Student Support

To support young people and their families referral to both school based or outside government and non-government agencies are supported by staff at Findon High School. Findon High School liaises with services including Support Services for the Department for Education, Centacare, Headspace, Uniting Communities, ARA, MAYFS and CAHMS.

At Findon High School we offer students the opportunity to be part of our Reading Tutor Program, known as MULTILIT (Making up lost time in literacy). This is an intensive reading program based on phonics, word attack skills, sight word recognition and supported book reading in a one-to-one context. The MULTILIT program caters for students who have not yet acquired the basic skills needed to become functional readers. To ensure all students are put on the right level for their reading capabilities, students are tested to determine which section of the program they need to start on to ensure the program can be tailored to their needs.

Hi, I am Kathy, the Pastoral Care Worker here at Findon High School.

The role of the Pastoral Care Worker is primarily a support role for students, staff, parents and families promoting a sense of community and wellbeing. I really enjoy what I do and have been in this role for 10 years.

Over the years at Findon High I have worked to bring events and programs to the school highlighting areas affecting not only young people but the wider community. As a result, awareness and education concerning these issues have been presented to students.

I also work as an SSO in the school and have done so for many years. My role as an SSO has always worked in a complementary capacity with my role as the Pastoral Care Worker, as both roles work for the benefit of the young people in our school.

It is a unique privilege to be part of a great school like Findon High and it is my aspiration to support the needs of the community of Findon High School in any way I can through the work I do.

I can be contacted though the school or my email: kathy.pivetta6@schools.sa.edu.au

Pastoral Care Worker (PCW)

Our Pastoral Care Worker supports the school in the following ways:

• Working closely and in partnership with leadership and wellbeing staff in the school to provide pastoral care and practical support to students, families and staff as requested.
• Providing pastoral care in a ‘first response’ capacity to critical incidents, referring to specialist support and to provide ongoing support and follow-up.
• Working across the whole school to build a sense of community, harmony and cohesion.
• Being trained and equipped to provide our school with a unique dimension of social, emotional and spiritual support in line with the DfE wellbeing framework.

Chaplaincy Services promote student wellbeing, engaging young people in activities that are preventative and which support early intervention and referral of mental health issues.

Access to the Pastoral Care Worker by students is voluntary and parents must give written permission for the Pastoral Care Worker to provide ongoing personal support.

QuickSmart is a structured Numeracy program tailored for middle school students (years 4-9). It is designed to improve student learning by developing their skills in addition, subtraction, division, multiplication and problem solving. QuickSmart lessons are conducted in pairs, 3 times per week and each session is 30 minutes.

The structure of the lessons provides deliberate practice of new number facts, combined with the use of appropriate strategies to enable the student to remember the facts and eventually automatically recall each fact. When students can automatically recall number facts, their working memory is freed up so that they are able to engage meaningfully with more demanding mathematical tasks (Simerr, 2019).

The QuickSmart programs have been developed by the SiMERR National Research Centre at the University of New England and are based on educational theory. The program is backed up with 15 years of data demonstrating its effectiveness at improving the learning of struggling students in a range of school settings.

Additional information about the program can be obtained from:

https://simerr.une.edu.au/quicksmart/pages/qsmathematics-intervention.php

To ensure our students are achieving their full potential and developing as learners, Findon High School utilises a ‘Traffic Lights’ reporting system that occurs mid-way through each term. Traffic Lights provide important feedback about a student’s attendance, work completion and behaviour in each of their subjects at the mid-way point in the learning program. The Traffic Lights therefore capture student achievement in a holistic way, and enable important dialogue between the student, teacher and family to occur in response.

Teachers and House Leaders undertake extensive follow-up in response to students allocated Traffic Lights of concern, prior to the end of the formal reporting period. This follow up ensures that the necessary supports can be put in place to enable students to achieve success in their learning.

What do the Traffic Lights indicate?

Green – A student is up to date with work and tracking well without any concerns

Amber – A teacher has concerns in at least one of the reporting areas for the subject

Red – A teacher has serious concerns about the student’s progress that will impinge on a student’s achievement without intervention

Learning Plans

Supporting students with learning disability and learning difficulties requires a team around the child approach, where the student is at the centre of the process for creating a learning plan. Findon High School is beginning to transition to the Department for Education’s One Child One Plan, which replaces the Negotiated Education Plan (NEP) and Individual Learning Plan (ILP).

In doing so, students at Findon High School who have a verified learning disability will have their plans updated as required by a team including the student, parents/caregivers, staff. This process seeks to communicate to teachers the students’ needs and sets the goals they are striving to achieve. This plan is intended to make sure that learning demands are appropriate, support needs are made available and that an individualised pathway through school is crafted.

Department for Education learning plans – https://www.sa.gov.au/topics/education-and-learning/curriculum-and-learning/learning-plans

Funding and Student Support

Funding is provided by the Department for Education for students with verified learning disabilities, as well as a sum to be used for students with learning difficulties. This funding is used by the school for a range of intervention and support programs. Commonly this is used to employ Student Support Officers (SSOs) to work in classrooms with students to clarify and explain tasks. This funding is also used to support students, aged 15 and above, to engage with programs that support the transition to adulthood.

Department for Education funding for student support – https://www.education.sa.gov.au/supporting-students/children-disability-and-special-needs/disability-funding-reform

Programs to Support the Transition to Adulthood

Students with verified learning disabilities have pathways open to them to support the transition to adulthood, in recognition of their specific developmental and learning needs. These include programs that help the students to:

• Gain skills (e.g. relationship building, communication, organisation)
• Gain certification (e.g. SACE credits, drivers licence, vocational certification)
• Broaden horizons (i.e. learn about the world of work)
• Gain employment

Department for Education School to post-school options –

https://www.education.sa.gov.au/supporting-students/children-disability-and-special-needs/school-post-school-options

Youth Education Centre Short Courses – http://www.yec.sa.edu.au/pages/short-courses.html

Barkuma Transition Program – https://www.barkuma.com.au/supports/in-your-school/transition-program

Maxima Disability Employment Services – https://maxima.com.au/disability-employment-services/?gclid=EAIaIQobChMIw9GE3-iK4QIVDCQrCh2EUAEbEAAYASADEgIPjfD_BwE

External agencies supporting students with learning needs

In working with young people with a learning disability, there are external agencies who can work with staff or students to work on specific areas of need.

Students with Autism, Asperger’s or on the ASD spectrum have worked with ASD Facilitators in order to gain skills related to their learning plan and goals.

Autism SA School Program – https://www.autismsa.org.au/school-program

Learning Plans

Support for Aboriginal and Torres Strait Islander students is beginning to use the Department for Education’s One Child One Plan, which replaces the Individual Learning Plan (ILP).

In doing so, students will work with a team including the student, parents/caregivers and staff to craft a student centred learning plan for their own journey at Findon High School. This process seeks to communicate to teachers the students’ support needs, areas of interest for engaging with the Aboriginal and Torres Strait Islander community. They then set the goals they are striving to achieve. This plan is intended to make sure that learning demands are appropriate, support needs are made available and that an individualised pathway through school is crafted.

Programs to Support the Transition to Adulthood

Workabout Centre

The Workabout Centre offers a range of programs and services to support Aboriginal students to make a successful transition from school to work, higher education or further training. To be eligible for Workabout Centre services, students must be Aboriginal or Torres Strait Islander and enrolled in a public high school. Minimum ages may apply to some programs.