Cranleigh School's mission is to:
Cranleigh School's philosophy is based on the right of every child to obtain an individualised education program which will allow them to develop to their full potential.
The school aims to develop self awareness and self esteem by according all students dignity and respect. Students are valued as individuals and this is promoted within the school and the wider community.
The school acknowledges the policies of the ACT Department of Education and Training relating to children with special needs, particularly those relating to the United Nations Declaration of the Rights of the Child.
Staff work in professional learning teams to plan units of work, class programs, excursions, camps, inclusion programs etc. They share ideas and expertise and engage in professional dialogue. The teams are organised into three areas:
In the ECU and the ECC, students who are three years of age attend 2 half day sessions per week. Students who are four years of age attend 3 half day sessions (12 hours) per week. Once children turn five, they attend five full days per week.
Students are placed into class groups based primarily on age but levels of need are also taken into consideration.
Class sizes average 6 students per group (8 students in the ECC). Each class group is staffed by a teacher and at least one Learning Support Assistant (LSA). The numbers of staff within each class varies according to the number of students and their level of need.
The class teacher develops an Individual Learning Program (ILP) for each child, in collaboration with parents. It becomes the basis of the educational program to meet the needs of each student.
The ILP and the teaching program are based on the school curriculum which is organised into four domains
Communication, Information and Communication Technlogies (ICT) are taught across all domain areas. Learning through play is a focus in Early Childhood classes.
ILP goals are reviewed throughout the year. Every child has an annual formal In School Review. At this meeting we discuss the progress of the student in meeting ILP goals and plan for the future. Parents, carers, therapists and other relevant people attend the meeting and takes part in the discussion and the decision making. Parent input is of major importance and their agreement is vital to the final decisions of the review.
At the end of semester one report are written and sent to parents/carers. An end of year report, which addresses each child’s performance in relation to the ILP goals is distributed to families at the end of Term 4. Parents of students in preschool and primary school also receive a digital portfolio highlighting their child’s achievements throughout the year and looks at areas for development.
Parents and carers are also kept informed via class letter letters, term overviews and programs sent home once a term and on a daily basis via a communication or chat book. These books also assist families to discuss and share the school day with their child.
Last Update: 22nd September 2008
URL: http://www.cranleighps.act.edu.au/about-cranleigh
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