Barrett Adolescent Centre Special School
Queensland State School Reporting
2014 School Annual Report
Postal address
PO Box 3225 Yeronga 4104
Phone
(07) 3848 5985
Fax
Email
the.principal@barrettadolescentcentreschool.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
Debbie Rankin, Acting Principal
Principal’s foreword
Introduction
In 2014 Barrett Adolescent Specific Purpose School was located at Yeronga State High School with the expectation that it would
be located there for a year, and that during that time, the model of service delivery would be finalized, and the school would gain
some stability. The year was a very tough one, and at the end of 2014 the school was relocated to Tennyson Special School
Campus with the model of service still under development. Despite the difficulties of the year, this report will evidence the
continual hard work of the staff and the focus on students as individuals.
Feb –
Graduated student attends first day of University of Queensland
Present student enrols in Childcare Certificate
Visit to Japanese gardens then Jamie Oliver’s Ministry of Food demonstration visit
Mar –
Thunderbird Park excursion
Busy Beat Café and Queens Park Animal Sanctuary
Apr-
Grief and Loss Education Forum – Georgia Watkins –Allen
May –
Staff attend Next Generation Conference
Hoopability Program
Student enrolled in Goldsmith’s College
Jun –
The Outlook adventure therapy
Camp at Binnaburra
Group visit to Aspley Café Day
Jul –
Well-being conference (Gold Coast)
Two students commence Ministry of Food cooking course
Whole school investigate jobs at Safe City Monitoring (via I.C.C.)
Aug –
Ekka excursion
Studio 188 VET excursion
Wood Fired Pizza Oven building day
Sep –
Curriculum review day
Oct –
Rock-climbing
Nov –
Camp at Maplelton
Pizza Day at Tennyson
Dec –
School Awards Night, Rydges Hotel
Bribie Island Excursion
School progress towards its goals in 2014
PRIORITIES IN THE ANNUAL IMPLIMENTATION PLAN 2014
PRIORITY
Improved Outcomes in Reading, Writing
and Numeracy
Student General Health and Wellbeing
Differentiated Learning
Consult around Statewide Educational
Model of Service for students with
Mental Health Needs.
ACTIONS
COMMENTS
Whole School Essential Skills in
Numeracy and Literacy.
All students engaged on three mornings
a week.
Deliver Cert 1 in Core Skills for
Employment and Training,
Communication and Numeracy.
Select students worked independently.
Identify gaps in learning through Torch
Test and Math Competency.
School investigated other assessment
tools to identify gaps. Further
investigation in 2015.
New position of Statewide Mental Health
Nurse.
Only funded for first six months.
.
Social Welfare Officer.
Funded for next six months. Will need to
be retained into 2015 - funding from
school and GRG.
Continued focus on student social and
emotional wellbeing and healthy living
areas.
School maintained a positive supportive
culture and offered Smart Moves, Sun
Smart, Living Skills, Home Economics
and Horticulture.
Continued development of Personal
Education Plans.
All students had a Plan that was
regularly reviewed and changed.
Involvement in Living Skills Program and
Community Access on individual needs
basis.
These programs were offered by staff
and specialists.
.
Develop productive partnerships with
students, parents, professionals and
community.
Contact with these partners was
maintained throughout the year and
became a core part of the school’s
activity.
Research, Professional Exchanges,
Conference Involvement, Document
current practice, Participate in Meetings.
This was done throughout the year and
is a continuing priority in 2015.
Future outlook
Barrett’s future is unclear. However, we will continue working in the areas that we have outlined in our AIP as priorities.
-Improving Reading, Writing and Numeracy through targeted teaching and skills gap work.
-Improve Science outcomes through integrated units and specific enquiry based learning.
-Improve outcomes in Engagement, Health and Wellbeing through the employment of a Social Welfare Officer, and the
development of a complex case management process. Focus on student’s social and emotional wellbeing through life skills
lessons and extra-curricular activities. Engage students with healthy lifestyle options on a daily basis.
-Differentiated Learning through Personal Education Plans and Reports.
-Staff Wellbeing through a wellbeing plan for all staff.
-Consultation around State Education for Adolescents with Mental Health needs.
Our school at a glance
School Profile
Coeducational or single sex:
Coeducational
Year levels offered in 2014:
Year 7 - Year 12
Total student enrolments for this school:
Enrolment Continuity
(Feb – Nov)
Total
Girls
Boys
2012
16
10
6
79%
2013
18
12
6
53%
2014
7
3
4
75%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body
The student body was a cohort of students who have struggled for a number of years with accessing education while working
through their mental health issues. Barrett Adolescent Specific Purpose School is a coeducational Department of Education and
Training, Queensland school which operated from the Yeronga State High School campus. The school supported adolescent
students with chronic mental health issues that were previouslly enrolled in Barrett, at Wacol, and students enrolled in schools or
educational institutes other than Barrett. Students were supported through a Barrett program at Yeronga and an outreach
program that helped students in their schools, chosen locations for homes.
Each student had an individual Personal Education Plan which focusds on academic, personal and social capabilities, and their
transition back to education or work. The staff worked hard to re-engage the disengaged and to help individuals and families
negotiate with their students educational or vocational provision to get the best outcomes. Some of the benefits of being involved
with Barrett included students finding a peer group for the first time, realising there are others who have similar problems and
gaining acceptance for themselves as individuals.
School Disciplinary Absences
Count of Incidents
Disciplinary Absences
#
2012
2013
2014*
Short Suspensions - 1 to 5 days
0
0
0
Long Suspensions - 6 to 20 days
0
0
0
Exclusions#
0
0
0
Cancellations of Enrolment
0
0
0
Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside
through an appeals process.
* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education
(General Provisions) Act 2006, passed in late 2013, created a time series break.
Curriculum offerings
Our distinctive curriculum offerings
The school offers classes for all young people with ages between 12 and 18.

Core classes include Literacy, Numeracy, Science, History

Complimentary classes are offered in Art, Drama, Music, Home Economics, Physical Education, Horticulture, Values
Education and Altruism.

The school worked closely with providers and other educational settings to provide young people with a range of
activities which will help their social contact and increase living skills. These included outings to movies, gyms,
restaurants, camps, art galleries and work sampling.

Each term the school conducted special event days which are planned and executed by the students. Indicative of
these are the Café Day, Garden Festivals and Awards Night.
Extra curricula activities
There has been a strong move in the curriculum to educate students in the principles of a healthy lifestyle.

The focus in Health and Physical Education and Home Economics has been on nutritious eating and daily exercise.

The small garden kitchen was created and was used weekly and for term events.

We involve students in the various phases of healthy living - growing, harvesting, preparing and sharing of food we
grow.

Vocational and transitional associated activities were covered by short courses, specialist visits, excursions and
scheduled lessons.
How Information and Communication Technologies are used to assist learning
Each classroom had sufficient computers for every student and a range of software including internet access. Technology is also
available for students to record a range of texts, including poetry and songs. Some students also accessed recording studios.
Social Climate
Students were supported at all times by a positive, caring and cooperative environment. The school uses a strengths
based/wellbeing framework.
All staff were continually updating their training around mental health and trauma issues.
Staff work closely to encourage students in their chosen educational setting and to keep them following their PEP.
It was expected that students will follow their PEP and for some the main objective is school attendance or transition,
while others were completing assessable tasks.
Teacher Aide support was available and flexible.
Parent, student and staff satisfaction with the school
A high level of parent satisfaction with the school and the education their adolescents received was indicated. Due to the mental
health situations of the students, it may be perceived at times that the teachers do not encourage students to engage at the level
of their full potential in some academic tasks. However, for us, achievement is often measured on a long term basis and not on
single events. School maintenance was an issue with parents and staff because of the temporary facilities and their inadequacy.
The staff results reflected a strong and stable experienced team of teacher who are passionate about working with the students
we serve.
Performance measure
Percentage of parent/caregivers who agree# that:
2012
2013
2014
their child is getting a good education at school (S2016)
100%
100%
DW
this is a good school (S2035)
100%
100%
DW
their child likes being at this school* (S2001)
100%
100%
DW
Performance measure
Percentage of parent/caregivers who agree# that:
2012
2013
2014
their child feels safe at this school* (S2002)
100%
100%
DW
their child's learning needs are being met at this school* (S2003)
75%
100%
DW
their child is making good progress at this school* (S2004)
67%
100%
DW
teachers at this school expect their child to do his or her best* (S2005)
100%
83%
DW
teachers at this school provide their child with useful feedback about his or her
school work* (S2006)
100%
100%
DW
teachers at this school motivate their child to learn* (S2007)
100%
100%
DW
teachers at this school treat students fairly* (S2008)
100%
100%
DW
they can talk to their child's teachers about their concerns* (S2009)
100%
100%
DW
this school works with them to support their child's learning* (S2010)
100%
100%
DW
this school takes parents' opinions seriously* (S2011)
100%
100%
DW
student behaviour is well managed at this school* (S2012)
100%
100%
DW
this school looks for ways to improve* (S2013)
100%
100%
DW
this school is well maintained* (S2014)
100%
83%
DW
Percentage of students who agree# that:
2012
2013
2014
they are getting a good education at school (S2048)
73%
88%
100%
they like being at their school* (S2036)
82%
94%
100%
they feel safe at their school* (S2037)
82%
94%
100%
their teachers motivate them to learn* (S2038)
73%
88%
100%
their teachers expect them to do their best* (S2039)
82%
88%
100%
their teachers provide them with useful feedback about their school work* (S2040)
82%
94%
100%
teachers treat students fairly at their school* (S2041)
91%
88%
100%
they can talk to their teachers about their concerns* (S2042)
82%
100%
100%
their school takes students' opinions seriously* (S2043)
91%
88%
100%
student behaviour is well managed at their school* (S2044)
91%
94%
100%
their school looks for ways to improve* (S2045)
82%
88%
100%
their school is well maintained* (S2046)
91%
94%
100%
their school gives them opportunities to do interesting things* (S2047)
91%
100%
100%
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)
100%
100%
Performance measure
Performance measure
Percentage of school staff who agree# that:
Performance measure
Percentage of school staff who agree# that:
2012
2013
2014
students are encouraged to do their best at their school (S2072)
100%
100%
students are treated fairly at their school (S2073)
100%
100%
student behaviour is well managed at their school (S2074)
100%
100%
staff are well supported at their school (S2075)
100%
100%
their school takes staff opinions seriously (S2076)
100%
100%
their school looks for ways to improve (S2077)
100%
100%
their school is well maintained (S2078)
47%
67%
their school gives them opportunities to do interesting things (S2079)
93%
100%
* 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
The implementation and ongoing practice of weekly reporting to parents was continued. Regular contact by the telephone is also
made to parents and parents are encouraged to contact the school whenever they need information or support. Parents were
invited to the school for workshops, events and social occasions. Each student’s Personal Education Plan is developed in
partnership with the parents.
Reducing the school’s environmental footprint
The school’s kitchen garden area utilizes organic waste from the school’s kitchen and students are made aware of the processes
around permaculture gardening. Fruit and vegetables from the garden supplement the cooking program which is part of our
healthy lifestyle focus for our students.
Our staff profile
Staff composition, including Indigenous staff
Teaching Staff*
Non-teaching
Staff
Indigenous Staff
Headcounts
7
7
0
Full-time equivalents
5
3
0
2014 Workforce Composition
Qualification of all teachers
Highest level of
attainment
Number of
Teaching Staff *
2.5
2
Certificate
1
2
Diploma
1
1.5
1
Advanced Diploma
1
2
1
1
Bachelor Degree
1
Graduate Diploma etc.**
2
Masters
2
0.5
0
Doctorate
Total
7
*Teaching staff includes School Leaders
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2014 were $5812.42. This was 7% of the school’s annual
budget. Additional school specific professional development was provided through DET, Headspace School Support, and our own
staff as well as access through the hospital schools network.
The major professional development initiatives are as follows:
Reading, Writing and Numeracy for Adolescents with Mental Health Issues and with varying levels of achievement
General Health and Wellbeing for Adolescents with Mental Health Issues
Staff Health and Wellbeing and Self-Development
Educational Models for Adolescents with Mental Health issues that provide a continuum of service from early intervention to a
service that is integrated
Development of a reflective practice model – Collaborative Reflection
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.
95%
96%
96%
Proportion of staff retained from the previous school year
From the end of the previous school year, 1 Part-time permanent staff member retired.
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).
100%
100%
100%
The overall attendance rate in 2014 for all Queensland SDE/EU/SP schools was 90%.
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
DW
100%
100%
100%
100%
100%
100%
100%
Student attendance distribution
The proportions of students by attendance range.
Attendance Rate:
0% to <85%
85% to <90%
90% to <95%
2014
100
* 2013
100
2012
100
0%
20%
40%
60%
95% to 100%
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.
Students at this school all have a Personal Education Plan that outlines the attendance or contact expectations for the student
and this is monitored on a daily and weekly basis by the Barrett Staff who also work closely with the parents and the health
professionals who look after the students.
Achievement – Closing the Gap
Barrett has not had any indigenous students enrolled but keeps an indigenous perspective in mind across all subject areas and
within the school. At our official occasions we included a Welcome to Country and the school held an integrated indigenous day
that used an arts framework. We also used an indigenous games program in Physical Education and explored the use of native
plants by the Indigenous people of Australia.
Post-school destination information and Early School Leavers
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.
Barrett Adolescent Centre Specific Purpose School aims to re-integrate students back into mainstream schooling, alternative
educational settings or educational institutes, the tertiary system and the workforce.