Elouera Special School

Annual Report 2005

Emily Harris, Principal

 The Elouera Special School continues to flourish with 2005 being one of its busiest ever. We have seen the largest intake of students in one year ever in the history of the school with six new enrolments in 2005. I am quite sure that this is largely due to a developing reputation regarding the excellent facilities and quality education we can provide to children with disabilities. Elouera has welcomed the following students: 

• Samuel Hardy
• Daniel Alaban
• Amanda Altmann
• Amanda Thompson
• Brenden Jackson
• Lucy Smith

Unfortunately due to distance and transport issues we have lost Sam Hardy who has now enrolled at Belhaven Special School. We wish Sam all the best in his future education. We also farewelled Jessie Worldon who continued his schooling at the Cootamundra Public School and on all reports is doing very well. I am also encouraged for next year as we already have one new enrolment, as well as interest from another two families. 

This year the Elouera Association employed Mrs Sue Bradley as a third teacher at the Elouera Special School and classes were divided into three. I congratulate Sue’s efforts throughout the year and have been highly impressed with her ability to take what seems to be a difficult task and make it seem easy. Sue has developed a great relationship with her students. Many students do not adapt to change very easily, however I feel the transition has been very smooth for most. Sue has managed to grasp the concepts behind ‘Life Skills’ curriculum and use her mainstream experience to successfully introduce new programs to her classroom. 

Our other two classrooms have also benefited from the changes. Each classroom has established staff that the students know, understand and respect. The children are matched closely in ability as possible enabling the teacher to run both individual and whole class programs with success. Well done to all the Elouera Team. 

We have had a number of new Work and the Community Programs happening throughout 2005. This has included a very successful Work Placement/Experience for Daniel Steinhardt and Luke Sing. Daniel completed a terms work experience with Moore Ford and they were so pleased with his abilities that they asked him to continue in a work placement position for the remainder of the year. Luke Sing has also been working out at the Elouera Recycling throughout the year and is doing very well. As well as these individuals, the school has been working closely with the Cootamundra TAFE and all students have participated in various courses run both at the school and at TAFE. We would like to see this development of vocational courses continue for all students throughout future years. 

On a very happy note it has just been announced that we have been successful in our application for a $3500 Grant from the Commonwealth Bank to run a Financial Literacy Program. Well done to Sue Bradley who developed the program and submitted it to the authorities. Only 100 schools within the state received this Grant and considering the number of schools in NSW, many much larger than ours, this is a wonderful achievement. Well-done Sue. 

Finally, thank you to all parents, volunteers, Board members, Elouera staff and other stakeholders who have worked to make the Elouera Special School the wonderful service that it is today. I feel 2005 has definitely been one of our most successful years and we should see this trend continue as we grow and grow. As many people are aware I will not be able to see much of 2006 and I wish all those involved in the school next year good luck and am looking forward to returning hopefully sooner rather than later.

THANKYOU

Emily Harris

PRINCIPAL

ELOUERA SPECIAL SCHOOL.

ANNUAL REPORT , 2005

 TEACHER STANDARDS.

 In February, 2005 Elouera Special School had an enrolment of 17. The school and students were then arranged into three classes. A third teacher was appointed to take the Life Skills Program Years 7 to 11. Each class was appointed a Teachers Aide – two being full time and one part time.

 Staff qualifications are as follows:

 Blue Class:

Principal / Teacher: Emily Harris – Bachelor of Arts/Diploma of Education.

– Special Education Minor.

Teacher’s Aide:  Nancy Doubleday – Teachers Aide Special.

Yellow Class:  

Teacher : Elizabeth Verri – Bachelor of Education – General Primary.

Teacher’s Aide: Julie Young (For part of the year in an acting capacity) – Cert IV Workplace Training and Assessment       .

Green Class:

 Teacher: Susan Bradley – Diploma in Teaching – General Primary.

Teacher’s Aides: Jenny Roberts – Teachers Aide Special.

ELOUERA SPECIAL SCHOOL

SCHOOL DETERMINED IMPROVEMENT TARGETS

2005 Goals (Achievement of)

 The Elouera Special School has been able to reach a number of its goals for 2005. The most important of those has been the increase in student numbers from 14 to 18. This has enabled us to employ a new teacher however as yet have not been able to employ teacher’s aides or increase current hours.

 We have also managed to better utilise the Harold Brady Building with one of the new classes being moved to the new building thereby using the AV room and library. We have also purchased new computers, which all students have utilised throughout the year along with some new reading books.  

Finally, our child protection policies have been updated although can use further information. Professional Development has been provided for the school principal who has been able to bring that knowledge back to the staff. As yet the remainder of the staff have not yet had an in-service to update their understanding of the new child protection legislation and issues.

 During 2006 the school’s goals for improvements are : 

1. Financial Literacy Program: during 2005 the school won  a Commonwealth Bank Financial Literacy Grant. Green Class students were successfully challenged with a program developing  real life skills with money. The goal for this year was to develop a similar program for the students in Blue Class to enter in this year’s round of grant offers.

2. Policy Development: The goals in this area this year are to review and develop four school policies – Discipline, Grievance, Evacuation Procedure and Child Protection policies. These policies will be reviewed in staff and aides meetings and changes passed on to the parent of the school. A goal for this year in this area is to provide Volunteers with an understanding of policies in the school.

3. Programming and Assessment: The goal for this year will be to ensure reporting occurs twice yearly in terms two and four. Parents will be invited to interview in term one and four as formative and summative assessments are developed by teaching staff.

4. Computer Upgrades: Our goal in this area is to update and improve the computer network system in the whole school. This will include computer access in all three classrooms, Office and Library. These computers will be linked to the Internet throughout the upgrading process.

5. Playground Safety: The sand pit and soft fall will be replaced in the playground. Fixed equipment will be checked for safety updates and possible removal.

6. Increase student numbers/Maintain staffing:  This remains a goal from 2004. Increased media attention to events in the school is a priority where student achievements are highlighted. Adding to the School’s website information may help in attracting new students. Increasing student numbers will stabilise the three teachers’ positions and be a benefit to student/staff ratios.

 
SUMMARY OF STUDENT WELFARE POLICIES

 School Principles

 The school believes students with moderate to severe intellectual disabilities are entitled to an education. This school believes education involves learning to live and function in a variety of environments across the broad areas of this school’s curriculum independent living / personal, leisure and recreation, vocational skills, all incorporated into the key learning areas.

 All students have the capacity to learn and develop, regardless of their disabilities. Therefore, students should receive an education that respects personal privacy, promotes individual rights and dignity, allows personal choice and enhances the student’s sense of worth and dignity.

  Each student learns and develops through the provision of appropriate educational services, experiences and environments necessary to their physical, social and emotional needs, within the boundaries of personal safety. Students require an activities-based curriculum, which is age appropriate and functional, to broaden the individual’s opportunities and options for a personally satisfying and valued lifestyle. Each student requires an Individual Education Program in accordance with identified needs and educational objectives. The school’s approach involves the liason with a variety of support services and resources to enhance the quality of each student’s life within their community.

 School Aims

 Through its student Welfare program the school aims to develop and maintain

·        a unified school community embracing all students, staff and parents,

·        a sense of enjoyment and satisfaction in belonging to the school

·        a feeling of dignity and worth and self respect for each student

·        an environment where all students  will experience success,

·        the student’s sense of personal and social responsibility for their own actions and decisions,

·        a caring attitude towards others,

·        that our students be accepted as valued members of their chosen community.

Preventative Measures Objectives.

 Teachers and aides take specific action in the normal course of their duties to enhance and protect the welfare of all students.

Such action is designed to

• maintain  a school and classroom climate conducive to learning,
• ensure a safe and secure environment where basic needs are met,
• encourage appropriate forms of behaviour,
• protect students from harm.

 These objectives are more likely to be achieved when those who teach, advise and counsel students: 

• provide interesting and appropriate learning programs,
• model and reinforce the qualities and values which the school aims to develop and foster,
• listen with empathy to the cares and concerns of all students, parents and care givers,
• respond to questions and provide information and guidance where necessary,
• offer students genuine opportunities for choice and participation in decision making,
• establish a firm code of behaviour,
• caution students for the sake of their own safety,
• provide appropriate physical management and behaviour management strategies where necessary,
• provide an atmosphere where students feel secure.

 In summary.

 Parents and families have the prime responsibility for the welfare of their children. The general community shares the responsibility for the welfare of young people. The NSW Department of Education and Training, The Association of Independent Schools and other community groups support the parents and care givers. Schools, as part of the community, have a role in student welfare. The Principal is responsible to ensure that the program for each child is developed, implemented and evaluated.

ELOUERA SPECIAL SCHOOL ENROLMENT POLICY

 The Elouera Special School is registered with the Board of Studies as a ‘School of a Prescribed Kind’ as defined in the board of Studies Manual for Registration and Accreditation of Individual Non-Government School in NSW, 2000. The school has been recognised as a school for children with an intellectual disability. To be eligible for enrolment a student must be assessed as having a moderate to severe intellectual disability.

 In some cases the Principal may accept an enrolment without an assessment if they feel that the school may be able to meet the educational needs of the student, or if the parent / caregiver is willing to have an intellectual assessment done as soon as possible. In both cases the enrolment is accepted on a trial basis only. The trial is a period of time from the commencement of enrolment during which the Principal will assess the student as to whether their educational needs can be met by the curriculum of the school. In this time an intellectual assessment will be arranged by the parents/caregivers who will helped by the Principal and other support services if necessary.

 If, at the end of the trial period, there remains some concerns about the eligibility of the student, or whether the school can provide an appropriate education to match the needs of the student, discussions will be held between the Principal, parents/caregivers and other relevant professionals. At those discussions the Principal will highlight the concerns about the enrolment of the student.

 Where the recommendation by the Principal, in conjunction with the Elouera Association (Inc) General Manager, is that the student does not meet the eligibility requirements of the school, or that the school cannot provide an education that meets the needs of the student, the enrolment will be terminated.

ELOUERA SPECIAL SCHOOL

GRIEVANCE POLICY

 Elouera Association (Inc) and Elouera Special School recognises the need for a mechanism through which staff, students, employees, service users, members or customers can seek discussion and resolution to their concerns. The grievance policy and procedures has been designed to meet this need and thus ensure that concerns are dealt with fairly and effectively.

 Policy

 Any person has the right to raise grievances and issues of concern in respect with their dealings with the Elouera Association (Inc) or the Elouera Special School. 

• Grievances should be expressed  and addressed in a non-threatening manner and without fear of retribution.

• Any person with a grievance will not be subjected to any reprisal as a result of the registration of their concern. This includes obvious and subtle or implied reprisals.

• Staff, students, employees, service users, members and customers have the right to raise their grievances at a number of levels of the organisation.

• Grievances should however be addressed and where possible be resolved at the point of conflict or as low a level in the organization as is possible.

• Any person has the right to have an advocate present at any time.

• However the advocate needs to act in a capacity of an advocate assisting the person with the complaint. The advocate needs to ensure they are representing the individual’s views and not their own.

 This policy is publicised and made freely available to anyone requesting it or asking to make a complaint.

 A copy of this policy and procedure will be made available upon raising a grievance.  Appropriate support and training will be provided for service user to increase awareness of their rights and responsibilities in raising grievances.

ELOUERA SPECIAL SCHOOL

Discipline policy

 Aim

 For any kind of ordered and continuous social life some rules of conduct must be adopted, whether formally or informally. In teaching, good discipline is essential and without this sound teacher-student relationships, sensible and satisfactory teaching is impossible. Our aim is self discipline and the capacity of self control. We aim for independence enabling individuals to become someone who can be trusted to do the right, sensible and decent thing entirely on their own responsibility.

 Inappropriate school behaviours.

·        fighting with /punching other students,

·        swearing within and outside school boundaries,

·        taking other’s property

·        mistreatment of school and other’s property

·        spitting

·        back answering and verbal abuse to staff and students

·        leaving class/ school activity/grounds without permission

  Consequences of inappropriate school behaviour

 ·        warning and reprimand by staff

·        student taken to Principal’s office. If a refusal to obey occurs  staff member asks for help.

·        behaviour is discussed and if necessary withdrawal of privileges occurs.

·        parents are called if behaviour is repeated

·        if behaviours are repeated suspension will occur

·        if behaviour is repeated upon return to school the same process is followed

·        expulsion may occur based on the Principal’s recommendation with the General Manager’s agreement.

·        the Elouera Special School does not permit any corporal punishment of students attending the school.

ELOUERA SPECIAL SCHOOL

PERFORMANCE IN STATE WIDE TESTS AND EXAMINATIONS.

 Elouera Special School students have been exempted from State wide tests and examinations because of their moderate to severe disabilities.

 These decisions have been made with parent agreement and support.

 ELOUERA SPECIAL SCHOOL

RETENTION RATES IN SECONDARY SCHOOL.

 The above table shows year levels for students in the Secondary section of the school this year and last year.

 Most children attend Elouera Special School until Year 12.

Elouera Special School

 Special Purpose Financial Report

For the Year Ended 31 December 2005

Prepared By

Hunt & McTavish

Cootamundra NSW

Telephone (02)6942 4932

A copy of the financial statements for the year 2005 can be requested by calling our General Manager Allan Young on (02)6942 6586 and these will be forwarded to you at no cost. 

 Site designed by ASB Alpine at no cost to the Elouera Association (Inc)