About Us
Swan Hill Specialist School has grown from a small special developmental school some years ago to become a larger more diverse specialist school, with growing enrolments (102 students in 2017) and a strong profile in the local Swan Hill community.
Located at the edge of the township in an urban area the school building is modern and attractive, purpose built approximately ten years ago. Recent enhancements under various federal government initiatives have provided a spacious hall and commercial kitchen and an indoor swimming pool.
The school site is large and accommodates a kitchen garden and garden facilities at the rear. Native shrubs and trees surround the school and there are defined secure areas for recreation at break times for the various age groups. Sheltered modern play equipment is available for younger students.
Students come from a wide surrounding rural area with some travelling long distances. A high percentage of students come by subsided bus transport. Students are from a diverse socio-economic background with many families significantly disadvantaged, evidenced by a relatively high Student Family Occupation (SFO) density of 0.83. More boys than girls are enrolled with student’s disabilities ranging from moderate Intellectual Disability (ID) to the majority, who have a mild ID. Many students have a multi disability such as autism or a physical, emotional and behavioural disability. A small percentage of students come from language backgrounds other than English (LOTE) and there are approximately nine students who come from an indigenous background.
There is a supportive School Council and a parent group that assists in fundraising and in many practical ways. There are over 40 staff members nearly equally divided between special teachers and Education Support Staff (ESS), many staff members working at the school on a part time basis. Leadership of the school is by the principal, an assistant principal and two leading teachers who coordinate three sub-schools centred on the early years, middle years and senior school. A multi-disciplinary team of para-professionals including a psychologist and speech and occupational therapist, visit the school to support student wellbeing and programs.
Curriculum is based on the Victorian Curriculum. Senior students undertake Victorian Currculum studies at the appropriate level or are registered in the VCAL or Certificate of Transition Education and capable students additionally undertake VET competency based offerings.
Class sizes are approximately eight to ten students in each room with a teacher and education support staff (ES) member. Specialist programs in art, music and physical education are an integral part of the educational program. Each room has access to kitchen facilities to enable home crafts learning. Classrooms are equipped with modern ICT technology and there is increasing use of personal netbooks and iPads to facilitate engagement in learning.
The school has excellent links with the local community focused on educational opportunities, transition links, recreation and welfare.
Located at the edge of the township in an urban area the school building is modern and attractive, purpose built approximately ten years ago. Recent enhancements under various federal government initiatives have provided a spacious hall and commercial kitchen and an indoor swimming pool.
The school site is large and accommodates a kitchen garden and garden facilities at the rear. Native shrubs and trees surround the school and there are defined secure areas for recreation at break times for the various age groups. Sheltered modern play equipment is available for younger students.
Students come from a wide surrounding rural area with some travelling long distances. A high percentage of students come by subsided bus transport. Students are from a diverse socio-economic background with many families significantly disadvantaged, evidenced by a relatively high Student Family Occupation (SFO) density of 0.83. More boys than girls are enrolled with student’s disabilities ranging from moderate Intellectual Disability (ID) to the majority, who have a mild ID. Many students have a multi disability such as autism or a physical, emotional and behavioural disability. A small percentage of students come from language backgrounds other than English (LOTE) and there are approximately nine students who come from an indigenous background.
There is a supportive School Council and a parent group that assists in fundraising and in many practical ways. There are over 40 staff members nearly equally divided between special teachers and Education Support Staff (ESS), many staff members working at the school on a part time basis. Leadership of the school is by the principal, an assistant principal and two leading teachers who coordinate three sub-schools centred on the early years, middle years and senior school. A multi-disciplinary team of para-professionals including a psychologist and speech and occupational therapist, visit the school to support student wellbeing and programs.
Curriculum is based on the Victorian Curriculum. Senior students undertake Victorian Currculum studies at the appropriate level or are registered in the VCAL or Certificate of Transition Education and capable students additionally undertake VET competency based offerings.
Class sizes are approximately eight to ten students in each room with a teacher and education support staff (ES) member. Specialist programs in art, music and physical education are an integral part of the educational program. Each room has access to kitchen facilities to enable home crafts learning. Classrooms are equipped with modern ICT technology and there is increasing use of personal netbooks and iPads to facilitate engagement in learning.
The school has excellent links with the local community focused on educational opportunities, transition links, recreation and welfare.
