Additional learning support

Support that fits your child's needs

Some students need extra support to feel confident and do their best at school. We work closely with families to make support plans and adjustments  that suits each child’s needs.

Additional learning support can include:

• teachers and support staff working together with families (and students, if needed)
• specialist support for students learning English as an additional language or dialect (EAL/D)

• providing tailored programs to help high potential and gifted students with their advanced learning needs

• small group tutoring to provide targeted literacy and numeracy support for students

• regular check-ins to review and update the planned supports

• changes to the classrooms:

  • accessible classrooms
  • assistive technology
  • instructional resources

• extra guidance, simpler content or different focus during lessons

• assessment adjustments:

  • more time
  • simpler language
  • breaks during tasks
  • different ways to complete a task (e.g. oral presentations instead of written tasks).

We know when a student needs help when:

• teachers notice changes in learning or behaviour
• reviewing assessment results and learning progress
• parents and carers raise concerns or ask for support.

Adjustments are planned with parents and carers. They are reviewed regularly and changed when needed.  If you think your child may need extra help, contact us.

Learning and support team

Our learning and support team helps make sure every student gets the help they need at the right time. The team works with families, teachers and support staff to:

• understand each student’s needs
• plan adjustments and supports
• monitor progress
• connect with other services if needed.

Our learning and support team may include:

• learning and support teachers
• school learning support officers
• school counsellors
• school psychologists

• student support officers
• itinerant teachers for vision or hearing
• English as an additional language or dialect (EAL/D) teachers
• Aboriginal education officers
• community and home school liaison officers.

Contact us to meet with a member of this team to talk about your child’s strengths, interests and areas where they may need support.

Positive behaviour for learning

At our school, we use Positive Behaviour for Learning – a whole-school approach for creating a positive, safe and supportive school climate where students can learn and develop. Our whole school community works together to establish expected behaviours and teach them to all students.

The CALMS Behaviour Support Approach fosters students’ learning and development through promoting their cognitive, emotional, social, physical and spiritual wellbeing. This approach provides students with the opportunity to learn to manage their thoughts, feelings and behaviours so they can manage the complexities of a school environment.

The Behaviour Support System at Toongabbie East Public School provides students with

• a calm, safe, predictable environment
• consistency of expectations and language.

CALMS clearly outlines the School Expectations for students and staff. School staff use strategies and practices to teach positive behaviour. CALMS outlines strategies and practices to recognise and reinforce student effort and achievement. A core focus of the CALMS approach is supporting students to identify their emotions, and developing strategies and practices to support them with managing their difficult emotions (Using Sensory Approaches in the Classroom, Taking Space). The CALMS approach supports safety with steps clearly outlined to manage and support escalating behaviours (Optimal Safety Procedures). Students are supported to reflect on their behaviour and use of strategies to regulate their emotions and behaviour.

The CALMS Behaviour Support Approach is based on trauma informed principles, attachment theory and mindfulness principles. Trauma informed principles are focused on safety, connection and emotion control as outlined below:

• Safety: creating a place that offers physical safety as well as emotional safety
• Connection: Forming a trust-based relationship with key adults who can provide support and be a resource to help the child organise his feelings, calm, soothe and comfort himself.
• Emotion control: teaching and supporting children to learn effective ways of managing their emotions and responses

Our school core expectations and goals are:

• Behave safely: I am calm
• I Cooperate
• I am assertive
• I am a learner
• I am mindful

There are three forms of rewards

• Kai Cash - Shop money
• Merit Certificates - presented in the presence of parents & peers at Assembly
• Rewards time - where staff actively engage in shared play activities with students. As negotiated in each class

Student wellbeing

Like all NSW public schools, we provide safe learning and teaching environments to encourage healthy, happy, successful and productive students.

The department is committed to creating quality learning opportunities for children and young people. These opportunities support wellbeing through positive and respectful relationships and fostering a sense of belonging to the school and community.

The Wellbeing Framework for Schools helps schools support the cognitive, physical, social, emotional and spiritual development of students and allows them to connect, succeed and thrive throughout their education.