The girls have been enjoying their time back on campus connecting face-to-face with their teachers and their friends. It has been a delight to hear their chatter and laughter every day as they connect with their friends.

Welcome Miss Alexandra Meikle

We are happy to announce that Miss Alexandra Meikle has been appointed on a short-term contract for Term 4 to support students through the Learning Plus Department. Miss Meikle  brings a wealth of training and knowledge to the role. We wish her well in this role.

Processes and Procedure for Learning Plus Support

Students learn in different ways and at different rates: however, sometimes we find that a student may benefit from additional support in addition to differentiated activities and learning plans. Identifying extra support for the students includes a range of processes we follow to determine the needs of those students and the strategies best employed to support them.

The starting point is always with the classroom teacher unless a student arrives with an existing diagnosis. Teachers identify students who may require additional support through a range of assessment, both formative and standardised. They then determine their current levels and plan differentiated activities to help them progress towards expected levels. They may employ a range of strategies to help support the student’s learning, and collect data and samples of work to analyse. This process usually takes about a term. If progress is made in this time, the teacher has identified the issues (usually missed concept development) and includes the student in groups working at the expected level and continues to monitor their progress. If insufficient progress is made, the teacher refers the student to the NCCD Team (Nationally Consistent Collection of Data) with the collected evidence and anecdotal records of strategies employed.

Once identified as requiring Learning Plus support, students are further assessed/screened to pinpoint the specific areas of difficulty. This will inform the planning which will be documented in either a Personal Learning Plan (PLP) for students at the Quality Differentiated Teaching Practices (QDTP) level or an Individualised Learning Plan (ILP) for students at Supplementary, Substantial or Extensive levels according to the NCCD. For students at the latter levels, a meeting is scheduled with the Learning Plus staff, teacher and parents to determine the plan. Depending on the level of support required, students may receive in-class support with the class teachers or small group support away from the classroom. Once implemented, progress is monitored throughout the term of the plan. If progress is made, support continues until the student is demonstrating ‘at level’ standards, at which point they may return to class and continue to be monitored. If progress is very slow, the School usually refers the student to a specialist such as a Speech Pathologist for assessment. If a difficulty is identified, the specialist will provide information and strategies to inform future planning.

We believe in the progress of every girl, and our dedicated staff are committed to ensuring girls understand their progress through feedback, guidance and encouragement of the necessary
growth mindset to accept challenges and persist in their efforts to improve. Our academic programs are sequential in nature, developing a level of rigour that ensures each girl strives for her continual improvement and captures the personalised approach of a Barbreck education.

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After The Bell

Out of School Hours Care is provided by After the Bell and is available from 7.00am until the commencement of the ELC program at 8.45am. This service is also available in the afternoons from 3.00pm until 6.00pm. The Out of School Hours Care Program operates within the ELC building. Find Out More