We believe that our role is to work in partnership with families to provide every individual with opportunities to identify, develop and use their God given potential, whereby their passions are discovered and nurtured.
It is a priority of the College to cater for students who learn differently and to provide an environment where every child’s potential is nurtured and developed. We accomplish this by:
Individual Learning Plans (ILP) assist students who require a range of supports with their education. An ILP is a written statement that describes the adjustments, goals and strategies to meet a student’s individual educational needs so they can reach their full potential.
At WCC students are placed on an ILP and provided with specific learning goals when they demonstrate an achievement that is six months or more, below that of their peers. This may be for any learning area, personal and social capability or both. ILPs are completed in consultation with teachers, parents and student (where relevant) and include an entry level skills, and SMART goals.
At WCC we are very proactive in this space, choosing to work closely with students who are six months behind, rather than allowing large learning gaps to appear before intervening.
A student support group helps students with disability or additional needs get the right support at school. SSG meeting are held each term with the class teacher, parent, student and a College leader.
The aims of the Student Support Group are to:
Students can attend student support group meetings, but there may be times when this is not appropriate. Even if they do not attend, student’s preferences are considered when the group makes decisions.
The NCCD is an annual collection of information about Australian school students with a disability. The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school. The Standing Council on School Education and Early Childhood (SCSEEC) has determined that teachers must provide 10 weeks of data on students with disability. As part of this process teachers make professional judgements on levels of student disability based on the type and frequency of educational adjustments that need to be made lesson. Based on this report, appropriate funding is allocated to schools to support students with special needs.