Information is gathered at the beginning of the year in the following ways:

• Benchmark Assessments: Maths Assessment Interview, Fountas and Pinnell Reading Levels, South Australian Spelling, MultiLit Sounds and Burt Sight Words.
• Academic Assessment Services testing
• NAPLAN
• school reports
• reports from external agencies
• parent information
• The school database provides information about the student’s previous year’s progress. Both sources of information are used to identified students eligible for in-class support and intervention programmes.

In-class support is provided by the classroom teacher, the support teacher and Education Assistants during the Literacy and Numeracy core learning blocks. Intervention programmes (LLI, EMU and MultiLit) are offered to provide direct instruction to accelerate learning. The in-class academic programme is differentiated to suit the students’ needs. In Literacy, ability groupings are established based on reading levels and spelling levels.

The support boys predominately work with the support teacher in a small group within the classroom. The classroom teacher will work with the group at least once per week. The groupings remain fluid which allows for students to move in and out of groups as their needs dictate. Mixed ability grouping and ability grouping occurs in Mathematics. The boys who require support are carefully monitored and tracked in collaboration with the class and support teacher. An inclusive model of education is practised in the Junior School.

The same concept is taught for the entire class, however the tasks are modified and scaffolded so that the support students can make progress and construct their learning based on their current knowledge base. In Spelling, Reading and Writing, the teaching is more explicit; the lessons are facilitated based on repetition, skill level and prior knowledge.

There are a number of different ways students are supported according to their needs whether they be social emotional, physical, intellectual or behavioural. The school psychologist, specialist EAs, support staff, the pastoral deputy and the chaplain work collaboratively together to support students with social emotional and behavioural needs. Sensory aides and equipment are provided in classrooms to support students so they can optimise their learning.

The structure and presentation of materials in the support classes is well suited to a number of learning difficulties and needs. Tasks are well scaffolded, concepts are repeated and information is relayed through a variety of multi-sensory activities. A safe learning environment is created where students feel included and valued.  Good pedagogy underpins the Academic Support Programme.

Students are funded if they have a diagnosis relating to social emotional, physical, intellectual or behavioural needs. These students have Individual Education Plans (IEPs). The application for funding is submitted to AISWA. If the student receives funding, the school pools the funds and they are distributed to the Academic Support Department where they are used to fund human resources in the form of specialist Education Assistants and support staff.

Intervention programmes run for a block of time. They are designed to accelerate learning with targeted groups of children who have been identified as being at risk in their Numeracy or Literacy learning. Intervention programmes run outside of the core learning block to provide additional support.

Extending Mathematical Understanding (EMU) and Levelled Literacy Intervention (LLI).

Scotch College offers on-site Speech Therapy and OT. If parents want their son to have therapy, they are provided with the therapists’ contact details and will liaise directly with the therapists for payment and therapy sessions. The therapy sessions are not  scheduled during the Literacy and Numeracy block in Years 1 to 5.

The school data base provides information to teachers about a student’s learning styles and differences, along with recommendations as to how to accommodate the student’s needs. The class teachers and the support teachers collaborate with specialist teachers to ensure adjustments are made to their curriculum.

With parent consent, the school psychologist, the classroom teacher and the support teacher have access to diagnostic reports once they have been submitted. When the teachers have read the reports, the school psychologist creates a Learning Disabilities Profile or Educational Guideline which summarises the reports and makes recommendations for all staff members involved with education of the student. The profile is put on the school database so staff can access the information and make modifications and adjustments to the class programme if needed. All data from test results is also put on the database where teachers can access them.

A database of identified boys is communicated to staff and is visible on the Teachers’ Assistant programme. Individual profiles are constructed, based on external agencies’ reports and parent feedback, which outline the boy’s learning needs and the recommended management strategies for all teachers. The classroom teacher is responsible for all students.

Your first port of call is the classroom teacher and if needed the class teacher will liaise with the Academic Support staff.

Standardised and benchmark assessments form part of the student’s academic profile along with ongoing classroom assessments. Parents can request to meet with the class teacher and the support teacher (if relevant) to review all assessment results. Standardised assessments are used primarily for ongoing longitudinal study to inform teaching and learning of the school and to monitor and track student progress.

Support in the Early Years focuses on language development, fine and gross motor skills and social and emotional development.

An Academic Support teacher works with the PP four days for four periods per week. At the beginning of the first semester, the support teacher administers Numeracy and Literacy assessments to ascertain what is required for the child’s learning and determine the in-class differentiated programme for learning. The support teacher’s role includes observations of learning styles, monitoring and tracking of all students and working with small groups and individuals. In Semester 2, the support teacher focuses on those boys who require extra support to access the curriculum. This will occur within the classroom in the form of differentiated grouping for Numeracy and Literacy.

Speech and OT screens take place in PP within the first four or five weeks of term; the reports and results are sent to parents by week 7.  Parents can access more information from the therapists directly if a recommendation for therapy is made. Speech screens take place in Kindergarten at the beginning of Semester 2.  If the teacher has a concern about a Kindergarten boy earlier than August, a full assessment would be recommended.  OT screens do not occur in Kindergarten; however, the OTs can assess individuals if requested by parents.

The database provides information on every student’s results. The Middle School can access this information at any time. At the end of Year 5, class lists for Year 6 are formulated with careful consideration to be sure classes are balanced and the support student’s needs are considered. Close communication occurs between the Heads of Academic Support in both sub-schools throughout the year. Handover from Year 5 to Year 6 is thorough; class teachers and the support teachers discuss the needs of students, both academic and socially and emotionally to ensure a good understanding of their needs is communicated.