NSW Department of Education & Training
5575
2010 Annual School Report
Cook School
NSW Public Schools – Leading the way
COOK SCHOOL
Our school at a glance
and are ably assisted by a highly qualified and
experienced support staff.
Students
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Cook School provides academic and behaviour
support to students attending mainstream
primary and secondary schools in the Sydney
Region. Intervention programs which operate for
a period of up to four school terms are available
to students from years five to ten to facilitate
engagement with mainstream educational
settings including vocational training. The school
also offers intensive support to students with a
confirmed mental health diagnosis from
kindergarten to year six including an outreach
program. Two special classes offer intensive
academic interventions coupled with social skills
instruction and behaviour support. Program
design and implementation incorporates multiagency involvement for welfare and mental
health service provision.
Significant programs and initiatives
Throughout the year the school has further
invested in a range of programming initiatives
which have included:

Individual Learning Plans addressing
identified student needs in literacy,
numeracy and socialization for a range of
educational settings

Supported reintegration to referring
primary and secondary schools

The incorporation of the “You Can Do It!”
program which places an emphasis on
developing resilience

The utilization of the Social Skills
Improvement Program (SSiS) to develop
focused interventions for social skills
Student achievement in 2010
All Cook School students have worked to achieve
individual targets as set out in their Individual
Learning Plans. These targets are developed
through consensus with referring mainstream
schools as well as students’ families. Students are
encouraged to engage with the curriculum in
ways which will maintain access to future
learning pathways.
Messages
Principal’s message
There have been further exciting changes to the
Cook School landscape during 2010 with the
addition of a school library. We have been
fortunate to have acquired this new learning
space under The Federal government’s Building
the Education Revolution (BER) initiative. Air
conditioning, along with the anticipated provision
of interactive technology, will mean that our
younger students will be able to engage with
expanded teaching and learning programs. A
large sail over our playground equipment will
likewise provide comfort during play times whilst
Staff
Cook School is staffed to run three classes for
students with behaviour difficulties and two
classes for students with confirmed mental
health support needs. All members of our
teaching staff have post graduate qualifications
1
healthy eating programs are supplemented by
produce from our wonderful garden.
2006
2007
2008
2009
2010
Engagement with learning beyond school
continues to be the overarching focus of
programming for our older students who benefit
from a café work skills program as well as close
links with agencies coordinating work
placements.
Male
7
15
28
28
29
Female
6
1
5
3
5
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.
An evaluation of student attendance has revealed
that 78% of students have an attendance rate of
92% or higher.
Student attendance profile
Management of non-attendance
Student non-attendance is managed by
contacting parents or carers initially to check that
there is an awareness of absences and that
written explanations are provided. The school
makes clear to parents and carers its legal
obligations to report to Home School Liaison
Officers (HSLOs) concerns about attendance.
School executive attend meetings to support
improvements in attendance and follow through
with all HSLO recommendations.
Stephen Almond
Principal
P & C and/or School Council message
Providing support networks for parents to
encourage involvement with schools has long
been a priority underpinning program
development at Cook School. Although there is
no Parents and Citizens Association, families and
carers are encouraged to be part of planning and
the celebration of achievements.
Class sizes
Cook School can accommodate five classes of
seven students. There are two classes for
students with diagnosed mental health support
needs catering for students from kindergarten to
year six and three classes for students from years
five to twelve with behaviour difficulties.
Links between families/carers and agencies are
vital to the achievement of learning and welfare
outcomes for students. All staff are skilled in
supporting such links.
Structure of classes
School context
Students are placed into classes in a way that
facilitates the implementation of programs to
meet academic and behaviour support needs
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Post-school destinations
Exit plans are developed for all students by the
Learning Support Team at Cook School and the
student’s referring school. Students and their
families are encouraged at all times to be part of
this important process.
Student enrolment profile
Students are referred to Cook School by schools
within the Sydney Region. Each referral is
presented to a Regional Placement Panel and
placement is made on the basis of a comparison
of individual student needs.
In 2010 post-school destinations have included:
the student’s referring school, other special
education settings, vocational training and
employment.
Successful transition to
appropriate educational settings occurred for
84% of students.
2
Staff information
Date of financial summary:
Income
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
There have been no substantial changes in staff
during 2010.
Staff establishment
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teachers
Teacher of Emotional Disabilities
Teacher of Mild Intellectual Disabilities
Teacher of Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Teacher of ESL
Counsellor
School Administrative & Support Staff
Total
Number
1
30/11/2010
$
45653.90
73013.48
17292.47
26.00
1578.12
110.00
0.00
137673.97
Expenditure
Teaching & learning
2
Key lea rning a rea s
Excurs ions
Extra curricula r dis s ections
2
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
1
6
14
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce.
There are no Indigenous school based staff at
Cook School but there is close cooperation with
Regional Indigenous support staff to effect
holistic support of all students.
22322.54
0.00
1658.10
342.90
1599.53
20978.77
36490.95
18059.69
0.00
12242.60
4899.89
110.00
0.00
118704.97
18969.00
Enter text here
Staff retention
A full copy of the school’s 2010 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.
There have been no substantive staffing changes
in 2010.
School performance 2010
Teacher qualifications
Achievements
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Arts
Cook School is very fortunate to have a specialist
art teacher one day a week. The school continues
to be well represented at exhibitions. There was a
very impressive collection of student work on
display at the White Ribbon Exhibition in Sydney.
Enter text here
Qualifications
Degree or Diploma
Postgraduate
% of staff
100
100
Students continue to enjoy a special music
program which is run by the very talented singersongwriter Allan Caswell. This program is
responsible for some stunning student outcomes
and is made possible by the generosity of
supporters of the Australian Childrens’ Music
Foundation.
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
3
Sport
Sport and leisure programs along with nutrition
and food preparation for good health form a
substantial part of students Individual Learning
Plans.
Academic
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
Cook School provides students with an
opportunity to engage with the curriculum
through the development of Individual Learning
Plans. Engaging students with learning is a
fundamental priority and there is a school-wide
approach to supporting the development of
positive behaviours and social skills through self
reflection. Behaviour management processes
have refined to develop the capacity of students
to successfully reintegrate with mainstream
primary and secondary schools.
Aboriginal education
Aboriginal education programs are an important
part of the holistic approach that is taken to
engaging students in learning. They are
underpinned by maintaining access to support
personnel and community elders. Staff lead
learning by example, showing respect for culture
and encouraging ongoing connections between
students and the Aboriginal community.
Aboriginal support personnel have made a
considerable difference to levels of curriculum
engagement by individual students who have
been considered to be at risk.
Significant programs and initiatives
All students at Cook School engage with the
curriculum through the development and
implementation of Individual Learning Programs.
Whole school initiatives though, underpin and
sustain this engagement. These include:

A close connection with disability
employment services to inform the
development of student exit plans and
secure work experience and work trials
which can lead to apprentiships.

Links with mental health providers to
strengthen the development and
implementation of Individual Learning
Plans

Links with a range of agencies including
Department of Community Services and
Police Citizens Youth Clubs to meet the
welfare needs of students and refine
interventions to improve behaviour and
social skills

A strong partnership with the Australian
Childrens Music Foundation to promote
engagement with the broader curriculum
and
improve
attendance
and
engagement
Multicultural education
A multicultural framework for the design and
implementation of learning tasks forms an
important part of teaching and learning at Cook
School. Each year we celebrate our diversity by
actively taking part in Harmony Day celebrations.
Throughout the year, our teaching and learning is
centered on respect and empathy as a means of
improving
outcomes
which
fall
under
socialization for school and work.
Respect and responsibility
The Cook School community acknowledges at all
times the fundamental importance of valuing
respect and responsibility. Social skills and
understandings of behaviour associated with the
development of respect and responsibility
permeate all teaching and learning programs.
The Cook School mission statement reflects the
values of care and compassion; respect;
responsibility; and doing one’s best.
4

Connected learning
Connected learning technology was made
available to teachers at Cook School in 2010
including the installation of a temporary wireless
access point enabling full utilization of DER
devices. Professional learning has emphasized
the improvement in engagement with learning
that can result from integrating this technology
across the curriculum. Teachers at Cook School
share the view that student academic
engagement will be significantly improved
utilizing this technology.
Improving literacy and numeracy outcomes
through integrating literacy and numeracy
instruction with social skills instruction
emphasizing resilience and perseverance for
students with mental health support needs
across the school.
Key evaluations
It is a requirement for all NSW public schools to
conduct at least two annual evaluations – one
related to educational and management practice
and the other related to curriculum. In 2010 our
school carried out evaluations of social skills
instruction and began teacher professional
learning in the administration and general use of
the Social Skills improvement System (SSiS
Psychorp). The “You Can Do It” program was also
evaluated as a whole school program and found
to be improving student outcomes in behaviour
and social skills development.
Educational and management practice
Cook School functions as a regional support
service for the Sydney Region and is, to some
extent, unique in that it caters for students from
Kindergarten to year twelve.
Consequently
further development of an umbrella process for
managing and improving behaviour across the
whole school has undergone significant
developments. Improvements in this process are
evidenced by teaching staff moving confidently
between the primary and secondary areas of the
school in both playground supervision and
classroom management.
Support staff are
likewise more mobile and effective in all areas of
the school.
Progress on 2010 targets
Target 1
Literacy and Numeracy
All students to meet or exceed stage criteria
outcomes set down in Individual Learning Plans
Meeting the needs of individual students is at the
core of all instruction taking place at the school.
All classes are comprised of students across a
range of stages with specific strengths and needs.
Student achievement is measured in the context
of objectives set out in their Individual Learning
Plans.
Background
An amalgamation of best practice cognitive
behaviour with social skills improvement
programs has benefitted students who have
come to Cook School with histories of engaging in
challenging behaviours. A whole school approach
to
managing
behaviour
supported
by
Individualised
Learning
Plans
and
risk
management plans has produced excellent
student outcomes and successful reintegration
results.
Our achievements include:

Meeting literacy and numeracy targets set
out in Individual Learning Plans which
resulted in the successful reintegration of all
students Kindergarten to year six into
mainstream classes in their local schools.

Preparing secondary students at Cook for
reintegration or commencement of alternate
educational pathways including vocational
pathways by meeting targets in Individual
Learning Plans.
5
Findings and conclusions
Future directions
Evaluations during 2010 revealed that outcomes
are improved when transition and exit plans are
drafted with the support of referring schools at
the commencement of the program at Cook.
Teacher professional learning will focus on the
areas of social skills (SSiS to be used to enrich
social skills programs) and literacy (MULTILIT will
be a focus for improving reading skills.)
Future directions
Staff will undertake training in the development
of social skills programs which accord with the
findings coming from the “Social Skills
improvement
System”
(SSiS).
Teacher
professional learning will also incorporate the
Making Up lost Time in Literacy (MULTILIT)
program.
Curriculum
Success with reintegration has been seen to
depend greatly on student confidence in
meeting curriculum expectations. Improving
literacy and numeracy skills therefore,
remains central to the Cook School program.
Integrating
technology
to
improve
engagement is essential to achieving this so
staff are undertaking to spend time updating
their skills in technology associated with
connected classrooms.
Parent, student, and teacher
satisfaction
Parents know from the time they first visit the
school that their support is vital to their child’s
success at Cook School. Each term student
progress is reviewed at meetings supported by
Student Services personnel and parents are
encouraged
to
discuss
progress
with
representatives from support agencies, classroom
teachers and the schools executive. Additionally
phone contact on a regular basis is encouraged.
Our younger
students each have
a
communication book which goes between home
and school and facilitates daily communication
with families and carers. During 2010 the
communication book and the documentation of
phone calls was reviewed and improvements
made which included documentation processes.
Background
Improving literacy outcomes will remain a large
part of school planning as there is a well known
link between escape motivated behaviour and
difficulties with reading and written expression.
For this reason the MULTILIT program will be
incorporated into Individual Learning Plan
development.
Findings and conclusions
Evaluations conducted in 2010 revealed the
following:


Individual Learning programs will only be
effective if there is adequate input from
all agencies which have knowledge of a
student and this input needs to be
contextualized. Multi-agency meeting are
the most effective way of doing this
Professional learning
Cook School staff continue to access professional
learning which becomes available in the Sydney
region. Targeted areas for 2010 were technology,
literacy and social skills. Interactions with our
community of schools augmented professional
learning at all levels.
Best practice in instructional approaches
will powerfully determine outcomes in
literacy and numeracy by developing
instructional options to accommodate
student’s individual strengths and needs.
6
Our success will be measured by:
School development 2009 – 2011
Long range targets for next year can be found in
the schools Management Plan 2009-2011 which
was developed by staff at Cook School in
consultation with agencies in the community.
Copies of the plan are available at the school.

Students engaging with the Cook School
program and experiencing success in
behaviour levels across the intervention

Students will complete exit plans and engage
with programs at their referring schools as
well as vocational pathways
Targets for 2011
Target 1
All students to achieve targets in literacy and
numeracy set out in their Individual Learning
Plan.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analyzed 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.
Strategies to achieve this target include:

The development of an Individualised
Learning Plan which accords with identified
student strengths and needs

The use of instructional strategies outlined in
programs representing best practice eg.
MULTILIT
School contact information
Cook School
Our success will be measured by:


Rawson Ave Loftus
Increased numbers of students meeting or
exceeding the targets set down in their
Individual Learning Plans
Ph: 85397155
Fax: 85397462
Email: Cook-s.Admin@det.nsw.edu.au
Increases in academic engaged time as
measured by increased attendance as well as
completion of learning tasks in personal
learning plans. Decreased proportion of
students not meeting literacy and numeracy
minimum standards because of unmet
mental health support needs
School Code: 5575
Parents can find out more information about
Annual School Reports, how to interpret
information in the reports and have the
opportunity to provide feedback about these
reports at:
Target 2
http://www.schools.nsw.edu.au/asr
Student engagement, retention and transition
All students to meet or exceed attendance and
transition targets specified in individualised
transition and exit plans.
Strategies to achieve this target

Coordinate multi-agency support for
students before commencing enrolment

Standardize transition plans and negotiate
with referring schools at attendance meeting

Develop living skills programs for students at
risk of not completing reintegration plans
7