Notices School Re-opening 15/02/23 School Closure Due to cyclone G 13/02/2023 Parent Update letter 15 August 2022 Parent Update letter 4th March 2022 Parent letter 25 February 2022 Parent Letter level 3.2 11 November Free Vaccinations Level 3 letter Sept 2021 Covid support for family Careres School Closure Due to cyclone G 12/02/2023 Parent Update letter 11 March 2022 Parent Update letter 3 March 2022 Parent letter 20 February 2022 Level 3.1 Sept 2021 Supporting Individuals with Autism through uncertain times Access to food/essential items 24 August 2021 Parent letter and FAQs 28 Feb 2021 School Closure Due to Weather 30/01/2023 Parent Update letter 13 April 2022 Parent Update letter 27 February 2022 Parent letter 13 February 2022 Term 4 Level 3 2021 Parent course by Explore Services Parent letter Level 4 18 August 2021 Parent letter Level 2 5 March 2021

Communication Visual Support Strategies Visual Support strategies refer to the presentation of information in a visually structured manner. These teaching strategies are effective in helping students with autism to understand what is expected of them and how to function appropriately. They support the student's strongest processing area - visual. Visual cues help the learner to focus on the relevant and key information. Visual support strategies help students with autism to learn better and more effectively. These strategies also minimize stress and anxiety by helping students comprehend their environment. Some examples of visual supports or visual communication tools are: real objects; miniature objects; photographs; line drawings; picture symbols; choice boards; activity schedules; daily schedules. There is a hierarchy of complexity in visual supports. The easiest to understand and use are real objects, followed by miniatures of real objects, photographs of the real objects, line drawings, symbols and finally the written word. Intensive Interaction Intensive interaction is an approach to teaching the pre-speech fundamentals of communication to children and adults who have severe learning difficulties and/or autism and who are still at an early stage of communication development. The fundamentals of communication can be characterised as things like: Learning to give brief attention to another person; To share attention with another person; Learning to extend those attentions, learning to concentrate on another person; Developing shared attention into 'activities'; Taking turns in exchanges of behaviour; Using and understanding eye contacts; Using and understanding facial expressions; Using and understanding non-verbal communication such as gesture and body language; Learning use and understanding of physical contacts; Learning use and understanding of vocalisations, having your vocalisations become more varied and extensive, then gradually more precise and meaningful. P.E.C.S.: Picture Communication Exchange System The Picture Exchange Communication System (PECS) is an augmentative communication system developed to help individuals quickly acquire a functional means of communication (Bondy and Frost, 1994).Typically there are six phases to be taught. Phase I Teaches students to initiate communication right from the start by exchanging a single picture for a highly desired item. Phase II Teaches students to be persistent communicators- to actively seek out their pictures and to travel to someone to make a request. Phase III Teaches students to discriminate pictures and to select the picture that represents the item they want. Phase IV Teaches students to use sentence structure to make a request in the form of “I want _____.” Phase V Teaches students to respond to the question “What do you want?” Phase VI Teaches students to comment about things in their environment both spontaneously and in response to a question. Expanding Vocabulary Teaches students to use attributes such as colors, shapes and sizes within their requests. MAKATON Makaton is a system of communication that uses a vocabulary of "key word" manual signs and gestures to support speech, as well as graphic symbols to support the written word. It is designed to help people with learning disability to communicate. Communication using Makaton involves speaking while concurrently signing key words. Makaton uses speech and gesture, facial expression, eye contact and body language. Makaton is based on a selected list of everyday words, such as Daddy, Door, Fall and In. Makaton uses speech together with a sign (gesture) and/ or a symbol (picture) for example: Makaton users are first encouraged to communicate using signs, then gradually, as a link is made between the word and the sign, the signs are dropped and speech takes over. Augmentative and Alternative Communication Augmentative and alternative communication, or AAC, is a term that is used to describe various methods of communication that can help students who are unable to use verbal speech to communicate. AAC methods vary and are personalised to meet each individual's need.

Resource Teacher of Vision What is a Resource Teacher of Vision (R.T.V.) A specialist teacher, employed by BLENZ (Blind & Low Vision Education Network NZ) who assists students who are blind or have a vision impairment. RTVs work closely with teachers, other specialists, and parents to support student's learning throughout school and assist in the transition to life beyond the classroom. Their focus is equity, access, and inclusion. The main aim of the R.T.V. is to improve the student's ability to learn and access the curriculum, so they can meet their potential. This involves… Working closely with teachers to upskill, plan activities and adapt their teaching methods to maximise access to direct & indirect learning opportunities. Identifying and setting up technology and, equipment within the classroom/school environment to allow maximum participation and independence. Planning an liaising with a variety of professionals (e.g O&M, ADL, PT, SLT) to allow access to the Expanded Core Curriculum. Working closely with families and children one to one to support their learning, teach independence skills and specialist skills such as how to read alternative formats Finding, adapting and providing resources to meet the special (tactile) needs of students. Jacqueline Killip is the RTV assigned to Sir Keith Park School. She teaches at SKP on Wednesday mornings.

Our Learning We believe all students can learn and experience success when actively involved in a curriculum which is responsive to their unique needs, strengths and interests. We interpret the New Zealand Curriculum (NZC) through the lens of what is important for our students now and in their future. Programmes of learning and learning activities are planned to meet all aspects of development and education, and include social, emotional, cognitive, physical and communication. Curriculum Delivery Effective teaching and learning programmes is the core business of Sir Keith Park School. We provide functional educational programmes which challenge students to develop their understandings, skills, attitudes and values in ways which are meaningful to them and relate to their everyday lives. Transdisciplinary Team Approach The complex learning needs of our students usually require the combined expertise and knowledge of different professionals. Research indicates that a transdisciplinary team approach reflects ‘best practice’ for successful learning outcomes. The transdisciplinary approach is a framework which enables members of an educational team - teacher, specialists, support staff, students and families - to contribute their knowledge and skills to collaborate with other members, and collectively prioritise and deliver the learning programmes that would most benefit a student. At Sir Keith Park School, specialist input is classroom based and co-ordinated with class programmes. Programmes for learning are supported / developed / monitored / delivered / assessed through a transdisciplinary approach to ensure optimal learning takes place. Parents, teachers, and therapists working together are crucial components in ensuring our students’ learning success.

Our Staff Teams Admin Team Back Office Administrator Pina Mahe Rouruina Tou Exective Officer Caretaker Bernard Coker Groundsman Mbe Strickland

Transition Transition programmes are developed to support our Senior students prepare for adult life. Programmes include: Work Experience: Some senior students aged 18 to 21, at Sir Keith Park participate in a variety of Work experience programmes. The programmes focus on preparing students for post-school life. A staff member supports students in their work placement by guiding, modelling and encouraging. Our students develop some valuable work and study skills through these programmes. some examples of work placements have been: Attainable, McDonalds, SPCA, Mangere Mountain Education Centre, local hairdresser and Habitat We appreciate the community support that has enabled this to happen. Life Skills: An essential life skill, which includes learning about safety and healthy eating. Horticulture / Garden to Table: Students plan, plant and maintain a kitchen garden with produce used in the teaching kitchens. Sports: Sir Keith Park School students are involved in the Special Olympics ‘Schools Programme’. We compete in the following sporting codes: athletics, swimming, basketball, and football (soccer). Through sport, students learn and use important life skills such as resilience, communication, teamwork and socialisation. The Special Olympics School Programme usually involves training in a specific sport for four to six weeks and then participating in a Schools Ribbon Day. where athletes from other Special Olympics 'School Programmes' are invited to compete and have fun. It’s a great way to meet new friends from other schools! Students develop fitness, demonstrate courage and experience success/achievement which may follow through to further participation in Special Olympics sports post-school. Leisure Skills / Activities: An integral part of senior students programming focusses on students developing their Level of participation in Leisure activities. The programme focuses on equipping students with the necessary skills to participate in a variety of social contexts. Post School Connections: Regular contact with various Transition providers. Advice and Guidance: For students and families navigating a future beyond school. Planning for school leavers in their last years at school ensures a smooth transition to adult life. A multi agency approach using a MInistry of Social Development funded co-ordinator, the school and family / whanau to create a positive and meaningful plan for life after school.

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