students who
are identified as having many absences are
managed through these processes including
parent/carer interviews, partial attendance
programs and referral to the Home School Liaison
service.
This year we started targeting bullying. We also had
a lot of fun with tech knowledge such as learning
through the iPad, computers and smart TV and the
new school camera.
Post-school destinations
Students leaving in Year 12 are supported in
suitable post school options through collaborative
planning with parents, teachers and the transition
teacher.
Our school though, as a school is more like a big
family where we all get along together and have
great teachers to guide us.
In 2013, our Year 12 students were enrolled in
Vocational TAFE courses in Hospitality at Blacktown
and Granville campuses.
We all said goodbye to our year 12 students who
have taken a new path in their life. Good luck to
them all for their future.
All of our Year 12 students have been accepted in
Transition to Work programs through Ability
Options, Flintwood or Break Thru Post School
Services.
We hope that 2014 will also be a great year for all.
By Jamie Smulders
Student information
To fully support students and their families with
transition to work and post school options, Rowland
Hassall School participated in a research study
conducted by Dr. Iva Strnadová and Dr. Therese M.
Cumming from the University of New South Wales.
The research study, entitled Transitions of students
with developmental disabilities: Fostering SchoolHome Partnerships, aimed to investigate parents’
It is a requirement that the reporting of information
for all students be consistent with privacy and
personal information policies.
Student enrolment profile
The student numbers at Rowland Hassall are
determined by placements from the Western
Sydney Regional Placement panel. This panel meets
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and teachers’ experiences with school-home
collaboration during schooling transitions for
students with developmental disabilities. It
specifically focused on the supports that need to be
in place to allow for successful transition from the
primary to secondary level, and from the secondary
level to post-school life.
engaged Aboriginal DEC personnel to consult with
issues with our aboriginal students.
Teacher qualifications
All teaching staff meets the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
NSW Institute of Teachers Accreditation
Interviews were conducted with teachers and
parents and are currently being analysed. These
data will be used to inform practices that support,
facilitate and improve school-home collaborations
during these crucial schooling transitions.
Financial summary
This summary covers funds for operating costs and
does not involve expenditure areas such as
permanent
salaries,
building
and
major
maintenance.
Dr. Iva Strnadová and Dr. Therese M. Cumming will
prepare a report for Rowland Hassall School,
summarising the research results and suggesting
what improvements can be implemented at
Rowland Hassall School in order to better support
students and their families.
Year 12 students attaining HSC or equivalent
Vocational educational qualification
In 2013, 100% of the year 12 students enrolled at
Rowland Hassall School successfully attained their
Life Skills Higher School Certificate.
Workforce information
It is a requirement that the reporting of information
for all staff must be consistent with privacy and
personal information policies.
Date of financial summary
30/11/2013
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
$
177.694.50
139.854.40
85.014.67
21.487.63
6083.68
1.192.39
738.60
254.371.370
Key learning areas
Excursions
Extracurricular dissections
Workforce composition
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teacher(s)
Home School Liaison Officer
Learning and Support Teacher(s)
Teacher Librarian
Teacher of ESL
School Counsellor
School Administrative & Support Staff
Total
% of staff
100%
75%
2
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Number
1
0
2
1
8
2
1
0.2
0
1
9.8
26
8.745.60
1.461.06
11.788.48
6.334.99
49.44
104.495.33
18.801.95
28.294.33
669.97
33.635.15
27.837.31
2.404.99
0.00
244.518.60
187.547.27
Further details concerning the statement can be
obtained by contacting the school.
School performance 2013
The Australian Education Regulation 2013 requires
schools to report on Aboriginal composition of their
workforce. Currently there are no Aboriginal people
working at Rowland Hassall School. We have
During 2013, staff at Rowland Hassall School
focused on improving Numeracy and Literacy skills.
Initial assessment data was recorded using a variety
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of assessment tools to set individual literacy and
numeracy learning goals. New assessment policy
has been developed and fully implemented which
enabled teachers to track and record students’
progress regularly and adjust learning strategies
accordingly to suit their individual needs. Teachers
have been continuously integrating technology
including iPads in their teaching programs.
Furthermore, differentiating instructions and
delivery methods were employed. Teachers
embedded a variety of modern technology tools
and creative media software to produce and
present information in alignment with 21st century
education standards.
Progress in Numeracy
Seventy five percent of the students in a sample
class progressed from SENA 1 to SENA 2 during
2013. This trend was reflected across the school.
Academic achievements
Progress in Literacy
Overall in 2013, Rowland Hassall School has
improved both in literacy and numeracy because of
the student-centered approach to learning
including the use of digital education. Students
achieved their goals supported by structured IEP’s
and individual programming.
The end of year assessment results have indicated
that students have significantly improved reading
skills (PM Benchmark, Literacy Continuum).
All students increased their reading level; most
students have increased their level in reading
fluency and accuracy and developed better
comprehension skills. Ninety percent of students
who were targeted for our intensive reading
program accelerated at least one level in the PM
Benchmark assessment. Eighty percent accelerated
two or more levels.
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dealing with difficult or unfamiliar situations.
Behavior expectations are further reinforced by
role play during weekly assemblies and
communicated to parents in school’s newsletter.
PBL Benchmark Quality survey results have
indicated that RHS is performing very well with
overall score at 90%
Higher School Certificate (HSC)
In 2013, 100% of Year 12 students successfully
completed the Life Skills Higher School Certificate.
Record of School Achievement (RoSA)
In 2013, 80% of the Year 10 students successfully
completed the Record of School Achievement.
Vocational Education
Rowland Hassall School provided opportunities
for all students who were of work experience
age to participate in work experience programs.
Because of the diverse needs of our students
there were many programs run to suit the
ability levels of each student. The programs
included TVET and TAFE courses, independent
work experience, group work experience, in
school work experience and post school
options.
Our students completed successful placements
in both supported settings and open
employment at the following locations:

Thorndale Industries

Target

Kmart

No.1 Roofing & Building

Taste of Tuscanny Restaurant
Significant programs and initiatives
Other achievements
ESES
The aim of the ESES program at Rowland Hassall
School was to become a Centre of Excellence in
the use of tablet technology. In addition to that,
schools local to Rowland Hassall School in the
Cumberland District have had access to staff and
their expertise in providing quality teaching and
learning programs using iPad technology to
support disengaged students. Furthermore, in
developing the project we have created a
learning centre for the local community which
will enable access to lessons on the use of 21st
century technology in supporting essential
technology skills for students at school and home.
Many families of the school community do not
have internet access at home and also very
limited knowledge of the technology that is
available at school for students. Eventually,
accredited courses will be available for caregivers
and the community including access to non-
Positive Behaviour for Learning (PBL)
During 2013, Rowland Hassall School continued to
promote a strong Positive Behaviour for Learning
approach to education. Students and teachers
embraced the goal of our students becoming Safe,
Respectful Learners and this has formed part of the
Rowland Hassall School ethos over the past five
years. The PBL principles have been embedded in a
school based reward system incorporating “Hassle
Free” slips that students can exchange for
individually selected prizes. The system allows
frequent feedback and positive reinforcement that
is consistently linked with school wide expectations.
The message that all students take from this is that
being safe and respectful will assist you in becoming
a diligent learner. Short, targeted skill streaming
lessons are held daily as consistent reminders of
expected behaviours and positive strategies when
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ANZAC Schools Project
government agencies to support their children as
part of the services.
In 2013, Rowland Hassall School received a grant for
the construction of an Anzac Memorial Garden and
the installation of an Anzac Talking Post that the
community can access to give them directions to
the H.M.A.S Parramatta.
The school also entered in the Anzac Schools
Competition to showcase the activities that
Rowland Hassall School participated in for Anzac
Day. A major part of this was a visit from a Vietnam
veteran, an Anzac biscuit ‘Bake off’ and a visit from
members of the Royal Australian Air Force. All
students were actively engaged in these activities,
particularly the Air Force visit, during which
students were able to dress up in real military
uniforms.
Live Life Well
In Term 1, 2013 Rowland Hassall School
implemented Live Life Well across the school after
creating an action plan for healthier living in 2012.
The focus of the program was to encourage
students to make positive food choices and engage
in increased physical activity. Strategies that were
used to improve eating habits included class fruit
bowls and the implementation of a ‘traffic light’
system for community access visits. Games and
activities were introduced during fitness time that
focused on Fundamental Movement Skills (FMS).
New sporting equipment was also purchased and
changes made to the physical environment of the
school including new court markings.
Blue Grotto
Throughout July and August, Rowland Hassall
School engaged in a series of five film and sound
recording workshops facilitated by Beyond the
Square, Riverside Theatre’s creative arts program
for people with disabilities. Students created a short
video then exhibited it inside a purpose built
inflatable Blue Grotto space, part of the free activity
highlights at Riverside Theatre’s Spot On! Children’s
Festival. Beyond the Square’s Creative Director,
Alison Richardson said of the project, “The project
aims to engage school aged students with
disabilities in the creative process and give them
the chance to work alongside professional video
and sound artists to create their own short video &
then have it publicly exhibited in a mainstream arts
event.”
Project Based Learning
In Term 4, 2013, Rowland Hassall School started to
implement the concept of Project Based Learning,
with a focus to move towards this approach across
the school in 2014. A group of five students was
selected across age and ability groups to participate
in a Project Based gardening unit of work that
focused on preparing our kitchen garden for an
interschool cooking contest. The unit had a strong
focus on 21st century learning and targeted
outcomes from multiple KLAs. Students were
engaged and successfully created a thriving kitchen
garden.
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Crunch and Sip
Duke of Edinburgh Award
In Term 2, 2013, Rowland Hassall School introduced
the Crunch and Sip program. In order to establish
the program in the school and develop hospitality
skills, the school provided fresh fruit and vegetables
once a day which was prepared and served by
students. This program has resulted in students
making better food choices and including more
fresh fruit and vegetables in their diet.
Our school has had students involved in this
program for the past two years. This year is very
special because one student, Jamie Smulders
achieved his Bronze Award. He is the first student
with that accomplishment at Rowland Hassall
School. The aim is to include all the students in the
program. The students have to be involved on a
regular basis in the following: fitness, recreational
activities, skill acquisition, volunteering and for each
Award an Adventurous Journey.
Adidas Fun Run
On 19 November 2013, Rowland Hassall School held
an Adidas Fun Run to raise money for school
activities and equipment. The event was a big
success, raising a total of $337.75 which was used
to purchase new sporting equipment. The students
all participated in the run and were highly engaged.
School Camp
Staff took students to Patonga on the Central Coast
for a camping experience. Students involved in the
Duke of Edinburgh program have achieved the
required entry for Adventurous Journey. Students
were involved in different activities including
fishing, setting up a camp site, swimming, canoeing
and bush walking. All students enjoyed the
experience and are looking forward to another
camp in the future.
Acquisition of Boat
In Term 4 2013, Rowland Hassall acquired a boat for
the purpose of supporting our environmental
education program. The boat will continue to be
utilised in 2014 for environmental activities and to
support our PDHPE program.
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Environmental Education on Hawkesbury River
how to embrace multiculturalism in their own
lives. Students also learned about key features
of Indigenous history and how this relates to
their own lives in the present day.
In 2013, Rowland Hassall School continued to
participate in environmental work on the
Hawkesbury River as a part of the Clean 4 Shore
project. This work is set to continue in 2014.
School planning and evaluation
2012—2014
School evaluation processes
NSW public schools conduct evaluations to support
the effective implementation of the school plan. In
2013 our school carried out evaluations on effective
teaching, student engagement and assessment.
Effective Teaching
Background
The school sought the opinions of parents, students
and teachers about the ways in which Rowland
Hassall School teaches its students. A questionnaire
was given to all stakeholders to address issues such
as classroom management, programs, support for
students, communication and record keeping.
Findings and Conclusions
87% of respondents said that the way the teachers’
manage their classes helps the students to learn.
90% of respondents said that teachers at the school
supported students in their learning
Aboriginal education
Staff generally indicated that they were effective in
their teaching practice but had room for
improvement.
NAIDOC
Our NAIDOC celebrations for 2013 included
designing art work during visual arts studies and
researching about the Stolen Generations during
history elective. Students have continued to be
involved in the planning and design of a Bush
Tucker garden which was established through an
authentic learning project in the grounds of
Rowland Hassall School during 2012.
Future directions
Multicultural education
In 2014, professional development will allow
teachers to target particular areas for improvement
and visit similar settings and workshops based on
those areas. All staff will engage in professional
learning that strengthens their use of the new
National Curriculum and understanding of Project
Based Learning.
History elective Racism no way
Student Engagement
In Term 2, 2013 all students participated in a
History elective titled ‘Racism No Way’. The
focus of the unit was for students to learn
about racial conflicts throughout history in
different parts of the world. The key topics
covered were Apartheid, The Civil Rights
Movement and the Stolen Generations in
Australia. As a result of this unit, students made
links between historical events of prejudice and
Background
The school sought the opinions of parents, students
and teachers about the ways in which Rowland
Hassall School engages its students in teaching and
learning activities. A questionnaire was given to all
stakeholders to address issues such as programs,
school initiatives and activities and support for
students.
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Findings and Conclusions
To provide a wide ranging, inclusive curriculum.
88% of respondents indicated that they valued the
programs and activities on offer at school
Evidence of progress towards outcomes in 2013:

Teachers have participated in a number of
professional learning sessions to unpack the
new
English
syllabus
and
have
collaboratively developed a new scope and
sequence in alignment with the Australian
Curriculum content.

A new Assessment Policy has been
developed and implemented across the
school.

Teachers have collaboratively developed a
new programming proforma, embedding a
range of assessment and differentiation
strategies.
94% of respondents indicated that the use of 21st
century technology improves student engagement
Most teachers, community stakeholders and
students felt that the programs on offer at Rowland
Hassall School help students to engage in learning
and achieve their academic outcomes.
Future directions
In 2014 we want to continue to provide engaging
opportunities for students to achieve their best and
encourage parents to be involved in decision
making for further improvements through regular
information sessions and parent forums.
Strategies to achieve these outcomes in 2014
Assessment
Background
The school sought the opinions of parents, students
and teachers about the ways in which Rowland
Hassall School assesses its students. A questionnaire
was given to all stakeholders to address issues such
as informal assessment, formal assessment and
reporting.

Teachers will develop their knowledge and
understanding of the Mathematics Syllabus
by participating in collaborative planning
sessions with teachers form other schools
(local learning community).

Professional development for staff, release
to visit similar settings for assessment,
programing
development
and
new
curriculum implementation.
Findings and Conclusions
71% of students indicated that they understood
that teachers need to perform assessments in order
to help them to learn.
School priority 2
Leadership and Development
90% of staff felt that current assessment
procedures assist them in setting individual learning
goals.
Outcomes from 2012–2014
Enhanced and developed leadership capacity in
all staff including Principal, Assistant Principals,
Teachers and School Learning Support Officers
65% of staff felt that they could improve their
analysis of assessment data in order to set
individual learning goals.
Evidence of progress towards outcomes in 2013:
Future directions
In 2014, we plan to continue our policy of baseline
assessment for current and newly enrolled
students. Teachers will continue to improve their
use of assessment data in addressing specific
learning outcomes for students.
School planning 2012—2014: progress
in 2013

All staff have been involved in the Team
Leadership for school Improvement
program on a regular basis.

Teachers have been provided with
opportunities to work individually with a
leadership coach.

Teachers have each developed professional
their learning plan by setting clear goals and
areas for improvement according to our
school priorities (linked to the school plan).

Teachers have been encouraged and
provided with opportunities to lead
professional learning sessions.
School priority 1
Curriculum and Assessment
Outcomes from 2012–2014
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Strategies to achieve these outcomes in 2014:



level of student engagement across all
stages.
Teachers will be introduced to a new
Performance and Development Policy
including mentoring and coaching in
professional goal setting and regular “check
in” sessions with their supervisor.
Students will be provided with more
opportunities to develop their capacity for
leadership by participation in the Duke of
Edinburgh award scheme and peer
mentoring.
Teachers will continue to develop and
enhance their ICT skills as well as their
teaching practice by engaging in Triads,
peer coaching and collaborative planning
opportunities.
Outcomes from 2012–2014
Improve overall students’ engagement
Evidence of progress towards outcomes in 2013:

In 2013, all student in year 11 and year 12
students were enrolled in Hospitality and
Business studies course within the school.

In 2013, all students were actively involved
in a wide range of educational and
wellbeing
programs
including:
environmental
education,
Duke
of
Edinburgh, “You can do it”, Blue Grotto,
“Rage” and sexual education for all age
groups.
Deliver Rock and Water Program to all age
groups.

Develop school café, run by students
enrolled in Hospitality and Business
courses.
Parent/caregiver, student, and teacher
satisfaction
In 2013, the school hosted parent support sessions
with active involvement of our social worker, school
counsellor and Interrelate. The aim was to deliver a
series of 'information sessions', providing parents
and carers with behavior management strategies,
followed by 'support sessions' where parents and
carers could share their experiences of
implementing the strategies.
RHS participated in a research study
entitled “Transitions of students with
developmental disabilities”, conducted by
Dr. Iva Strnadová and Dr. Therese M.
Cumming from the University of New South
Wales.
"For us parents and grandparents we do make
mistakes but we learnt we are allowed to be human
and it's ok. I found out I wasn't alone. Be with other
people and sharing that I felt we were all in the
same boat and it was like a huge weight lifted off
Strategies to achieve these outcomes in 2014:


Throughout 2013, all staff members were involved
in consistent professional learning opportunities.
This included school development days, weekly
staff training meetings, weekly collaboration
meetings, stage meetings and special initiatives to
support the school’s management plan and targets.
Further ICT development sessions focused on the
use of mobile technology and formed a major part
of professional learning at Rowland Hassall for
2013. Another key aspect was active participation
by all staff in the Team Leadership for School
Improvement K – 12 Program. There have been a
significant number of professional learning sessions
dedicated to behaviour management strategies and
our innovative Positive Psychology approach.
Furthermore, we focused on programming and
assessment including the implementation of all
elements of assessment for learning strategies. In
addition to this, Rowland Hassall School has also
presented a series of professional learning
opportunities on iPad technology and behaviour
management for our local school community.
Student Engagement and Attainment
85% of students have been involved in
setting and tracking progress of their
Individual learning and behavior goals on a
daily basis
Analyse research results and implement
suggested strategies with a variety of
resources to better support student in the
process of transition to post school options.
Professional learning
School priority 3


Introduce Project Based Learning approach
in teaching programs including the content
and delivery methods to sustain the high
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our shoulders and no one was blaming us- we were
given ideas on how to get it right."
By Glendah Lewis
The sessions proved to be a great success and
parents who participated have expressed that they
have developed their parenting skills and valued the
opportunity to share their personal experiences
with other parents encountering difficulties with
their children.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and analysed
other information about the school's practices and
student learning outcomes. The self-evaluation
committee and school planning committee have
determined targets for the school's future
development.
Mr Jim Myers – Principal
Ms Ewa Brzozowska– Assistant Principal
Mrs Amanda Scali – Relieving Assistant Principal
Miss Kate Kennedy– Class Teacher
Meagan Cook – School Counsellor
Mrs Glendah Lewis – Parent
School contact information
Rowland Hassall School
Cnr Hassall and Harris Streets
PARRAMATTA
NSW 2150
Ph: 9635 6363
Fax: 9687 1430
Email: rowlandhas-s.school@det.nsw.edu.au
Web: www.rowlandhas-s.schools.nsw.edu.au
School Code: 5411
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