School plan 2018-2020 - John Hunter Hospital School 5558 - AWS
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School plan 2018-2020 John Hunter Hospital School 5558 Page 1 of 5 John Hunter Hospital School 5558 (2018-2020) Printed on: 13 April, 2018
School background 2018–2020
School vision statement School context School planning process
John Hunter Hospital School (JHHS) is committed to JHHS is a Kindergarten to Year 12 school operating within During Term 3 and Term 4 in 2017, across the school,
providing an inclusive, stimulating and holistic environment the John Hunter Children's Hospital. (JHCH) a review process was undertaken, of current practices, and
enabling students, in exceptional circumstances, to JHHS provides educational support to hospitalised evidence collected and collated. The school sought the
maintain educational continuity. JHHS strives to provide a students, from all educational systems. Our school focuses opinions of parents, high school and primary school
quality and future focussed learning environment on student welfare, encompassing mental health and social students, teachers, SASS staff, nurses, occupational
prioritising the emotional, physical and educational needs and emotional wellbeing, as well as individual academic therapists, speech therapists, dieticians, ward clerks,
of the students. A dynamic educational setting, with achievement. Starlight Captains, nursing unit managers, clinical
negotiated individual learning programs, will empower consultants, doctors and the John Hunter Hospital
students and promote equity and excellence. Assistive technology is used to support all key learning Aboriginal Liaison Officer. The local Aboriginal Education
areas and increase engagement in academic programs. Consultative Group (AECG) engaged with the school plan
and had the opportunity to contribute to the content around
The Hospital School is located in Newcastle, at the John student inclusiveness and curriculum. The evaluation
Hunter Hospital, serving a diverse regional population. process included a review of strengths, opportunities and
Students may have varying lengths of hospital stays and areas for development, across the school, at a time of
some students may have recurring admissions. Students departmental realignment changes, mandatory curriculum
are hospitalised due to illness, trauma, medical procedures change and the introduction of Local Management
and/or psychological disorders. Business Reform.
The total student population per term is approximately 250 As a result, two key strategic directions were identified as a
students. basis for a shared commitment for future development
across the school. These are:
The school maintains a culture which is based upon
continuous improvement and quality service. The school’s • Excellence in educational practices, and
multi–skilled and professional staff continually enhance
• Resilient, confident and empowered students.
student’s educational opportunities. Our school has a
holistic approach to education and works collaboratively The JHHS Plan, 2018–2020, flows from the strategic
with medical staff, paraprofessionals, students, families and directions and sets clear improvement measures. It forms
census schools to maximise student health and education the basis for the school’s improvement and development
outcomes. efforts, for the next three years. Each strategic direction
provides details of the purpose, people and processes, and
JHHS has three permanent teacher positions which products and practices that are to be realised through
includes a principal, a classroom teacher and a dedicated implementation of the plan.
ward teacher. Additionally, the school has one SLSO, one
part time SAO and a SAM.
Page 2 of 5 John Hunter Hospital School 5558 (2018-2020) Printed on: 13 April, 2018School strategic directions 2018–2020
STRATEGIC STRATEGIC
DIRECTION 1 DIRECTION 2
Excellence in Pedagogical Resilient, confident and
Practices. empowered learners.
Purpose: Purpose:
To provide continuity of learning through research based and quality pedagogy, tailored to To create and impelment a high quality stratagem, which supports the wellbeing of students
the individual and driven by high expectation relationships. and their families, through meaningful connections, mindfulness practices, a growth mindset
and celebrating cultural diversity.
Page 3 of 5 John Hunter Hospital School 5558 (2018-2020) Printed on: 13 April, 2018Strategic Direction 1: Excellence in Pedagogical Practices.
Purpose People Processes Practices and Products
To provide continuity of learning through Students Evidence Based Pedagogy Practices
research based and quality pedagogy,
tailored to the individual and driven by high Students are flexible thinkers and problem Build staff capacity through professional All staff use a common language of
expectation relationships. solvers who can transfer learning skills learning to evaluate current pedagogy then pedagogy and practice.
across key learning areas. construct and implement a contextually
Improvement Measures appropriate future focused pedagogy. All students are actively engaged in
Staff individualised learning programs and use
100% of long term and recurrent students Learning Continuity Teachers expertly them to achieve their learning goals.
have high expectations SMART goals in • Staff strengthen and maintain a implement systems/policies which ensure
literacy and numeracy, regularly reviewed common understanding of pedagogical continuity of learning. Products
and providing continuity of learning. systems to develop an innovative
school structure. • Clear procedural flowchart developed All long term or recurrent students have
Classroom observations and data are and tested to refine current practices. 3 quality constructed and evaluated
reflective of context specific future focussed • Staff role model and build high Individual SMART Learning Goals.
practices and pillars of the school. expectation relationships with students • Streamlined assessment and reporting
and community. procedures. All students show evidence of growth with
improved educational outcomes.
• Clear assessment and reporting • Transition statements.
procedures will be implemented by staff.
• Shared communication through student Future focused practice / pillars of our
• Collaborative consultation and ongoing administration EBS. (student profile, school reflected in staff PDPs.
liaison support with census school. return to school plan, student reports)
Community Partners • Updated curriculum knowledge, to
develop appropriate learning goals for
Admission protocol flowchart developed recurrent and long term students.
and expertly communicated to
• Utilise community links and resources to
Multi Disciplinary Care Teams, within the
build foundation of where to next in the
hospital.
transition of students in and out of the
hospital school.
Parents/Carers
Evaluation Plan
Parents are an equal partner in the • Regular review of new practices.
establishment of SMART goals. Open and
honest communication, with parents/carers, • Monitoring of learning goals that
is the key to success for the student. demonstrates an understanding of the
pedagogical statement of practice.
• Analysis against the School Excellence
Framework.
• Classroom observations & parent/carer
interviews.
• In–school student reading records.
Page 4 of 5 John Hunter Hospital School 5558 (2018-2020) Printed on: 13 April, 2018Strategic Direction 2: Resilient, confident and empowered learners.
Purpose People Processes Practices and Products
To create and impelment a high quality Students Wellbeing Practices
stratagem, which supports the wellbeing of
students and their families, through • Students will feel connected to their Teachers implement a high quality Staff review and refine each term "Getting
meaningful connections, mindfulness learning environment and engaged in a stratagem through professional learning to know You" sheets to support student
practices, a growth mindset and celebrating wellbeing curriculum. and the development of a context specific connection to their optimal learning
cultural diversity. wellbeing framework. environment.
• Students collaboratively identify key
teacher responsible for learning and Students participate in daily classroom
Improvement Measures Community Links
wellbeing support. mindfulness practices and appreciate the
Student data shows growth in meaningful Staff utilise community links to enhance application in different settings.
Staff
connections and resilience strategies. wellbeing curriculum.
Staff critically engage in ongoing
• Meaningful connections established
Classroom practice utilises wellbeing Evaluation Plan professional readings and online learning.
with students and families.
framework.
• Establish a welcoming environment • Student/community surveys. Products
Staff feedback reflects they feel valued and (space and staff) that acknowledges
supported in their contributions to a positive • School developed wellbeing framework. A toolkit of strategies, to combat stress and
and values cultural diversity.
school culture and future focussed • Student interviews. anxiety, is developed to empower students
pedagogy practices. • Staff are experts in the specialised to be resilient and confident.
settings in which they work, have high • Focus groups.
levels of confidence in their practices Staff demonstrate, through PDPs,
and are eager to engage in professional confidence in wellbeing strategies and
learning to improve their current area of practices, encompassing a growth mindset.
expertise.
A wellbeing framework, incorporating
• A high priority is placed on ongoing
culturally diverse perspectives, is reflected
professional learning of all staff and on
in teaching and learning programs.
the development of a school wide,
self–reflective culture, focussed on
Ongoing school evaluations reflect a
improving classroom practice and
collaborative and supportive workplace,
Community Partners committed to a positive culture of
continuous learning, by individuals and
The school identifies potential community teams.
partners on the basis of their capacity to
contribute to improve student achievement
and/or wellbeing.
Leaders
Coordinated approach, staff leadership and
expertise.
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