Student support services
Benowa State School acknowledges that every student
has the ability to learn and should be able to demonstrate progress in their
learning. This includes those in need of
learning support or behaviour support; those who have educational support needs
arising from disability; those who are gifted and talented and those learning
English as an additional language or dialect (EAL/D), or a combination of
these.
It is our determined belief that students enrolled at
Benowa deserve the dignity and right of having a fully accessible education
within the classroom and school setting with a broad range of support
strategies.
In order to equitably cater for the varying needs of students,
three layers of curriculum support are provided. The appropriate layer of support is
identified by school staff through analysis of student data and ongoing
monitoring of student progress. These
include:
- Differentiated teaching
- Focused teaching
- Intensive teaching
Benowa provides differentiated teaching to respond to
the particular learning needs of all students as a regular part of curriculum
provision. Teachers differentiate
instruction in response to data and day-to-day monitoring that indicates the
particular learning needs of students.
This involves teachers varying what students are taught, how they are
taught and how students demonstrate what they know.
Benowa provides focused teaching for students who
demonstrate that they are not meeting year-level achievement standards or
behaviour expectations. Focused teaching
addresses more significant support needs and can include the provision of
curriculum at a lower or higher year level.
Intensive teaching may be provided for a small number
of students who require intensive teaching, following focused teaching, as they
continue to perform substantially below, or above, year-level expectations in a
learning area or subject or across the whole curriculum. This involves frequent and explicit
instruction, with individuals or in small groups, to develop sequential mastery
of concepts, skills and knowledge.
Our support team, led by the Head of Student Support
Services (HOSSS) consists of:
- Inclusion Teachers
- English as an Additional Language/Dialect
(EAL/D)
- Education Assistants (EAs)
- Guidance Officer (GO)
- Speech Language Pathologist (SLP)
- School Wellbeing Educator
We utilize a ‘whole school approach’ to supporting all
student learning. The allocation of
support from both Inclusion Teachers and Education Assistants is based on the
learning needs of students. Inclusion
Teachers engage in a collaborative coaching model to guide inclusive and
differentiated practices and increase staff capability to cater for diverse
learning needs.
Inclusion teachers assist classroom teachers in the
development and delivery of educational programs which comply with legislation,
curriculum provisions and required adjustments.
Ongoing case management and data monitoring/tracking for all students
occurs to ensure equitable access to all facets of the educational experience
are maintained.
Student planning and
documented support provisions are developed in consultation with school staff
and parents/caregivers, where students:
- Are provided a lower or higher year-level
curriculum than their age cohort – for a whole learning area or for all
learning areas
- Require consistent and ongoing adjustments
to content, process, product and environment
- Display behaviours that are deemed complex
and challenging
- Are in out-of-home care
- Have identified health requirements
including those requiring specialised health procedures
Inclusive practice at Benowa State School is
about maximising the outcomes of all students through identification and
reduction of barriers to learning. It is
about setting high expectations, valuing and celebrating diversity and
employing high quality, evidence-based teaching practices focused on success
for every student.
Contact the Head of Student Support Services to
discuss the support needs for your child.