Our focus is on providing learning opportunities that allow children to achieve their potential. Support is allocated both within the classroom and/or using withdrawal programs. These programs ensure all students are able to work at their own level and achieve success. Special assistance is organised at the point of need.
At Victoria Park Primary School, we believe that:
- All children have the right to achieve their potential.
- All children have the capacity to learn.
- Early identification of learning difficulties will result in better outcomes for students at educational risk.
- Early intervention is the most effective strategy when dealing with children at risk.
- Children learn in different ways, rates and times.
- Monitoring of student progress should be regular and on-going.
- Strong partnerships between home, school and external agencies benefit students’ development
Students at Education Risk (SAER)
Students at educational risk are those who have been identified, through a range of diagnostic tools and assessment data, as not meeting the expected standards. The On Entry testing in pre-primary is one means of identifying such students who can be followed with further testing in subsequent years (years 1 to 6) to determine the effectiveness of intervention programs. The school maintains an inventory of students who have been identified as being at educational risk.
Individual behaviour programs and individual, or group, education plans and programs are prepared for SAER students. SAER students, with the appropriate diagnoses, may receive an allocation of Education Assistant time through funding provided by the Disability Resource Funding system.
For further information from the Department about Students at Education Risk refer to https://www.education.wa.edu.au/children-with-special-educational-needs
Our Support Programs outside of the classroom
School Psychologist
Our School Psychologist, Lizet van den Ouweland, attends Victoria Park Primary School two days a week to support student development. Please note that the psychologist does not provide ongoing clinical therapy but works with students, staff, and families to support learning and wellbeing within the school setting.
As required, a Deputy Principal will contact parents/caregivers to organise case conferences with the School Psychologist. The case conferences are a mechanism where the parents/caregivers, teacher, Deputy and/or Principal and School Psychologist can work together to identify and discuss strategies that help your child reach their potential.
School Chaplain
Our School Chaplain, Louise Lathbury, helps foster a positive and inclusive environment for all members of the school community. The chaplain is available to talk, provide support, or offer a moment of reflection, contributing to the overall wellbeing of students, staff, and families.
At Victoria Park Primary School, the chaplain may support the school community in a range of ways, including facilitating an informal parent gathering each term, meeting with individual students or parents when requested, and providing small group activities that develop students’ social interactions and emotional wellbeing. The chaplain may also assist in linking families with external support agencies and provide opportunities for students to participate in community service activities.
The chaplain is available at school on Wednesdays and Thursdays. Families may request support from the chaplain by contacting the school office or through their child’s classroom teacher.
English as an Additional Language
Our school respects the varied cultural backgrounds of our students and we celebrate their diversity. Victoria Park Primary School is a unique and vibrant school community, with over 70% of students from language backgrounds other than English. We have a dedicated EAL/D Support Program staffed by a specialist teacher and two Education Assistants.
Aim of the EAL/D teaching and learning program
The aim of the EAL/D program is for students to learn how to apply Standard Australian English and to use it effectively in a variety of situations. There is a particular focus on increasing the extent of vocabulary knowledge, as this has direct links to literacy success.
Who are EAL/D students?
EAL/D students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English.
Identification Process
- Upon enrolment, the Language Background Other Than English (LBOTE) is noted.
- A member of the Administration Team sets up an interview time with the family to assess the listening, speaking, reading & viewing competency levels of the student if necessary.
- Students enrolling from an Intensive English Centre will have an exit report including levels on the EAL/D Progress Maps.
- After assessment, anecdotal comments are documented, and in collaboration with the classroom teacher, a decision is made as to the level of support required and whether specialised EAL/D support is needed.
EAL/D Support
- We have a specialist teacher who provides support depending on student need.
- An EAL/D support plan is guided by the EAL/D Progress Maps and classroom teacher advice and assessment occurs throughout the school year.
- There is ongoing communication with class teachers, so that the program is contextually based.
Literacy Intervention Programs
At Victoria Park Primary School we use the MultiLit suite of programs to identify and assist students requiring literacy intervention. MultiLit is a research-based literacy intervention program that originated from Macquarie University in Sydney.
The programs utilised are the following:
Language Lift (PP-Yr 2)
A small group program for children who require intervention with their oral language. This involves skills in both understanding and speaking. These skills are important because they support the development of reading and writing. Students are identified through diagnostic assessments, and the sessions are held three times per week. Parents are informed about their child’s inclusion in the program.
MiniLit (Yr 1-2)
A small group daily literacy intervention program designed for students who are struggling to learn to read. Children work with sounds and words and are explicitly taught the relationship between sounds and letters and how this knowledge is critical to reading. It includes practice and application using a variety of activities and resources.
Children are identified through diagnostic assessments and teacher referrals. Parents are notified when their child is offered a place in the program. The lessons are evidence-based intervention that build children’s speaking and listening skills and their reading accuracy and fluency.
MacqLit (Yr 3-6)
A small group daily reading program for children who need additional assistance with their reading. The aim of MacqLit is to help those struggling with their reading to close the gap with their peers as quickly as possible. An additional feature includes the Reinforced Reading Tutor Program where each MacqLit student receives one on one assistance and practice in applying phonic skills in connected text. This leads to improvements in fluency, vocabulary and comprehension.