Our Student Services Team meets fortnightly to discuss the
individual needs of students referred. The members of the team are:
- Deputy Principal
- Guidance Officer
- Support Teacher: Literacy and Numeracy (STLaN)
- English as an Additional Language/Dialect Teacher (EAL/D)
- Student Support Worker
- Behaviour Support Team member.
Students may be referred for any of the following reasons:
- Academic, social and/or emotional difficulties
- Academic enrichment
- Speech and language difficulties
- English as an additional language and dialect.
The committee makes recommendations based on the information
and data presented by the referring staff member. A letter outlining the recommendations from
the committee is sent to the parent/carer by the Chairperson, as soon as
possible after the referral has been processed.
Classroom teachers generally refer students to the team;
however, it is possible for parents/carers to bring their concerns to the team
via the classroom teacher. At times, a referral may be requested by the school
In addition to classroom differentiation which is used by
teachers to cater for individual needs, a number of support programs can be
accessed to address individual student’s needs. These are listed as follows:
Whole school curriculum differentiation
Guided Reading is a two hour a week differentiated approach
to teaching reading comprehension from Prep to Year 6.
Feedback for Differentiated Learning provides each student
with an opportunity for feedback along the learning journey, prior to final
assessment. Teachers use data (or
student feedback) to target their teaching for specific student needs. See Appendix 6 - Feedback for Differentiated Learning (F4DL).
Support teacher: Literacy and Numeracy
STLaNs work with classroom teachers and other members of the
school and local community to improve student outcomes with a focus on literacy
and numeracy. A team approach ensures
that all students have access to the curriculum regardless of their
differences. STLaNs, in consultation
with classroom teachers and the Leadership Team, plans and manages year level
and classroom intervention, based on current data.
In addition, the STLaNs assist classroom teachers to
identify, plan learning programs for identified students and support learning
in the classroom. This may include:
- working in the classroom
- teaching individual and small/large groups of
- withdrawing individual students for focused
Guidance Officer (visiting)
Guidance Officers collaboratively negotiate, develop and
implement programs for students that have a focus on preventative and early
intervention strategies that are responsive to identified personal, social,
emotional and educational needs. In addition, the Guidance Officer provides counselling,
psycho-educational assessment and/or individual student support,
recommendations and advice to students, teachers and parents/carers concerning
educational, behavioural, mental health and family issues.
Provision for families where English is an additional language/ dialect
West End State School offers English support to students who
speak another language, who may be newly arrived in Australia or born in
Australia and have English language needs. EAL/D teachers work within school teams to support EAL/D learners to
develop the English language required to access and achieve across the school
curriculum. EAL/D teachers help
classroom teachers to work with EAL/D learners in whole class contexts as well
as providing intensive teaching to small groups or individual EAL/D students if
Our EAL/D (English as an Additional Language/Dialect)
teacher and teacher-aides offer this support to students across all year
Student Support Worker (part-time)
The Student Support Worker is employed part time, by an
outside not-for-profit organisation and is based at West End State School to
offer extra support to students and their families. The SSW’s objective is to use play,
activities, games, stories, books and worksheets to enhance students’ social-emotional
skills and development and monitor their own behaviour.
Speech and Language Pathologist (visiting)
Speech–language therapy (SLT) services can support
individuals with difficulties in the areas of language, speech, voice, fluency,
oro-motor functioning, or complex communication needs.
Advisory Visiting Teacher (visiting)
Advisory visiting teachers (AVTs) support students across a
number of schools. AVTs mainly
specialise in one or more of the six Education Adjustment Program (EAP)
- autism spectrum disorder (ASD)
- hearing impairment (HI)
- intellectual impairment (II)
- physical impairment (PI)speech-language impairment (SLI)
- vision impairment (VI).
West End State School has developed an enrichment program
for highly capable students. This
program is designed to extend student knowledge across a range of subject areas
including STEAM, aligning with our School Strategic Plan.
The Enrichment Program projects are relatively short courses based
around a single topic. Each session usually lasts no more than a term. The
Enrichment Program is for students who need the challenge of a curriculum with
greater rigor and expectations. The curriculum is enriched and accelerated to
meet the students’ learning needs beyond that of the regular education
curriculum through the use of problem-based learning in a small group, hands-on
lessons, and analytical thinking skill units. Students are extended, allowing them to take risks and discover new and
The GEMS (Gifted Education Mentor) Committee - a team of
teachers, Head of Curriculum (HOC), Master Teacher, Deputy Principal and the
Enrichment Teacher Aide prepare and plan for the Enrichment Program that is
implemented each term. Each member of this committee has completed the Regional
GEM Training Course. The Enrichment
Teacher Aide, class teacher or HOC coordinates the program and teaches the
students who have been nominated.