Learning Support and Learning Diversity (Prep – Year 6)
How St Mary's College supports Junior School students with additional learning needs: the Learning Diversity team, Program Support Group meetings, Individual Learning Plans, NCCD and our literacy and numeracy intervention programs.
Every child learns differently, and some need more help, a different approach or more time to thrive. The Learning Diversity team in the Junior School works alongside classroom teachers to make sure students with disability, learning difficulties, language needs or high ability are identified early and supported well. The team is led by Mr Sam Devlin, Learning Diversity Leader, and includes a Junior School intervention teacher, seven education support officers (ESOs), a visiting speech pathologist and a visiting educational psychologist.
How support is arranged
- Classroom first. Teachers adjust tasks, grouping, materials and time for students as a normal part of teaching. Many students never need more than this.
- Referral. If a teacher or parent has an ongoing concern, the teacher completes a referral to the Learning Diversity team. Parents can also email Mr Devlin directly.
- Assessment. Mr Devlin or the intervention teacher reviews classroom data (PAT, running records, phonics screening, work samples) and may arrange a speech, language or educational psychology assessment on site. Parents' written consent is always obtained first.
- Program Support Group (PSG). A PSG meeting is convened for any student who will receive ongoing adjustments.
- Review. Plans are reviewed each term and shared with the next year's teacher in December.
Program Support Group meetings
A PSG brings together the parents, the classroom teacher, Mr Devlin and (where relevant) an ESO, therapist or the Head of Junior School. Meetings run for 30 minutes, usually before school at 8:00am or after school at 3:30pm, and are held once a term in Weeks 3–5. Term 3 meetings were held between Monday 27 July and Friday 14 August; Term 4 meetings will be scheduled between Monday 19 October and Friday 6 November 2026 – you will receive a Portal booking link in Week 1. At each PSG we:
- review progress against the goals of the Individual Learning Plan (ILP)
- agree the adjustments to teaching, assessment and homework for the coming term
- share reports from external providers (please bring or upload any new reports)
- plan transitions – to a new class, to camp, or to Year 7
External therapists are welcome to attend in person or by phone. Minutes are uploaded to the Parent Portal within a week.
Individual Learning Plans
Students with diagnosed disability, or who are working more than 12 months below or above the expected level, have an ILP with two or three specific goals per semester. The ILP travels with the student and informs their end-of-semester report, which comments on progress against ILP goals where appropriate – see Reports and Assessment.
NCCD
The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is an annual Australian Government count of students receiving adjustments because of disability, which includes learning difficulties, health conditions, autism, ADHD and social-emotional needs. Each August the College records the level of adjustment (support within quality differentiated teaching practice, supplementary, substantial or extensive) for eligible students. No student names are sent to the government, and inclusion in the NCCD does not require a formal diagnosis – evidence of ongoing adjustments over ten weeks is sufficient. Parents are told if their child is included and can ask questions at their PSG. Funding from the NCCD supports our ESO staffing and intervention programs.
Intervention programs 2026
| Program | Year levels | Format | Focus |
|---|---|---|---|
| Launch into Literacy | Prep – Year 2 | 4 x 30 min per week, groups of 4 | Phonics, decoding and early reading fluency |
| Reading Boost | Years 3–6 | 3 x 40 min per week, groups of 4–6 | Fluency, vocabulary and comprehension for students reading below level |
| Number Boost | Years 1–6 | 3 x 30 min per week, groups of 4–6 | Number sense, place value and fluency |
| Speech and Language | Prep – Year 2 | Fortnightly visiting speech pathologist, plus daily ESO practice | Articulation, oral language, following instructions |
| EAL support | Prep – Year 6 | 2 x 45 min per week | English as an Additional Language |
| Social skills groups | Prep – Year 6 | Weekly lunchtime group with Ms Alana Ford | Friendship skills, emotional regulation (see Wellbeing) |
| Extension | Years 3–6 | Weekly withdrawal group | Maths Olympiad, Tournament of Minds, writing enrichment |
Intervention groups run for 10-week blocks; places are reviewed at the end of each block based on progress data. Parents are informed by letter when a child joins or graduates from a group.
Supporting students with disability
The College welcomes students with disability and makes reasonable adjustments in line with the Disability Standards for Education 2005. Adjustments may include ESO support in class, modified tasks, assistive technology (text-to-speech, speech-to-text), visual schedules, sensory breaks, a quiet space in the Learning Diversity room (Room J12), and support for toileting, mobility or medical needs. Please raise access needs at enrolment or as early as possible so equipment and staffing can be planned – see Enrolment and Medical Forms and Health.
Camps, sport and excursions
Mr Devlin attends the Year 4 camp and works with year-level coordinators on adjustments for the Year 5 and Year 6 camps, including cabin allocation, medication, sensory needs and modified activities. Please discuss any concerns at your PSG or with the coordinator well before forms close.
Contact
Mr Sam Devlin is available Monday to Thursday and replies to emails within two working days. Concerns that need a same-day response should go to the Junior Office on (03) 9555 0100. Parents seeking allied health providers can ask for our list of local practitioners who work with the College.