Barrett Adolescent Centre Special School
Queensland State School Reporting
2014 School Annual Report
/ Postal address / PO Box 3225 Yeronga 4104Phone / (07) 3848 5985
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Email /
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 / ACTIONS / COMMENTSImproved Outcomes in Reading, Writing and Numeracy / Whole School Essential Skills in Numeracy and Literacy.
Deliver Cert 1 in Core Skills for Employment and Training, Communication and Numeracy.
Identify gaps in learning through Torch Test and Math Competency. / All students engaged on three mornings a week.
Select students worked independently.
School investigated other assessment tools to identify gaps. Further investigation in 2015.
Student General Health and Wellbeing / New position of Statewide Mental Health Nurse.
Social Welfare Officer.
Continued focus on student social and emotional wellbeing and healthy living areas. / Only funded for first six months. .
Funded for next six months. Will need to be retained into 2015 - funding from school and GRG.
School maintained a positive supportive culture and offered Smart Moves, Sun Smart, Living Skills, Home Economics and Horticulture.
Differentiated Learning / Continued development of Personal Education Plans.
Involvement in Living Skills Program and Community Access on individual needs basis.
Develop productive partnerships with students, parents, professionals and community. / All students had a Plan that was regularly reviewed and changed.
These programs were offered by staff and specialists. .
Contact with these partners was maintained throughout the year and became a core part of the school’s activity.
Consult around Statewide Educational Model of Service for students with Mental Health Needs. / 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 glanceSchool Profile
Coeducational or single sex: Coeducational
Year levels offered in 2014: Year 7 - Year 12
Total student enrolments for this school:
Total / Girls / Boys / Enrolment Continuity(Feb – Nov)
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 andgaining acceptance for themselves as individuals.
School Disciplinary Absences
Disciplinary Absences / Count of Incidents2012 / 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 measurePercentage 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
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
Performance measure
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%
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) / 100% / 100%
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’skitchen 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 profileStaff composition, including Indigenous staff
2014 Workforce Composition / Teaching Staff* / Non-teaching Staff / Indigenous StaffHeadcounts / 7 / 7 / 0
Full-time equivalents / 5 / 3 / 0
Qualification of all teachers
*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 / 2014Staff 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
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 studentsKey student outcomes
Student attendance / 2012 / 2013 / 2014The 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 / Year 4 / Year 5 / Year 6 / Year 7 / Year 8 / Year 9 / Year 10 / Year 11 / Year 12
2012 / DW / 100% / 100%
2013 / 100% / 100% / 100%
2014 / 100% / 100%
DW = Data withheld to ensure confidentiality.
Student attendance distribution
The proportions of students by attendance range.
*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 SMS-PR-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.