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Blind and Low Vision Education Network NZ
Annual Report 2016
Blind and Low Vision Education Network NZ
2016 Annual Report and Financial Statements
School Address:
2 McVilly Road, Manurewa, Auckland 2012
School postal address
Private Bag 801, Manurewa, Auckland 2243
Contact details:
School Phone: (09) 2667109
School Fax: (09) 2674496
Email: [email protected]
Facebook: BLENNZ Facebook
Twitter: @BLENNZOnline
BLENNZ ICT: [email protected]
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Table of ContentsBlind and Low Vision Education Network NZ..................................................................................1
Message from the Board Chair........................................................................................................7
Message from the Principal.............................................................................................................9
Introduction....................................................................................................................................10
Special Character School..........................................................................................................10
Vision.........................................................................................................................................12
Mission.......................................................................................................................................12
Values........................................................................................................................................12
Organisational Culture...............................................................................................................12
Beliefs........................................................................................................................................13
Key Facts and Figures.................................................................................................................. 14
Learners attending Homai Campus School...............................................................................14
Learners Receiving Services from BLENNZ Visual Resource Centres end of 2016.................15
Statement of Variance – Overview................................................................................................17
BLENNZ 2016 Annual Plan.......................................................................................................17
Goal 1........................................................................................................................................ 17
Objective 1:............................................................................................................................17
Objective 2:............................................................................................................................18
Goal 2........................................................................................................................................ 18
Objective 1:............................................................................................................................18
Objective 2:............................................................................................................................18
Objective 3:............................................................................................................................19
Goal 3:....................................................................................................................................... 19
Objective 1, 2 and 3:..............................................................................................................19
Objective 4:............................................................................................................................20
Objective 5.............................................................................................................................20
Objective 6:............................................................................................................................20
Objective 7:............................................................................................................................20
Objective 8:............................................................................................................................21
Objective 9:............................................................................................................................21
Events from 2016..........................................................................................................................21
BLENNZ January Conference...................................................................................................21
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ERO Review..............................................................................................................................21
Roundtable Conference.............................................................................................................22
International Council of Educators of People with Visual Impairment (ICEVI)...........................22
Learner Achievement....................................................................................................................23
School and Residential Services...............................................................................................23
Homai Campus School...........................................................................................................23
Nikau Hostel...........................................................................................................................28
Assessment and Teaching............................................................................................................29
BLENNZ Homai Early Childhood Centre...................................................................................29
BLENNZ Northland Visual Resource Centre.............................................................................30
BLENNZ Auckland North Visual Resource Centre....................................................................31
BLENNZ Auckland South Visual Resource Centre....................................................................32
BLENNZ Hamilton Visual Resource Centre...............................................................................33
BLENNZ Tauranga Visual Resource Centre.............................................................................34
BLENNZ Gisborne Visual Resource Centre..............................................................................35
BLENNZ Napier Visual Resource Centre..................................................................................36
BLENNZ Taranaki Visual Resource Centre...............................................................................37
BLENNZ Palmerston North Visual Resource Centre.................................................................38
BLENNZ Wellington Visual Resource Centre............................................................................39
BLENNZ Nelson Visual Resource Centre..................................................................................40
BLENNZ Christchurch Visual Resource Centre.........................................................................41
BLENNZ Otago Visual Resource Centre...................................................................................43
BLENNZ Southland Visual Resource Centre.............................................................................44
BLENNZ National Assessment Service (NAS)..........................................................................44
BLENNZ Immersion...................................................................................................................45
Regional Teaching Team...........................................................................................................46
BLENNZ DOM...........................................................................................................................47
Homai Campus Music School.......................................................................................................48
Individual Music Programme – Wendy Richards.......................................................................48
Music School – Wendy Richards...............................................................................................48
Homai School Music Therapy Programme – Ajay Castelino.....................................................49
Te Whānau o Homai..................................................................................................................... 49
Youth Library.................................................................................................................................50
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Board of Trustees..........................................................................................................................52
BOT members and roles............................................................................................................52
Professional Development and strategy Planning Days............................................................53
The Framework of Indicators of Learner Achievement..................................................................54
Homai Campus School..............................................................................................................54
Pukeko................................................................................................................................... 55
Takahe................................................................................................................................... 55
Tui.......................................................................................................................................... 56
Weka......................................................................................................................................56
James Cook High Satellite Class...........................................................................................56
Māori and Pasifika..................................................................................................................57
Student Engagement in Learning..................................................................................................59
Kickstart Student Survey 2016...................................................................................................59
Homai Campus School Survey..................................................................................................60
Homai Residential Services.......................................................................................................61
Regional Network..........................................................................................................................62
Outcome Indicators....................................................................................................................62
Learners verified for Ongoing Resourcing Scheme (ORS), primarily for vision......................65
Process Indicators..................................................................................................................67
Student Engagement in Learning...........................................................................................70
Linking Home with School......................................................................................................71
National Assessment Services (NAS)....................................................................................72
Immersion.............................................................................................................................. 73
Developmental Orientation and Mobility Services..................................................................78
2016 National Standards Reporting..............................................................................................80
Statement of Resources................................................................................................................84
Physical Resources...................................................................................................................84
Other Resources........................................................................................................................85
School Roll and Days Open BLENNZ........................................................................................85
Administration Services.................................................................................................................86
Health and Safety:.....................................................................................................................86
Policy Review:........................................................................................................................... 87
Compliance:...............................................................................................................................88
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Legislation:.................................................................................................................................89
Property:.................................................................................................................................... 89
Assets:.......................................................................................................................................89
Appendix: Statement of Variance (Detailed).................................................................................90
BLENNZ 2016 Annual Plan.......................................................................................................90
Goal 1:....................................................................................................................................90
Goal 2:....................................................................................................................................93
Goal 3:....................................................................................................................................96
Financial Statements...................................................................................................................106
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Message from the Board Chair
Kia ora tātou
On behalf of the BLENNZ Board of Trustees I present the 2016 Annual Report.
My name is Nathaniel Louwrens and I have been Chair of the BLENNZ Board of Trustees since June 2016 and a parent representative since December 2014. My wife, Rebecca, and I have five children, 2 of whom have ocular albinism. We are truly grateful for the ongoing support our children receive from BLENNZ.
In 2016, the Board have overseen the excellent work of the Principal and BLENNZ staff. Progress has been made towards each of the three broad goals with a number of the objectives within them being completed. The goals are focused on improving educational experiences for ākonga and continuing to develop the network to fulfil our vision – ‘Every BLENNZ learner is well prepared to achieve in life’. You can read about the progress towards these goals within this report.
During October, the Education Review Office carried out their regular review of BLENNZ. The final report came out at the beginning of 2017 and was very positive of all that is going on within the BLENNZ network. Some points to note from the report are:
BLENNZ has continued to build staff capability, particularly in the areas of leadership and professional practice.
A learning culture, based on well-established values and beliefs has enabled staff to embed the new BLENNZ curriculum and develop shared expertise.
BLENNZ is becoming positioned internationally as a centre of excellence for blind and low vision learners and their families.
If you have not read the report, you can find it on the ERO website.
The 2017 Charter and Annual Plan outlines the direction for BLENNZ for the year. You will note in the charter an updated values section. The Board is committed to these values and wants to see them embraced right across the network and at every level fo the organisation.
The Board, alongside the staff, is continuing to work towards the broad goals set for 2016 as a number of these will be ongoing for some time. Some of the key points of focus for 2017 are:
Strengthen evidence based practice of the Expanded Core Curriculum. Development of the Homai campus swimming pool. Increasing communication and engagement between the Board and the wider BLENNZ
community.
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I’m excited to see what’s in store for our learners during 2017 and into the future. I believe that BLENNZ is well-placed to keep providing an outstanding and improving education to our children.
Ngā mihi nui
Nathaniel Louwrens
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Message from the Principal
Kia ora koutou katoua
What a fabulous year for our learning community. Look throughout the pages that follow and you will read of the achievements of ākonga of all ages and stages. Well done to all of you, for all you have achieved throughout the year.
I would like to take this opportunity to acknowledge Ruth Wedde, Coordinator Immersion Programmes, who has signaled her retirement at the end of 2016. Ruth has fulfilled many roles, Resource Teacher Vision, Manager Visual Resource Centre, Board member, and for the past 10 years has been committed to development of the immersion courses, which are valued by ākonga, teachers and parents alike. We congratulate her for this wonderful legacy of work and for leaving immersion in such good heart.
At the end of each school year it is hard to farewell some of our older students too, young men and women we have got to know so well over the years. For Homai Campus School this year we said farewell to Ronald and Darryl, the place will not be the same without them. We wish them well as they enter the next phase of their lives, and look forward to hearing about what they are up to in the future.
We have been focused on fulfilling the board’s goal that ‘All learners are supported by BLENNZ to achieve their full potential through the use of evidence-based practice.’ Curriculum leaders have initiated inquiries to ensure that we have clearly documented practices in each area of the Expanded Core Curriculum, that are evidence based, with a view to documenting information in support teachers and parents currently and in the future.
Providing quality teaching and learning to all ākonga we work with is central to our mission. We therefore welcomed the opportunity to have the Education Review team visit at the start of term 4 to review our progress since the last review in late 2012. I would like to thank the ākonga, ex-students, whānau and kura who took time out of their day to meet with the reviewers, your input assists us to reflect on the progress we are making to be the best we can be in the interest of ākonga learning and achievement. The ERO report can be located on their website.
Karen Stobbs
Principal
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IntroductionWelcome to the 2016 Annual Report for the Blind and Low Vision Education Network NZ (BLENNZ). The primary focus of the report is to provide accountability to the community, a set of accounting statements providing accountability from a financial perspective; reports on achievement and challenges from an operational perspective; and strategic planning reports from a strategic perspective.
Special Character SchoolThe Blind and Low Vision Education Network NZ (BLENNZ) is a national school that provides a network of education services to 1568 blind, deafblind and low vision learners throughout New Zealand from birth to 21, including those who have additional special needs. BLENNZ was established as a national network of services twelve years ago in January 2005. It is one of the special schools nationally that have been legislated to provide residential provision for learners.
The purpose of BLENNZ is to ensure that the education needs of blind, deafblind and low vision learners are identified and appropriate programmes and services are available. It aims to support the government goals for education by enhancing education opportunities for its learners, facilitating access to and participation in the regular curriculum and developing skills for independence.
Historically blindness education services were provided either by the Blind Foundation (previously Royal New Zealand Foundation of the Blind) through the services based on Homai Campus, or by Visual and Sensory Resource Centres that were part of the state education system. In July 2000 Homai National School for the Blind and Vision Impaired became a state residential special school and in 2005 all of the services were amalgamated to form the Blind and Low Vision Education Network NZ.
This amalgamation of services was achieved through many years of combined advocacy from parents, teachers, service providers and sector organisations, who expressed a strong desire for a unified, nationally coordinated system for service provision. BLENNZ aims to achieve such co-ordination and cohesion and to reflect the special character of the school through the following objectives:
Development of nationally consistent practice which is evidence-based Implementation of the principles of the National Plan Learning and teaching in the Expanded Core Curriculum in the context of the Key
Competencies, as expressed in the BLENNZ Curriculum
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Learning and teaching based on the Expanded Core Curriculum as a means of accessing Te Whāriki
Determination, monitoring and review of learner outcomes Clear mechanisms for accountability Staffing levels within international benchmarks Improved access to services for children and their families/whānau Equitable, cohesive and seamless services
BLENNZ is a national school with a national community which includes children and young people, their families/whānau, Resource Teachers Vision and blindness educators, partner service providers such as the Blind Foundation, and blindness education sector groups including:
Parents of Vision Impaired NZ (PVI) Blind Citizens of New Zealand Inc (ABC NZ) Deafblind (NZ) Incorporated Kāpō Māori Aotearoa NZ, Tamaki Ngāti Kāpo and Te Whānau o Homai
BLENNZ education services are provided from 14 centres. These are:
Homai Campus, Manurewa, Auckland, and satellite class at James Cook High School South Auckland Visual Resource Centre, Homai Campus, North Auckland Visual Resource Centre, Marlborough Primary School, Glenfield and an
outpost at Manaia View School, Whangarei Hamilton Visual Resource Centre, Hamilton North School, Hamilton Tauranga Visual Resource Centre, Monmouth Street, Tauranga Gisborne Visual Resource Centre, Riverdale School, Gisborne Napier Visual Resource Centre, Henry Hill School, Napier Palmerston North Visual Resource Centre, Somerset School, Palmerston North Taranaki Visual Resource Centre, New Plymouth Girls High School, New Plymouth Wellington Visual Resource Centre, Kelburn Normal School, Wellington Nelson Visual Resource Centre, Nelson Intermediate School, Nelson Christchurch Visual Resource Centre, Burnside, Christchurch with outposts at Oceanview
Heights School, Timaru and Cobden School, Greymouth West Coast Otago Visual Resource Centre, Dunedin North Intermediate School, Dunedin Southland Visual Resource Centre, Ascot Community School, Invercargill.
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VisionEvery BLENNZ learner is well prepared to achieve in life
MissionTo enable learners who are blind, deafblind or have low vision to reach their full potential, BLENNZ provides quality education and specialist teaching services in partnership with whanau and the wider community.
ValuesThe services and programmes of BLENNZ are aligned to support the principles and intent of government priorities, goals and strategies for education; the aims of the Disability Strategy for an inclusive society and the removal of barriers; and the principles of best practice in blindness education.
The guiding principles and values of the Blind and Low Vision Education Network NZ will reflect the following documents:
Universal Declaration of Human Rights, Article 1 Convention on the Rights of Persons with Disabilities, Article 3 and 24 Tiriti o Waitangi New Zealand Disability Strategy Ministry of Education Statement of Intent A National Plan for the Education of Learners who are Blind and Vision Impaired in Aotearoa /
New Zealand Te Whāriki New Zealand Curriculum
Organisational Culture
As a community BLENNZ has identified core values which guide our organisation:Integrity, Respect, Trust, Honesty, Transparency, Fairness, Empathy, Manaakitanga, Arohatanga, Awhinatanga, Kotahitanga
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Our shared BLENNZ values and beliefs interweave to guide our community of learning and teaching, promoting the development of qualities that lead to engaged, confident, connected, lifelong learners. Qualities such as:
Can do attitude, Self-starters, Resourceful, Resilient, Contributing, Curious, Reflective, Explorer, Problem-Solvers, Connected, Confident, Belonging, Actively Involved, Making Choices, Confident communicators.
The services and programmes of BLENNZ are aligned to support the principles and intent of government priorities, goals and strategies for education; the aims of the Disability Strategy for an inclusive society and removal of barriers; and the principles of best practice in blindness education.
The children and young people of BLENNZ are represented across the various levels of education: early childhood, primary and secondary. While their education settings are diverse, the large majority of learners attend their local school or early childhood setting. Their means of communication and literacy include tactile material, braille, print, dual braille and print, sign, augmentative and alternative communication modes.
BeliefsThe following beliefs underpin the BLENNZ approach to learning and teaching:
Parents and whānau are the prime educators in their child’s learning Education is focused on the learner within the context of whānau, community and culture Learning occurs through active engagement in meaningful environments Learners have unique needs requiring specialist learning and teaching approaches Learners have the right to equitable access to education Learners have a right to belong and to realize their potential as participating and contributing
members of society Team collaboration promotes positive outcomes for learners
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Key Facts and Figures
Learners attending Homai Campus School
On 1 July 2016 the roll of the Homai School was 36
Day Students 29Residential Students:
Attending Homai Campus School 04 Attending Manurewa High School 03
Male 23Female 13ORS:
Very High needs 21 High needs 12
Learners with moderate needs 03Primary 12Secondary 24
Analysis of EthnicityEuropean/Pakeha 25%Māori 23%Samoan 14%Tongan 8%Cook Island Māori 8%Indian 14%Other 8%
67% of the students attend the BLENNZ Homai Campus School are non-European. 23% are Māori, 30% are Pasifika, 14% are Indian, 25% Pakeha and 8% other ethnicities.
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25
23
14
8
8
14
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Analysis of Ethnicity Homai Campus School
European/PakehaMaoriSamoanTonganCook Island MaoriIndianOther
Learners Receiving Services from BLENNZ Visual Resource Centres end of 2016
Visual Resource Centre Early Childhood Primary Secondary
Total
Northland 10 25 10 45Auckland North 45 53 28 126Auckland South 64 147 116 327Hamilton 26 81 30 137Tauranga 18 46 32 96Gisborne 11 25 17 53Napier 7 34 10 51Taranaki 26 39 17 82Palmerston North 28 58 33 119Wellington 24 74 51 149Nelson 9 29 13 51Christchurch 35 120 56 211Otago 9 27 11 47Southland 5 16 17 38Total 1532
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Visual Resource Centre
Moderate Needs
ORS Vision Only High
ORS + High
ORS Vision Only Very
High
ORS + Very High
Northland 8 9 6 10 8Auckland North 23 19 19 10 13Auckland South 78 49 53 8 78Hamilton 23 24 14 7 41Tauranga 20 21 13 5 20Gisborne 17 3 14 2 5Napier 21 4 4 2 12Taranaki 26 7 8 3 11Palmerston North 30 8 23 8 23Wellington 40 20 17 13 34Nelson 10 12 3 2 14Christchurch 56 26 29 8 55Otago 19 5 6 2 6Southland 13 7 8 1 7
Analysis of EthnicityEuropean/Pakeha 56.6%Samoan 4.1%Cook Island Māori 2.3%Chinese 1.9%Indian 2.6%Māori 23.1%Tongan 1.6%Niuean 0.6%Other 7.2%
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56.6
4.12.31.9
2.6
23.1
1.6 0.67.2
Analysis of Ethnicity Visual Resource Centres
European/PakehaSamoanCook Island MaoriChineseIndianMaoriTonganNiueanOther
Statement of Variance – OverviewBLENNZ 2016 Annual Plan
Goal 1:
All learners are supported by BLENNZ to achieve their full potential through the use of evidence-based practice.
Objective 1:Research is undertaken to define the evidence gathering tools and processes.
Progressing towards target
Significant progress has been made, this objective will take a number of years.
The outcomes of these inquiries were shared at a meeting on the 14th December progress determined which aspects were ready for implementation in 2017. Four inquiries will be taken through to implementation in 2017; three have clearly identified next steps prior to implementation and two others have an inquiry processes underway. Areas included: Literacy through braille,
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Pedagogy and Tactile Graphics; DOM model of service, review; Social skills; E-learning; Assessment - Regular Curricula; Sensory Assessment; Career Education; Life skills; and Family focused practice in early childhood.
Objective 2:An inquiry of current practice is conducted to identify next steps and enhance practice.
Achieved
Inquiry was completed and findings reported to the board.
The inquiry has identified some further development of IP content to consistently make more explicit the evidence base behind decisions and outcomes.
Goal 2:
Learner progress and achievement is enriched through the building and strengthening of effective learning-centred relationships with each learner’s whānau.
Objective 1:Develop common expectations regarding effective engagement with parents and whānau.
Progressing towards target
A survey of parent expectations regarding communication with BLENNZ was undertaken for the parents of learners 5 – 12 years acquiring literacy through braille.
Findings will inform the development of expectations for reporting in 2017
Objective 2: A consultation and communication plan will be developed with the Board and implemented including at least twice yearly plain language reporting to parents in relation to National Standards.
Progressing towards target
The board identified their stakeholders and an area for consultation in 2017.
Plain language reporting is evident in reporting to parents.
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Objective 3: A process is developed outlining the when, how and what key information parents can access.
Progressing towards target
Findings from focus groups informing website development.
Work on key information to be shared upon enrolment and beyond has not been developed at this time planned for 2017
Goal 3:Learning is enhanced through the appropriate use of BLENNZ resources, systems and organisational relationships.
Objective 1, 2 and 3: Undertake inquiries to inform future provision including:
1. Homai Campus School and Residential Service.
Achieved
Inquiry is completed and findings will be shared with Board in 2017.
2. Services for learners with complex needs attending special schools.
Progressing towards target
This was progressed in November / December with a survey to Special Schools.
3. Homai Early Childhood Centre service.
Achieved
Initial thinking about strategic direction has taken place. An alternative process was adopted due to staff on leave. Ministry while not able to identify an EC person for BLENNZ to work with have been supportive of the process. Further consultation will progress in 2017.
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Objective 4:Professional development takes place to support the development of leadership skills of those already in leadership / management roles.
Achieved
Workshops took place facilitated by Sharon Duncan and Alison Prskawetz based on work undertaken with David Anderson.
Open to Learning Conversations workshop was facilitated by Auckland University, with Managers and their senior teachers.
Objective 5
Coordinators lead professional development in assessment of sensory efficiency.
Achieved
Workshops took place at regional team meetings and staff meetings on campus.
Objective 6: Processes for managing learning resources are identified and trialled.
Achieved
The working group identified three key areas of focus:
a. Systems
b. Cataloguing
c. Copyright
The team have progressed the systems work and a contractor has progressed the possibility of cataloguing and a library system. We now have an understanding of current photocopying practice. We have been unable to progress our status as a ‘prescribed body’ at this time, we will continue to liaise with MIBE to progress this as soon as possible.
Objective 7:Outdoor learning environment is completed.
Not achieved
It was agreed that the grid would be completed, this has been initiated and has yet to be started.
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Objective 8: A risk analysis of the swimming pool is undertaken.
Achieved
The analysis of the swimming pool has been completed and quotes being sought for the priority work.
Objective 9: Sensory Schools Capital Works Programme is progressed.
Achieved
Progress has been made with the opening of Tauranga, the initiation of Wellington, Palmerston North projects and discussions underway for two others
Events from 2016
BLENNZ January Conference
A very successful two-day conference took place on campus on the 27 and 28 January. Conference participants shared their feedback for further staff development and planning for future events. The next BLENNZ Conference is due to be held in January 2018.
ERO Review
The Education Review Office undertook a review of BLENNZ in October. This was a very useful process and experience, drawing together progress over the last four years, collating it in a way that would be easily accessed by the reviewers provided a great opportunity to reflect on how far BLENNZ has come. The review provided the reviewers the opportunity to engage with ākonga, parents, staff and other educators with whom we partner. This we hoped had provided a rich source of information and many perspectives of the organisation.
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Roundtable Conference
Two staff from BLENNZ attended this conference with one staff member presenting a paper on ‘Tactile Graphics: How and Why.’ The conference sessions were informative and challenged your thinking as a professional working in support of learners facing exponential change in how we access information and a wide range of devices that assist with daily living.
Of note at this conference was the increasing interest in tactile graphics from the perspective of educators, producers and users. This is an area in which BLENNZ needs to be engaged in the work streams that are emerging. An interest group was formed under the umbrella of a Roundtable subcommittee, we were able to engage with a number of interested parties and will consider how best we can contribute to the ongoing work of this group.
There were also some very positive initiatives where organisations such as Media Access Australia who are producing material to support organisations, raising awareness of approaches that would improve access for a wider range of Australians to online information.
International Council of Educators of People with Visual Impairment (ICEVI)
The Principal and a senior manager attended the World Blind Union (WBU) and ICEVI General Assembly in Florida, USA between the 18 and 25 August. This conference provided the opportunity to share information and build networks nationally.
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Learner Achievement
School and Residential ServicesHomai Campus School
The Homai Campus School has three distinct areas to meet the need of learners who are blind, deafblind and low vision.
The Homai Campus School classrooms, known as, Takahe, Pukeko, Tui, Kiwi and Weka. The learners in these classrooms may have additional barriers to their learning. They work in the New Zealand Curriculum. Teaching methods and equipment have been adapted to the unique educational needs of these students.
The Satellite Class at James Cook High School where the students have satellite group learning activities including intensive one to one instruction, as well as mainstream learning experiences.
The Kickstart Programme which provides an opportunity for young adults to live in a supported flatting situation as they make the transition to tertiary, the workplace and/or independent living.
The Homai Campus School also provides IEP classroom immersion experiences for learners around the country.
The Residential service has one hostel, Nikau Hostel, which provides residential accommodation for blind and low vision learners who are enrolled in Homai Campus School or at Manurewa High School. A residential placement is provided to support a learner’s access to the best educational placement at the time. This year we have chosen to focus on Physical Education and Physical Abilities to share.
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Pukeko Class
Dylan and Ronald practice throwing the javelin
We made an Olympic flag using collage and added feathers to our birds. We also painted the Olympic rings, in time to music, and glued them on in order on card. Making salt dough medals was very successful. We also made Olympic torches. As a class we listened to many stories about the Olympics, some true and some not. We answered questions about the stories. Some students researched on the internet for information about the Games. In Physical Education we practiced gymnastics, javelin, shotput, running and discus.
Kiwi Class
The students in Kiwi class have taken part in two separate sporting events.
On 22 March, Jesse and August went to the Counties Manukau Ribbon Day Athletic Sports at Massey Park. Many other schools participated. There were several track events. Students also took part in field events such as long jump and soft ball throw. Jesse and August took part in the assisted 50-meter walk. They competed with students from other schools. They were assisted by
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staff to complete the race. On 8th April Kerred and Lulieta attended the Interschool Parasports day at Mt Roskill Primary school. They were assisted to take part in skittles, boccia, obstacle course and wheelchair races. They were excited to receive their ribbons and rosettes
Takahe Class
Takahe class prepared for the Halberg Junior Disability Sports Day. The students participated in Blind cricket, Swish and Blind Soccer. The students were supported by the coaches from the Manukau Sports in Schools team. Takahe had a number of outings to Totara Park where the students have been learning how to climb up different ways to get to the top of the fort. Theses outings provided the students with many learning opportunities for managing themselves.
Precious prepares to hit that ball that is bowled to her during a Blind Cricket game at the Halberg Junior Disability Sorts Day.
Haydon climbing up the cargo net at Totara Park with the support of the physiotherapist.
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Weka Class
Weka Class worked hard with the Manukau Sports Team and also during class time so that they could take part in all the events in the Homai Olympics. One of our best events was in the ball rolling event. Sometimes the ball hit the footplates and went the wrong way but we found that if we used a board the ball rolled the right way. We found that it was important to have the right kind of ball and we used tin can skittles to tell us when we made a good roll. The whole Olympic Day was fun and we surprised our parents with lots of medals.
James Cook Satellite Class
Carlton competing in the Standing Long Jump at the James Cook Athletics
We have had a healthy, fit start to our year. The students have been involved in training and competing in three athletic events and we are pleased to report that we are running faster,
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jumping longer and throwing further. The students are participating in the James Cook athletic sports, the Special Olympic Sports day at Massey Park Papakura and the Auckland Secondary Schools athletics at Mt Smart Stadium. All students participate in events of their choice and students from James Cook supported our students as guides for the running events.
Jumpstart
We have had an exciting term 2 with rock climbing at Extreme Edge in Panmure. At first both Kahurangi and Joseph were excited and a little apprehensive. The guide took us through the safety steps. We learnt how to attach the cable and climb the wall. Joseph said the hardest part was stepping away from the climbing wall and returning to the ground by an automated cable. Both Joseph and Kahurangi improved their technique to climb and release from the wall to travel safely down.
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Kickstart
Tim is ready to go
Zip lining - what an adventure! It was a confidence boosting adventure from our exciting train trip to Britomart to the calm, relaxing trip over to Waiheke Island and on to the Zip line. We then experienced a breath taking walk back through the forest and back to home to base. Zip lining had us going at 35 to 50 kilometre an hour for 200 metres. We were flying over the forests treetops; giving us all the confidence to try such thrill seeking activities in the future. The sound of native birds and the smells and sights of the trees would encourage anyone to attempt such a walk again. Overall, this was a confidence boosting and enjoyable outing had by all Kickstarters.
Nikau Hostel
James pitching the tent
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Nikau Hostel began the year welcoming two newly appointed Youth Workers. Both came with knowledge, experience and plenty of enthusiasm plus the willingness to learn new skills that are specific to the field of Blindness Education. Through the year they have completed two courses, Introduction to Blind and Low Vision plus Adaptive Daily Living. This new found knowledge is used daily to support the students with their daily living. Throughout the year Nikau Hostel has hosted a number of social evenings inviting students from Kickstart. Each occasion has had a theme and they have included a quiz night, an informal concert, bingo night, Halloween party and end of year BBQ. During the summer months Nikau hostel focused on outdoor activities making the most of our lovely campus grounds. In the first term a small group of students pitched tents in Nikau courtyard and spent the night camped out this was followed by bacon eggs for breakfast cooked by students on the BBQ.
Assessment and Teaching
BLENNZ Homai Early Childhood CentreWhānau and staff combined their creativity to produce resources for children to use at home and in the centre.
Making of faces was popular with whānau and, with faces being a natural motivator, were well received by the children. The facial expressions have been used to reinforce social skills, understand feelings of others, and encourage fixing gaze and following.
Proud whānau with their funny face resource
Families also made sensory bottles, with glitter drifting through liquid filled bottles to settle at the bottom, producing a calming effect for some and visual stimulation for others, especially when a torch light was shone through the bottle in a darkened room.
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Whānau members hard at work
Butterflies were made using contrasting colours, reflective materials and tactile resources, offering visual stimulation as the butterfly moved in space in time to a favourite song: Fuzzy Wuzzy Caterpillar / Fly Fly Butterfly.
Beautiful butterflies and stars
BLENNZ Northland Visual Resource Centre As the BLENNZ learner number has increased in Northland so has the number of Resource Teachers: Vision. In February, Hera McNeill joined Kate Mabbett, Sue Fletcher and Louise Pyne.
To make the office more user friendly, it was time for a well overdue makeover. Originally the school’s dental clinic, the long three-room space meant that a creative approach was needed. Out went the inherited furniture and in came the flat packs. After a few false starts the team became dab hands at construction, creating an area that meets the needs of a growing team. The icing on the cake was the new coat of paint that this resourceful team completed during the term-break.
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Northland VRC tidy up New look Northland VRC
BLENNZ Auckland North Visual Resource Centre
In 2015 - 2016 learners from BLENNZ Auckland North received invitations from Tim Bray Productions to attend audio-described performances at The PumpHouse Theatre in Takapuna. For some of our learners the trip to see these shows is their first experience of live theatre.
Tim Bray Productions always seat the learners in the front row; they provide an opportunity for a touch tour beforehand and an opportunity to meet the actors afterwards. Then as the show starts the learners don headsets to listen to a wonderfully evocative audio description of everything that is happening on stage. The learners always have a great time and come out buzzing with questions and ideas, wanting to become involved more in the arts themselves and wondering what the next show will be.
Figure 1: A young learner explores the wire shape that represents a whale.
A young learner explores the wire shape that represents a whale
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Young learner tries on a life jacket, one of the props used in the show
BLENNZ Auckland South Visual Resource Centre“Aspiring for a bright future – the Aspire Lifeskills Group”
The year 9, 10 and 11 “Aspire Lifeskills Group” was established to build an awareness of employment skills and begin planning for the transition beyond school. The group of 11 students meet once per term to complete role play activities to build their confidence, body language awareness and communication, whilst co-operative games and activities highlight personal strengths. In-between trips, students work 1:1 with their RTV to increase their vocabulary knowledge, set personal goals and create a step by step CV.
Students participate in a series of experiential trips based upon student interest in areas such as media, health, personal appearance and photography. Each trip builds high expectations through exposure to a range of employment opportunities and strategies to build transferable skills.
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Student working co-operatively on cooking task
RTVs identified each student’s strengths/attributes observed throughout the day on stickers. Students collated these strengths onto a worksheet to provide ideas for the ‘About Me’ section of their CV.
BLENNZ Hamilton Visual Resource CentreThis year Hamilton BLENNZ RTVs have run a number of low vision awareness workshops in classrooms. We have had excellent feedback from these workshops, with two classroom teachers taking the learning opportunities further and publishing the students’ comments to their class blogs. Our BLENNZ learners participated at varying levels, according to age, with Brayden a 12-year-old preparing a PowerPoint presentation using JAWS and taking the lead role in delivering the workshop.
Sighted student feedback included comments such as “It was hard to see the date on the board, it was hard to see the lines on my own school pad but a dark lined piece of paper was easier, but still not as easy as having good vision!” and “It made me stop and think about other people who
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live with low vision every day”. BLENNZ learners identified that their classmates showed more understanding of, and cooperation with, adapted strategies and assistive technology solutions following the workshops. Classroom teachers and support staff also commented that they had a better understanding of why specific adaptations and strategies were needed.
Brayden using JAWS and Powerpoint to edit his class workshop presentation, which he created on his iPad using VoiceOver and Keynote
BLENNZ Tauranga Visual Resource Centre In Service: A Successful Day
In April, BLENNZ Tauranga hosted an In-Service for teachers, teacher aides and other professionals working with students with additional needs. We welcomed 13 participants from all over the Tauranga region.
We began the day with a presentation about BLENNZ services. Following this, we were fortunate to have Patrick Pink and Bronwyn Paine from the National Assessment Service present information on The Eye, detailing basic visual responses. They also provided a second session about Cerebral Visual Impairment. Nicola McDowell, the Centre’s Developmental Orientation and Mobility Specialist ran a session on wheelchair mobility. Some visual simulation activities were offered, followed by a presentation on “Active Learning” with a number of resources displayed.
The audience were very enthusiastic, asking relevant questions about the learners they work with.
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Presenting to the room of professionals at Complex Needs In-service
BLENNZ Gisborne Visual Resource CentreOur centre inquiry for 2016 has been to research how our BLENNZ learners can be provided with appropriate Assistive Technology systems, which are well matched to their changing needs and abilities. Over the year our RTVs have participated in a range of Professional Development opportunities, which have included workshops at the VRC, the BLENNZ “Expanding my Toolbox” course and attending an Immersion Course with a learner. This has enabled our RTVs to successfully trial and apply for appropriate AT for learners who are low vision or blind, using the SETT (Student, Environments, Tasks, and Tools) process. As part of this process we have supported our learners’ teams to ensure these learners are able to use their AT systems competently and successfully to access the curriculum and make progress in their learning.
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A BLENNZ learner writing on her Braille Sense U2
A BLENNZ learner reading text on his iPad
BLENNZ Napier Visual Resource Centre During 2016 several BLENNZ Napier learners have been working towards Expanded Core Curriculum goals.
Two intermediate aged learners attended the ‘Interact, Getting Dramatic’ Immersion Course held in June. In addition to attending a production of The Elephant Thief the learners explored elements of theatre, costuming, improvisation, and make-up. Through this experience the learners gained confidence in the Expanded Core Curriculum areas of; social skills, life skills, physical skills, and communication.
A young cane user is ready and motivated to think about what’s around her in the community and has been introduced to simple tactile maps to help her achieve her goals. This has encouraged her to problem solve in order to work towards becoming an independent traveller of the future.
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Getting Dramatic
Exploring the berm
BLENNZ Taranaki Visual Resource Centre BLENNZ Taranaki have been fortunate to have Kay Daly as our Specialist Developmental Orientation and Mobility Instructor. She has visited Taranaki to work with the BLENNZ Taranaki staff and learners.
One teacher from BLENNZ Taranaki has been on the DOM Supporters course and others have embraced the new orientation and mobility knowledge that they have gained from Kay.
O and M is now a regular part of learners’ school programmes. Some of the learning that has been covered includes: mapping the classroom, school and areas around the community, catching buses and reading time tables.
Teachers have scaffolded learners so that they can travel independently using public transport in preparation for attending a local tertiary institution.
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It is wonderful to have this increased knowledge and guidance around Orientation and Mobility, and to focus on this important area of the BLENNZ Curriculum.
Parklands Shopping Centre map
Zach with his map
BLENNZ Palmerston North Visual Resource CentreUpdating the Little Sensory Room
Little Sensory Room
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Little Sensory Rooms are supporting our young learners to explore space through vision, hearing and touch. We have reviewed our existing equipment based on the work of Roman-Lantzy to achieve success for our young learners with Cortical Vision Impairment (CVI).
The following characteristics were adapted.
Colour preference was integrated into the choice of hanging objects – red, yellow, gold, silver, black/white and some light reflective surfaces.
Visual complexity was managed by removing colour and pattern from the side panels and covering the transparent roof.
Light-gazing and non-purposeful gaze was minimised through suitable positioning and covering the transparent roof.
Visual novelty - familiarity was achieved by using the learner’s favoured toys and objects.
Visually guided reach was encouraged by adding objects like beads, chains, bells and pompoms to stimulate reach and give auditory feedback.
We believe that through these alterations our learners are able to access this valuable learning environment more effectively.
BLENNZ Wellington Visual Resource CentreO&M in Action – Team Collaboration
Last year one of our teachers, Will Pike, completed his Massey DOM Community Supporters Certificate. As part of team collaboration with Mel Harvey, Will works with Nikki, a secondary school student, twice a week to both practise and grow her mobility skills so that she learns to travel safely. The team’s long term goal is for Nikki to become an independent traveller. In the short term, Will works with Nikki to develop confidence in moving around the local mall and to locate items in the supermarket.
The school team and the BLENNZ team have been working together on a range of interconnected tasks that support Nikki’s learning. The school food technology teacher works with Nikki to write a list of ingredients required for the next cooking lesson, Will walks with Nikki to the supermarket to price the food items and Devi from BLENNZ, who also supports Nikki’s learning, uses the information from the supermarket trip to develop math activities around managing money.
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RTV and Student talking in shopping mall
Student and RTV in supermarket
BLENNZ Nelson Visual Resource CentreOliver performing as Oliver in Oliver!
It is often humbling and impressive when students on the BLENNZ role overcome their vision impairment and out-compete their sighted peers in academic and extra-curricular activities.
Oliver, a year 5 student with Optic Nerve Hypoplasia, recently landed the lead role in the Nelson Youth Theatre performance of Oliver! Rehearsals were held in the evening and spanned over 3 months, an arduous task for a student whose levels of fatigue would already be significant.
The only accommodation Oliver requested was large print in order to learn his lines, although with the glare of theatre lights and no glasses he would have been working extremely hard during performances.
Oliver has a great can-do attitude and high level of motivation and resilience. These qualities and the backing of his parents have undoubtedly led to a high level achievement in his studies, sports and music. Oliver’s proud parents commented that they “continue to support him in whatever endeavours he chooses” and they “have never said that he couldn’t do anything because he has impaired vision”
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Oliver performing as Oliver in Oliver
BLENNZ Christchurch Visual Resource CentreBLENNZ Christchurch continues to make the most of their larger facilities by running various programmes for their learners; including music, social and preschool/parent groups.
This year we have started an ‘iPad Only Club”. The goals and objectives are:
Students will be able to trouble shoot issues with their iPad technology in a supportive environment.
Students will learn new skills in using their iPad and be able to transfer those skills into the classroom environment.
Students will develop leadership skills. They will be able to mentor new iPad users. Students will foster a sense of belonging and will feel part of a group and thus
empowerment in the use of assistive technology. Students will be exposed to new apps and technologies so as to keep up in an always
changing technological environment.
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Ollie entering his project into his GDrive
Lily-Kate sharing information with other students
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BLENNZ Otago Visual Resource CentreHarry Takes Flight
Harry in cockpit of plane
In Term 4 Harry attended his first Immersion Course at Homai. He had an unforgettable start to the week with his first flight and the opportunity to sit in the cockpit.
‘Digitally Speaking’ was a course for 9-13 year olds to share skills about technology. We looked at QR coding, transferring information between devices, bookmaking and touch-typing among many other things. Harry was excited about the sports component of the course and had a wonderful time playing Frisbee Golf, Blind Cricket and Goalball (which Harry has now taught to his classmates).
The four days were packed full of activities which the students approached with energy and enthusiasm. They enjoyed connecting with each other and are looking forward to staying in touch.
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BLENNZ Southland Visual Resource CentreGrowing with Drama
Jessica attended an Immersion course - “Interact: getting dramatic”.
They went to the play - “The Elephant Thief” and Jessica said, “Having the touch tour meant I could visualize what the characters looked like in the show. It was good to meet the actors first as it made it easier to understand what/who they are.”
The course gave her confidence in speaking up and she learnt how to work better with her nerves. This enabled her to more confidently deliver a speech to her class and to read her children’s story aloud with ease.
Interested in public speaking she has now represented her school in a year 8 debating team as third speaker. So far they have had one win and one loss.
Jessica posing Jessica in costume
BLENNZ National Assessment Service (NAS)The BLENNZ National Assessment Service (NAS) provides support to 14 Visual Resource Centres located throughout NZ by offering assessment both at Homai Campus, as well as locally in the regions.
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In March 2016, the NAS team travelled to Palmerston North and assessed 25 learners over three days. The purpose of regional visits is to support the local team by working collaboratively, sharing information and strategies to enhance outcomes for learners. Many of the learners assessed during this visit were under 5 years old. Early identification of the needs of the learner is crucial to ensuring all areas of development are closely monitored and strategies are put in place to optimise sensory development and engagement. The photos below show how a young learner used his vision to engage in activities during the functional sensory assessment.
Stacking peg-board pegs Reaching to catch a falling bubble
BLENNZ Immersion
19 Immersion Courses ‘will have been delivered’ in 2016.
The purpose of Immersion Courses is to bring groups of learners together to introduce and further develop skills and knowledge in areas of the regular and expanded core curriculum together with complementing local service delivery. Parents accompany their child to courses up to the age of 8 and in some circumstances to courses beyond this age. Blind Foundation staff have been involved this year in the planning and delivery of four courses.
Learners who use braille remained a key focus for Immersion Courses with Use of Technology and Tactile Graphics as main focus areas. Training tutorials that allow an individual to work through at their own pace have continued to be prepared for using Braille Notetakers and laptops with screen reading software. Learners have also accessed a range of etext such as Bookshare, Booklink, DAISY books, ePub 3, Kindle etc. through the range of different technologies available such as Braille Notetakers, laptops, iPads and iPhones.
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Regional Teaching Team
BLENNZ employs a number of Resource Teachers: Vision who are based at fourteen Visual Resource Centers located across New Zealand. The role of these teachers is to advise, provide guidance and direct teaching to identified learners with a vision concern, in their region.
Opportunities continue to be provided for Regional Managers of each Centre to meet and to support the implementation of the Annual Plan. These occur at a national level and facilitate a collaborative approach to enhance pedagogy and practice. Likewise, opportunities continue to be provided for the teachers across the network to meet at a regional level through Visual Resource Centre Regional Days and the biennial BLENNZ Conference.
Regional Days will take place in Term 2 this year, as the BLENNZ Conference in late January 2018 will provide a forum for professional development and teaming for all. This first meeting will
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be an opportunity for all Resource Teachers Vision, in the three regions – North, Central and South, to come together to share and engage in both initiatives from the Annual Plan and in professional learning to support their roles. Managers will also have a second opportunity to come together in Term 3, on a national level, having met in March 2016.
These network opportunities are critical as BLENNZ strives towards the provision of consistent specialized programme delivery for ākonga from an informed specialist teaching team.
BLENNZ DOM
The BLENNZ Developmental Orientation and Mobility Specialist Team has some firsts this year!
The DOM Specialist team has developed to a full complement of staff for the first time in 2016.
Photo of current DOM Specialist team
Ernie and Melanie, complete their Specialist DOM Credentials this year. This involved two years study and on the job apprenticeship, braille proficiency exam, two week long Massey Supporting O&M courses and four weeks Praxis (or blindfold work) also run via Massey University. Next year they will complete their Diploma: Specialist Teaching credential, a credential they undergo alongside their RTV colleagues. This is a milestone for the team as they are the first to complete this rigorous training.
Another first this year also in partnership with Massey University was the first Fundamental ADL trial course for staff on the team and at Homai campus. Dr. Julia Budd, Nicola McDowell (RTV/DOM/ADL) and Gendy Ritzema (ADL Specialist) led this 4 day course on practical ADL skills. Feedback was all extremely positive and will inform the building of the BLENNZ Curriculum delivery in the future.
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Blind folded participants on ADL course ready to start an activity
Homai Campus Music School
Individual Music Programme – Wendy Richards2016 saw considerable growth in the demand for music braille instruction. Fourteen individual students were supported with their music studies via one to one lessons. Twelve of these students were braille users (as opposed to seven last year), one used large print and one was an aural learner only. SKYPE lessons have continued to provide an alternative form of access for students living outside of Auckland, with four students regularly engaging with the music braille teacher in this way.
Music School – Wendy RichardsMusic school once again enjoyed strong enrolment numbers with 22 students regularly attending. We were delighted to be rejoined by a returning ex-student bringing our tutor team to now include three accomplished mentors and role models with vision impairment, a dance therapist, music therapist, music braille teacher, and ex-BLENNZ staff member. Their commitment to the programme, along with additional support from the staff at Nikau Hostel, contribute to the quality and culture of music school. The sense of community amongst the students is evident in their interactions together. One new element added to the programme this year was an extended lunch break to provide opportunity for informal music making and social skills practice. Following their lunch, students have approximately 30 minutes to choose between several “social stations” which are monitored by staff at a distance. These social stations include: quiet time in the library, playground (weather permitting), ‘jamming’ in the Totara room, or hanging out and dancing in Whanau room. The afternoon programme had a special group in 2016 engaged in the SOND1 programme with Ajay Castelino. Three of the four students were able to achieve additional NCEA credits at level 1. We returned to an evening concert format for our end-of-year concert which made it a special event for students and families. Students arrived during the day to rehearse and then all enjoyed pizza for dinner before getting into their “good” clothes for the concert which concluded with the entire group singing David Hamilton’s arrangement of Hine e Hine.
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Homai School Music Therapy Programme – Ajay CastelinoSeven group and five individual music therapy sessions were provided every week for the students in 2016. The aim for each session was to support students to attain Expanded Core Curriculum goals through the use of music. The music therapist also worked as part of a multi-disciplinary team alongside the other Homai therapists to deliver a motor-sensory program to two of the Homai classrooms. The James Cook Class participated in mainstream songwriting competitions as part of a Life Skills goal towards integrating into mainstream settings. They performed at the SmokeFree Rockquest and took part in the Play in Strange Competition. Their original composition was placed amongst the top 40 songs in New Zealand and the students had the opportunity to have their song professionally recorded and included in a compilation CD.
Te Whānau o Homai Te Whānau o Homai continues to support and promote the educational and developmental needs of tamariki kāpo.
Following are BLENNZ Homai campus events whereby Te Whānau o Homai have been involved.
27/01/2016 Mihi Whakatau for BLENNZ conference
04/07/2016-08/07/2016 Te Wiki o Te Reo Māori Māori language week @ Homai Campus involved breakfast learning sessions in our staff
lounge. Matua Becker led us in learning and practising some reo. We had a kaupapa for language week.
Mihi whakatau for ERO reviewers. Matua Becker ensured that our students were prepared.
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08/09/2016Poroporaki for Matua Becker followed by morning tea. A gift was presented to Matua Becker to show our appreciation for how fortunate we had been for having had someone of his calibre at BLENNZ and we wished him well with his retirement.
Youth Library
The Youth Library is based at BLENNZ Homai Campus School and is administered by the Blind Foundation. We have two enthusiastic librarians on site who provide a point of contact for teaching staff and teacher aids throughout New Zealand to request educational items for school children.
The Blind Foundation, through funding from the Ministry of Education, is committed to producing and providing a wide range of accessible resources to fulfil the educational and recreational needs of children and youth. The Library also supports children and their families in literacy reading development and lifelong learning through the provision of a range of reading material in a variety of formats. These include:
Collage books: sturdy, hard-covered picture books with large print and braille text and bright, bold collage illustrations.
Early readers and School journals available in large print and e-text. Braille books: fiction, non-fiction, examinations, tests and textbooks. Twin vision picture books: with clear plastic braille over the original print or with clear
plastic braille pages inserted between the original print pages. Some are also available with an accompanying CD.
Large print books in 18 and 24-point font: mostly fiction for ages 9 to 16. We also have a growing non-fiction and textbook collection.
Kitsets with enclosed print book with accompanying CD and braille text. Electronic files (E-text) available in Word, HTML and Plain text. Playaway pre-recorded MP3 players. DAISY books. Digital services such as Booklink and Bookshare
The library supports RTVs and educators professional development through the provision of reference material and reference services. The Blind Foundation Information Services Librarian, Kylie Thomson, is available to assist with reference queries and literature searches.
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The library also supports and helps with a variety of immersion courses run by BLENNZ over the course of the school year, and conducts library tours for teacher aides and other educational groups when requested. We provide weekly story times for the Early Childhood Centre, and have regular visiting sessions for all classes in the school, including the James Cook Satellite Unit and Kickstart. We also meet regularly with visiting assessment families to let them know what resources we have that may be suitable for their child.
Opening hours: Monday to Friday, 9.00am to 4.30pm, including school holidays.
You can phone us on (09) 268-3215 or 0800 24 33 33 ask for Youth library.Email [email protected]
The Library Team:Cathryn Mitchell/Nazreen Shaban, Senior Librarian Jill Berdebes, Senior Library Assistant
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Board of Trustees
Back row – from left – Mitch Harris and Nathaniel Robson
Front row – from left – Jonathan Godfrey, Karen Stobbs, Letitia Patete, Gretchen Good, Jane Cox, Nathaniel Louwrens, Nigel Ngahiwi, Neil Jarvis, Janny Cooke
BLENNZ has a national board of trustees which is representative of BLENNZ and of the wider blindness education sector.
The role of the BLENNZ Board is to govern the school, with a focus on providing an environment that fosters achievement for children and young people who are blind, deaf blind or low vision.
BLENNZ also has the Homai Early Childhood Centre on the Homai Campus. This is a licensed centre attended by young children in the Auckland region, and also serving as a national resource. Because of current legislation, this centre is governed under a separate trust and trust board, the Homai Early Childhood Centre Education Trust (HECCET) Board of Trustees. Seven members of the BLENNZ Board form the membership of the HECCET Board of Trustees.
The BLENNZ Board of Trustees meet on a Friday afternoon and in 2016 met for eight meetings:
26 February, 1 April, 27 May, 24 June, 12 August, 23 September, 28 October, 9 December
The Board is made up of the following trustee positions:
Four elected by parents receiving services from Visual Resource Centres One elected by parents of students enrolled at the Homai Campus School One elected by staff One appointed by the RNZFB now known as the Blind Foundation One appointed by Blind Citizens NZ One appointed by a panel of representatives of recognised Kāpo Māori organisations The Principal of BLENNZ Board co-opted trustees, provided that the number of parent elected and VRC elected trustees
was greater than the total number of co-opted and appointed trustees.
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BOT members and rolesNathaniel Louwrens – Board Chair and Visual Resource Centre Elected Parent TrusteeNathaniel Robson – Deputy Chair and Visual Resource Centre Elected Parent TrusteeKaren Stobbs – PrincipalMitch Harris – Homai Campus School Elected Parent TrusteeGretchen Good – Visual Resource Centre Elected Parent TrusteeJane Cox – Staff Elected TrusteeNeil Jarvis – Appointed, Royal New Zealand Foundation of the Blind known as the Blind FoundationJonathan Godfrey – Appointed, Association of Blind Citizens of NZ IncNigel Ngahiwi – Appointed, Kāpō Māori Aotearoa NZ
Professional Development and strategy Planning Days29 October – Board Strategy Day
The Board met on Saturday 29 October. The meeting focused on the following topics:
Health and Safety – working through the NZSTA H&S Module BLENNZ Values Review of the strategic goals, charter and work plan for 2017 Consultation with the community in 2017 and how the board was going to achieve this.
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The Framework of Indicators of Learner Achievement
BLENNZ uses a network-wide approach to quantifying learner achievement using a framework of evaluation indicators. The indicators capture both direct and indirect measures to provide an overview of achievement of learners and BLENNZ services. This systematic approach is intended to enhance opportunities for evidence-based practice and to provide the data needed for the development of nationally consistent practice and for a process of continuous improvement.
The outcomes are documented in the following pages with the first section of reporting focusing on the School and Residential Service Strand followed by reporting on the Assessment and Teaching Services.
Homai Campus School
Collate IEP goal achievement data for learners attending Homai Campus School.
Targets
Learners at Homai Campus School will achieve 80% of their IEP goals during 2016
In this reporting the names Pukeko, Takahe, Tui Kiwi and Weka refer to the different classrooms of the learners.
Reporting
The Homai Campus School has developed an IEP policy and guidelines to ensure the IEP process outlines the children and young peoples’ strengths and needs, bringing together a collaborative team that works in partnership with family and whanau to identify and prioritise learning outcomes that are based on effective assessment and teaching strategies. The IEP or ITP plans ensure learners are provided with a programme that enables them to achieve maximum educational outcomes and the goals are appropriate for the learner. Each IEP is reviewed by the Senior Teacher, Coordinator School programmes and the Senior Manager of School and Residential Services.
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The learners have worked well to achieve their IEP goals. For the learners who have not achieved the target of 80% there appears to be a consistent variable relating to their attendance
PukekoOne student’s physical condition deteriorated making it increasingly difficult for them to use gestures to communicate. One student moved from home to supported living and had significant changes in medication. These changes had an impact on their learning through this time. A further student moved classes during the year when they experienced deterioration in their health; it was found that some learning objectives had become unachievable and not appropriate. A new IEP was developed and will be reviewed early 2017.
Learner Using language
symbols and texts
Participating and
contributing
Managing Self
Relating to Others
Thinking
1 70% 100% 100%2 94% 100% 90% 100%3 74%4 85% 90%5 65% 100% 66% 55%6 0% 100% 0% 0% 66%
TakaheFor one student reduced sensitivity in their fingertips making identifying braille tactually extremely difficult. One student has difficulty using a braille machine to produce braille and has been trialling electronic braille input and qwerty keyboard with Dolphin Guide. One student has difficulty remaining focussed on academic tasks and investigation into sensory needs is underway. One student has undergone a rapid and unexpected loss of vision and is still facing the challenge of moving to braille.
Learner Using language
symbols and texts
Participating and
contributing
Managing Self
Relating to Others
Thinking
1 55% 100% 100%2 70% 93%3 75% 100% 93% 80%4 80% 86% 96%5 100% 94% 100% 75%
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Students in Tui and Weka classes are very high needs and some with fragile health. Illness and absences have had an impact on progress.
Tui
Learner Using language
symbols and texts
Participating and
contributing
Managing Self
Relating to Others
Thinking
1 85% 75%2 80% 87%3 88% 87% 75%4 71% 95%
Weka
Learner Using language
symbols and texts
Participating and
contributing
Managing Self
Relating to Others
Thinking
1 100% 100% 100%2 80% 54% 80%3 75% 80% 100%4 83% 85% 62%
James Cook High Satellite Class
Learner Using language
symbols and texts
Participating and
contribution
Managing Self
Relating to Others
Thinking
1 100% 100% 100%2 92% 100% 100% 100%3 83% 100% 83% 95%4 93% 81% 100% 93% 100%
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Learner Using language
symbols and texts
Participating and
contribution
Managing Self
Relating to Others
Thinking
5 100% 100% 80% 87% 100%
Māori and Pasifika
Māori LearnersAll 8 learners achieved 80% or more of their IEP goals.
Cook Island Māori LearnersAll 3 learners achieved 80% or more of their IEP goals.
Samoan LearnersAll 4 learners achieved 80% or more of their IEP goals.
Tongan Learners All 3 learners achieved 80% or more of their IEP goals.
Niuean LearnersThe 1 learner achieved 80% or more of their IEP Goals.
TargetIdentified learners at Homai Campus School will improve their reading age by a minimum of 6 months during 2016.
ReportingTerm 1 Term 1 Term 4 Term 4
Learner Reading age Term 1
Reading Level Reading ageTerm 4
Reading Level
1 11yrs L29 15yrs plus Over L302 9yrs L25 Moved from
print to braille3 11yrs L29 12.5yrs Over L304 10.5yrs L28 12.5yrs Over L30 5 5yrs L3 5yrs L46 5yrs< L1 Moved to
auditory
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Term 1 Term 1 Term 4 Term 4learning
TargetLearners at Homai Campus School participating in conventional numeracy programmes will achieve their individual targets in numeracy and progress towards National Standard expectations by the end of 2016.
Learner Numeracy Project Level / Stage Numeracy Project Level / StageTerm 1 2016 Term 4 2016
1 Level 1 / stage 3 Level 2 / stage 52 Level 2 / stage 6 Level 2 / stage 73 Level 2 / stage 5 Level 2 / stage 64 Level 2 / stage 5 Level 2 / stage 65 Level 2 / stage 5 Level 2 / stage 76 Level 1 / stage 1 Level 1 / stage 17 Level 1 / stage 2 Level 1 / stage 28 Level 1 / stage 4 Level 2 / stage 59 Level 1 / stage 0 Level 1 / stage 210 Level 1 / stage 0 Level 1 / stage 0
The NumPA assessment is completed with each learner in a conventional numeracy programme. The assessment is adapted for low vision and braille learners. The assessment scores in various areas. The results are analysed by the teacher, areas strengths and weaknesses are identified.
TargetLearners attending the Kickstart Programme will achieve 80% of their ITP goals during 2016.
Reporting
All Kickstart students have achieved 80% or more of their ITP goals, with the exception of one student who did not complete one of his orientation and Mobility goals. This was due to not having the time to work with the O&M instructor on this goal.
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Learner Daily Living Skills
Study andCareer
PersonalSkills
OrientationAnd Mobility
RecreationAnd Leisure
1 100% 100% 100% 100% 80%2 100% 100% 100% 100% 100%3 85% 100% 80% 100% 100%4 100% 100% 85% 50% 85%5 100% 100% 90% 100% 100%6 100% 100% 85% 100% 100%
7 100% 100% 100% 100% 95%
Jumpstart programme was trialled for 3 students through 2016. One student was transitioned back into his own community in the middle of the year.
Learner Daily Living Skills
Study andCareer
PersonalSkills
OrientationAnd Mobility
RecreationAnd Leisure
1 100% 100% 100% 75% 50%2 98.3% 98.5% 100% 100% 100%3 90% 98% 100% 100% 90%
Student Engagement in Learning
Kickstart Student Survey 2016 Conduct an annual end of year survey of students attending the Kickstart programme to determine their level of satisfaction with the programme.
Target90% of students evaluate the programme as appropriate in terms of support for goal achievement, overall effectiveness and preparation for independent living and work.
ReportingThe 7 students in the programme at the end of 2016 each completed the survey. The targets were achieved.
1. I was well supported when planning and setting my goals for this year.
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6 strongly agreed; 1 agreed.
2. I was well supported to achieve my set goals this year.6 strongly agreed; 1 agreed.
3. I felt comfortable communicating with the staff.5 strongly agreed; 2 agreed.
4. I feel prepared for living independently.4 strongly agreed; 3 agreed
5. I have planned for the future and have my direction for work or study.6 strongly agreed; 1 agreed.
6. My EOTC activities have built my confidence in giving new and challenging things a go.4 strongly agreed; 3 agreed.
7. Overall the Kickstart programme met my needs.5 strongly agreed; 2 agreed
Homai Campus School Survey
Homai Campus School
All reporting to parents by the Homai Campus School will be against the learners’ IEPs. It will be in an agreed format which has been developed to comply with the National Standards Guidelines to ensure that all reporting is in plain language and clearly articulates to parents the next steps for their child’s learning, and how they can support the learning outcomes at home.Targets
100% of reports to parents/caregivers from Homai Campus School use the agreed format.
95% of parents/caregivers surveyed express satisfaction with the new style and formatting of reports with regard to clarity of information and clear articulation of the next steps in the child’s learning and how they can support this learning at home.
Conduct an annual survey of parents with children attending Homai Campus School to determine the level of satisfaction with the service provided.
Target
95% of parents/caregivers evaluate the service provided as appropriate in terms of the quality of classroom programmes, ease of communication with the home, child safety, assessment and feedback.
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Reporting10 out of a possible 24 families completed the survey. Targets were achieved.
1. My child is well supported by the classroom programme.6 strongly agreed; 4 agreed.
2. There is good communication between the classroom and home.5 strongly agreed; 5 agreed.
3. I feel welcomed into the school and comfortable contacting the staff.5 strongly agreed; 5 agreed.
4. The health and safety of my child is well provided for.6 strongly agreed; 4 agreed.
5. The information presented in the IEP is helpful to me.6 strongly agreed; 4 agreed.
6. The school report is informative and easy to read.4 strongly agreed; 5 agreed; 1 partly agreed.
(6 continued) The School Report gives a clear idea of what is the next step in learning.4 strongly agreed; 6 agreed.
(6 continued) The School Report says how learning can be supported at home.3 strongly agreed; 6 agreed; 1 disagreed.
7. The termly newsletter provides good information on the activities at school.3 strongly agreed; 5 agreed; 1 partly agreed; 1 had not received newsletters.
Homai Residential Services Conduct an annual survey of all parents of learners who are in residence in the Homai Campus hostels to determine the level of satisfaction with the service provided. This will, in part, demonstrate compliance with the terms of the Hostel Licence.
Target95% of parents/caregivers evaluate the service provided as appropriate in terms of quality of communication with home, quality of recreational and cultural activities, student wellbeing and support for their child’s educational programme.
Reporting6 out of a possible 6 families responded. Targets were achieved.
1. The residential environment is safe and comfortable. 5 strongly agreed; 1 agreed.
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2. There is good communication from the residential staff about my child’s progress, activities and appointments.1 strongly agreed; 4 agreed; 1 did not respond.
3. The Residential staff are approachable and I feel comfortable contacting them.3 strongly agreed; 2 partly agreed; 1 strongly disagreed.
4. The health needs of my child are well monitored and cared for.4 strongly agreed; 1 partly agreed; 1 strongly disagreed.
5. The residential services provide good support for my child’s educational programmes.4 strongly agreed; 2 agreed.
6. The information provided by the residential staff in the IEP is helpful.4 strongly agreed; 2 agreed.
7. The residential contributions to the school reports are informative and easy to follow.4 strongly agreed; 1 agreed; 1 not applicable.
8. There is a good range of recreational and cultural activities as well as community outings provided for my child.4 strongly agreed; 2 agreed.
Regional Network
BLENNZ uses a network wide approach to quantify learner achievement for all BLENNZ learners within an established framework of indicators. This systematic approach is intended to promote evidence based practice and to provide data needed to establish nationally consistent practice together with a process of continuous improvement.
In 2016, for the fourth consecutive year, BLENNZ continued to emphasise the importance of reporting of accurate and meaningful data in order to provide a broad picture of the BLENNZ learner population. The focus was on the population of braille and print users, aged 5-12 years, who are verified for ORS primarily on their vision. This focus was further defined to those learners who participate in a conventional literacy programme.
In December 2016, there were 1535 learners enrolled with BLENNZ whose information was held on the electronic platform of e-Tap and who were receiving their support from a Visual Resource Centre. Data in respect to all learners is continually updated throughout the year to assure accuracy.
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Outcome Indicators
Literacy – Using Language, Symbols and Text
For all BLENNZ learners data for reporting on this indicator will be aggregated from the BLENNZ Literacy Profile Forms, which are completed by BLENNZ teachers for all learners and collated electronically.
Identify the proportion of the learners acquiring literacy by:
The type of literacy programme (conventional or functional)
The stage of literacy development
The level of participation in the literacy programme as defined in the BLENNZ Literacy Profile
Outcome Achieved
Reporting
BLENNZ teachers have completed the BLENNZ Literacy Profile and information has been collated to identify the type of literacy programme, level of participation and stage of development in literacy for the whole BLENNZ learner population.
1. The type of literacy programme (conventional or functional) a learner is involved in.
52% (803) of learners follow a conventional literacy programme
This is a formal instructional programme of reading and writing (in print or Braille) that generally begins at Early Childhood Centres and continues throughout the school years. Learners in such programmes demonstrate continuous growth in literacy skills from year to year.
42% (645) of learners follow a functional literacy programme
These programmes have an emphasis on reading and writing for the purpose of increased independence in daily life.
5% (78) of learners’ literacy programmes are yet to be determined or identified
Learner age is the principal factor involved where the literacy programme has yet to be determined.
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1% (9) of learners where no information was provided
It is considered that this data will be requested in 2017 so that information is complete.
2. Their stage of literacy development
Literacy development for the BLENNZ learner is defined by the way the learner gains meaning which will start from actual objects through to visual or tactual codes and is described as using: real objects; 3 dimensional items (objects of reference); 2 dimensional picture or tactile cue (objects of reference); text symbols such as print, Moon, braille; or as dual modality meaning using two codes. The following information outlines this data:
55% (844) use text symbols (printed or embossed)
11% (176) use 2 dimensional (pictures or cues)
5% (80) use 3 dimensional objects and
28% (427) use real objects
1% (8) of learners’ literacy development is not recorded
Of the 1% of learners whose stage of literacy development is not recorded, they are located across six regions. These learners are new enrolments, new to the region or very young. Data would be likely to be available for this group of learners in 2017.
3. Learners’ level of participation in their literacy programme as defined in the BLENNZ Literacy Profile
Learners may be at different levels of participation: exposure; awareness; emergent; early; or fluent. Each level reflects how the learner is engaged in literacy - for example at exposure level, the learner is presented or exposed to literacy materials and experiences, whereas at fluency level, the learner is: integrating cues; maintaining meaning through longer and more complex sentence structures, various kinds of prose, and poetry and adjusting the rate of reading to the purpose.
Exposure – 30% (467) of BLENNZ learners are participating in their literacy programme by being exposed to literacy materials and resources
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Awareness – 15% (225) of BLENNZ learners demonstrate an awareness of the literacy materials that are shared with them by attempting all or some of the following:
Touching or looking at the illustration; Attending to the language of the story being shared – may vocalise with adult; Turning pages; Touching dots
-Emergent – 11% (170) of BLENNZ learners are at an emergent level, showing interest in attempting to read text unaided, considering what is read with what is already known, discussing what is happening with what is likely to happen and recognising a number of words in various contexts.
Early – 14% (216) of BLENNZ learners are at an early level of literacy drawing out meaning from text using such strategies as:
Using their background experience Taking risks and making approximations Using text and illustrations to sample, predict and confirm Using letter sound associations to confirm predictions
Fluent – 29% (447) of BLENNZ learners are at a level of fluency integrating cues, maintaining meaning through longer and more complex sentence structures, various kinds of prose and poetry and adjusting the rate of reading to the purpose
1% (10) of learners’ levels of participation in a literacy programme is not recorded in the BLENNZ Literacy Profile. This is an outcome for those learners who are newly enrolled or are too young to assess in this manner.
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Learners verified for Ongoing Resourcing Scheme (ORS), primarily for vision
All Braille users from 5-12 years old who participate in conventional literacy programmes
Identify the proportion of learners reading at their chronological age or better as at December 2016.
Outcome Achieved
ReportingThere were 17 learners, ORS verified vision only, aged 5-12 years who use braille and participate in a conventional literacy programme. 36% of these learners are reading at or better than their chronological age.
Reading Ages of Learners Using Braille whose Chronological Age is 5-12 Years
Year of Birth
No Data Below At Above Total
2004 2 1 32005 1 1 22006 2 22007 4 1 52008 1 12009 1 1 22010 1 1 2Total 1 10 2 4 17
Percent 5% 59% 12% 24% 100%
In 2016, these 17 learners (1%) relate to the total number of learners on the BLENNZ roll who are receiving support from Visual Resource Centres. These are ORS verified vision only, aged 5-12 years who use braille as their medium and who participate in a conventional literacy programme. 24% of these learners (4) are reading above their chronological age while 12% (2) are reading at their chronological age. Of the learners, 59% (10) are reading below their chronological age with information not supplied for 1 learner (5%).
For those learners reading below their chronological age, information was provided for 3 of the learners. This information refers to a number of considerations:
One learner is able to decode at a higher reading level than recorded, but does not comprehend material at this level
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One learner has had a recent vision loss having begun as a print reader and now moving toward braille as a medium
One learner attends a Rudolf Steiner school where formal literacy is not taught until 7.5 years of age
BLENNZ teachers have reported on gains in literacy levels for 13 students in this category, which is pleasing to report. 5 learners have increased their reading age by more than 1.5 years.
1. All Low-Vision Learners from 5-12 years old who use print in conventional literacy programmes
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Identify the proportion of learners reading at their chronological age or better as at December 2016.
Outcome Achieved
Reporting
There were 126 (8%) of the total BLENNZ recorded learners, ORS verified for vision only, aged 5-12 years, who use print and who participate in a conventional literacy programme. 69% of these learners are reading at or better than their chronological age.
Reading Ages of Learners Using Print whose Chronological Age is 5-12 YearsYear of Birth
No Data Below At Above Total
2004 5 2 4 112005 4 2 5 112006 3 2 14 192007 1 9 9 7 262008 1 6 6 7 202009 4 9 6 192010 4 5 3 122011 1 6 1 8Total 3 35 41 47 126
Percent 2% 28% 33% 37% 100%
37% (47) of learners in this age group who use print as their medium are reading above their chronological age, while 33% (41) are reading at their chronological age. 28% (35) of the group are reading below their chronological age with no age related information provided for 2% (3) of the learners.
Where no information was detailed, the following narrative was provided:
One learner had only just commenced school One learner was home schooled and assessment was not possible Lack of success for one learner was thought to cause concern, therefore no assessment
was undertaken
For those learners reading below their chronological age, further information was provided for 10 of the group:
Learner was home schooled (1) Access to literacy is through technology (2) Global development delay impacts on progress (1)
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Head injury (1) Interrupted learning programme due to health (2) Social issues re consistency of home situation (1) Newly started school (2)
A number of gains have been reported for this cohort, with 18 learners improving their reading ages by at least 2 years.
Process Indicators
Student Achievement
1. Quality of teaching
What is being measured? Teacher assessment skills in literacy
BLENNZ Braille learners 5 – 12 years who are participating in a conventional literacy programme and acquiring literacy through touch
BLENNZ teachers working with learners acquiring literacy through touch 5 – 12 years who are participating in conventional literacy programmes, will demonstrate the required skills in carrying out a Running Record assessment.
Targets
1. All braille users from 5 – 12 years old participating in conventional literacy programmes will have their reading age assessed and documented by their BLENNZ teacher using the Running Records diagnostic assessment.
Target achieved
2. All teachers undertaking this assessment have demonstrated their competency.
Target achieved
Reporting
The first target was achieved as complete data was provided for all within the cohort. This is pleasing to report as considerable communication was provided to the network about the need to ensure these assessments were undertaken by RTV.
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BLENNZ ORS verified learners with low vision who are 5 – 12 years and participating in a conventional literacy programme
BLENNZ teachers working with ORS verified learners who have low vision from 5 – 12 years old who are participating in conventional literacy programmes, will demonstrate the required skills in carrying out a Running Record assessment
Targets
1. All ORS verified learners with low vision from 5 to 12 years old participating in conventional literacy programmes will have their reading age assessed and documented by their BLENNZ teachers using the Running Records diagnostic assessment.
Target not achieved
2. All teachers undertaking this assessment have demonstrated their competency
Target achieved
Reporting
All BLENNZ ORS verified learners with low vision aged 5 – 12 years participating in a conventional literacy programme assessed in 2016 have had their reading ages assessed, and documented using Running Records diagnostic assessment, however these assessments were either undertaken by the RTV or the classroom teacher.
Ongoing professional development has been undertaken across the BLENNZ network to improve the competency of all BLENNZ teachers in carrying out a Running Record assessment. All teachers undertaking Running Records have demonstrated their competency.
What is being measured? Teacher skills in assessing and accessing appropriate technology for learners
Secondary School Learners
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Report on success rate for assistive technology applications to the Ministry of Education in support of curricula access for BLENNZ learners
Target
A 100% success rate with assistive technology applications for 2016
Target achieved
Reporting
The assessment and procurement of assistive technology for BLENNZ learners remains an essential undertaking to ensure learners have access to their 21st century learning environments. A range of technology has been approved including iPads, laptops, Perkins braillers, Mountbattens, Tablets, Braillesense and a range of relevant software. The emphasis remains on promoting inclusive environments for all learners.
The number of BLENNZ learners using assistive technology continues to increase. In Term One 13 applications were lodged, in Term Two there were 36 applications and in Term three there were 28 applications.
Student Engagement in Learning
Quality of Teaching
Visual Resource Centres
Conduct an annual national survey of a 10% representative sample of parents with children receiving services from Visual Resource Centres to determine the level of satisfaction with the Resource Teacher Vision service provided.Target achieved
95% of parents/caregivers evaluate the service provided as appropriate in terms of effectiveness, communication with home and support for their child’s educational programme. Target not achieved
Reporting228 surveys were sent out to parents and 59 were returned – a return rate of 25.8% with an increase of 1.8% from responses in 2015.
The following satisfaction rates were obtained when parents/caregivers were asked if:71
1. Their child was well supported by the Visual Resource Centre:57% Strongly agreed; 33% Agreed; 7% Partly agreed; and 3% Disagreed.90% Target not achieved
2. There was good communication between the Resource Teacher Vision and home:65% Strongly agreed; 27% Agreed; 3% Partly agreed; and 3% Disagreed92% Target not achieved
3. They felt comfortable contacting the Resource Teacher Vision:70% Strongly agreed; 25% Agreed; 2% Partly agreed; and 2% Disagreed95% Target achieved
4. The input of the Resource Teacher Vision makes a positive difference to my child’s learning:65% Strongly agreed; 25% Agreed; 5% Partly agreed; and 5% Disagreed90% Target not achieved
5. The information provided by the Resource Teacher Vision is informative and easy to read:69% Strongly agreed; and 24% Agreed; 3% Partly agreed; and 2% Disagreed93% Target not achieved
6. It is easy to access support from the Visual Resource Centre51% Strongly agreed; 37% agreed; 7% Partly agreed; and 3% Disagreed88% Target not achieved.
Linking Home with SchoolVisual Resource Centres
Conduct a national survey of a 10% representative same of parents with children receiving services from Visual Resource Centres to determine the level of satisfaction with the Resource Teacher Vision service provided.Target achieved
95% of early childhood centres and schools evaluate the service provided as appropriate in terms of effectiveness, accessibility and the quality of information and advice provided.Target achieved
Reporting193 surveys were sent out to early childhood centres and schools, 130 were returned which equates to a 67.3% return rate. This is an improved response rate of 13.3%
The following data refers to the 2016 returned information.
1. 97% of schools or early childhood centres surveyed believed the BLENNZ Resource Teacher Vision’s availability in providing advice and support to the child who is blind or low vision was satisfactory or better.
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60% Excellent; 27% Very good; 10% Satisfactory; 2% Poor; 1% Very Poor97% Target achieved
2. 96% of schools or early childhood centres surveyed believed the information and advice provided by the Resource Teacher Vision in supporting her child who is blind or low vision was satisfactory or better.61% Excellent; 29% Very good; 7% Satisfactory; 2% Poor; 1% Very Poor96% Target achieved
3. 97% of schools or early childhood centres surveyed believed the Resource Teacher Vision’s effectiveness in meeting the vision related needs of the child who is blind or low vision was satisfactory or better.59% Excellent; 34% Very Good, 4% Satisfactory; 2% Poor; 1% Very Poor97% Target achieved
4. 96% of schools or early childhood centres surveyed believed the contribution the Resource Teacher Vision’s input had made in enhancing the learner outcomes of the child who is blind or low vision was satisfactory or better.56% Excellent; 33% Very good, 7% Satisfactory; 3% Poor; 2% Very Poor96% Target achieved
National Assessment Services (NAS)
There are two surveys distributed by NAS. The caregiver survey which is filled out at the completion of the National Assessment, and the professional survey completed by the RTV approximately 8 weeks after receiving the NAS assessment report. Therefore the caregiver data reflects the calendar year and RTV surveys Term 1-3, 2016. The number of returns equates to 70% of the caregiver surveys and 32% of the professional surveys. The Outcome is based on a 95% result required, responses receiving a score 3 or higher, based on the service being appropriate, effective, timely and culturally relevant.
Caregiver Surveys
Questions:1. How well did we demonstrate understanding of your child’s vision impairment?2. How well did we communicate throughout the assessment process?3. How practical and relevant were our suggestions?4. How well did we demonstrate respect and cultural sensitivity?
1 Excellent, 2 Good, 3 Satisfactory, 4 Poor, 5 Very Poor
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Caregiver Surveys
Excellent Good Satisfactory Poor Very Poor
Outcome result achieved
Question 1 66 8 0 0 0 100%Question 2 72 1 1 0 0 100%Question 3 66 8 0 0 0 100%Question 4 68 6 0 0 0 100%
(74 Surveys completed within 2016: across all school terms)
Professional Surveys
Questions:
1. From a medical/therapy/educational perspective how well did we demonstrate knowledge of the impact of your student’s visual impairment?
2. How practical and relevant were our suggestions?3. Please note any changes made as a result of the assessment4. How well did we demonstrate cultural sensitivity?5. Did you receive the written reports within the agreed timeframe?
ProfessionalSurveys:
1 Excellent 2 Good 3 Satisfactory 4 Poor 5 Very Poor
OutcomeResultAchieved
Question 1 24 5 0 0 0 100%Question 2 24 3 2 0 0 100%Question 4 26 3 0 0 0 100%Question 5 28 1 0 0 0 100%
(29 Professional Surveys received from Terms 1-3)
Immersion
Target: Provide 20 Immersion Courses in 2016.
Target met
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20 Immersion Courses were delivered in 2016 Parents participated in 3 of these 147 learners have been engaged in Immersion Courses with 21 of these attending more
than I course. 3 Immersion Courses were held partially over a weekend, 1 course was held in the
holidays Monday-Saturday.
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Overview of all courses:
Term Learners Staff ParentsTerm 14 courses were provided
A total of 37 learners attended.
15 BLENNZ staff was involved in the planning and delivery of courses.BLENNZ DOM were involved in 3 courses. 3 BLIND FOUNDATION staff were involved in the planning and delivery of 3 of the courses.OTHER: 1 ADL instructor
Term 25 courses were provided
A total of 52 learners attended. For 10 of these learners it was their second course
18 BLENNZ STAFF were involved in the planning and delivery of courses.BLENNZ DOM were involved in 1 course. participated for PD
7 parents participated in 1 course
Term 34 courses were provided
A total of 37 learners attended. 16 of these were braille learners who attended a second course with the same group of learners for the year.
44 BLENNZ staff were involved in the planning and delivery of courses.5 of these came for 1-2 days. 17 BLENNZ staff attended for PLDBLENNZ DOM were involved in 2 courses.1 BLENNZ admin assistant participated in the courseOTHER 1 teacher aide, 1 IT person from WGTN College
7 parents participated in 1 course
Term 43 courses were provided
A total of 21 learners attended.
14 BLENNZ staff were involved in the planning and delivery of courses.BLENNZ DOM were involved in 2 courses.
7 parents participated in 1 course
Compulsory and Early Childhood courses
Conduct learner and/or parent surveys of Immersion Course participants to determine the level of satisfaction with the programme.
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Target
90% of learners and parents surveyed evaluate the programme as appropriate in terms of course content and the positive learning outcomes experienced.
Target met
In 2016 surveys were received from 147 learners at the end of each course they attended. Feedback was as follows:
1. The course was valuable to me
Strongly agreed or agreed Partly agree Disagree Strongly disagree
Learners 141 6
96% Target Achieved
2. The course was appropriate in terms of course content and the positive learning outcomes experienced
Strongly agree
Agree Partly agree Disagree Strongly disagree
Learners 139 8
95% Target Achieved
Surveys were received from 21 parents at the end of each course they attended. Feedback was as follows:
1. The course was valuable for me in terms of course content and with positive learning outcomes experienced.
Strongly agree
Agree Partly agree Disagree Strongly disagree
Parents 20 1
95% Target Achieved
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2. The course was valuable for my child in terms of course content and with positive learning outcomes experienced.
Strongly agree
Agree Partly agree Disagree Strongly disagree
Parents 20 1
Strongly agree
Agree Partly agree Disagree Strongly disagree
Parents 3 2
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Parent reflections were:
My daughter loved taking the bingo game that reinforced the ‘language of lines’ she will need when talking about tactile graphics.
It has been good to not only have had the bingo game to play as a family but have had the information about why it is important to teach tactile graphics and learn how we can support our child at home with her learning.
Resource Teacher Vision survey of the ‘Planning for Tertiary’’ immersion course for Blind and Low Vision learners in years 12 &13, held in March.
3 RTVs responded with feedback on behalf of 5 learners and a SENCO for the 6th learner as follows:
1. The resources used and the content of the course has been useful to my learner following the course
Strongly agree
Agree Partly agree Disagree Strongly disagree
Staff 3 1
75% Target not achieved
Some staff reflections were:
He did develop and get support with a strong future focus and goal which has very much helped him to stay focused on and work towards for the rest of the year-course, location, transport to get there.
He is using the social skills used on the course. Another student did not use the skills learnt during the course due to exceptional circumstances.
She continues to build on the skills learnt at the Immersion course. Continue to consult RTVs for particular needs as required by students. This course has given my student confidence for his first year out of school. He began preparing early for next year and had more of an idea around what scholarships he
could apply for. Student resources were taken home but he didn’t share them. The resources were not on the
Development site. (Students took home a USB stick from AUT and a pack of transition information).
Learner survey of the ‘Planning for Tertiary’ Tertiary’’ Immersion Course for Blind and Low Vision learners in years 12 &13, held in March. Five learners responded with feedback.
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1. The resources used and the content of the course has helped me with my learning following the course
Strongly agree
Agree Partly agree Disagree Strongly disagree
Learners 3 2
100% Target AchievedReflection on feedback:
I have continued to maintain the skills I learnt on the course and further them. The course was amazing for helping to show that sight is not an issue at many universities.
I found the resource booklet very helpful and full of useful information. I thought the information on funding opportunities and contact information was the most useful. So I strongly agree.
I found the course very interesting. It was a good chance to start planning out my future early. This course set me on a path to further study this year and I am now enrolled in a polytech
course in 2016.
Blind Foundation Employment Consultant: reflections post course on learners.
One student has now completed her Early Childcare Certificate and has enrolled in a Diploma in Psychology.
One student has gained a certificate in completing the entry level for further study through the satellite facility at Wairakei. (Taupo)
One student will return to college in 2016 to complete Level 3 subjects needed to attend Cambridge.
One student will take a gap year in 2016 and has completed a CV to enable him to obtain Barista training and a job, in order to save in 2016 to support his tertiary study in 2017.
One student has enrolled in BF adult services. It has been great to see these students take their skills and move forward.
These reflections reflected the importance of providing the students with an awareness of: beginning early to prepare for tertiary, making contact with support people/agencies, and following their year’s action plan. The resources need to go on the Development site as well as home with the student for RTVs to easily access.
Developmental Orientation and Mobility Services
1. Conduct a survey of teachers and teacher aides to determine the level of satisfaction with the service and programme provided.
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Target90% of teachers and teacher aides surveyed evaluate the programme as appropriate in terms of course content and the positive learning outcomes experienced. Target Achieved
Reporting35 sent, 22 returned. Percentage achieved was 95% overall. The one comment that indicated ‘poor’ was followed up and resolved.
2. Conduct parent surveys to determine level of satisfaction with the service and programmes provided.
Target90% of parents surveyed evaluate the programme as effective, timely and relevant. Target Achieved
Reporting35 sent, 4 returned. 100% of returns were very good or excellent. However, parent responses were of such a low return rate that the coordinator will explore other means of gathering the information.
3. Conduct learner surveys to determine level of satisfaction with the service and programmes provided.
Target90% of learners surveyed evaluate the programme as useful and relevant.Target Achieved
Reporting31 surveys were requested from learners with 5 returned. 100% of returned surveys were satisfactory or better. However, learner responses were of a low return rate which requires addressing for future surveys.
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2016 National Standards ReportingSchool Number Name Report name Excluded >= 1 March Excluded: No OTJ4156 BLENNZ Homai Campus March annual charter update 24
Reading all levels Well below
Well below
Below Below At At Above Above Total
Number % Number % Number % Number % No.All students 14 100% 14Maori 3 100% 3Pasifika 7 100% 7Asian 3 100% 3NZ European/Pakeha/Other European
1 100% 1
Male 6 100% 0 0 0 0 0 0 6Female 8 100% 0 0 0 0 0 0 8
School Number Name Report name Excluded >= 1 March Excluded: No OTJ4156 BLENNZ Homai Campus March annual charter update 24
Reading by levels Well Below
Well Below
Below Below At At Above Above Total
Number % Number % Number % Number % No.After 1 year at school 1 100% 1After 2 years at school 2 100% 2After 3 years at school 1 100% 1End of year 4 4 100% 4End of Year 5 1 100% 1End of Year 6 1 100% 1End of Year 7 2 100% 2
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Reading by levels Well Below
Well Below
Below Below At At Above Above Total
End of Year 8 2 100% 2
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School Number
Name Report name Excluded >= 1 March Excluded: No OTJ
4156 BLENNZ Homai Campus March annual charter update 24
Writing all levels Well Below
Well Below
Below Below At At Above Above Total
Number % Number % Number % Number % No.All students 14 100% 14Māori 3 100% 3Pasifika 7 100% 7Asian 3 100% 3NZ European/Pakeha/Other European
1 100% 1
Male 6 100% 0 0 0 0 0 0 6Female 8 100% 0 0 0 0 0 0 8
School Number Name Report name Excluded >= 1 March Excluded: No OTJ4156 BLENNZ Homai Campus March annual charter update 24
Writing all levels Well Below
Well Below
Below Below At At Above Above Total
Number % Number % Number % Number % No.After 1 year at school 1 100% 1After 2 years at school 2 100% 2After 3 years at school 1 100% 1End of year 4 4 100% 4End of Year 5 1 100% 1End of Year 6 1 100% 1End of Year 7 2 100% 2End of Year 8 2 100% 2
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School Number Name Report name Excluded >= 1 March Excluded: No OTJ4156 BLENNZ Homai Campus March annual charter update 24
Mathematics all levels
Well Below
Well Below
Below Below At At Above Above Total
Number % Number % Number % Number % No.All students 14 100% 14Māori 3 100% 3Pasifika 7 100% 7Asian 3 100% 3NZ European/Pakeha/Other European
1 100% 1
Male 6 100% 0 0 0 0 0 0 6Female 8 100% 0 0 0 0 0 0 8
School Number Name Report name Excluded >= 1 March Excluded: No OTJ4156 BLENNZ Homai Campus March annual charter update 24
Mathematics by levels
Well Below
Well Below
Below Below At At Above Above Total
Mathematics by levels Well Below
Well Below
Below Below At At Above Above Total
Number % Number % Number % Number % No.After 1 year at school 1 100% 1After 2 years at school 2 100% 2
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Mathematics by levels Well Below
Well Below
Below Below At At Above Above Total
After 3 years at school 1 100% 1End of year 4 4 100% 4End of Year 5 1 100% 1End of Year 6 1 100% 1End of Year 7 2 100% 2End of Year 8 2 100% 2
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Statement of ResourcesPhysical ResourcesThe Homai campus of BLENNZ is sited on 55 acres of crown land. Also situated on this site is the Blind Foundation’s Guide Dog Centre and Fale Kotuku (Pacific Island Services). Some of the land is currently leased through the Ministry of Education to a farmer; however the leased land is expected in time to become the site of the new Secondary School for Te Wharekura o Manurewa.
The property redevelopment was completed in 2012. Some work on the grounds was undertaken in 2013. Plans were drawn up and work commenced at the end of 2014, on the Outdoor Learning Environment. Stage 1 was completed in 2015.
School buildings comprise: The main building:
* Homai Campus School* National Assessment Service* National Special Formats Library (BLINK)* Auckland Visual Resource Centre* National Administration* Early Childhood Centre
Residential building:* Long stay residential students* National Assessment Service accommodation for visiting families* Immersion course accommodation* Main kitchen
Kickstart building (residential transition programme).
Remaining facilities include: School House (Ministry of Education has given permission for this building to be
used for visiting staff and parent accommodation). Renovations to this building were completed in 2012.
Swimming Pool.
The on-site national special formats library is partially funded by the MOE but continues to be governed and operated by the Blind Foundation.
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Section 70: Property Occupancy Documents for Visual Resource Centres are being established with the local schools where each VRC is based. Maintenance of VRC buildings is the responsibility of the local school Board of Trustees. The rebuild/refurbishment of Visual Resource Centres is part of the Sensory Resource Centre Capital Works Programme.
During 2016 the Tauranga Sensory Resource Centre build was completed, with staff moving into the new premises on the 20 September 2016 Priorities under discussion as we end 2016 include Wellington, Palmerston North, Northland and the potential development of a resource centre and satellite in the north of Auckland.
As at 31 December 2016, contract staff included the services of a speech language therapist, physiotherapist, occupational therapist, Paediatrician, Ophthalmologist and Optometrist.
Other ResourcesThe Homai Early Childhood Centre Education Trust is based on BLENNZ Homai Campus. Formerly part of BLENNZ, at the direction of the Ministry of Education it became a separate entity during 2006 with its own Board of Trustees, referred to as the Homai Early Childhood Centre Trust (HECCT).
School Roll and Days Open BLENNZThe RS32 1 July roll of the BLENNZ Homai Campus School was 36, however the school roll fluctuated during the year with a number of ākonga enrolling as the year progressed, as well as some ākonga being withdrawn from the roll through either leaving or being transitioned to their local school.
The school was open for the whole school year.
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Administration ServicesAdministration Services provide support to each of the education services within BLENNZ. It includes administration, personnel (including Novopay support), finance and property.
Health and Safety:Accidents and incidents affecting ākonga and staff were reviewed at regular monthly BLENNZ health and safety meetings. The 2016 health and safety goals were reviewed twice during year with the following achievements:
Goal 1: H&S systems are reviewed to ensure BLENNZ is prepared for the incoming H&S Safety at Work Act 2015, coming into effect 4 April 2016
The Board undertook the NZSTA H&S training module BLENNZ staff received documentation on “Introduction to Health and Safety”. A
document providing an introduction to the Health and Safety at Work Act 2015 which also summarized H&S policies and procedures for BLENNZ.
There is a greater awareness of Health and Safety across the network with H&S appearing on the agenda from staff meetings through to Board meetings.
Goal 2: Ensure the safety of students, staff and visitors around the use of the Outdoor Learning Environment
Partially achieved with guidelines for the use of the Outdoor Learning Environment drafted. To be finalized in 2017
Goal 3: Appropriate H&S training courses are offered to H&S Representatives
Achieved – H&S Committee undertook a half day training course in February 2016.
Elections held for two H&S Representatives with an appropriate two-day training course identified and undertaken in 2017.
Goal 4: Annual Goals – Termly emergency drills are held and understood by all staff for Earthquake, Fire and Lockdown
Termly fire drills held at the Homai Campus. Drills were also carried out throughout the year at the Visual Resource Centres located in host schools and the stand-alone centres.
Emergency Management PD was provided to BLENNZ staff during the January Conference Lockdown exercise for the Homai campus was carried out on the 10
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October. Exercises were also carried out at the Visual Resource Centres located in host schools.
An earthquake exercise at the Homai campus was carried out on the 30 November.
Full first aid and refresher courses were completed by staff needing to renew their certificates. Other annual goals covering: fire safety, safe lifting, defibrillator were covered throughout the year.
Policy Review:All policies and procedures were regularly reviewed and updated in line with the 2015-2016 Policy Review Schedule. The policy review committee, which comprises the Senior Management Team and all Coordinator positions, met throughout the year. The priority in 2016 was the review of Health and Safety policies to ensure compliance with the Health and Safety at Work Act 2015. The following operational policies were reviewed and signed off:
Homai Campus Classroom Release Time Induction Succession Planning Performance Appraisal Reimbursement of Expenses Health and Safety Education Outside the Classroom Handling and Transfer of Ākonga Anti-Bullying Health and Safety Worker Engagement and Participation Health and Safety Risk Management Health and Safety Injury and Incident Management and Reporting Health and Safety Visitors Health and Safety Induction, Training and Information Sun Safe Surrender and Retention of Property and Searches Ākonga Mental Health and Wellbeing Staff Mental Health and Wellbeing Managing Ākonga Attending BLENNZ Programmes Administration of Medication Simulated Vision Loss First Aid Homai Campus School Attendance Policy
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Protected Disclosures Storage and Destruction of Hard Copy and Electronic Information Homai Campus Privacy and CCTV
The Board of Trustees reviewed the following policies: Board Review Principal’s Performance Management Disciplinary Process in Relation to the Principal Health and Safety Board Induction
Compliance:The following compliance requirements were undertaken in 2016:
All staff appointments follow processes as outlined in the Delegation and Staff Appointment and Recruitment policies. All staff appointed to positions are being safety checked prior to commencing employment. Under the new regulations safety checking involves identity verification, information requirements, risk assessment and periodic re-assessment every three years. Current non-teaching staff are police vetted on a 3 yearly cycle. As each review falls due, staff are also being identity checked to ensure we meet compliance under the Vulnerable Children’s Act 2014.
Police vetting of teaching staff occurs during their teacher registration process. As registration falls due, teachers are also identity checked.
Police vet checks of volunteers is also undertaken. The Blind Foundation ensure police vetting of Library staff is undertaken. Contract staff are also police vetted e.g. Paediatric Therapy (Physiotherapists,
Occupational Therapists, Speech Language Therapists) and Clinicians (Paediatrician, Optometrist, Ophthalmologist).
A database is kept, and regularly reviewed, to ensure all teachers are registered in accordance with the requirements of the Teacher Registration Board and the Education Act.
Teacher salary increments are linked to the requirement to meet professional standards as outlined in the performance appraisal cycle.
Legislation: BLENNZ continues to comply with both the Privacy Act and the Public Records
Act in all matters relating to the collection, storage, use and disclosure of
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personal information as they affect both ākonga and staff. Staff continue to be requested to review their own electronic file management to streamline storage for ease of access and to ensure files, photographs and videos are not permanently kept if the purpose for which they were originally created no longer exists and there is no legal requirement to retain such material. This is an ongoing process given the large amounts of electronic and photographic storage currently on file.
BLENNZ complies with the Copyright Act 1994. Copyright licensing for books and other printed materials has been renewed for the period 1 July 2016 – 30 June 2017. A review of the storage and destruction of electronic information, including photographs and videos is continuing.
All procedures in terms of guidelines for enrolment and stand down procedures are followed in accordance with Section 20 of the Education Act 1989. This includes receipt of Section 9 Agreements from Ministry of Education for all students enrolled at the Homai Campus School.
Property: Monthly checks for building Warrant of Fitness requirements continue to be
undertaken. In accordance with audit requirements the long term maintenance plan (LTMP) has been updated.
Building compliance for Visual Resource Centres based in schools is the responsibility of the base schools.
Building compliance for the Christchurch Visual Resource Centre is the responsibility of the Ministry of Education.
Building compliance for stand-alone centres (Tauranga Visual Resource Centre) is the joint responsibility of BLENNZ and Kelston Deaf Education Centre.
Assets: The fixed asset schedule continues to be reviewed on a two yearly cyclical basis
with the Homai Campus one year followed by national bases in the second year. In 2016 the registers for the Homai Campus were updated.
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Appendix: Statement of Variance (Detailed)BLENNZ 2016 Annual PlanKey: A = Target achieved N = Target not achieved P = Progressing towards target
Goal 1: All learners are supported by BLENNZ to achieve their full potential through the use of evidence-based practice.
Objective 1: Research is undertaken to define the evidence gathering tools and processes.
Action Responsible TargetThe coordinators will inform the development of a detailed action plan for 2016 by developing a shared view of the scope and purpose
Principal The senior team develop a shared sense of purpose and scope of this research and begin to consider how they might contribute to it.
A draft project plan is developed which identifies the key elements and methodology for the project.
Senior Management Team
Plan is drafted and reflects the scope of the work and the projects that sit within this are clearly identified including: Literature search; identify those who may contribute; gather processes and tools in use; and identify gaps.
Action plans are progressed A range of voices have informed the project from within BLENNZ and outside of BLENNZ.Processes and tools are gathered and documented.
13th October 1.30pm meeting of team leaders (coordinators) is held to draw together the various strands of work
Strands of work are drawn together for sharing in 2017.
A report on findings is produced. Research is completed 10th November. Processes and tools relevant to the Expanded Core Curriculum are identified and gaps prioritised.
Outcome
(P) Significant progress has been made on this objective which will take a number of years to complete.
In 2016 a number of inquiries were undertaken and progress shared with the Board and across the network during the year.
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The outcomes of these inquiries was shared at a senior leadership meeting on the 14th December. These shared findings informed the 2017 annual plane, identifying which aspects were ready for implementation in 2017, which required further work including the development of modules and/or associated resources which will be progressed in 2017 and which were in an inquiry process.
The following inquiries have led to elements of practice that will be introduced in 2017.
Literacy through brailleo Pedagogyo Tactile Graphics
DOM model of service, review Social skills – screening assessment E-learning - accessibility
The following inquiries have clearly identified next steps prior to implementation:
Assessment Regular Curricula Sensory Assessment Career Education
The final two are in an inquiry process:
Life skills Family focused practice.
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Goal 1:
Objective 2: An inquiry of current practice has been conducted and next steps have been identified.
Action Responsible TargetAn impact map is developed by Senior Managers
Principal The following aspects are identified: Who is going to be involved?
What links need to be made across the network – outside the network?
Which ways do the links need to be made?
Think about the impacts across the network?
Each Senior Manager develops a detailed action plan for their respective teams supported by coordinators who have led LCN inquiries
Senior Managers: School and Residential Assessment and Teaching
Researcher Jean Annan supports managers to develop inquiry.Evidence is gathered.Information is gathered from a range of voices including: Teachers; Support staff; Parents and Ākonga
Action plans are progressed SMTs Inquiry is completedFindings from both teams are collaboratively collated
SMTs Meetings with Researcher to inform the collation of the findings
Findings of the inquiry are documented and ready for dissemination in 2017
SMTs A report is collated based on the inquiry methodology, findings and discussion
Outcome:
(A) Inquiry was completed and findings reported to the Board.
The inquiry has identified some further development of IP content to consistently make more explicit the evidence base behind decisions and outcomes.
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Goal 2: Learner progress and achievement is enriched through the building and strengthening of effective learning-centred relationships with each learner’s whānau
Objective1: Develop common expectations regarding effective engagement with parents and whānau
Action Responsible TargetDevelop a framework for this inquiry and identify key contributors
Principal Plan for inquiry developed and shared
Information is gathered from a cross-section of the learning community
Principal and Senior Managers
Current practice across the network is identified and documented.Future options have been gathered through consultation with input from parents and staff.
Data is collated and analysed. Principal Common themes are identified and documented.Findings are shared in preparation for planning for and implementation in 2017.
Principal Staff and parents have access to the findings.
Expectations based on the findings are clearly articulated and known by staff.
Outcome:
(P) The cohort was changed and a survey of parent expectations regarding communication with BLENNZ was undertaken for the parents of learners 5 – 12 years acquiring literacy through braille.
The work has been themed and findings will be shared to inform the development of reporting expectations, this will be progressed in 2017.
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Goal 2:
Objective 2: A consultation and communication plan will be developed with the Board and implemented including at least twice yearly plain language reporting to parents in relation to National Standards
Action Responsible
Target
Principal will prepare material for the Board regarding: Requirements for a Board re consultation and
communication.
Indicators of effective communication and consultation processes.
Principal The Board have a clear understanding of requirements for reporting and consultation
Principal and Senior Managers meet with Board to share the range of communication that is currently in place across the network
Principal The board have a clear understanding of the current processes of reporting across the network.
Principal works with the Board to scope a consultation and communication plan.
Principal and Board Chair
Board has been involved in the process and content development information through consultation as considered appropriate.
The Board confirm the consultation and communication plan
Principal and Board Chair
Plan is agreed ready for implementation in 2017.
Outcome:
(P) The board identified their stake holders and an area for consultation in 2017.
Plain language reporting is evident in reporting to parents.
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Goal 2:
Objective 3: A process is developed outlining the when and how parents can access key information
Action Responsible
Target
Establish a small Working Group to identify the key information a parent may require access to and initiate the first meeting via skype.
Organise and hold one focus group meeting with parents face to face in Wellington.
Organise and hold a face to face meeting of a reference group in Wellington with representation from: Staff – early childhood, compulsory
Parent
Senior student
PVI, Ngāti Kāpo; Blind Citizens
Principal Working group is established to scope this work over the journey of the learner including: Internal processes and
Information to be available in hard copy / online.
Scope is shared with coordinators and managers
Focus group provides input into the development of an information pathway.
Reference group provides input into the development of an information pathway.
Findings from both groups inform BLENNZ process including the online environment.
Any immediate changes that can be made.Working Group meet to develop a draft information plan based on the information gathered from the focus group and reference group.
Principal The information gathered informs processes and content to be implemented over the next one – two years.BLENNZ has an understanding of what information parents: are wanting to and
formats and process that will support access for
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Action Responsible
Target
them
The reference group is reconvened and the information plan is shared for feedback.
Principal The information plan is further developed based on feedback.
Information plan is hared across the teaching team ready for implementation in 2017.
Principal This plan drives the development of information in the online space and informs changes to processes to ensure parents have easy access to information.
Outcome
(P) Findings from focus groups are informing website development.
Work on key information to be shared upon enrolment and beyond has not been developed at this time and is planned for 2017.
Goal 3: Learning is enhanced through the appropriate use of BLENNZ resources, systems and organisational relationships.
Objective 1: Undertake an inquiry to inform future service provision – Homai Campus School and Residential
Action Responsible TargetGather respectives of the potential role of the Homai Campus School and Residential Service.
Principal and Senior Manager School and Residential
Aspirations of learning community are gathered to inform process of review.Consult with Board; staff, focus group parents, students and adults who are blind.
Collate overview of existing residential services nationally.
Senior Manager School and
Parameters of existing NZ services are identified and documented.
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Action Responsible TargetIdentify literature highlighting effective practice of residential services for ākonga who are blind
Residential Services
Organise visits to relevant schools and services
Principal and Senior Manager School and Residential
Purpose of any visits or communication clearly articulated.Liaison with relevant organisations established.
Undertake communication and visits documenting aspects of service and practice that may inform future development
Principal and Senior Manager School and Residential
Information is gathered and documented.
Collate for discussion highlighting possible options for future provision and share findings with the Board
Principal and Senior Manager School and Residential
Board and leadership team have the opportunity to consider findings.Future options are agreed.
Meet with relevant parties to explore flexibility of provision within the current resourcing notice.
Principal and Senior Manager School and Residential
Options are shared with Ministry of Education and decisions made to inform both resourcing notice and planning for 2017 and beyond.
Outcome:
(A) Inquiry is completed and findings will be shared with the Board of Trustees in 2017.
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Goal 3:
Objective 2: Engage in the final phase a process of inquiry to inform the provision of effective practice in the learning and teaching of learners who have complex interrelated needs including deafblind who attend special schools
Action Responsible TargetA meeting is convened with the 2014/15 Working Group to: review progress and findings to date; make decisions re presentation to President SEPANZ (Special Education Principals’ Association NZ); and reflect on the elements of the inquiry for 2016.
Principal The working group have a common understanding of the year’s work and an agreed plan of action.A presentation is prepared.Interview schedules are developed.
Share the purpose of the inquiry and the findings to date with SEPANZ President
Principal and Project Leader
Special Schools Principals have an understanding of the work to date and the issues associated with providing services.Feedback is received from SEPANZ.
Organise consultation process through SEPANZ.Undertake consultation to gather the perspectives of the potential role of BLENNZ in support of improved outcomes for learner.
Principal and Project Leader
Special schools are consulted.
Data gathered informs the process of review.
Collate and analyse the data. Principal and Project Leader
Information informs the provision of services to learners.
Develop a discussion paper highlighting possible options for future provision and share findings with the Board
Principal and Project Leader
Board and leadership team have the opportunity to consider findings.
Future options are agreed.Meet with relevant parties to share the findings and proposed next steps
Principal and Project Leader
Findings are shared with Special Schools and Ministry of Education and decisions made to inform planning and future provision
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Outcome:
(P) This was progressed in November/December with a survey to Special Schools. Due to a low return rate the survey is to be recirculated in February 2017.
Goal 3:
Objective 3: Undertake an inquiry to inform future service provision. Homai Early Childhood Centre
Action Responsible TargetInform the HECC staff of the purpose of the inquiry.Gather perspectives on the current use of the centre and potential that those close to the service perceive
Principal Inquiry understood by those staff associated with HECC.
Perspectives are gathered and understood.Organise visits to the Early Childhood Centres of the two Deaf Education Early Childhood Centres (DECs).Meet with the Early Childhood DECs trust members
Principal Understanding of the role and functions of the respective centres are understood.Understand the form and functions of the DEC Trust and their strategic thinking for service development
Meet with Ministry of Education representative to explore flexibility of provision within the current resourcing notice.
Principal Understanding of possible scope for future development.
Based on findings identify solution requirements for the future role and function of HECC if change is feasible.
Principal Requirements to assess possible service options documented.
Hold two Focus Groups to identify from community of interest their
- Needs andIdeas for provision.
Principal Focus group is representative of learning community. Understanding of need will inform service development.
Consider possible service options. Principal Potential options are identified, documented, and discussed. Options evaluated against solution requirements.
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Outcome:
(A) Due to staff changes in the centre the leadership team used a different process to inform the development of a strategic direction for future service provision. This has been documented ready for consultation and will be shared with key people in term 1 2017.
In the process we have:
- visited Van Asch early childhood centre and
- shared strategic thinking with BLENNZ Ministry representative from national office who sees no barriers to progressing a different direction for the centre
- begun to identify possible funding options should they be required.
The trustees have yet to meet, this was delayed as the membership of the Trust was being confirmed.
Goal 3:
Objective 4: Professional development takes place to support the development of leadership skills of those already in leadership / management roles.
Action Responsible TargetThe Senior Management Team lead the collation of content for a BLENNZ leadership resource
Senior Management Team
Material provided through our work with David Anderson is collated to form a BLENNZ leadership resource.
The Senior Management Team lead the collation of content for a BLENNZ leadership resource.
Resource is easily available and to use.The leadership team have a shared understanding and use of these resources when working though important matters with colleagues.
The Senior Management Team lead the collation of Senior Material provided through our work with David 103
Action Responsible Targetcontent for a BLENNZ leadership resource Management
TeamAnderson is collated to form a BLENNZ leadership resource.
Outcome:
(A) Workshops took place facilitated by Sharon Duncan and Alison Prskawetz based on work undertaken with David Anderson.
Open to Learning Conversations workshop was facilitated by Auckland University, with Managers and their senior teachers
The work around the BLENNZ Leadership resource has been initiated.
Goal 3:
Objective 5: Coordinators lead professional development in assessment of sensory efficiency.
Action Responsible Target OutcomeCoordinator NAS and VRC plan the provision of workshops including follow up on:- reporting and - use of findings to support learning.
Senior Manager Assessment and Teaching
Professional development results in improved practice informing learning.
Outcome:
(A) Workshops took place at regional team meetings and staff meetings on campus.
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Further development of the supporting resource and further targeted PLD will increase understanding, engagement and use.
Goal 3:
Objective 6: Processes for managing learning resources are identified and trialled.
Action Responsible Target A working group is established to inform the development of an action plan to consider effective learning resource:
- Production- Storage and
Management
Principal The group develop a:- terms of reference - impact map- work plan
Work for 2016 is identified within the plan, delegated and reported on regularly.
Outcome:
(A) The working group identified three key areas of focus:
a. Systems
b. Cataloguing
c. Copyright
The team have progressed the systems aspects of this work.
A contractor was engaged to recommend a process for developing a BLENNZ wide library system of resources including: a cataloguing system; implementation process; and software options. Recommendations from the report provided will be implemented in 2017.
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We now have an understanding of current photocopying practice within BLENNZ and what Ministry resources can be reproduced for learners. We have been unable to progress our status as a ‘prescribed body’ with MBIE who have signaled that the work being undertaken around Marrakesh Treaty has stalled this at this time.
Goal 3:
Objective 7: Outdoor learning environment is completed.
Action Responsible TargetMeeting re OLE is convened. Principal Remaining elements are identified and prioritised.Plan developed scoping completion over next two – three years.
Principal and Senior Manager Administration
Plan presented to Senior Management Team for approval.
2016 approved plan implemented with the support of external contractor/s as required.
Senior Manager
Contractors identified and work initiated.Approved elements are completed.
Outcome:
(N) It was agreed that the grid would be completed, this has been initiated and has yet to be started. It is scheduled for term 1 2017.
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Goal 3:
Objective 8: A risk analysis of the swimming pool is undertaken
Action Responsible TargetAn engineer is employed to undertake a structural and plant review of the swimming pool building.
Principal and Senior Manager Administration
Clear indication of the risk and potential of the existing site.
Annual operating cost will be reviewed. Senior Manager Administration
Costs associated with the income and expenditure of the pool will be clearly documented for Board consideration.
Information will be presented to the Board: from - Engineer- Senior Manager Administration
Sandra Blewett
Principal and Senior Manager Administration
The Board has the information they require to make an informed decision.
A discussion will be held with the Board and a decision will be made.
Principal and Board A decision is made for the future of the pool to inform BLENNZ strategic planning
Outcome:
(A) The analysis of the swimming pool has been completed and quotes being sought for the priority work.
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Goal 3:
Objective 9: Sensory Schools Capital Works Programme is progressed
Action Responsible TargetThe Principal continues to:- liaise with Ministry of Education to progress the Sensory Schools Capital Works Programme. - collaborate with the Principals of the Deaf Education Centres on a case by case basis.
Principal BLENNZ works effectively with the Sensory Schools and Ministry of Education to establish quality learning environments across the BLENNZ network.
The Principal with the support of the Senior Management team undertake to lead and manage the work plan for 2016.
Principal Sensory Schools Capital Works Programme is progressed for:
- Tauranga- Palmerston North- Wellington- Dunedin- Gisborne - Auckland North (including a satellite)- Northland and - Christchurch
The Principal with the support of the Senior Management team undertake to participate in and contribute to the planning for the Satellite and Resource Centre to be located at Scott’s Point.
Principal The spaces are designed and functional for the use of learners and the functions of both:
Satellite Classes
Resource Centre
Outcome:
(P) Progress has been made with the opening of Tauranga, the initiation of Wellington, Palmerston North projects and discussions underway for two others
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Blind and Low Vision Education Network NZ
Financial Statements
For the year ended 31 December 2016
School Address: 2 McVilly Road, Manurewa
Postage Address: Private Bag 801
Manurewa, Auckland 2243
Telephone: 09 266 7109
Fax: 09 267 4496
Email: [email protected]
School number 4156
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