Additional learning support

At Bourke Street Public School, we recognise that being ready to learn takes many forms. As a mainstream school, we support students with disability and additional learning needs to learn alongside their peers and participate in school life. A formal diagnosis is not required for support to begin, and reasonable adjustments are developed in consultation with students, families and relevant professionals.

For some students, families may wish to explore a specialist setting, such as a support class or School for Specific Purpose (SSP). These settings offer tailored teaching, environments and additional support. In these circumstances, Bourke Street staff work with families and the NSW Department of Education to explore appropriate options and placement pathways.

Support that fits your child's needs

It is normal for students to need different types of support throughout their schooling. Teachers continually monitor student learning and progress, adjusting their teaching and classroom activities to respond to students' needs.

Many of these everyday adjustments are small, short-term and part of regular classroom teaching. They are generally managed by the classroom teacher without requiring a formal support plan.

For students with disability or more significant learning needs, reasonable adjustments are planned, documented and reviewed as appropriate, in consultation with families and students.

We identify students who may need additional support when:

• teachers notice changes in learning, participation or behaviour
• assessment results and learning progress indicate additional needs
• parents and carers raise concerns or request support.

Some students need ongoing or more significant support to feel confident and achieve their best at school. We work closely with families to develop adjustments and, where appropriate, formalised support plans that suit 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).

The type and level of support provided depends on each student's individual needs. Adjustments are monitored and reviewed, with changes made when needed.

If you think your child may need extra help, contact us.

Learning and Support Team

Our Learning and Support Team (LST) helps coordinate additional support for students who need it. The team works with teachers, leaders and support staff to:

• understand each student's strengths and needs
• plan adjustments and supports
• monitor progress and review the effectiveness of support
• provide advice and guidance to classroom teachers
• connect with other services where appropriate.

The LST assists classroom teachers in planning and delivering adjustments. Depending on the student's needs, support may involve different staff members, including the learning and support teacher, school psychologist, classroom teacher or other specialist staff.

Accessing Learning Support at BSPS

Learning support is flexible and responsive to individual student needs. There is no single process that suits every student, and the level of support required may change over time. For most families, the following steps provide a clear pathway to discuss concerns, access support and review progress.

1. Speak with your child's classroom teacher

As the person managing the day to day of school supports, your child's classroom teacher is usually the best point of contact.

Arrange a meeting to discuss any concerns, changes you have noticed or questions about your child's learning and progress. Teachers may also contact families when they identify a need for additional support.

During this meeting, teachers and families can discuss potential adjustments, explore additional strategies and agree on how progress will be monitored.

In many cases, support can be planned and managed directly by the classroom teacher. This allows the person delivering the support to monitor its effectiveness and make changes when needed.

Where additional expertise, planning or resources are required, the teacher may refer the student to the Learning and Support Team. A referral can occur at any stage when a student's needs warrant it.

Contact us to get in touch with your child's teacher.

2. Review the support with your child's teacher

If you have further questions, concerns or suggestions, contact your child's teacher or the school to arrange a follow-up meeting.

When requesting a meeting, it is helpful to include:

• a brief summary of your concerns
• any relevant information or reports from specialists, if available
• whether you are seeking clarification about existing supports or would like to discuss alternative approaches.

This information helps teachers prepare for a productive, solutions-focused discussion.

You do not need a formal diagnosis or specialist report to request additional learning support.

3. Speak with the stage Assistant Principal

If concerns remain unresolved, or you would like further guidance, you can request a meeting with your child's stage Assistant Principal.

Assistant Principals oversee teaching, learning and student support within their stage. They can review the supports already in place, discuss additional options and coordinate further planning with the classroom teacher and Learning and Support Team.

When requesting a meeting, please provide a brief summary of your concerns and any relevant information to help us prepare.

4. Contact the principal

If you continue to have concerns after working with your child's teacher and Assistant Principal, you are welcome to request a meeting with the principal.

The principal oversees the school's approach to learning support and can review concerns, clarify decisions and help determine appropriate next steps.

While the principal does not usually provide individual intervention or day-to-day case management, they work with teachers, Assistant Principals and the Learning and Support Team to ensure appropriate processes and supports are in place.

We are here to help. In circumstances involving sensitive, confidential or complex matters, families may prefer to contact school leadership directly. Please contact the school office to arrange an appointment. Information will be handled sensitively and shared only as appropriate and in accordance with Departmental requirements.

School Psychologist

The school's learning support team includes the school psychologist. The school psychologist provides assistance and advice to the learning and wellbeing team. Under certain circumstances, they may assist with learning and behavioural assessments.

School psychologists can provide short-term counselling support to students with school based issues. Our school psychologist is unable to provide clinical support or therapy.

Parents can contact the school on the link below to request a referral to the school psychologist. School counselling is a confidential in nature.

Have a question about learning support?

We welcome questions, concerns and suggestions from families. Working together helps us understand each child's needs and make informed decisions about their learning and wellbeing.

If you are unsure who to speak with, contact the school and we can help you identify the most appropriate person.