annual school report - canning vale education support centre · attributed to exemplary teaching of...

Canning Vale Education Support Centre Annual Report 2015

Ann

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2015

Independent Public School


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One of the features of all our busy classrooms is that they have an atmosphere of calmness. We have positive voices from adults and responsive, happy students. This hasn’t changed in 2015 and can be attributed to exemplary teaching of students with autism and disabilities and the prevalence of the Applied Behaviour Analysis philosophy with its emphasis on quiet, positive, interesting teaching voices and no lost learning time. Students are familiar with visitors to their classrooms: parents, therapists, staff from other classrooms and schools, and the Principal during her daily classroom rounds. This acceptance ensures learning isn’t interrupted. A visitor to classrooms in 2015 would have seen a variety of teaching strategies in use and a prevalence of visual cues to instruct, modify behaviour and encourage students’ on-task behaviour. Excessive verbal prompting isn’t prevalent in our classrooms. Positive verbal praise is. This was a whole school emphasis in 2015 and will continue. Canning Vale Education Support Centre (CVESC) had another year of success for students with our focus on our school communication priority. The contracting of a Speech Pathologist working in classrooms with teachers for three terms ensured the up-skilling of teachers and the introduction of strategies to improve student communication. All staff participated in a two day Professional Development (PD) in Picture Exchange Communication System (PECS) in 2014. Students deemed ready for PECS were introduced to PECS as a fundamental augmentative communication the next year. This varied from classroom to classroom and whether or not PECS met the communication needs of students. In 2015, records were kept of new vocabulary spoken, Key Word signs observed and current picture exchanges. This record will be kept and added to each year. It is a prime indicator of successful checking strategies. Speech Pathology reports suggested increasing opportunities to speak and practice communication skills in our classrooms. Daily routines such as early morning discussions and mat work in junior classes, news telling, delivering messages, answering the class telephone and talking at assemblies and concerts were prioritised. At the weekly Canning Vale Education Support Centre (CVESC) assembly, nonverbal or reluctant speaking students, used speech devices to present compliments to their peers. Along with Key Word signing, Proloquo2Go, Vocabulary Core Boards, the use of visual cues rather than verbal prompts and a deliberate reduction in Individual Education Plan (IEP) Target Goals for key subjects such as English and Maths, the school was on its way to provide students with more success in 2015 and this will continue into the following year. The Community Access Training Programme (CAPT), Bowling, Dancing, and participation in West Australian Disability Sports Association (WADSA) activities also gave students opportunities to communicate with non-school staff. Our annual Independent Living Camp at Landsdale Farm school provided an opportunity for students to not only practise cooking and self-care skills, but gave students opportunities to interact with students and staff in a less formal setting. Staff noted that students’ communication with others increased during the fun, novel, structured learning and farm activities.

Dianne Harper Heather Craig Principal School Board Chairperson


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SOME OF OUR 2015 HIGHLIGHTS Community Access Training Programme Jiggle Jam Fitness Aerobics Humphreys Dancing Studio Cooking, once a week Swimming (Term 1 and 4) Bowling (Term 2) Family BBQ Breakfast held in April Open Classrooms

Fundamental Movement Skills Circus Christmas Concert Gardening West Australian Disability Sports Associa on

Events Independent Living Camp at Landsdale Farm School community formulates targets for the

Business Plan Winners of the 2015 West Australian School’s

Wish List Compe on. This gave the students

Canning Vale Education Support Centre (CVESC) is an Independent Public School (IPS) primarily for students with an intellectual disability, who may or may not have other disabilities. We are on a shared campus with Canning Vale Primary School (CVPS) and share policies and procedures as well as the core values of Pride, Respect and Excellence. We focus on respect (particularly self-respect and respect for others) to assist in the development of each student’s resilience. Integration of our students is encouraged by both schools. This provides role models for appropriate behaviours, communication and interpersonal skills and an opportunity for our students to practise and generalise mastered skills in a mainstream setting. Our vision is to nurture and develop each child holistically; to cultivate a child who will become resilient, independent and able to confidently participate in modern society. To foster and achieve this, we work closely with children and their families to provide a safe and dynamic learning environment, utilising all available technologies and innovative programs in the field of special education. Each student is assessed individually and has his or her own Individual Education Plan (IEP) which is developed by all key stakeholders, including parents, teachers and outside agencies. Meetings are held twice a year to formulate suitable IEP goals with additional meetings available if required. The IEP details past progress of the student, current goals, strategies and how these goals will be taught. The IEP provides a form of accountability for all people involved in the student’s education.

We actively encourage student independence through our whole school planning and learning priorities. These priorities are reflected in each student’s IEP, Communication (Listening and Speaking), Interpersonal and Self Management Skills. CVESC has a fulltime Principal, a fulltime Registrar and a School Officer. Each of the five classes had a fulltime Teacher and we had three Support Teachers. There were nineteen Education Assistants (full time and part time), utilised throughout the classrooms based on children's needs.

OUR SCHOOL BACKGROUND AND CULTURE

Canning Vale

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TARGETS

All Students Leave School with at Least One Form of Communication In 2015 all Year Six students graduated to high school with at least one form of communication. Three of those four students were verbal. One student had begun speaking in 2013, his verbal language skills were developing and he used an electronic speaking device as support. Communication is the main priority of the school and using a cross curricula approach, we try to ensure that students have opportunities to communicate. Proloquo2Go is the app we use on iPad to encourage nonverbal and reluctant students to speak as it is logical, easy to use for students and can be used on iPhones and computers in their teen years. All students have an iPad assigned to them in class. In addition, Key Word signing is taught to all students. An Education Assistant trained in Auslan provides group lessons to all our students (and staff) in Key Word sign. Using sign is a feature of our assembly and Christmas Concert items. All staff encourage reluctant and nonverbal students to use Key Word signing when making requests such as toilet, drink and to eat, please and thank you. The use of Augmentative and Alternative Communication (AAC) devices and visual core boards have enabled students to make requests when they are offsite, for example, when they are participating in the CATP or at Bowling where they have to ask for correct sized shoes. We had a Speech Pathologist on contract in 2015. Communication is our school priority and she was contracted to provide teachers with strategies to improve students’ ability to communicate. The Speech Pathologist collaborated with classroom teachers and education assistants to tailor classroom language opportunities to each individual’s needs and implement strategies in whole class learning. This ranged from oral narrative retells using iPads, to individual therapy sessions targeting semantic descriptors, and included guided language sessions modelling the use of ACC devices, strategies to incorporate such devices in reading comprehension with Blank Levels of Questioning, and the implementation of a whole school approach to the use of visuals as a form of communication support for students. The Speech Pathologist assisted some teachers in the IEP process to determine appropriate communication goals for individual students, and to implement strategies to meet these goals. In Term Four, the Speech Pathologist developed individual communication profiles for students who were nonverbal or reluctant speakers. The communication profiles aim to indicate how a child communicates in everyday situations. It describes the basic communicative functioning of a child in their participation in the daily activities of the school day.

“There was a noticeable increase of the use of picture communication systems in the school and students are beginning to use pictures to communicate at different levels. A PECS approach has been taken for some students, however with the challenges of working within a whole class environment with limited staff, PECS has not yet been introduced in its true form in all classrooms. All children have access to and are beginning to use pictures to communicate at different levels. When children learn to talk, they spend almost a year listening to language before they speak. Introducing an alternative means to communication for children is the same. Children need to see the language system being used before we can expect them to use it to communicate their own needs. All staff should be using the core boards and Proloquo2Go in every activity. They may only be modelling one or two phrases but as they become more confident, their ability to model language will increase.” Contracted Speech Pathologist, 2015.

As well as teaching students to communicate, providing opportunities for them to communicate is imperative. Staff are actively addressing the need to create more opportunities for students to speak within the classroom and the school environment. In ESC assemblies more nonverbal students are using Proloquo2Go to compliment others. Classroom routines are being set up to encourage requesting and promote opportunities to speak. In Term Four, on Fridays, teachers began a whole centre Games session where every student participates in playing tabletop games, learning turn taking, waiting skills and social skills.

Successful Students

Canning Vale

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TARGETS CONTINUED... Students Demonstrate Improved Self-regulation Canning Vale Education Support Centre had Occupational Therapy as well as Speech Pathology in 2015, providing services twice a week for 3.5 hours. Communication and improved self-regulation are related. Students who can express their needs or feelings have less behaviour issues. At school, staff use pictorial cues, Key Word signing and social stories to instruct, communicate and manage behaviour. This is especially important for students with Autism. When offsite, our students generally follow instructions and model appropriate behaviour. The school has a policy that should a student repeatedly not follow instructions and their behaviour is unsafe, that student misses next time. In 2015, we had one suspension. There was one incident on CATP where a student was taken back to school. Respect Cards are issued to encourage appropriate behaviour. Integration into the primary school classrooms for Art, Music and Physical Education offered opportunities for students to observe other students modelling correct behaviours. Attendance at the ESC assemblies and the following of campus protocols, such as sitting cross-legged for a long period of time and standing for the national anthem, provide the students with the opportunity to learn appropriate behaviour required at a whole campus assembly. In 2015, the school was fortunate to run the Alert Programme for Self Regulation, supporting students to choose appropriate strategies to change and maintain states of alertness. With input from Therapy Focus, a junior classroom ran the Jellytime Programme and a senior classroom ran the “How Does Your Engine Run?” programme. Both programmes were highly successful in approving self regulation of students within the classroom context. During Term One students were identified that required occupational Therapy input. Based on the discussions and observations by the Occupational Therapist, in addition to identified goals by the teachers, programmes to address individual needs were completed. The Occupational Therapist collaborated with classroom teachers to support small groups of students with high sensory needs within the classroom context. These intervention programs were implemented twice a week during the remainder of the year, having a significant impact on the self-regulation of students.

“Ongoing, regular Occupational Therapy input is highly recommended to ensure continuous improvements and progress in the student’s development as well as the professional development of staff. Most of the students presented with reduced gross motor skills in particular reduced core and upper limb strength during the initial observations/assessments. The improvement of core and upper limb strength was identified as a prime goal in the majority of the classes. Handwriting/drawing is predominantly a proprioceptive task. In other words, it is a task which requires intact feedback to the muscles and joints to move the pencil fluidly and smoothly. All students presented with reduced proprioceptive awareness in particular in their upper limb/hand. For this reason the increase of proprioceptive awareness was targeted. Despite the intense focus on increased core and upper limb strength and proprioception during Intervention period in 2015, visual perception skills and fine motor activities were included on a regular basis. Occupational Therapy intervention has been profoundly beneficial to all identified students working on the improvement of gross motor and fine motor skills as well as sensory processing. Additionally it had a significant impact on social skills such as turn taking, sharing and emotional social regulation during group activities.” Contracted Occupational Therapist, 2015.

Our school has a behaviour management policy that is in alignment with the campus. Our policy also includes Individual Behaviour Management Plans and rewards systems which are often child specific due to differing student characteristics and our teaching pedagogy. There is no punishment, only positive consequences, with positive reinforcement being the key to success. This reflects our endeavours to follow the Applied Behaviour Analysis (ABA) philosophy.

Canning Vale

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TARGETS CONTINUED...

Specialist Programme Autism Early Intervention Unit 2015 The Autism Early Intervention Unit (AEIU) of 2015 completed a successful year with accelerated learning for all students. The intensive behavioural intervention programme for students with Autism had seven Pre-Primary and four Kindergarten students enrolled with an additional kindergarten student transferring from another unit in third term. All Pre-Primary students enrolled in their local schools which is the goal of the programme. This programme which is based on contemporary Applied Behaviour Analysis (ABA) using the latest research based pedagogy, has resulted in improvements for all students in behaviour, communication and social skills in 2015. Each day the students complete three hours of intensive discrete trials to develop skills. During the remainder of the day students work in small groups to develop fine motor, gross motor, language and social skills.

Students Demonstrate Achievement Against IEPs Annually In 2015, we changed the assessment of Target Goals in IEPs to Achieved at Independent Level or Not Achieved. Skills Developing was omitted to encourage more Target Goals achieved. The graph below indicates our progression. In some classrooms, staff have identified the need to significantly reduce the number of Target Goals in IEPs due to the difficulty assessing and monitoring numerous goals. They have readdressed this with parents at the start of 2016 to choose the most pertinent goals in line with the Specific, Measurable, Achievable, Relevant and Timely (SMART) concept. In 2015, high needs students in one classroom showed an increased achievement of IEP goals (close to 100%), as they were fewer in number and followed the SMART concept. There was a high level of skills achievement across all students in the IEP for Swimming, Bowling and Fundamental Movement Skills. This reflects the systematic inclusion of fine and gross motor skills development into the normal school day, including Jiggle and Jump Jam, morning fitness, weekly occupational therapy sessions, participation in structured weekly sport and physical education lessons, and obstacle course completion. It also reflects the input of specific organised term programmes such as Dancing, Bowling and Swimming (two terms). Twelve students participated in the WADSA programme throughout the year and specialist instructors came in to teach the students ball skills.

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Figure One: Results of One Classroom showing Student Goal Achievement improving (2015 Semester One)

Figure two: Student Achievement of 2015 Report Goals (Average for Semester One) Figure Three: Student Achievement of 2015 Report Goals (Average for Semester Two)

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TARGETS CONTINUED... Highlights of our programme have been the inclusion of Music to develop imitation and language skills with a programme developed by our specialist Music therapist. One student who had a continually verbal stimulation that blocked out all attempts to teach him has now achieved the ability to concentrate and focus on the teacher by introducing background instrumental music entitled ”Baby Beethoven”. Development of communication and language skills is evident with all students’ increasing their vocabulary and sentence length during the year. Strength of our unit is the strong bonds forged with families through IEP meetings, open classrooms and regular communication. Visiting teachers and education assistants have also benefited from learning new skills to take back to their own environments to benefit the students. Seven Pre-Primary students who have completed the programme this year will continue their education in a mainstream setting. This result was achieved in collaboration with the students’ local mainstream schools who have contributed to the successful full integration of students for 2016. One Pre-Primary student excelled in the programme and graduated during his Pre-Primary year and enrolled in his local school.

Effective Teaching Appropriate Pedagogy All staff have received professional learning for teaching within the ABA philosophy from the Department of Education of Western Australia (DET WA) through the School for Special Education Needs (SSEND) and they are encouraged to apply the philosophy in their teaching. Alongside the AEIU for students to enter their local primaries, in 2015 we set up another Early Intervention classroom for students who didn’t meet criteria for the Targeted Initiative (AEIU). This new programme provided Kindergarten and Pre-Primary students with Global Development Delay or Autism an opportunity to receive ABA based teaching. The only difference between the two classrooms is that our own programme features teaching and learning at a slower pace as opposed to the accelerated learning style of the AEIU. It provided opportunities for Year One students to receive intensive instruction especially pertinent for those who haven’t had specialist therapy before school. The school participated in an Abilities Based Learning and Education Support West Australia (ABLES WA) trial. ABLES WA is a curriculum for students with disabilities which link with the Australian Curriculum, except for the omission of Maths, English and Science in 2015. The programme supports the teaching and learning of students with disability and special needs. Resources are provided in the curriculum, pedagogy and assessment and reporting. An Assessment Tool identifies and sets learning goals, tracks students’ progress and identifies optimal resources for improved learning. In 2015, fifteen students were assessed with the online Assessment Tool in collaboration with parents and paraprofessional staff support. The input of our contracted Occupational Therapist and Speech Pathologist was an added benefit for these students with teachers receiving professional development within the classroom. Staff and students benefitted. The endeavour to ensure SMART goals was foremost in professional learning in 2015. Less experienced teaching staff participated in PD on Task Analysis of Skills, requiring the breakdown of Target Goals into smaller increments to make them more achievable for students. A novel PD took place at Good Samaritans in Canning Vale to enable staff to see the learning path for students and possible future employment. This long term thinking is critical for staff to keep teaching focussed on functional literacy, numeracy and social skills.

Communication Communication differs for all of our students and teachers use combinations of communication systems to effectively instruct students. There is a strong emphasis on the use of visual support within the classroom. Whole school visual timetable and individual task schedules are used to improve student levels of on-task behaviour and self-regulation. Core boards with visual cues were set up by the Speech Pathologist and used in instruction for concept development. Students are encouraged to request and make choices using both visual cues, PECS, choice boards, Key Word signs or AAC devices such as Proloquo2go.

Canning Vale

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TARGETS CONTINUED... It was more common in 2015 to see PECS books around the school and Key Word signing. All staff began carrying visual cues at all times. Each class kept individual student records of any new communication observed by staff. Verbal vocabulary significantly increased for some students. Our senior class participated in Treatment and Education of Autistic and Communication related Handicapped Children (TEACCH) rotations during class several times per week. The ABA philosophy is followed as much as possible in all rooms: staff use quiet voices, positive reinforcement and support each other. Staff provide Professional Learning at weekly staff meetings and all staff were given the opportunity to attend Professional Learning in PECS and ABA.

Excellence in Teaching The Senior Teacher working with the AEIU has been here since the inauguration of the programme, by the DET WA, in 2006. Fortunately for the school, her expertise was sought by other specialist units and she provided in-school Professional Learning. This Teacher enrolled the school in the Western Australian Newspapers Group Schools Wish List and won $5000 for the school. Students and staff used this money to participate in a gymnastic programme at Jungle Gym in Term Four 2015, where skilled Instructors were provided and every student participated. With a pattern of students with higher support needs enrolling in the school, we have been fortunate with a new teacher in 2015, who has had experience working in Education Support schools. Her knowledge of teaching strategies and the sharing of that knowledge with staff at meetings has been important to meeting the needs of our students. A Support Teacher was nominated for the Western Australian Education Awards by the School Board for his exemplary teaching of Physical education, the provision of Music Therapy with our students, and his liaison with outside organisations (WADSA and Cricket Australia) and the CVPS specialist staff to ensure inclusion for our students. One of our Education Assistants was nominated by school staff for the WA Education Awards, and School Board parent members wrote these applications with input from school staff.

One of our teachers gained entry onto the Curtin University Vice Chancellor’s List (Top 1% of undergraduates based on academic performance). She also received the Australian Association of Special Education Award (for showing great promise in the field of Special Education).

Good School Community The WA Curriculum is Implemented Within System Requirements The school has included History, Geography and Science into its curriculum and AEIU and Year One to Three classrooms have ensured links with the Early Childhood Curriculum. While The IEP drives our curriculum, with its emphasis on functional skills, it is linked to the National Curriculum with all required learning areas included. We have our own IEP format with entry skills to help ensure Target Goal validity and we report in the Special Education Needs Assessment Tool (SENAT) format of DET WA, each semester.

School Board is Effective Our School Board met twice each term in 2015. Early in the year we voted a new Deputy Chairperson as recommended in our Independent public Schools Review of 2014. The School Board was given the opportunity to provide feedback through an online survey. Eight members responded. The results were mainly positive, with some responses indicating improvements could be made. The majority of the School Board agreed good decision making processes were followed, that they are actively involved in school planning and activities and that members were confident that they are able to express their views at meetings. With their children moving onto other schools, our School Chairperson resigned at the end of 2015, as did two, long term parent members . One of our community members resigned but will stay affiliated with the school in other ways, through newsletters and attendance at special events.

Canning Vale

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TARGETS CONTINUED... Requirements of National Quality Standards in Early Childhood are Addressed The Principal and a Senior Teacher had attended professional learning on the implementation of National Quality Standards (NQS). After meetings and an in-school evaluation of our adherence to the seven quality areas using reflection tools and discussion, the school decided that we would be conservative and work towards achieving all quality areas. We rated ourselves very highly on the Quality Areas Educational Program and Practice and Children’s Health and Safety. Our physical environment has to be addressed as one of our classrooms is an old demountable and one class is located in an Independent Living classroom due to the unavailability of extra regular classrooms on site.

Increase in Parent Involvement IEP meetings, held twice a year, have always had an extremely high percentage of parents attending (99-100%). Our Barbeque Breakfast, early in Term One, had a 41% attendance of parents and our Open Classrooms, with parents observing their child at work, was very well attended (88%). Parents who couldn’t make it on the actual day were encouraged to liaise with the teacher and come on another day. Parent attendance at our whole campus ESC assembly in Term Three was well attended and our Annual Christmas Concert was attended by all except two families. This is always a very popular event. Particularly well attended was the Humphreys Dance Concert in Term Three with many parents and extended family joining in the final dance. Two of our parents were members of the campus Parents and Citizens Committee (P&C) and one was the P&C Deputy Chairperson. Both were heavily involved in fundraising for the benefits of all students.

Figure Four: Parent Attendance to IEP Meetings 2015 Figure Five: Parent Attendance to BBQ Breakfast 2015 Figure Six: Parent Attendance to Classroom Visits 2015

“The Canning Vale Education Support Centre and Primary School share a combined P&C. 2015 was another wonderful year for the P&C and the support we were able to provide to the campus. In December each year, the campus celebrates volunteerism at the school with a special assembly and morning tea. At this event the P&C were happy to announce they had been in the fortunate position of being able to contribute over $64000 in 2015, this was the result of the 2014 fete and other fundraising activities. A large proportion of this was spent on iPads and laptops for the ESC and junior school to ensure the students have up-to-date access to technology. A purpose designed sink and installation was a contribution to the school’s new science room, and ribbons were provided to be proudly displayed on shirts at the sports carnival. The P&C continues to be a strong group, with good attendance at meetings, strong support from the campus staff, many volunteers for events and representation at the WACSSO conference. Every agenda is full of updates regarding activities as well as discussion of impacts on our children’s education. As a group we were able to trial new fundraising activities including providing the opportunity for families to donate from a select list of books for the campus library at the annual book fair/school open night. Another event that the P&C enjoy each year, is the annual school picnic held in term one. A way to welcome new and returning families to our community, and for the P&C and to say thank you to everyone’s contributions the year before.” President of the Parents and Citizens Committee, 2015.

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OUR STUDENTS

Student Enrolments By the end of 2015 we had 38 students enrolled and of those, five were in the AEIU and four were Year Sixes. These Year Six students graduated to Canning Vale College. We had seven external Pre-Primary students attending the Autism Early Intervention Unit for two days per week and their local primary school for the other three days.

2013 90.6% 92.6

2014 93.6% 92.1%

2015 93.0% 92.7%

CVESC WA Public Schools

Figure Seven: Student Enrolment data from February 2015 Department of Educa on Census and school records Fourteen Students (year 6 & 7) le for high school at the end of 2014.

Table one: Data from the Department of Education indicates the school’s overall attendance rate in comparison to the state average for 2015. Several of our students have chronic medical conditions causing many days off school. This effects our attendance data due to our small numbers and can negatively distort graphs trends. Most of our students have excellent attendance records.

Student Attendance 25272931333537394143

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FINANCIAL SUMMARY

1 1,872.00$ 1,650.00$ 2 36,008.00$ 31,703.74$ 3 ‐$ ‐$ 4 1,396.00$ 1,396.00$ 5 ‐$ ‐$ 6 2,757.00$ 2,757.28$ 7 6,931.00$ 6,930.35$ 8 13,865.00$ 13,805.74$ 9 5,189.00$ 5,189.00$ 10 ‐$ ‐$ 11 Farm Revenue (Ag and Farm Schools only) ‐$ ‐$ 12 ‐$ ‐$

68,018.00$ 63,432.11$ 30,876.00$ 30,875.87$

Student Centred Funding 173,000.00$ 173,000.00$ 271,894.00$ 267,307.98$

‐$ ‐$ 271,894.00$ 267,307.98$

Locally Ra 34,749.74$ Student Ce 173,000.00$ Other Govt 9,687.63$ Other 13,805.74$ Transfers f 5,189.00$

236,432.11$

1 14,459.00$ 9,321.71$ 2 ‐$ ‐$ 3 40,947.00$ 36,704.87$ 4 56,762.00$ 18,765.36$ 5 130,927.00$ 106,813.12$ 6 8,828.00$ 8,328.45$ 7 10,842.00$ 10,842.00$ 8 10.00$ 2.99$ 9 1,220.00$ 1,072.50$ 10 ‐$ ‐$ 11 ‐$ ‐$ 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 7,899.00$ ‐$

271,894.00$ 191,851.00$ ‐$ ‐$

271,894.00$ 191,851.00$

Bank Balance 331,743.86$ Made up of: ‐$

1 General Fund Balance 75,456.98$ 2 Deductible Gift Funds 2,113.00$ 3 Trust Funds ‐$ 4 Asset Replacement Reserves 254,793.78$ 5 Suspense Accounts 126.10$ 6 Cash Advances ‐$ 7 Tax Position 746.00‐$

331,743.86$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Unallocated

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Canningvale ESCFinancial Summary as at

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31st December 2015

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