Hopetown SSP
Annual School Report 2014
[school code]
5755
emotional literacy. Emotional literacy is actively
promoted and comprises the domains of selfawareness, self-regulation, empathy, social skills
and motivation.
School Context
Students
Hopetown is a School for Specific Purposes (SSP)
administered by the NSW Department of
Education and Communities. Hopetown services
the needs of primary and secondary students
with emotional disturbance. Students residing on
the Central Coast may be referred for enrolment.
Hopetown endeavours to provide a therapeutic
environment with a multi-disciplinary approach
to special education and individual student
needs. The school, where possible, emulates
mainstream school policies and practices in an
attempt to increase student self-esteem and
expectations.
Hopetown’s maximum possible enrolment in
2014 was 56 students. There were 3 primary and
5 secondary classes of 7 students in each class.
Hopetown actively encourages parent/carer and
community involvement in all aspects of
curriculum and behavioural programming. Access
to the many resources of the public education
system has allowed staff and students to enjoy
professional and productive support and
development.
Staff
Hopetown had 20 staff in 2014. This was
comprised of 10.2 teaching and 9.9 support staff.
All teaching staff met the professional
requirements for teaching in NSW public schools.
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.
Significant programs and initiatives
Being a School for Specific Purposes, Hopetown
has specialist staff and a staffing ratio of 1
teacher plus 1 School Learning Support Officer for
each class comprising 7 students.
Terry Taylor - Principal
Special programs and initiatives included:
•
Priority Schools Funding Program (PSFP)
•
Diagnostic Learning Centre
•
Social and Emotional Learning Program
•
Vocational Training
Student information
Hopetown enrolls primary and secondary
students who have experienced or would
encounter difficulties in mainstream school
settings. Poor attendance in past schools has
often been an indicator of these difficulties.
The enrolment limit for 2014 was 56 students at
any one time.
Principal’s message
The suitability of each student's placement was
reviewed every term. Fifty-eight students
attended Hopetown School in 2014. All were
males and 11 students identified as being of
Aboriginal descent.
The positive culture at Hopetown SSP is a result,
in part, of setting high expectations and then
recognising, acknowledging, celebrating and
promoting student and staff achievements. This
report is part of that process and is a testament
to the effectiveness, diversification and relevance
of programs at Hopetown SSP.
Hopetown works closely with the Central Coast
School Education Area home school liaison team,
the Assisted School Travel Unit, Juvenile Justice,
Community Services, Area Health and other
agencies to address some of the behavioural and
logistical difficulties some students had with
school attendance.
Hopetown services the needs of primary and
secondary students with emotional disturbance.
The school is situated on an open rural setting
and is well resourced with amenities including an
indoor heated pool, playing fields, tennis courts
and a multipurpose hall.
The student population of 56 was based on an
allocation of 8 classes of 7 students each. There
could be 21 primary and 35 secondary students
enrolled at Hopetown at any one time.
The primary purpose of enrolment at Hopetown
is the development of students’ social skills and
1
Where possible, the primary and secondary units
are separated physically and operationally in
consideration of student focus, optimal learning
environments and safety.
Senior students undertaking vocational or
trade training
Thirteen students were enrolled in Year 11 and 2
students in Year 12 during 2014. Seven of these
senior students participated in TAFE courses
(TVET) and in a range of work experience and
work education programs.
Flexibility is an essential aspect of Hopetown's
programming in order to meet the varying needs
of students and to respond to different rates of
progress. Class groups are determined by ability
and not according to grades. The other
consideration for class composition is the mix of
personality types, behavioural characteristics,
developmental stages and degrees of resilience
of the students.
Year 12 students attaining HSC or equivalent
Vocational educational qualification
Four students completed Year 12.
Workforce information
A home-group model of class arrangement has
been maintained in view of its past success. The
secondary classes are similar to those in middleschooling and have been timetabled to minimise
disruption, reduce anxiety, to provide consistency
in curriculum delivery and teaching style and to
enhance a sense of ownership and self-direction
in a student's learning.
Workforce composition
Position
Principal
Assistant Principal(s)
Classroom Teacher(s)
Teacher Librarian
School Counsellor
School Administrative & Support Staff
Total
Student enrolment profile
Number
1
3
6
0.2
0.5
9.9
20.6
Hopetown has always been proud of its student
attendance record. Prior to enrolling at
Hopetown, many students had histories of
truancy, school avoidance, multiple suspensions,
partial attendance or school-phobic behaviours.
No staff at Hopetown SSP identified as Aboriginal
or Torres Strait Islander
Student attendance profile
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Teacher qualifications
The average attendance rate for all students
enrolled in 2014 was 89% (secondary students
86%, primary students 93%). The attendance rate
for the previous year (2013) was 94.2%.
Attendance for the first semester was 93% but it
dropped to 85% in the second semester. As the
year progressed, a number of older secondary
students were at a significant risk of
disengagement from learning and found it
difficult to maintain regular attendance.
Qualifications
Degree or Diploma
Postgraduate
NSW Institute of Teachers Accreditation
Management of non-attendance
School non-attendance is managed initially by
close and timely communication between the
school and parents/carers. Negotiated partial
attendance programs and a range of alternative
experiential programs are used to increase the
attendance and engagement of specific students.
The Assisted School Travel Unit also supports
families who have logistical difficulties in getting
students to and from school. Assistance from
Home School Liaison Officers is requested and
given when required.
2
% of staff
100
40
20
Financial summary
Achievements
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Sport
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Hopetown is proud of the excellent student
attendance and participation at its annual
secondary swimming carnival. This was a credit to
the students and a positive indicator of both
school spirit and individual confidence. The
primary
students
also
participated
enthusiastically in their own swimming carnival at
Hopetown.
30/11/2014
$
365,957.13
149,655.92
92,779.90
82,790.78
9,928.53
3,775.05
0.00
704,887.31
Students have benefited from the delivery of an
Austswim program in Terms 1 and 4 with all
participants showing an improvement in skills,
technique and confidence.
Our Safe Boating Program continued this year
with participating students gaining a NSW Roads
and Maritime Services boat licence. An incentive
in the program was the opportunity for successful
licence holders to operate the school boat on
outings.
13,355.77
5,904.30
3,889.80
1,936.75
2,747.36
98,245.33
26,682.53
83,887.72
0.00
46,157.74
31,393.44
4,914.10
0.00
319,114.84
385,772.47
Hopetown’s surfing program continued with a
pre-requisite surf survival course followed by
instruction in surfing skills. Some student
qualified for open-water snorkelling certificates.
High ropes courses, abseiling, martial arts,
freestyle and mountain biking, martial arts, snow
skiing , ice-skating, surfing, snorkelling, rock-wall
climbing, tabloid activities, sailing, whip cracking,
juggling, stilt walking and uni-cycling have
provided students with unusual, concrete
experiences of how patience, perseverance, selfcontrol and sharing can produce satisfying
results.
A full copy of the school’s 2014 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
Students were also actively involved in programs
which promote dynamic, healthy and responsible
lifestyles. These programs included Live Life Well
at School and Life Education
School performance 2014
Academic achievements
Excursions
The diversity and relevance of activities
conducted during 2014 have promoted student
engagement, encouraging students to accept
challenges and to contribute to the school and
broader community. Student social and
emotional learning (SEL) has been a focus in all
activities.
Many achievements have been the result of
setting high expectations for students and the
inclusion of mainstream activities in the school’s
operations.
3

Henry Kendall Cottage Museum

Sydney Royal Easter Show

Sydney Writers Festival

Kooindah sculpture exhibition

‘Macbeth’ performance – Sydney Opera
House

B Smart Road Trauma Forum

Freedman Foundation School Sailing
Program

TAFE and University campus visits
Community Involvement

RYDA driver education

CARES Road and Bike safety exercises
Students were actively involved in community
and charitable work including:

Australian Reptile Park

Clean Up Australia Day

TOCAL Agriculture Field Day

ANZAC Day ceremony

Sailors with Disabilities Sail Day – Sydney
Harbour

Sunnies for Sight fundraising

Bandana Day (children’s cancer research)

Service Learning program; the Rural Fire
Service and Volunteering Central Coast.

Youth Eco Summit Workshop - Homebush

Community Access and Travel training
program

Sculptures by the Sea - Bondi

Central Coast Careers Market

Try-a-Trade Skills Day

Job Centre Careers Day

Avondale Careers Market

Newcastle University Big Day In

National Maritime Museum

Awabakal Nature Reserve

Brisbane Water National Park
Other achievements
The Students' Café and Primary lunch program
have been engaging ways to teach students
specific work skills and to encourage
consideration, trust and co-operation in both the
student workers and customers. Improved
nutrition and variety were the main
considerations when students were set the task
of compiling menus. Recent staffing reductions
have unfortunately resulted in the cessation of
the Students’ Café.
Academic
School Camps
We are committed to the belief that all children
can learn within a supportive environment. We
implemented school-wide approaches to
teaching and learning literacy and numeracy and
expected that these approaches would
significantly improve student literacy and
numeracy outcomes.
During the winter season, selected students
enjoyed a week at Smiggin Holes receiving daily
skiing lessons and experiencing communal living
in a large chalet situated in the snowfields. This
opportunity allowed students to return to school
with an enrichment of experience, increased
enjoyment of social interaction and a sense of
personal achievement as a result of new
challenges having been met.
Both individual literacy programs and classroom
programs are designed and delivered to
encourage students to achieve improvements in
their literacy and numeracy outcomes. Students
have been given opportunities to access formal,
national testing (NAPLAN) in literacy and
numeracy for students in years 3,5,7 and 9. These
results help the school to identify and program
for further improvements in 2015.
Water sports, bush craft and other outdoor
activities were the focus of two camps held in
Term Four at the Sandbar Camp, near Forster and
also at a camp at The Basin, Pittwater. Skills in
communal living, co-operation and tolerance
were the focus. Selected Year 6 students
enthusiastically participated in the secondary
camp at Del Rio, Wiseman’s Ferry as part of their
transition program.
Many students need high-level interventions if
they are to succeed as readers and writers, to be
numerate or to succeed in school. Regular
assessment has been integrated into school
activities to determine student teaching and
learning requirements.
Participants in the Duke of Edinburgh Awards
Scheme also had overnight camps at Webbs
Creek.
Students identified as ‘at risk’ of under-achieving
now access a range of additional literacy and
numeracy resources. There is continuity in the
4
development of each student’s literacy skills
through a planned, whole-school approach and
the teaching of literacy in an explicit and
systematic way.
The Norta Norta program has also provided
funding for a tutor to support Aboriginal students
who have been identified in NAPLAN testing as
requiring assistance in improving their literacy
and or numeracy skills.

a class set of cameras enabling students
to take photographs of items of personal
interest as stimuli for writing

survival
reading
exercises.
The following resources, including computerbased literacy programs, have been utilised.
Future Schools – personalised online
assessments, tutorials and exercises
accessible from school and home

Fast Forward - multi-media reading
programs

Lexia Learning – Reading Strategies for
Older Students (SOS) and Cross Trainer
(Visual / Spatial, Logical reasoning suite).
The Lexia Comprehensive Reading Test is
used to identify a baseline for the SOS
program
pre-reading
Hopetown’s school-wide assessment schedule
has enabled staff to plan and consistently apply
testing in literacy to ensure:

diagnostic data collection identifying
areas of student strength and areas
requiring remediation or compensation,

literacy gains are measured and
evaluated in terms of the effectiveness of
the programs offered at the school and

targeting of specific staff professional
development in literacy based on data
collected.
Literacy

and
The assessment schedule included the following
testing and re-testing each semester:

Neale Analysis of Reading Ability (3rd
edition)

Schonell Graded Word Reading Test

Waddington Diagnostic Reading Tests

Wide Range Achievement Test 4 (WRAT
4)

Spinout Stories
readings

Nelson Focus Reading

Storybook Weaver

Waddington Spelling Test

Teachers4Teachers reading boxes


Aussie Spellforce – spelling tutor
Copying tasks and placement tests for
reading comprehension.

Reading for Literacy - a fully interactive
learning program designed to develop
children's key reading skills
–
age
appropriate
Literacy assessment results for students enrolled
at Hopetown Special School during 2014 were:

ABC Reading Eggs – Literacy e-learning

Studyladder – Smart-board e-learning
Secondary results

Reading Mastery – Phonics program
Reading age equivalent

specially designed units of work using
subject matter of specific interest to
individual students and sourced from
newspapers, magazines, brochures,
catalogues, libraries, manuals, audiovisual materials and reading in the
community
Year comparison
2013
2014
Unable to be tested
16
0
Maintained initial level
48
37
1 – 11 month gain
20
35
12 months+ gain
16
28
5
% of students
Primary results
Reading age equivalent
Year comparison
Primary results
% of students
Numeracy age equivalent
%of students
Year comparison
2013
2013
2014
Unable to be tested
5
0
Unable to be tested
Maintained initial level
0
33
1 – 11 month gain
69
12 months+ gain
26
2014
11
0
Maintained initial level
6
40
26
1 – 11 month gain
44
15
41
12 months+ gain
39
45
Numeracy
We expect to achieve improvements in numeracy
results with all students able to access the
following computer-based numeracy programs in
classrooms:
Numeracy is the ability to use mathematical ideas
efficiently to make sense of the world.
A high percentage of students commence
enrolment at Hopetown with significant deficits
in numeracy. Erratic attendance patterns in
previous schools have often resulted in students
having
considerable
gaps
in
concept
development. Many students are reluctant or
resistant learners who require significant
structure, encouragement and support to
develop their skills in numeracy.
Students on a Life Skills program of study had
Individual Education Plans to consolidate basic
numeracy skills and focus on practical
applications of those skills.
Distance Education learning packages for
secondary students accessing a regular pattern of
study in mathematics have been both exciting
and challenging.
WRAT4 and Schonell Numeracy Screening Test
assessment results showed students' progress in
numeracy age levels as follows:
Secondary results
Numeracy age equivalent
%of students
Year comparison
2013
Unable to be tested
12
0
Maintained initial level
25
72
1 – 11 month gain
34
14
12 months+ gain
29
14

Future Schools – personal online
assessments, tutorials and exercises
accessible from school and home

Mathletics – a stimulating program
enabling student in different schools and
countries to contest their numeracy skills
in real-time competitions.

Ultimate Aussie Maths Invaders: a
curriculum based mathematics learning
sequence which allows for students with
special needs.

Maths Made Easy - lessons contained in
the program have been developed from
the Mathematics curriculum

Studyladder, Daisy Maths, Cool Maths,
Maths Tracks and similar software

Maths Plus - assessment tools and
workbooks.

Interactive
whiteboards
in
most
classrooms are proving to be engaging
and motivating teaching and learning
resources.
2014
Significant programs and initiatives
Aboriginal Background
Hopetown received specific funding to support
Aboriginal students under the Resource
Allocation Model (RAM). The funds enabled the
implementation of the Aboriginal and Torres
Strait Islander Education Action Plan 2010 -2014,
6
a Partnership Agreement between the
Department of Education and Communities and
the Aboriginal Education Consultative Group
Incorporated (AECG).

Units of studies in Aboriginal culture
were taught in Term Three and
culminated in Hopetown’s Aboriginal
Cultural Fortnight.
All Aboriginal students at Hopetown SSP have
Personalised Learning Plans which have been
negotiated
with
each
student,
their
parents/carers and teaching staff. PLPs are an
integral part of the students’ Individualised
Education Plans.

Norta Norta funding also provided a tutor
to assist Aboriginal students identified in
NAPLAN results to be requiring additional
support.
Hopetown is an active participant in the Wyong
Aboriginal Education Consultative Group (Ngara
AECG) with staff attending all meetings in 2014.
Socio-economic background
Hopetown’s enrolment includes students from
low socio-economic backgrounds and equity
funding support had been provided under the
Department’s Resource Allocation Model.
Programs in Key Learning Areas allowed students
to explore and learn about Aboriginal history and
culture.



This Annual School Report attests to school
initiatives and activities that have raised the
expectations of students and their parents/carers
and increased community involvement.
Languages other than English (LOTE) –
Aboriginal languages. Students were
required to respond to words, phrases
and simple sentences used in aboriginal
languages. Students explored links
between culture and a sense of identity
specifically
related
to
traditional
connections and historical events linked
to land and language.
Connections between students/parents/carers
and community organisations have been actively
promoted. The organisations have included
clinical support services, employment and
vocational training agencies and career
expostions.
Music/drama/ visual arts – Aboriginal
performance, film and television. The
study
of
both
traditional
and
contemporary Aboriginal artists in a
range of media (theatre, music, visual art)
allowed
students
to
gain
an
understanding of the link between
culture and history
Hopetown’s inclusive school culture is actively
sustained. It is essential for all our students to
feel:
Aboriginal cultural excursions included
the National Maritime Museum NAIDOC
exhibition, Awabakal Nature Reserve,
Swansea, Jake Cassar’s ‘Back on Track’
Aboriginal culture and bushcraft program
and the Brisbane Waters National Park
rock
engravings
excursion
with
Rumbalara.

The school’s bush tucker garden was
renovated and further developed as part
of the school’s work experience program.

Human Society and Its Environment
(HSIE) focused on the identity of Australia
as a nation. This involved an examination
of the process of government and law
including Aboriginal law and its relevance
to past and present Australian society.

they belong in the school

they are valued

they will experience success at school

their successes will be acknowledged and
celebrated.
RAM equity funding has enabled student access
to a wide range of curriculum learning
experiences, for example the appointment of a
music teacher / therapist for one day each week.
The funding also provided for experiential
learning opportunities as listed elsewhere in this
report. In turn these have resulted in increased
student participation and engagement in learning
and improved student learning outcomes.
Multicultural education
Programs in the following Key Learning Areas
allowed students to explore and learn about
multicultural issues.
7


Languages Other Than English (LOTE) –
Anti-Racism, Cultural Diversity. Through
the study of languages from other
cultures, students made linguistic
connections between diverse groups of
people in Australian society and the
languages they use. Languages studied
included Italian, Japanese and Aboriginal
dialects. Studies included cultural issues
such as diversity in culture, religion and
lifestyle in Australian society. Concepts
and contemporary examples of racism,
anti-racism and discrimination were
explored in this unit.
Human Society and Its Environment –
Citizenship and Society. Anti-racism,
discrimination
and
Australia’s
multicultural society were explored when
studying the development of Australia as
a nation and issues of immigration in
Australia’s past and present.

Work Education studies included a unit
on ‘discrimination’.

Food Technology programs guided
students in the exploration and
celebration of cultural and culinary
diversity.



Hopetown’s Social and Emotional
Learning program which is delivered
across the curriculum and also in discrete
timetabled lessons as mentioned above.

explicit teaching of Hopetown’s three
expectations, namely; Be Safe, Be
Respectful, Be Responsible,

a revision of Hopetown’s Anti-Bullying
Plan and Policy

community involvement projects as listed
earlier in this report,

Work Education looking at vocational
rights and responsibilities ,

A specific unit on Bullying being studied
by some secondary students in Term 2

promoting the Getting Along component
of the You Can Do It! program.
School planning and evaluation
2012—2014
School planning 2012-2014:
School priority 1
Personal Development, Health and
Physical Education (PDHPE) lessons
included a focus on issues of intolerance
and discrimination.
Improved student engagement and retention.
Outcomes for 2014
Social and Emotional Learning (SEL) is
timetabled and taught in every class.
They are based on Emotional Literacy
domains of self- awareness, selfregulation, empathy, social skills and
motivation. Values, multiculturalism and
anti-racism were integrated in discrete
units Social and Emotional Literacy.
Activities included students examining
themselves, their values and beliefs and
the impact they have on those around
them. Students were provided skills to
create an awareness of multicultural
issues.

Evidence-based and student-focused
Social and Emotional (SEL) programs will
be accessed by all students.

Each student will have a negotiated
transition pathway supported by a
relevant and engaging range of programs.

Staff Professional Learning Plans will be
responsive to both student and staff
needs and will seek best practice in
meeting such needs.
2014 Targets included:

A student attendance rate of at least 93%
for secondary and 97% for primary
students.
Respect and responsibility

Core values of respect and responsibility were
promoted by:
An average of no more than 410 negative
student welfare referrals per term.

80% of post-compulsory aged students
would be retained in school or have
8

transitioned to employment, vocational
training or a community access program.

80% of primary and 70% of secondary
students will have been assessed as
making gains in at least 3 of the 5
domains
of
Emotional
Literacy
(Southampton Assessment).
School priority 2
Strategies to achieve these targets included:





Improved literacy and numeracy outcomes for all
students.
The introduction of a Mindfulness
program designed to improve student
attention, concentration, self-awareness
and emotional balance. This was a pilot
involving 1 to 1 guidance with selected
students.
Outcomes for 2014
A comprehensive battery of assessment tools will
meaningfully inform and help evaluate literacy
and numeracy programs.
The review and evaluation of alternative
programs designed for students at risk of
disengagement from learning at school.
This was a continuation of an existing
program.
Student engagement in literacy and numeracy
skill development will be enhanced by the use of
ICT.
Instruction in literacy and numeracy will be
programmed as integral components across the
curriculum.
The
encouragement
of
student
participation in service learning and a
continuation of the Duke of Edinburgh
Scheme.
2014 Targets and actual results:
Secondary results
Staff professional learning in Attachment
Disorders and best practice in schools for
meeting the needs of students with such
diagnoses.
Reading age equivalent
Staff professional learning continuing to
focus on student welfare, mental health,
Quality Teaching (particularly the
dimensions
of
Significance
and
Environment) and ICT.
Year comparison
Unable to be tested
Evidence of achievement of targets in 2014:



65% of primary and 58% of secondary
students were assessed as making gains
in at least 3 of the 5 domains of
Emotional
Literacy
(Southampton
Assessment). The target was not met.
% of students
Target Actual
0
0
Maintained initial level
40
37
1 – 11 month gain
20
35
12 months+ gain
40
38
Primary results
The average attendance rate for all
students enrolled in 2014 was 89%
(secondary students 86%, primary
students 93%). The target was not met.
Reading age equivalent
Unable to be tested
0
0
The term average of negative welfare
referrals in 2014 was 513 referrals per
term. This did not meet the target of 410
however the Term Four total was only
363 referrals.
Maintained initial level
5
33
1 – 11 month gain
70
26
12 months+ gain
25
41
Year comparison
Exactly 80% of post-compulsory aged
students were retained in school and
transitioned to employment, vocational
training or a community access program.
This met the school’s target.
% of students
Target Actual
Secondary results
Numeracy age equivalent
%of students
Year comparison
Target Actual
Unable to be tested
9
5
0
Maintained initial level
25
72
1 – 11 month gain
40
14
12 months+ gain
30
14
Primary results
Numeracy age equivalent
%of students
Year comparison
Target Actual

Surf Lifesaving
Medallion

Child Protection

Australian
Association
Education Conference

Nurturing Attachments seminar

‘Distressed
seminar
or
Association
Bronze
of
Special
Deliberately
Defiant?’
Unable to be tested
0
0
Maintained initial level
5
40

Mindfulness and Self-Regulation seminar
1 – 11 month gain
45
15

12 months+ gain
50
45
‘Towards a More Altruistic Society’
workshop

PE Network meetings

Royal Lifesaving
Resuscitation

COURSERA Sport and Society

Special Education Technology Needs
Conference

Marine Teachers Annual Conference

School Link Conference (Mental Health)

AUSTSWIM Teacher of Swimming and
Water Safety

NSW
Maritime
Certificate

NSW Maritime Licence Credentialing
course

WHS representative training

C.R.E.A.T.E. IT workshop (electronics, art
and technology)

Cheese making workshop

Learning and Engagement Head Teacher
Network meetings

Using Adobe in any Classroom

Senior First Aid

Positive Behaviour Management

Talk for Writing (SPELD)

Aspiring to Leadership
Strategies to achieve these targets included:



Assessing 100% of students using a range
of diagnostic and summative literacy and
numeracy assessment tools (NAPLANbased targets are problematic because of
poor and erratic student participation
and the low statistical base for each
cohort.).
Staff use of data from the Wide Range
Achievement Test (WRAT-4) assessment
tool to better diagnose and determine
individual student abilities and needs.
An expansion of the incorporation of
accommodations and adjustments in
student IEPs and their implementation.

An increase in the supply and use of
laptops and software in the primary unit.

The use of cameras to provide students
photographic stimulus material for
literacy tasks.
Professional learning
Professional learning in 2014 concentrated on
the areas of Welfare and Equity, Career
Development and Quality Teaching.
100% of teachers and support staff participated
in a range of professional development
opportunities including:
Cardio
Radio
Pulmonary
Operators

Nonviolent Crisis Intervention

Primary Executive Leadership Conference

Australian Curriculum

Equipment Safety in Schools

Attachment Disorder in Schools

Chemical Safety in Schools

Student Support using Mindfulness

Anaphylaxis E training
10

Bushfire E learning

DEC WHS E Induction

DEC Child Awareness

MAYBO
Assault
disengagement
%A
%U
I feel Hopetown is the appropriate school for
my child at this stage.
71
16
Hopetown ensures that everyone at the
school is treated fairly.
84
13
I feel that my opinions are listened to and
valued.
74
19
Teachers provide activities that are
interesting and appropriate to a student’s
individual needs and learning abilities.
84
16
The way teachers manage the class helps my
child to learn
74
16
Hopetown provides clear information about
student achievement.
84
16
I believe that Hopetown has a positive
school culture
74
23
I feel that Hopetown staff accept and
support my child.
80
20
Parent/carer responses are presented in the
following table.
Hopetown encourages students to achieve
their best.
87
13
Responses parents/carers were asked to choose
from for each question were: ‘Always’ (A),
‘Usually’ (U), ‘Sometimes’, ‘Rarely’. It is
encouraging that no respondents indicated
‘Never’ in the 2014 survey. Numbers in the table
indicate the percentage of respondents.
Student achievements are recognised and
rewarded at Hopetown.
97
3
Hopetown’s discipline of students is fair.
84
13
I think Hopetown communicates effectively
with parents/carers
80
10
Hopetown communicates effectively with
students.
90
3
My child’s classroom is an interesting place
in which to learn.
77
16
Hopetown’s staff understand my child’s
social and emotional needs.
80
13
Hopetown provides a variety of activities to
improve my child’s engagement in school
and learning.
87
10
Hopetown is always looking for ways to
improve what it does.
84
16
reduction

MAYBO Train the trainer

Disability Standards for Education
and
Parent/caregiver, student, and
teacher satisfaction
Parents and carers have been able to enjoy
regular reciprocal communication with the
school, to participate in decision making and to
discuss reports and assessments related to
respective students.
In 2014 the school sought the opinions of
parents/carers, students and teachers about the
school.
This parent / carer survey was conducted in Term
Four of 2014. The questions were based on
School Map questions about learning, teaching
and culture.
Apart from the survey above, other opportunities
for parent and carer involvement in 2014
included the following.
11


Personal and active participation in
Individual Transition Planning (ITP)
meetings. In 2014, 86% of Hopetown’s
secondary students had parent/carer
representation at their ITP meetings.

Parents/carers of ATSI students being
consulted about and signing off on
Personalised Learning Plans

Daily or weekly communication books,
emails, text or telephone calls home by
the homeroom teachers,


The purposes for each of these directions are:
Parent/carer participation in student
emotional literacy surveys (Emotional
Literacy – Assessment and Intervention,
Southampton Psychology Service, 2003;
primary and secondary editions).

To nurture students as motivated
individuals
valuing
self
and
demonstrating self-efficacy, resilience
and internal control.

To develop a dynamic learning
environment that empowers individuals
to be flexible, adaptive, discerning
learners and leaders.

To encourage awareness of the individual
as part of a wider society and create a
culture of reciprocal and active concern
for the wellbeing of others.
The new plan is published on the school’s
website. www.hopetown-s.schools.nsw.edu.au
Parent/carer attendance at Presentation
Day and sporting events, during which
parent/carers interact with and provide
feedback to staff
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.
Parent/carer consultation with school
administrators and staff regarding
assistance with counselling, visits to
clinicians, external support agencies,
student special transport, reintegration
to mainstream schooling, vocational
training and transition.
Future Directions
2015-2017 School Plan
NSW DEC is implementing a new school planning
process for 2015-17.
Terry Taylor
Principal
Sue Donoghue
Assistant Principal
Donna Lott
Assistant Principal
Vince Malone
Assistant Principal
Melanie Todd
Parents’ Representative
The vision statement of Hopetown’s plan states:
School contact information
The collective purpose of the Hopetown School
community is to ensure that every student
becomes a successful learner, a confident and
creative individual and an active, informed
citizen.
Hopetown SSP 177 Pollock Ave, WYONG 2259
The School Plan’s three directions for 2015 –
2017 are:
School Code: 5755
Mail: P.O. Box 805, WYONG 2259
Phone: 43532522 Fax: 43512381
Email: hopetown-s.school@det.nsw.edu.au
Website: www.hopetown-s.schools.nsw.edu.au

Empathic,
individuals.

Students and staff are leaders of their
learning.
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:

A community of socially responsible
citizens.
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
resilient,
motivated
12