Mosman Park School for Deaf Children

Transcription

1 Mosman Park School for Deaf Children Annual Report 2015 School Profile Opening doors to success Mosman Park School for Deaf Children continues to provide a uniquely specialized education for deaf children. Our bilingual, bicultural learning environment allows all deaf children; whether primarily oral, totally signing or anywhere in between, to thrive at school. Students are immersed in an inclusive educational setting where deafness is celebrated. Being deaf is not seen as a disability and by working closely with our Deaf Role Models; students learn to be proud of their deaf identity and culture. Our expert team of Teachers of the Deaf, Auslan EAs, Interpreters, School Psychologists and Deaf Role Models are experienced at developing individual educational plans to target specific learning needs of each child. We have an intense focus on language and mathematical development and provide all necessary support for our children to be successful. Mosman Park School for Deaf Children shares a campus with Mosman Park Primary School and both schools work side by side to create true inclusivity between Deaf and hearing cultures. Auslan is taught to the hearing students of Mosman Park Primary School, and with this common language, the children are able to work and play together throughout the school day. Auslan: Australian Sign Language Maximising access for all Our greatest school focus is language development. As the first language for most of our children is Auslan (Australian Sign Language), all students in both the primary and deaf schools are taught Auslan. This allows total Auslan immersion for those who require it and provides the benefits of a bilingual education for others. The common language of Auslan breaks down language barriers and this allows our students full access to academic, social and emotional development. The senior Deaf students are engaged in Auslan classes twice a week which are run by the Deaf Role Models. This is a time for explicit teaching of language and culture which assists the children in developing a true sense selfworth and identity. Breaking down barriers for deaf and hard of hearing children.

2 Speech and Language Success is led by the power of communication Effective communication is the key to success in all areas of life; building social, emotional and academic growth. To promote optimum communication development for our children, we have several measures in place. These include: Dedicated literacy blocks every morning in small classes. Individual speech lessons. Individual education plans which target each child s specific needs. Total immersion in oral and Auslan education. High expectations for all deaf children. Student Profile Every child is important In 2015 Mosman Park School for Deaf Children again operated two classes with students from year one to six. The junior class had five students and the senior class had seven students. These students were involved in intensive language and maths development during the morning and attended mainstream classes for the afternoons. Four students attended mainstream classes full time with support from the deaf school. One student remained in the deaf school full time. Some of our students come to us from a Deaf family background which often means they have a solid base of Auslan as their first language. Others come from a hearing family background which can mean they come to Mosman Park to build and develop their first language. Some students are primarily oral and this is developed further at school. Our students come from across the metropolitan area, utilizing school bus services.

3 Student Attendance Every day counts Attendance is a high priority at Mosman Park School for Deaf Children. It is acknowledged that our students will have a higher than usual rate of absence due to medical appointments etc., however learning time at school is precious so students and parents are encouraged to ensure maximum possible attendance rates for each child. In 2015 a new attendance policy was developed which included incentives for students to improve their attendance. Parents were also encouraged to notify the school, explaining the reason for their child s absence. Primary Attendance Rates Attendance Rate School WA Public Schools % 92.6% % 92.1% Higher attendance helps reach higher achievement % 92.7% Despite families taking extended holidays during the school term and one student showing chronic absenteeism, it is pleasing to note a slight increase of 1% in overall attendance from the previous year. Seven students increased their individual attendance by between 1% and 10% from the previous year and unauthorised absences decreased by 10% from Family Connections It takes a village to raise a child Mosman Park School for Deaf Children employs a team approach to ensure all of our students needs are being met. Within this team we greatly value the input of our families and encourage open communication. As well as offering access through MessageU, phone calls, s and face to face meetings, the school established a private MPSDC Facebook group which can be accessed by families. This has proven to be a popular way to share information and photos, giving families immediate updates on their child s activities and achievements. In 2015 the school also developed its own web page which can be accessed at

4 School Council Working to ensure continual improvement In semester two of 2015, the inaugural school council was established for Mosman Park School for Deaf Children. It is comprised of parents, community members and staff members. In 2015 the council members were: Parents: Wendy and Jason Turner Natalie Kilmartin Community Members: Drisana LevitskeGray Deaf Rights Advocate Alison Robb Principal Mosman Park Primary School Staff: Therese Roberston Deaf Role Model Deb Ripley Auslan EA Monique Smith Principal The school council has been able to approve the school budget, our new attendance and behaviour policies as well as our Operational and Strategic plans for The school council meets every term and in 2016 will be looking at ways to fund raise for the next school camp. Technology Empowering children to face the future In 2015 the school purchased a number of new ipads so we now have enough for each child. We also purchased a Mac Book and charging/docking station to enable simple updating and syncing of all ipads. All staff have attended PL to up skill them on the use of ipads in the classroom to ensure children are equipped to use technology with confidence and competence.

5 Staff Profile Teaching lifelong learning by example In 2015 Mosman Park School for Deaf Children, Monique Smith was appointed as the new principal. We also welcomed Dennis Ong on board as the teacher for our junior class and Natasha Ravlich came to work for us as a Deaf Role Model. No FTE AB'L Administration Staff Principals Total Administration Staff Teaching Staff Other Teaching Staff Total Teaching Staff School Support Staff Clerical / Administrative Other NonTeaching Staff Total School Support Staff Total The staff at MPSDC are constantly working towards improvement and were engaged in regular professional development. This included: Seven Steps to Writing Success Auslan Assessment Tool Team Teacher training Using ipads in the classroom istar Mathematics Whole School Literacy Blocks Teaching Traumatised Children Team building York Assessment of Reading for Comprehension PATHS Promoting Alternative Thinking Strategies

6 Student Outcomes Celebrating every step forward Each of our students is on an individual educational plan which means every child has their own specific goals they are working towards. Obviously we are concerned that every child reach their potential academically so this is at the forefront of each child s plan. For some of our children however, they need to develop their behavioural and interpersonal skills before they can fully focus on academic development. Two students had been identified with major behavioural issues and demonstrated severe disengagement from the school. Services from the Primary Behaviour Centre had been employed in 2014 for one of these students, continuing into These students were both given intensive shadowing with Deaf Role Models. The focus of this time was to develop the children s language skills, problems solving strategies, understanding of daily routines and reengage the students with their education. It was pleasing to note that during the year, the behaviour of both students improved dramatically with a severe decrease in the occurrence of negative behaviours. By the end of term one, the services of the Primary Behaviour Centre was no longer needed. By the end of the year, both students were engaged, working well within the school routines and no longer considered to be behavioural risks. Eight of our students attempted NAPLAN in Most students achieved results well below the national average, however, one student achieved at or above the national average in all areas except writing. Dedicated literacy and numeracy blocks have been structured in 2015 to address the academic needs of our children and to improve their overall language and mathematics skills. The Learning Environment Inclusive education for whole development Our bilingual/bicultural learning environment assists students in developing their emotional, social and physical skills. Deaf students join with the mainstream students every lunch and

7 recess, then attend afternoon lessons in mainstream classes. In 2015 our students continued to join their mainstream peers for activities including: Sports lessons Athletics carnivals Swimming carnivals School assemblies Excursions and incursions ICT lessons Graduation Highlights of 2015 Our School s A Star Mosman Park School for Deaf Children entered the Channel Seven competition, Our School s A Star. Students created a video which showcased the benefits of a bilingual/bicultural education. Whilst we did not win, the entry gained the school an invitation to participate in a live feed of the Channel Seven weather report with Angela Tsun. Students from MPPS joined us on this special evening. International Deafblind visitors The school also appeared on the ABC News after the UK deafblind teenage troupe GOT2ACT came to the school to present their play about Helen Keller. The children were enthralled with this inspiring performance, which exposed the children of both MPSDC and MPPS to another form of communication, tactile signing.

8 Deaf School Camp 2015 saw the inaugural Deaf School Camp held at Fairbridge Village. It was an incredible experience for all students as they were immersed in their Deaf language and culture 24 hours a day. Besides the typical camp experiences which teach resilience, team work, problem solving and social skills, the presence of our Deaf Role Models gave the children a unique opportunity to learn about their Deaf culture outside of the school setting. The School Council is aware of the value of this time together and has approved another camp for 2016.

9 School Finances for was the first year operating under the Memorandum of Understanding between MPSDC and MPPS. During the year, the school invested resources into strategies to improve student literacy such as PD for teachers, hands on resources and enough ipads for each child. Funds were also invested into the Inaugural Deaf School Camp. The School Council has agreed that parents will contribute towards the cost of the school camp for 2016 up to an amount of $250. Mosman Park SOTD Financial Summary as at 31 December 2015 Revenue Cash Budget Actual 1 Voluntary Contributions $ $ Charges and Fees $ 2, $ 2, Fees from Facilities Hire $ $ 4 Fundraising/Donations/Sponsorships $ $ Commonwealth Govt Revenues $ $ 6 Other State Govt/Local Govt Revenues $ 4, $ 4, Revenue from Co, Regional Office and Other Schools $ $ Other Revenues $ 2, $ 2, Transfer from Reserve or DGR $ $ 10 Residential Accommodation $ $ 11 Farm Revenue (Ag and Farm Schools only) $ $ 12 Camp School Fees (Camp Schools only) $ $ Total Locally Raised Funds $ 10, $ 9, Opening Balance $ 52, $ 52, Student Centred Funding $ 86, $ 86, Total Cash Funds Available $ 149, $ 148, Total Salary Allocation $ 1,671, $ 1,671, Total Funds Available $ 1,821, $ 1,820, $ Contingencies Revenue Budget vs Actual Budget Actual Transfers from Locally Rai $ 2, Reserves Student Ce $ 86, % Other Govt $ 4, Other $ 2, Other Govt Grants Transfers f $ 5% $ 95, Other 2% Current Year Actual Cash Locally Raised Funds Sources 3% Revenue Source Student Centred Funding 90% Expenditure Budget Actual 1 Administration $ 8, $ 5, Lease Payments $ $ 3 Utilities, Facilities and Maintenance $ 4, $ 2, Buildings, Property and Equipment $ 7, $ 5, Curriculum and Student Services $ 29, $ 20, Professional Development $ 6, $ 6, Transfer to Reserve $ 11, $ 8 Other Expenditure $ 5, $ 5, Payment to CO, Regional Office and Other Schools $ 38, $ 36, Residential Operations $ $ 11 Residential Boarding Fees to CO (Ag Colleges only) $ $ 12 Farm Operations (Ag and Farm Schools only) $ $ 13 Farm Revenue to CO (Ag and Farm Schools only) $ $ 14 Camp School Fees to CO (Camp Schools only) $ $ 15 Unallocated $ 38, $ Total Goods and Services Expenditure $ 149, $ 82, Total Forecast Salary Expenditure $ 1,186, $ 1,186, Total Expenditure $ 1,336, $ 1,269, $ Contingencies Expenditure Budget vs Actual Budget Actual $ Cash Position Expenditure Purpose Cash Position as at: Bank Balance $ 92, Made up of: $ 1 General Fund Balance $ 66, Deductible Gift Funds $ 3 Trust Funds $ 4 Asset Replacement Reserves $ 27, Suspense Accounts $ Cash Advances $ Tax Position $ 1, Total Bank Balance $ 92,576.02