Our school at a glance
Postal address
164 Woodstock Street Maryborough 4650
Phone
(07) 4120 8777
Fax
(07) 4120 8700
Email
the.principal@maryborospecs.eq.edu.au
Webpages
Additional reporting information pertaining to Queensland state
schools is located on the My School website and the
Queensland Government data website.
Contact person
Principal: Ms. Sue Omar
Principal’s foreword
Introduction
The 2014 school annual report focuses on the achievements and priorities of our
school over the past year. Our Arts Based learning focus enabled students to
access the curriculum and further develop their functional literacy and numeracy
skills, as well as incorporating the Australian curriculum. Our focus on assistive
technology has enabled students to access reading, language and mathematical
aspect of the curriculum in a variety of ways that allowed them to demonstrate
their unique learning and cater for the diversity of our students. There is an
emphasis on training students in the use of iPads to strengthen educational
outcomes for our range of students, particularly those with communicati on
difficulties. Quality pedagogy is being taught in classrooms through electronic
whiteboard medium which allows students to demonstrate their understanding as
well as removing barriers to them accessing the curriculum.
Enrolments have remained steady during 2014. Students requiring alternative
education are enrolling from mainstream schools, as well as some students
enrolling from other special Schools and interstate.
Our school continues to provide quality education experiences for students with
intellectual impairment and multiple impairments from Prep-Year 12.
School progress towards its goals in 2014
Learning and Attainment:

Strengthen educational outcomes for the diverse range of students in our school
particularly for those students with multiple impairment

Continuation of intensive communication class for students with communication
difficulties. Students are able to access the curriculum through the use of
Our school at a glance
technology and demonstrate their learning. This is proving to have substantial
benefits for students with limited or no communication skills.

Streamlined organisation of the active learning programs for sensory based
learning.

Arts based learning across the curriculum. Students learnt literacy and
mathematical understandings through movement, dance and drama. The profile of
our students was enhanced by public performances in the local community by our
music group the “Buckateers”.

1st Steps in Maths and Reading/C2C as school wide approach for differentiated
learning.

Resources linked to C2C and Australian Curriculum were catalogued/bar coded by
our library and resources made available across the school. A focus on the
purchase of iPads and electronic whiteboards for classroom use enabled student
access to technology to further develop their information technology skills. Apps
relating to classroom pedagogy were purchased for iPads enabling students to
access the curriculum and improve their literacy and numeracy skills.

Students continued to make progress in their academic learning in functional
literacy and numeracy. Life skills curriculum was developed further for students
requiring post school independent living options. Students attended Community
Access Programs, as well as “Road-craft” to develop their driving skills.
Engagement:

Increase student attendance rates to ensure all students are engaged in learning.
Foster strong students, strong results and strong future for Indigenous children
designed to close the gap in educational outcomes.

Ongoing support for the Every Day counts strategy with an emphasis on our
“Learning for Life” motto and programs in life skills and functional literacy and
numeracy.

Strengthen school, community and educational partnerships and further develop the
staff understanding of indigenous perspectives.

Incorporated indigenous cultural understanding through the Arts Based learning
program.
Our school at a glance
Wellbeing:

Support children’s holistic wellbeing through health and physical activity programs:
strategies that support positive behaviour: and learning environments that encourage
creative thinking and actions as global citizens.

Engagement of community based staff and resources to promote the Smart
Choices/Smart Moves combined programs. (Eat Well Be Active). Reviewed and
continue implementing the School Wide Positive Behaviour Support (SWPBS) program
across the school community, target 90% of students in the “green zone”.

Engagement of all senior students in the Duke of Edinburgh Awards Scheme to raise
their level of fitness and interaction with community organisations.
Pathways:

Provide multiple pathways and diverse learning experiences to engage all senior
students through productive partnerships with RTOs, businesses and community
groups.

Focus on the Senior Schooling organiser for the organisation of curriculum for
Transition phase of schooling. Continue with the “Coaching of Young People for
Success Initiative” for Transition students to enable collection of quality data for the
transition into the workforce and community agencies.
Sustainability:

Reduce the school’s environmental footprint and build knowledge and commitment
for a sustainable future.

Upgrade facilities and include ecologically sound practices for an energy efficient
workplace. Continue developing and implementing school wide programs for
environmental sustainability.
Our school at a glance
Future outlook
The School Improvement Priorities are supported by appropriate professional
development of the school’s workforce and documentation and accountability practices.
Embedding English, Mathematics and Science, ensuring alignment with
community expectations.
Developing and embedding an overarching Curriculum Framework based on
ASOT.
Building a strong sense of community.
Implementing and embedding the Developing Performance Framework for all staff
ensuring alignment to school improvement priorities and individual needs.
Implementing a Master Teacher role.
Our school at a glance
School Profile
Coeducational or single sex:
Coeducational
Year levels offered in 2014:
Prep Year - Year 12
Total student enrolments for this school:
Enrolment Continuity
(Feb – Nov)
Total
Girls
Boys
2012
74
29
45
91%
2013
74
27
47
93%
2014
75
26
49
89%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
The student body has been organised into three phases of schooling: Early Years, Middle
School and Senior School, which encompasses Transition. There is also a specialised
transitional Communication Class program. Students participate in cohorts that are
inclusive al all disability areas. The enrolment data clearly shows a greater percentage of
male students than female students.
Students come from all areas within the Maryborough community and surrounding rural
and semi-rural townships. The school is located in a low socio-economic area and some
surrounding mainstream schools are national Partnership schools. There are a small
number of indigenous students enrolled at the school and no ESL students.
Students have been referred to the Special School from other mainstream schools and
enrolment growth comes from the following sources:
Our school at a glance

Students from Early Childhood Developmental Programs reaching school age.

Transfers to and from other Special Schools in Queensland.

Students requiring an alternative education program, moving from mainstream
schools.

Newly diagnosed students requiring an alternative education program.

Students from interstate.
Student enrolment has continue to show growth consistently over the past four years.
Transfers from these various sources throughout the school year meant that the
enrolments remained stable.
Average class sizes
Average Class Size
2012
2013
2014
Prep – Year 3
7
7
8
Year 4 – Year 7 Primary
7
7
7
Year 7 Secondary – Year 10
7
7
8
Year 11 – Year 12
6
7
8
Phase
School Disciplinary Absences
Count of Incidents
Disciplinary Absences
#
2012
2013
2014*
Short Suspensions - 1 to 5 days
0
2
4
Long Suspensions - 6 to 20 days
0
0
1
Exclusions#
0
0
0
Cancellations of Enrolment
0
0
0
Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through
an appeals process.
* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General
Provisions) Act 2006, passed in late 2013, created a time series break.
Our school at a glance
Curriculum offerings

National Curriculum

Arts Based learning

Assistive Technology

Daily Living skills including: feeding skills, cooking and meal preparation,
catering

Manual Arts

Sensory programs: Multi-sensory and Active learning

Work experience (both on and off campus) and work sampling programs

Sports & athletics, swimming and water safety skills

Music community leisure and recreation

Alternative & augmentative communication – trialled Tobi-Eye-Gaze

Therapy programs to assist in accessing curriculum (physiontherapy, occupational
therapy, speech and language therapy)

Mobility and orientation.
Our school at a glance
Our distinctive curriculum offerings:
Extra curricula activities:

Work experience programs - Work sampling (tuckshop, laundry, gardening,
community organisations and hospitality work placements

Community access programs

Duke Of Edinburgh Award Scheme

Bike riding & road safety training facility

“Senior Fit” community sport program

“Sail-Ability” Program

Noosa Special Triathlon

Horticulture and sensory garden

Arts Based Learning including Fine & Visual Arts, drama, dance and movement

Individual and collective Art displays in local community venues

School based enterprises: “Cappa’ Coffee” hospitality program, paper shredding,
greenhouse, skinny dogs Riding for the Disabled

Co-operative pastoral care programs with St Mary’s College Maryborough

Chaplaincy and religious education

Environment sustainability program across the school

School music performance group, the “Buckateers”

Wheelchair dancing

Hip Hop dancing.
Our school at a glance
How Information and Communication Technologies are used to assist learning
Maryborough Special School offers access to learning using information and
communication technologies based on Universal Design for learning. Students access the
curriculum through the use of classroom based computers and specialized sessions in
assistive technology. IPads and electronic whiteboards are used in all classrooms.
Technology includes electronic devices that provide learning through sensory and tactile
pathways as well as learning to operate various forms of technology using household and
community based machines and devices. Classes access software programs as required
for individual and combined student needs: “Writing with Symbols”, “Boardmaker” to create
computer based visuals symbols and visual cues for individual student and whole of class
learning activities. Students also use electronic books and shareware programs as part of
their curriculum
These devices and programs assist students to engage in learning literacy and numeracy.
Therapist and teachers determine the range and suitability of devices for individual student
use. All classes have access to the interactive whiteboard for class lessons in areas of the
curriculum and most often participate in games with a literacy and or numeracy focus.
Speech to Text options and accessibility options are also available for individual students
whose particular characteristics required a modified screen or function format for
curriculum activities. Teachers use enlarged text and text reader options particularly for
students with visual impairment. Computers with magnified font are used with students
with visual impairment.
The school’s program of assistive technology support for learning and access to the
curriculum has now become a recognized program within the school. Students with
multiple impairments are involved in one to one sessions with specialized teacher aides
who utilize a variety of adaptive technology devices.
In this way students have the opportunity to demonstrate their understanding and learning
using accessible switches and interfaces. This program also has a component where all
students are initially assessed for their computer and use of technology skills. The
information is provided to class teachers who then integrate the student’s skills into
classroom work.
Assistive and adaptive technology is available to assist students who are not able to
access a computer using a regular keyboard and mouse. Hardware used in the school
includes:

Switch adapted mouse

Variety of switches
Our school at a glance

Touch screen big Mac and step by step switches

Alternative communication devises specifically chosen to match individual needs

Interactive whiteboard

iPads

Tobi-Eye-Gaze program
Social Climate
The major values for Maryborough Special School are recognised as the
following:
 Doing your best effort towards academic goals
 Freedom/promote safety and maximise independence
 Responsibility
 Understanding, tolerance, inclusion
 Care and compassion.
The school operates and is recognised under the School Wide Positive Behaviour
Support program. Students are recognised in following the three school rules
through weekly awards and a culminated of a term rewards. The rules are: “Be
Safe, Be Helpful and Be Ready to Learn”. Our School Behaviour/Responsible
Behaviour Plan has further information about this process.
The school chaplaincy program supports and provides pastoral care towards
students who are in need of assistance through family circumstances or personal
circumstances.
Students continue to learn and practice social skills on a daily basis.
Parent, student and staff satisfaction with the school
Across 2014 Parent satisfaction with the school remained at a high level, as did student
satisfaction. Staff morale again remained at a high level.
Performance measure
Percentage of parent/caregivers who agree# that:
2012
2013
2014
their child is getting a good education at school (S2016)
96%
100%
100%
this is a good school (S2035)
92%
100%
100%
their child likes being at this school* (S2001)
96%
96%
100%
their child feels safe at this school* (S2002)
100%
100%
100%
Our school at a glance
Performance measure
Percentage of parent/caregivers who agree# that:
2012
2013
2014
their child's learning needs are being met at this school* (S2003)
96%
96%
100%
their child is making good progress at this school* (S2004)
88%
100%
100%
teachers at this school expect their child to do his or her best* (S2005)
88%
100%
100%
teachers at this school provide their child with useful feedback about his or her
school work* (S2006)
96%
96%
100%
teachers at this school motivate their child to learn* (S2007)
92%
100%
100%
teachers at this school treat students fairly* (S2008)
92%
96%
100%
they can talk to their child's teachers about their concerns* (S2009)
96%
88%
100%
this school works with them to support their child's learning* (S2010)
96%
96%
100%
this school takes parents' opinions seriously* (S2011)
92%
96%
100%
student behaviour is well managed at this school* (S2012)
88%
96%
100%
this school looks for ways to improve* (S2013)
96%
96%
100%
this school is well maintained* (S2014)
96%
96%
100%
Percentage of students who agree# that:
2012
2013
2014
they are getting a good education at school (S2048)
100%
100%
they like being at their school* (S2036)
92%
92%
they feel safe at their school* (S2037)
92%
100%
their teachers motivate them to learn* (S2038)
100%
100%
their teachers expect them to do their best* (S2039)
100%
100%
their teachers provide them with useful feedback about their school work* (S2040)
92%
100%
teachers treat students fairly at their school* (S2041)
100%
100%
they can talk to their teachers about their concerns* (S2042)
100%
100%
their school takes students' opinions seriously* (S2043)
92%
100%
student behaviour is well managed at their school* (S2044)
100%
100%
their school looks for ways to improve* (S2045)
100%
100%
their school is well maintained* (S2046)
100%
92%
their school gives them opportunities to do interesting things* (S2047)
100%
100%
Performance measure
Our school at a glance
Performance measure
Percentage of school staff who agree# that:
2012
2013
2014
they enjoy working at their school (S2069)
100%
100%
they feel that their school is a safe place in which to work (S2070)
100%
100%
they receive useful feedback about their work at their school (S2071)
97%
98%
students are encouraged to do their best at their school (S2072)
97%
100%
students are treated fairly at their school (S2073)
100%
100%
student behaviour is well managed at their school (S2074)
100%
98%
staff are well supported at their school (S2075)
97%
98%
their school takes staff opinions seriously (S2076)
100%
95%
their school looks for ways to improve (S2077)
100%
95%
their school is well maintained (S2078)
100%
98%
their school gives them opportunities to do interesting things (S2079)
100%
98%
* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.
# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of
the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended.
DW = Data withheld to ensure confidentiality.
Involving parents in their child’s education
Parents are encouraged to be involved in their child’s education. The Parents & Citizens
Committee has develped a mentoring approach to succession planning for official office
bearers. Numbers of parents involved in the P&C continue to remain steady but small, with
Executive Positions filled through the continuing dedicated participating members.
Parents were involved in a number of fund raising activities though the committee and
assisted the school with donations. The amount of money raised enabled the school to
purchase resources for classroooms, graduation expenses and assistance with sporting
events. The P&C also operates the school uniform business and monitors sales and
orders for families.
Community volunteers are visual in the school every day. They assist with class support,
reading, sports and excursions as well as working in the office area. Several of the
volunteers have a disability themselves and are role models throughout for our students.
All parents are involved in working together with staff and paraoprofessionals as required
twice per year to develop their child’s Individual Curriculum Plan. Parents are welcome to
meet with teachers to discuss any issues throughout the yerar.
Our school at a glance
Senior students age equivalent to year 10 all have a Senior Education and Training (SET)
Plan and parents contribute information to inform these plans as well. These plans span a
period of 4-6 semesters within which the student prepares for his/her life following the
education at school. Parent involvement in these plans is vital so that their child’s needs
are considered across work, learning, travel, accommodation and training for the future.
Parents attend meetings run by the Transition Officer in conjunction with Disability Service
Queensland to learn about post school options for their child.
The school has a “Coaching of Young People for Success Initiative” process where
students and parents are coached in writing a portfolio to support their child’s transition
into post school life. Each Transition student will have been coached by coaching teams
and will compile their portfolio from the program, using portfolio templates as a framework.
Parents and advocates are involved in the process enacting the practice to build positive
relationships and post-school options for their young people with disabilities.
Students who may be in care of the state, parent/carers are involved in identifiying goals
for their Education Support Plans. Goals from these plans are formulated by members of
the school, Depratment of Child Safety, foster parents and carers.
All students have a communication book that is used on a daily basis to facilitate
communication between school and home. This way parents are kept informed with school
events, progress on ICP goals and events that may influence student behaviour and
learning across home and school. Some communication between school and home is
facilitated by email.
A weekly newsletter is sent home to parents which provides information on current events
and upcoming special community and school events. Information about individual class
activities are reported in this format. Various areas of the school curriculum are also
included from Program managers.
Our school at a glance
Reducing the school’s environmental footprint
Electricity is high due to the necessity to use air conditioning for the frail students at the
school. Temperature is set at the recommended level by the state authorities and every
effort is made to encourage reasonable usage. The cost of supply has risen as has cost of
water.
The school’s swimming pool consumes most water but a cover blanket is used and the
pool is covered by a roof to minimise water evaporation. Students are taught to use water
sparingly, but at the same time health and hygiene programs use more water on a daily
basis. Mulching is used on garden beds and sprinklers used sparingly. The oval is never
watered and relies on rainfall.
Environmental footprint indicators
Electricity
kWh
Water kL
2011-2012
85,434
1,524
2012-2013
85,701
960
2013-2014
87,677
1
Years
The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school.
The data provides an indication of the consumption trend in each of the utility categories which impact on the school’s environmental
footprint.
Our staff profile
Staff composition, including Indigenous staff
Teaching Staff*
Non-teaching
Staff
Indigenous Staff
Headcounts
20
28
0
Full-time equivalents
17
16
0
2014 Workforce Composition
Qualification of all teachers
Highest level of
attainment
Number of
Teaching Staff *
13
14
12
Certificate
0
Diploma
0
Advanced Diploma
0
6
Bachelor Degree
13
4
Graduate Diploma etc.**
4
10
8
2
4
3
0
0
0
0
Masters
3
Doctorate
0
Total
20
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
0
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2014 were
$20,164.00.
The major professional development initiatives are as follows:
Disability specific knowledge and teaching strategies (school based and
provided by professional organisations)
Maintenance of First Aid qualifications
Digital Practice Guides
Stephanie Alexander Gardening Program
Arts Based Learning across the curriculum
National Curriculum / C2C workshops
Developing Literacy training
iPad management & training
Proloquo2Go! Training
Tobi-Eye-Gaze program
Auslan training
Intra-school/inter-school mentoring
Centre for Leadership training
Leadership training workshops
QSA workshops School Wide Positive behaviour training workshops
Workplace Health & Safety training
Triathlon coaching training
Mandatory systemic training
The proportion of the teaching staff involved in professional development activities
during 2014 was 100%.
Average staff attendance
2012
2013
2014
Staff attendance for permanent and temporary staff and school leaders.
96%
96%
95%
Proportion of staff retained from the previous school year
From the end of the previous school year, 88% of staff was retained by the school for the entire 2014 school year.
School income broken down by funding source
School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.
To access our income details, click on the My School link above. You will then be taken to the My School website with the
following ‘Find a school’ text box.
Where it says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the
instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to
the school’s My School entry webpage.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry
webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.
Performance of our students
Key student outcomes
Student attendance
2012
2013
2014
The overall attendance rate for the students at this school (shown as a percentage).
88%
89%
86%
The overall attendance rate in 2014 for all Queensland Special schools was 89%.
Student attendance rate for each year level (shown as a percentage)
Year 1
Year 2
Year 3
2012
2013
2014
DW = Data withheld to ensure confidentiality.
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year
10
Year
11
Year
12
Student attendance distribution
The proportions of students by attendance range.
Attendance Rate:
0% to <85%
2014
85% to <90%
31
* 2013
24
2012
25
0%
8
95% to 100%
30
15
16
20%
90% to <95%
40%
31
24
36
22
37
60%
80%
100%
Proportion of Students
*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of
previous years.
Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DETE policies, SMS-PR-029: Managing Student Absences and SMSPR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and
absenteeism.
School rolls are marked twice daily by class teachers and both morning and
afternoon absences are noted.
School procedures for managing absences:

Class teacher informs administration staff in school office

Administration staff contacts parents by phone to ascertain the reasons for
absences.

Reasons for absences notified to teachers via sheet placed in roll.

Parents are asked to contact the school when their child is absent and also
advise of any medical appointments that might be forthcoming.
Data has shown that long term and or frequently recurring absences are connected
with serious and ongoing student medical conditions. A reward system is in place to
encourage students to attend school on a daily basis
National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading,
writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.
Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My
School website at http://www.myschool.edu.au/.
To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the
following ‘Find a school’ text box.
Where it says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select
<GO>.
Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before
being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our
school’s NAPLAN results.
Achievement – Closing the Gap
The school’s Indigenous students’ results parallel our non-indigenous population.
They attend regularly and participate in all aspects of the curriculum. All Indigenous
students complete their required number of semesters before progressing onto postschool options.
Apparent retention rates Year 10 to Year 12
2012
2013
2014
2012
2013
2014
Number of students receiving a Senior Statement
6
7
6
Number of students awarded a Queensland Certificate of Individual Achievement.
6
7
6
Number of students receiving an Overall Position (OP)
0
0
0
Number of students who are completing/continuing a School-based Apprenticeship or
Traineeship (SAT).
0
0
0
Number of students awarded one or more Vocational Educational Training (VET)
qualifications (incl. SAT).
1
0
0
Number of students awarded an Australian Qualification Framework Certificate II or
above.
0
0
0
Number of students awarded a Queensland Certificate of Education (QCE) at the end
of Year 12.
0
0
0
Year 12 student enrolment as a percentage of the Year 10 student cohort.
Outcomes for our Year 12 cohorts
Outcomes for our Year 12 cohorts
2012
2013
2014
0
0
0
17%
0%
0%
Number of students awarded an International Baccalaureate Diploma (IBD).
Percentage of OP/IBD eligible students with OP 1-15 or an IBD.
Percentage of Year 12 students who are completing or completed a SAT or were
awarded one or more of the following: QCE, IBD, VET qualification.
Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an
offer.
As at 19 February 2015. The above values exclude VISA students.
Overall Position Bands (OP)
Number of students in each Band for OP 1 to 25
Years
OP 1-5
OP 6-10
OP 11-15
OP 16-20
OP 21-25
2012
0
0
0
0
0
2013
0
0
0
0
0
2014
0
0
0
0
0
As at 19 February 2015. The above values exclude VISA students.
Vocational Educational Training qualification (VET)
Number of students completing qualifications under Australian Qualification Framework (AQF)
Years
Certificate I
Certificate II
Certificate III or above
2012
1
0
0
2013
0
0
0
2014
0
0
0
As at 19 February 2015. The above values exclude VISA students.
Post-school destination information
At the time of publishing this School Annual Report, the results of the 2014 post-school destinations survey, Next Step –
Student Destination Report (2013 Year 12 cohort) for the school were not available. Information about these post-school
destinations of our students will be uploaded to the school’s website in September.
Early school leavers information
The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12. (N/A)