SUPPORTING ALL LEARNERS

Transition to College

Before students start college we work to gather as much information as possible about our new learners. This is achieved through pre-enrolment interviews, information shared between schools, college deans meeting with Year 8 teachers, transition visits and individualised programme planning.

Early Recognition and Intervention

We identify students through communication with our feeder schools and literacy screening when students arrive at college. Our aim is to know our learners' needs so we can provide appropriate support in college.  

Tracking of Achievement

Achievement and learning, including NCEA tracking and identification, is systematically monitored and linked directly to intervention processes to support our students.

Understanding neurodiversity means noticing what this means for everyday life – at school, home and work. We work to build relationships with students, parents and whānau to understand students’ culture, interests, areas of strength and need. Celebrating the talents our students bring to the classroom because of neurodiversity is key to helping our learners succeed.

Taking action to meet the needs of our students is based on adjusting approaches to improve outcomes and access to learning.

In Class Support

• Emphasis on knowing our learners
• Developing growth mindsets and building self esteem
• Building an inclusive learning environment
• Learning is designed to value and connect with individual strengths
• Tailoring learning to meet the needs of our students

Year 9 Essential Literacy Skills (ELS) and Essential Numeracy Skills (ENS) Option Classes

Provides a supported program for targeted learners to enhance literacy and numeracy skills.

Support for Dyslexic and Neurodiverse Learners:

• Learning tools support
• Individualised support with reading - working one on one with individuals to improve literacy skills 
• Orton-Gillingham Multi Sensory Literacy to support dyslexic learners
• SAC: Students from all year levels who are identified as needing special assessment conditions are allowed access to a reader/writer/computer/extra time, depending on their needs.
• Davis Programme: Specialist classroom teacher implementing multisensory Davis Dyslexia learning techniques.