Learning Support

The Learning Support Team caters for students with a wide range learning difficulties as well as those students with a diagnosed disability. We have a team of teachers and SSOs that support students in a variety of ways, including in-class, in small groups or 1:1.

At Seaford Secondary College we offer evidence-based Intervention Programs which currently include QuickSmart Numeracy and the MULTILit suite of Literacy programs as well as our bespoke Self-Regulation Program to support our students in being Ready To Learn.

Early identification of need is vital, therefore we work closely with our primary school colleagues to ensure a detailed handover of information and, where required, extended or supported transition takes place. The same process takes place in the event of an in-year transfer from another high school.

We examine PAT and NAPLAN data prior to transition and, where required, carry out diagnostic testing. These results are carefully analysed to strategically target individual learning needs, establish learning goals and meet learning outcomes.

A One Plan is a personalised, negotiated support plan for all students with a disability, (or where, in agreement with parents, a learning need has been identified by staff) Students In care and our Indigenous students. Devised by teachers, the One Plan is reviewed annually towards the end of each year to allow teachers who know the student to reflect on goal achievement in that year and negotiate goals for the following year with the student, their family and any support agencies working with the student outside of school.

For students with a disability or identified learning need, the Care Group teacher is the main contact and can be contacted at any time of year to request an amendment to that One Plan. The One Plan will include any learning or environmental adjustments needed to support the individual in their learning journey.

Our spacious, well-resourced Learning Support Base and Self-Regulation spaces remain open and staffed during recess and lunch times to ensure that students who need support have access to that support, or just the space and time to regulate and prepare for further learning.