Learning Support Process

We work closely with whānau to support every child’s learning and wellbeing.

1. The class teacher identifies learning needs and discusses these with whānau or the whānau identifies needs and discusses these with the teacher. Conversations and collaboration between home and school are essential here. 
2. An individual hauora plan (our version of an Individual Education Plan or IEP) is created, outlining the child’s goals, teacher or whānau strategies, and ongoing observations.
3. If further support is needed beyond the scope of what the classroom teacher can provide, the teacher and/or whānau will meet with the SENCo to review next steps and add to the hauora plan.
4. The SENCo may involve external agencies to provide additional guidance and support for the child and teacher. 
   External support includes:
   RTLB Service - Resource Teachers of Learning and Behaviour.  A child or children are referred to the service and a specialist teacher comes in and talks to the teacher and sometimes the whānau, observes the child, creates a plan and resources and works with the teacher to support the child.  They can access a small amount of funding if the child needs a teacher aide for a period of time (this is often an hour a week of funding). 
   Speech and Language Therapists
   Ministry of Education - if the behaviour or learning is of a higher need then the Ministry of Education have educational psychologists and other experts who can step in to help support the child and the school.  They can access funding for a teacher aide, this is not usually more than an hour a day unless the child has ORS funding.
   
   The Ongoing Resourcing Scheme (ORS) provides specialised support and funding for students with the highest, most ongoing levels of need (severe or very severe). Around 1% of the student population qualifies for ORS funding. 
   
   
   It is worth mentioning that unfortunately having a diagnosis does not access funding for a teacher aide.  

This process ensures support is timely, collaborative, and focused on each child’s success.