mosman park primary school

MPPS 2013 Annual Report

School Board 2013

Chris Hill (Chair)

Jessie Lamond (Parent)

Kourosh Roohi (Parent)

Tim Fairbanks – (Parent)

Simon Watters (Parent)

Natasha Williams (Parent)

Alison Robb (Principal)

Ian Bersan (Deputy Principal)

Helen Davis (Teacher)

Annabella McKern (Community member)

Sue Northey (Business Manager)

P& C Office Bearers 2013

President: Bridie Pestell

Secretary: Alison Davis

Vice President: Emma Bray

Treasurer: Anne Fairbanks

Fundraising: Al Davis

Uniform Shop: Allegra Fletcher

Canteen: Helene Hansen

Garden Group: Jess Lamond

Food Group: Kate Barnes

Leadership 2013

Alison Robb (Principal MPPS)

Ian Bersan (Deputy MPPS)

Student Leadership

Olivia Williams and Sophie Robson

(MPPS Head Girls/Sports Captains)

Charlie Bray (MPPS Head Boy)

Lachlan Grace (Sports Captain)

Mosman

Park

Primary

School

ANNUAL REPORT

2013


A N N U A L R E P O R T 2 0 1 3 - M o s m a n P a r k P r i m a r y

We are pleased to present the 2013 Annual Report for Mosman Park Primary School and

Mosman Park School for Deaf Children. The two schools are co-located and work closely

together to provide an enriched learning environment for all students. This Annual Report

outlines our directions for the future and provides parents with specific information on the

performance of each school across a comprehensive range of areas. The first section relates

specifically to Mosman Park Primary School while the second part provides information relevant

to the Mosman Park School for Deaf Children. The Highlights section relates to both schools.

Over the course of 2013 Mosman Park Primary School celebrated its status as an Independent

Public School. We successfully undertook to appoint a number of new teachers and explored

the flexibility that a „one line budget‟ provided. Our School Board enthusiastically embraced the

opportunities that IPS status afforded and undertook the role of setting the long-term future for

the school and maintaining oversight in the implementation of our newly developed school

Business Plan. The desire to establish Mosman Park Primary as the local “school of choice”,

recognised for its ability to maximise learning opportunities which focus on the development of

all students academic, social, physical and creative potential has been maintained as the

schools key focus.

The Primary School has continued to attract student enrolments with a final enrolment of 346

students (170 Girls and 176 Boys) from Kindy through to Year 7. This represents a continued

steady growth over the past years with much of the increase occurring in our junior years.

Additional classes have been added to make 14 classes with the continuation of a double

stream from Kindergarten through to Year 3.

Academically, Mosman Park Primary students have excelled with continued improvement in

NAPLAN data, with particularly strong performances across the Year 3 and 7 cohorts. Student

success has been celebrated through a range of writing and arts competitions as well as

through our highly acclaimed whole school musical „What a Knight”. The Musical involved all

students from Pre-Primary through to Year 7 and was performed over two evenings at the St

Hilda‟s Performing Arts Centre.

Mosman Park Primary School continued its success on the athletics field and in the swimming

pool. The school was named as Winner of the Meritorious Shield in both the Interschool Athletics

and Interschool Swimming Carnivals. We were placed as overall Runner Up Champion School in

both carnivals.

Our school motto of “Striving, Enjoying, and Enquiring” summarises our whole school focus on

stretching ourselves to achieve the best outcomes for each and every student. This success can

only be achieved through the support and involvement of our wider community. The

commitment of our P&C and the dedication of the various school committees, volunteers and

busy-bee enthusiasts have contributed significantly to our aim of providing an enriched

educational environment for our students.


S C H O O L P R O F I L E – M o s m a n P a r k P r i m a r y Mosman Park Primary School is in the heart of Mosman Park

and enjoys strong links with the local community and parent

group. The Primary School has been part of the local

community since 1906 with Mosman Park School for Deaf

Children relocating to the school site in 2002. The school

reflects the multicultural mix of the suburb, with some

students being the children and grandchildren of former

pupils and others who are new to WA or Australia.

S t u d e n t P r o f i l e The Mosman Park Primary School student enrolment numbers have continued to grow with significant

increases in our Junior years. This has meant the Primary School has been able to run a double stream

across Kindy, Pre-Primary, Year 1, Year 2 and Year 3.

This achievement has been very well accepted by staff and parents and indicates strong community

confidence in the school.

Figures above do not include Kindy enrolments.


Student Numbers (as at 2013 Semester 2)

Kin - PP Total KIN PP

Full Time 38 38

Part Time 49 (24) 49 (24)

Total 87 (24) 49 (24) 38

Primary Total Y01 Y02 Y03 Y04 Y05 Y06 Y07

Full Time 260 42 53 48 39 33 21 24

School Total

Full Time 298

Part Time 49 (24)

Total 347 (24)

K – PP Pri Total

K – PP Pri Total Aboriginal 3 14 17

Male 43 136 179 Non Aboriginal 84 246 330

Female 44 124 168 Total 87 260 347

Total 87 260 347

Destination Schools (Year 7 students at end of 2012)

Shenton College 8

John Curtin College 1

Scotch College 2

St Brigid‟s College 1

Perth Modern School 1

Belmont City College 1


Student Leadership Team

S t a f f P r o f i l e

Mosman Park Primary School has a dedicated and professional staff. All

teaching staff meet the professional requirements to teach in Western

Australian public schools and can be found on the public register of teachers

of the Western Australian College of Teaching. They are active contributors to

the overall direction of the school and engage in regular professional

development and curriculum initiatives.

As the student population has steadily increased we have continued to

welcome new teaching staff to our school. This has served to broaden the

capacity of the school to provide innovative programs and introduce new

initiatives.

Melissa Wilcox

Matthew Stewart

Felicity Wensinger

Head Boy Charlie Bray

Head Girls/Sports

Captains

Olivia Williams and Sophie

Robson

Sports Captain Lachlan Grace

House Captains Stirling: Olivia Williams and

Lachlan Grace

Baldwin: Sophie Robson and

Ryan Martin

Buckland: Brittany Toy and

Charlie Bray

Prefects Ezekiel McPherson, Joshua

Klem, Katya Amadita, and

Crystal Banks


H I G H L I G H T S O F T H E Y E A R

OUTSTANDING STUDENT ACHIEVEMENTS

Design a Book Cover Competition – Kindy students Anna

Eagleton and Sophia Tiamzon win prizes in the Grove Library

Bookweek Competition.

Grove Library „History and Creative Writing Awards‟ – Belize

Badia, Katie Jackson, and Oscar Mitchell-Bathgate.

Premiers‟ Summer Reading Challenge – Meg Lamond, Bridget

Smith, Jasper and Lucy Blunt raised some money for the MS

Society of WA.

MPPS is the winner of the Town of Mosman Park 2013 Schools

Design Competition for the Banner on the Terrace.

2013 Schools Poetry & Short Story Competition (Write 4 Fun

National Competition) - Josephine Hirst and Tilly Davis-Rohr

awarded a Certificate for Excellence in writing.

SCHOOL REJUVENATION AND

PARTNERSHIPS

Publication of School Business Plan (2013 – 2016)

P&C new shelves and drawers in the canteen

P&C Limestone garden beds/seating in the

quadrangle

Limestone seating installed around the base of our Fig

Tree

SPECIAL DAYS AND CELEBRATIONS

Welcome Picnic, Harmony Day

Boardies Day in support of Cottesloe Surf Life Saving Club

ANZAC Commemoration Service at MPPS

Shell Questacon Science Circus Visit (MMPS being only 1 of 4

metro schools to be selected for the performance)

Years 1 to 7 First Aid Training with St John Ambulance Ed

Bookweek, Science Week, NAIDOC Day and Auslan Day

Excursions to Perth Mint, Mundaring Weir, Sculptures by the

Sea, Herdsman Lake, AQWA, WA Museum, Flight Experience

Centre, Francis Burt Law Museum, Piney Lakes Wildlife

Centre, MLC „The Wizard of Oz, Circus Oz, Tamala Park, Kings

Park

Incursions: „Beat the Bully‟, Mini Beast, Royal Agricultural

Society

Master Chef Competition

Year 1 Fathers‟ Day Breakfast

Grandparents‟ Day in the Kindy

Tournament of the Minds

Yr 2s and 5/6 go to the Awesome Arts Festival

Community Feast


MUSIC AND THE ARTS

Our Musical extravaganza “Oh What a Knight!‟ performs

over two evenings at the amazing St Hilda‟s Performing

Arts Centre

Yr 7 Rock Band with Ian Campbell, professional

musician/parent

After school guitar lessons with MP Guitar School

Performing Arts Group and Dance Club, Jazz in the Park

Festival

SPORT

Interschool Swimming Carnival - 2nd place

Netball Subjunior division winners (Matthews

Competition)

Metro Basketball Tournament participation

2nd place Cross Country Interschool

Athletics Carnival – 2nd place overall

Lightning Carnival / Stuart McGill Cup

Westside Wolves Minkey Teams @ College Park

Lunch time sporting activities and competitions

Before school Tennis Coaching

Dance Whole School Program

Dockers Visit, Australian Boomers (Basketball) Visit

After school Rollerblading Lessons

NEW INITIATIVES

„MPPS Host families for a group of Japanese students

New iPad program is introduced across the school. It is

primarily focused on supporting the learning of students in

our Junior years.

Bug Club on-line


T H E L E A R N I N G E N V I R O N M E N T Mosman Park Primary School provides a wide range of

teaching and learning programs for students from

Kindergarten to Year 7.

Specialist support teachers provide programs in the areas

of:

Music – including an extension program for

selected Year 6/7 students (Classical Guitar),

Signing Choir for both Junior and Senior students,

Performing Arts Group

Science

Physical Education

Languages – Students from Year 3 – 7 (Japanese), students from Kindy to Yr 7 (Auslan – Australian

Sign Language)

Further extension opportunities are provided through PEAC (Primary Extension and Challenge) for select Yr

1, 2 and Yr 5 -7 students,

O U R K E Y O B J E C T I V E S F O R 2 0 1 3

1. Successful Students

At Mosman Park Primary School we foster a learning environment which supports our students to

achieve their full potential, to be happy and secure in themselves and to leave our school well

prepared for the future.

The school continued to focus on the development of evidence-based approached to self-

assessment, curriculum planning and implementation.

Teachers have worked in collaborative teams to plan teaching programs and priorities for the

phases of learning – Early Childhood through to Upper Primary.

Whole school commitment to the introduction of Higher Order Thinking Skills across all year

levels.

A focus on whole school process of Early Identification and intervention for students who

require additional support and enrichment in their learning program..

Teachers have been committed to working toward the establishment of classroom

environments which have high expectations of student performance and which are

supportive of the development of positive attitudes toward learning and behaviour.

2. Excellence in Teaching and Learning

Teaching and Learning at Mosman Park Primary School is supported by quality educational leadership

and the provision of an environment which encourages, supports and builds staff capacity for

teaching excellence.

Key whole-school literacy and numeracy initiatives have been implemented which are fully

supportive of the Australian Curriculum.

Teachers have been successfully utilising online resources and support documents and have

met regularly to discuss and share knowledge and resources.

Teachers effectively communicate student progress and achievement through agreed

protocols and practices.

Staff have enthusiastically participated in Shenton Network professional development

opportunities and developed collaborative partnerships between neighbouring schools.

Workforce Development planning has been implemented and staff selection actioned

according to identified need.

3. A Safe, Supportive and Sustainable Environment

Mosman Park Primary School provides a safe and caring learning environment for students and staff,

underpinned by a values rich learning culture that supports quality learning and positive behaviour.


We strive to develop in students a commitment to care for and nurture a sustainable physical and

natural environment.

All classes actively participate in our whole school Values Program “You Can Do It”. Values

Assemblies occur regularly and student achievements and positive accomplishments and

behaviours are acknowledged and celebrated.

The cultural diversity within our school community has been identified and strategies such as

Harmony Day and the Community Feast have been implemented to encourage active

participation amongst all stakeholders. Our school has developed an encompassing program of sustainability and encourages all

classes to be active participants. Initiatives include the WasteWise and WaterWise programs,

recycling, vegetable garden and frog bond pond.

4. Strong Community Partnerships

At Mosman Park Primary School we focus on developing strong and sustainable community

partnerships which support the school in its endeavour to become a distinctive school with an

excellent reputation in the local community.

Our school website has continued to be developed and now provides regularly updated news

about the school. Email distribution lists are regularly used to disseminate information and

newsletters.

The School Board has developed into a highly effective entity which fully supports the future

direction setting of the school. The Board has directly contributed to the Delivery and Performance

Agreement as well as being instrumental in the development of the school Business Plan.

The formal development of an Australian Curriculum approved Auslan (LOTE) program has

commenced in partnership with Shenton College. Students from Year 5 – 7 will benefit from the

program in 2014.

S T U D E N T P E R F O R M A N C E Student performance is collected and analysed in an ongoing cycle throughout the school year. Parents

receive formal reports at the end of each semester as well as detailed NAPLAN feedback for students in

Year 3, 5 and 7.

This NAPLAN (National Assessment in Literacy and Numeracy) data provides a key component of the

schools data analysis. Student performance in 2013 continued to indicate strong overall progress with

particularly pleasing results being noted for our Year 3 and 7 cohorts. Analysis of NAPLAN data over the

past five years (MySchool) indicates that the school based programs and priorities that have been

implemented are proving to be very successful in developing strong student performance. This is

particularly noteworthy over the past two years as the whole school planning initiatives for our Literacy

and Numeracy programs come to fruition.

The following graphs compare the performance of students from Mosman Park Primary School with results

obtained from West Australian and Australian schools in 2013.

We also have a significant number of students achieving results in the top 20% of all students as

evidenced by the table below.

Reading Writing Spelling Grammar &

Punctuation Numeracy

State Mosman

Park PS

2011

Mosman

Park PS

2013

Mosman

Park PS

2011

Mosman

Park PS

2013

Mosman

Park PS

2011

Mosman

Park PS

2013

Mosman

Park PS

2011

Mosman

Park PS

2013

Mosman

Park PS

2011

Mosman

Park PS

2013

Top

20%

YEAR 3

37% 48% 30% 50% 44% 35% 41% 50% 22% 60%

YEAR 5

50% 30% 62% 47% 55% 37% 52% 40% 61% 23%

YEAR 7

54% 50% 54% 44% 31% 56% 46% 50% 46% 59%


Data from the MySchool website comparing student performance at MPPS with all Australian schools and

“like” schools

R E C O M M E N D A T I O N S F O R F U T U R E D E V E L O P M E N T

The Mosman Park Primary School Business Plan

(2013 – 2016) provides a comprehensive overview of

our Vision, Values, Key Objectives, Self Assessment

procedures and Student Achievement Targets.

The full document is available at the following site

www.mosmanparkps.wa.edu.au/view/publications

S C H O O L S U R V E Y – P A R E N T S , S T A F F A N D S T U D E N T S A comprehensive school survey was reported upon in our last Annual Report. The survey sought the input

from parents, students and staff. Approximately 40% of families responded to the survey and provided

quality information which has served to guide school practices. The next survey will be conducted in Term

2, 2014. The previous survey focused on five school operational areas. These surveys results have previously

been reported in the 2012 Annual Report.

1. School Environment

The survey results were very positive in regard to the school environment. These survey items focused on

the overall culture of the school and included issues of behaviour, school pride, security, pastoral care

and the general tone of the school.

http://www.mosmanparkps.wa.edu.au/view/publications


2. Quality of teaching

This relates to how the school‟s teachers are perceived. Items that stem from this issue invite opinion about

teachers‟ attitudes and their teaching skills.

Over the course of the past 12 months teachers at the school have been actively involved in whole

school planning and the development of collaborative team approaches. The addition of new teaching

staff to the school has added to the success of this focus. Teachers will continue to focus on the provision

of stimulating learning environments and making the work content interesting and enjoyable.

3. Communication

This pertains to the two-way relationship between school and community. It looks at how receptive the

school and its staff are to input from parents and students and how well the school keeps students and

parents informed about individual and whole-school performance.

The school has developed a high quality and informative

website which has received many hits from current

parents and prospective families from around the world.

As well, parent email distribution lists have been

established allowing for a much more effective

distribution of communication, including newsletters. Teachers continue to be fully supportive of open parent –

staff communciation offering formal meeting times during

each semester as well as welcoming parents informally as

requested. Parents and volunteers are welcomed into

the classroom and utilised to support the learnign

programs of the students.

4. Curriculum outcomes and responsiveness This relates to the range, depth and relevance of learning

opportunities that are made available to students in the

school. It includes opinions about levels of achievement

that are typical of the school.

The school community celebrate a continued

improvement in school NAPLAN results across year levels.

My School data is published and discussed in parent

forums.

Additional learning experiences are actively sought and

opportunities explored. An example includes our very

successful Artist in Residence program which was run across the whole school during Term 4.

5. Working relationships

This issue collects data only from the staff version of the survey. These items invite opinion about

communication and decision making procedures within the school and about how well the teachers feel

they are supported.

Since the collection of survey data staff have become more actively involved in school decision making

processes. However, this is still an area of focus as our unique situation of having two schools working

together collaboratively can provide additional challenges. The high numbers of school support staff

(Education Assistants and Interpreters) have resulted in an identified need for clear classroom and school

management processes to be established.


A N N U A L R E P O R T 2 0 1 3 M o s m a n P a r k S c h o o l f o r D e a f C h i l d r e n

S c h o o l P r o f i l e

Mosman Park School for Deaf Children celebrates a linguistic, holistic and inclusive environment; we

provide the foundations for effective learning for Deaf and Hard of Hearing students. The school

celebrates the diversity of two languages and two cultures, Auslan and English. MPSDC supports home,

school and community partnerships.

Teachers of the Deaf and support staff share the school‟s vision and together demonstrate a clear sense

of purpose.

The early intervention program is based on research based best practice. We have developed a set of

essential standards aligned to the National Curriculum for explicit teaching in English and Mathematics.

Foundations for learning have aligned the relationship between the Early Years Framework and the

Australian curriculum. Teachers of the Deaf engage in professional development and demonstrate a

sound knowledge of current and effective pedagogy. Classroom practice is based on research based

best practice for Deaf/HH students.

The children are explicitly taught the elements of the English language to develop functional literacy and

to gain access to other curriculum areas.

The primary challenge is to support our hearing and Deaf parents; to establish effective communication

with their children. The focus is centred on early and ongoing intervention; intentional teaching and

shared beliefs and understandings with both Deaf and hearing families. The classroom accommodations

include qualified Teachers of the Deaf/ Deaf Role Models/ Interpreters/ Education Assistants and assistive

technology. The Deaf/HH classrooms are acoustically treated for optimal learning. The school has

designated $5,000 from the school budget to acquire shared literacy resources. MPSDC also received a

Development Grant, from Sensory Services of $5,000. The staff have demonstrated a strong commitment

to professional learning; and purchased specific English resources from the Van Ash Deaf Education

Centre, New Zealand; for the Early Intervention Centre and middle to upper primary Deaf/HH students.

The school has actively responded to the student‟s need to acquire an internal sense of the English

language in Reading and Writing and individually considered the implications of their hearing loss.

Students have a personalised learning plan and access to the inclusion program in the mainstream

school. The teachers and students are supported by a psychologist and those who wear hearing aids or

cochlear implants have access to a speech specialist.

The school community values the bilingual/ bicultural aspects of the school and celebrates diversity.

Parents are encouraged to participate in school activities and particularly enjoy school newsletters,

parent/teacher meetings, the Signing choir and Auslan Day.

All students are immersed in Auslan Sign Language. We have three Deaf Role Models working

collaboratively with Teachers of the Deaf; to support equal access to the curriculum for all students.

The Signing Choir reflects the inclusive aspect of both schools.

Mosman Park School for Deaf Children and Mosman Park Primary School acknowledge with pride the

unison of two languages and cultures.


A u s l a n S i g n L a n g u a g e

Students are immersed in Auslan Sign Language through all aspects of the curriculum and social

interaction. Students are given appropriate linguistic support from Interpreters, Deaf Role Models and

Teachers of the Deaf. The school community is developing knowledge of both languages and cultures in

an inclusive bilingual/bicultural setting.

A u s l a n C h o i r

The Senior and Junior Signing Choirs at Mosman Park Schools have given both hearing and Deaf/HH

students the opportunity to express a visual language. The students are immersed in Auslan Sign

Language in both a reflective and expressive form. This early immersion supports the development of sign

language by giving opportunities to observe others. The interactions are linguistic and holistic, as well as

intentional; the explicit teaching of Auslan.


S p e e c h a n d L a n g u a g e

Mosman Park School for Deaf Children acknowledges that communication competence is an essential

outcome for all of our students.

Individual speech and language sessions are provided on a regular basis.

The domains include receptive and expressive language skills and conversational competence to

improve their social skills.

Teachers of the Deaf liaise with speech pathologists, who work with their students, to work towards

achieving common goals.

Resources used for individual lessons include:

108 Single Word Articulation Test (Louise Paatsch)

Auditory Skills Program (NSW Dept of Education & Training)

Speech Production Resource (Marie Fram & Gwen Rosengren)

Appropriate i-Pad Apps; for the development of phonics and phonemes.

Auditory access is imperative for our students. Teachers of the Deaf, in partnership with parents,

encourage students to wear and use their hearing aids, cochlear implants and FM systems on a daily

basis. Audiological equipment is checked regularly by the Teacher of the Deaf. However, the goal is for

students, as they get older, to become independent in the management of their own devices.

S t u d e n t P r o f i l e

Six students graduated from Mosman Park School for Deaf Children in 2013.

Four students were placed at Shenton College Deaf Education Unit; one student was placed at Belmont

City College Deaf Education Centre and one student is attending John Curtin College of the Arts.

Semester 2 2009 2010 2011 2012 2013

Primary (Excluding Kin) 18 26 23 23 22


S t a f f P r o f i l e

All Teachers of the Deaf use Auslan Sign Language. Some are fluent signers; others use sign and English

word order for explicit teaching of English.

Adult to child interactions are as prominent as child to child interactions. All staff are immersed in the

process of communication and language acquisition in a dynamic environment

No FTE

Administration Staff

Principals 1 1.0

Total Administration Staff 1 1.0

Teaching Staff

Other Teaching Staff 6 4.0

Total Teaching Staff 6 4.0

School Support Staff

Clerical / Administrative 1 1.0

Other Non-Teaching Staff 21 13.6

Total School Support Staff 22 14.6

Total 29 19.6

S t u d e n t A t t e n d a n c e

Attendance throughout 2013 was represented as consistently average for Deaf/HH students. Upper

primary students non attendance was mainly due to distance and family concerns. The School Chaplain

consistently liaised with the families and supported increased accountability for their children‟s

involvement in the academic and social skills programs at Mosman Park School for Deaf Children.

Attendance Rate

Mosman Park School for Deaf Children State

2010 88.5% 92.9%

2011 89.0% 92.7%

2012 83.6% 92.3%

2013 83.5% 92.6%


S T U D E N T P E R F O R M A N C E

In 2013 Deaf and Hard of Hearing students in Year 3 and Year 7 completed NAPLAN tests in Reading,

Writing, Spelling, Grammar and Punctuation and Numeracy.

Year 3 students achieved below the WA Average and below the National Minimum Standard in all

learning areas.

Year 7 students achieved above the National Minimum Standard in Writing, Spelling, Grammar and

Punctuation and achieved below the National Minimum Standard in Reading. The Year 7 Students

achieved the WA Average in Numeracy, Grammar and Punctuation and achieved the WA Average in

Reading, Writing and Spelling.

2013 Mosman Park School for Deaf Children NAPLAN Results

0

1

2

3

4

5

6

7

8

WA

Average

National

Minimum

Standard

MPSDC

Year 3

2010

Average

MPSDC

Year 3

2011

Average

MPSDC

Year 3

2012

Average

MPSDC

Year 3

2013

Average

WA

Average

National

Minimum

Standard

MPSDC

Year 5

2010

Average

MPSDC

Year 5

2011

Average

MPSDC

Year 5

2012

Average

MPSDC

Year 5

2013

Average

WA

Average

National

Minimum

Standard

MPSDC

Year 7

2010

Average

MPSDC

Year 7

2011

Average

MPSDC

Year 7

2012

Average

MPSDC

Year 7

2013

Average

Ban

ds

Reading Writing Spelling Grammar & Punctuation Numeracy

NAPLAN results are used as one of the indicators of the areas of deficit that form the basis for a curriculum

access plan with key curriculum accommodation for Deaf and Hard of Hearing students.

It is acknowledged that NAPLAN tests are dependent upon a certain level of proficiency in the use and

understanding of English. Some Deaf students have not achieved the necessary level of proficiency by

the time that they are expected to sit the tests. It is generally accepted that a Deaf child‟s reading age

will be at least two years behind that of his/her hearing peers.

Deaf students at MPSDC communicate in AUSLAN but must learn English through Sign Supported English

which helps them to master the structure of English sentences. AUSLAN has its own structure, quite unlike

English and this affects the acquisition of a Deaf child‟s English. Until our Deaf students internalise English

they will not become fluent readers and writers.


Deaf students‟ progress is assessed at the end of each semester using a battery of standardised tests.

These include TERA (Test of Early Reading Ability for Deaf and Hard of Hearing Children), Waddington

Reading and Spelling Tests and the Kendall Conversational Proficiency Levels.

The following factors collaboratively assessed by the staff of the Deaf school, contributed significantly to

the improved outcomes for our Deaf/HH students in 2013;

Early Intervention program (K-3)

Explicit teaching in Literacy and Numeracy

Speech and Language program

Individual Reading program

The involvement of Deaf Role Models in the classroom

School based common writing tasks

T H E L E A R N I N G E N V I R O N M E N T

In this current era the emphasis is on educational options for all students; both Deaf and Hard of Hearing.

This is in the context of the everyday school environment.

The bilingual model involves directed and explicit teaching by the Teacher of the Deaf in the specialised

classrooms for Deaf children. In the afternoons the students access a full inclusion program with Mosman

Park Primary School.

All students are involved in the acquisition of the English language and Auslan Sign Language to support

access to all learning areas. The combined expertise of parents and professionals support this innovative

model.

The specialist program provides

Explicit teaching in English and Mathematics

Equal access to the National Curriculum in the above areas

The teachers are supported by quality Interpreters and experienced Education Assistants; who reflect the

values of a professional and dedicated staff.


F I N A N C I A L I N F O R M A T I O N 2 0 1 3

2014 School Grant received was $46,127. Only 54% of Voluntary Contributions were received from our

families which is consistent with previous years.

Expenditure has been within budgets.

Other Specific Programs unspent funds have been re-budgeted in 2014 for the same purpose.

Reserve accounts represent funds for replacement of assets comprising computing, photocopying and

furniture in the future.

mosman park primary school

Documents