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Student services and support programs

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​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 Chaplain

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.

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Last reviewed 27 May 2019
Last updated 27 May 2019