Jacana School for Autism currently caters for 224 students and is located off the Western Ring Road close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library. The school commenced operation in January 2013 as a specialist school that exclusively addresses the educational and social needs of students with an autism spectrum disorder. Many students also present with a range of associated disabilities and conditions. Students are aged between 5 and 18 years and travel to the school from a wide geographical area.

The site has a range of well-maintained, secure and engaging playgrounds. Students also access local parks, playgrounds and indoor play centres under staff supervision. Facilities include a multipurpose room, occupational therapy rooms, visual arts room, music room and two student kitchens.

The school is divided into 3 sub schools Primary, Middle and Secondary each is led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by combination of teachers and teacher aides. Teachers and teacher aides work in partnership for the benefit of the students. Teachers are responsible for the development, delivery and evaluation of all classroom activities and individual student programs while maintaining an autism friendly classroom.

The school employs two Teaching and Learning Coaches who support the effective implementation of ASD practice and Positive Behaviour Support across the school. Specialist programs include Health & Physical Education; The Arts (Visual and Music); The Technologies (Food Technology and Design), and are provided across the school. A therapy team of speech pathologists, occupational therapists and an educational psychologist supports the work of the classroom team. Jacana School for Autism currently has 3.0 principal class, 7.2 EFT leading teachers, 41 EFT teacher class staff, 50 EFT education support staff, 4 EFT speech pathologists, 3.0 EFT occupational therapists and 0.4 social worker.

Jacana School for Autism has an administration team of 4.8 which supports the day to - day running of the school, and a maintenance staff member who ensures that the grounds and buildings are well maintained.

Staff are encouraged to belong to professional network groups. Close relationships have been developed between network schools and nearby mainstream schools into which our students are integrated.

ENROLMENT

Students who attend Jacana School for Autism must meet the Program for Students with Disabilities (PSD) eligibility criteria for autism, as determined by the Department of Education and Early Childhood. Once eligibility has been established and the Department has approved students applications for PSD funding, enrolment may proceed.

The effects of autism vary on each individual student's day-to-day learning, communication and behaviour. The impairment may range from mild to severe. Students may or may not have an intellectual disability which also impacts on their learni

SCHOOL VISION

Jacana School for Autism fosters resilience and lifelong learning, enabling students to be active participants in family and community life.

PURPOSE

The school continually implements highly customised teaching and learning programs to ensure all students access an inclusive curriculum using evidence informed practice in a safe and supportive environment. Students are supported by a committed professional multi-disciplinary team, focused on recognising and developing individual personal and educational potential

PEDAGOGICAL PHILOSOPHY

Jacana School for Autism believes that to succeed in the world, students need to develop the capacity to:

• Manage themselves as individuals and in their relations to others.
• Understand the world in which they live, and act effectively in their wider community

Jacana School for Autism provides:

• A curriculum that supports the individual needs of students, using specific teaching strategies that cater to students on the Autism Spectrum.
• Personalised Learning Plans to cater for specific learning needs and styles, focusing on communication, social /interpersonal skills, personal learning and academic skills.
• A safe and secure environment that enhances students self-esteem and respects students dignity.
• School wide implementation of the Positive Behaviour Support program.
• Regular participation in the wider community.

Jacana School for Autism includes:

• Individual and small group instruction.
• Speech therapy consultation.
• Occupational therapy consultation.
• Psychology consultation.
• Programs that are informed by current research and evidence based practice.

CURRICULUM

The JSA curriculum:

• Reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education.
• Supports inclusive education and the rights of every student to participate in, or have access to, the full range of programs and services offered by the education system on the same basis as their non-disabled peers.
• Provides an inclusive curriculum so teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology. JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including:
• Advance program
• Senior secondary programs Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools. Teachers are trained in autism specific pedagogy and work in accordance with the school based ASD specific PoLT document. Both the curriculum and teacher practice are informed by current research and are evidence based. STUDENT PROGRESS To assess student progress, JSA uses an integrated approach to assessment across a number of learning areas. In assessing students, teachers will:
• Collect a variety of evidence through using a range of strategies.
• Consider alternative or authentic ways in which students can demonstrate achievement based on the goals developed in their PLSP. The Abilities Based Learning and Education Support (ABLES) programis completed for all students during Semester 1 and Semester 2 of each year. ABLES is used to describe skills and abilities that teachers have observed in everyday school and classroom contexts, and during interactions with other students; moderation is completed to support the accuracy of the assessments. Termly Student Support Group (SSG) meetings provide an important focus for reporting to parents. Each semester, student reports share student learning progress with parents, identify the areas of strength, and outline areas for improvement in future learning. PROFESSIONAL LEARNING Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. All teachers participate in a comprehensive program of professional learning, and a suite of implementation supports. They attend weekly Professional Learning Communities and Professional Practice sessions. PLC instructional leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes. COMMUNITY ENGAGEMENT Jacana School for Autism offers regular Community Learning Hub (CLH) meetings. At these meetings the community are provided with opportunities to attend presentations by members of staff as well as informally socialise. Parents/carers are encouraged to join the volunteer program as well as to participate in the parent/carer led Fundraising Committee (FRC). The home/school partnership is highly valued by everyone in the JSA community.

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Role The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support.

The Mental Health in Primary Schools initiative is being expanded to every government and low-fee non-government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing.

The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mentalhealth and wellbeing needs.

Participating schools receive funding to employ a Mental Health and Wellbeing Leader, a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community.

The role of the Mental Health and Wellbeing Leader is to:

• build capability of the whole school with regard to mental health and wellbeing (identification . click apply for full job details