Inclusive Education

​​​Learning is individu​al, so not all students will become literate and numerate in the same timefram​e and in the same way. Some students will still need further specific support to engage in their learning.

Making appropriate educ​ational adjustments may include:

Developing systematic procedures for identifying, planning, teaching, and monitoring progress, some students may require an individual learning plan (which may include a curriculum access plan or anxiety management plan to be reviewed regularly)

  • maintaining and regularly updating systematic records to review progress
  • employing experienced and well-qualified staff to coordinate whole school approaches
  • using appropriate teaching materials that motivate students to learn.
  • using  resources creatively (e.g. use staff flexibly to provide a range of regular classroom and coaching opportunities appropriate for individual student needs)
  • some specific teaching models, strategies, and resources used to help students to access the Australian curriculum are Gradual Release of Responsibility Model, Reading to Learn Strategies, First Steps Reading and Writing.
  •  Rainbow Road (gross and fine motor activities) and Chatting Children (reading and comprehension) are resources and activities designed to be used by staff and families of students in early years.
  •  Students are taught with support staff in daily literacy and numeracy sessions in classrooms to maximise learning and feedback opportunities.

Staff are trained and apply restorative practice in their relationships with students. This is a values-based collaborative approach in dealing with conflict. Wrongdoers are given an opportunity to repair the hurt they have caused and victims an opportunity to express their feelings and be included in the resolution of issues that have hurt them.

The school recognises the power of games to improve the emotional intelligence of children. We use Play is The Way strategies to help children develop positive social skills.