NSW DEPARTMENT OF EDUCATION AND COMMUNITIES
Clovelly Public School
Learning Support Team Policy
Learning Support Team
6/4/2011
The Clovelly Public School Learning Support Team Policy underpins the coordination of a whole school
approach to meet the specific needs of students.
Clovelly Public School
Learning Support Team Policy
The Learning Support Team is a planning and support mechanism whose prime
function is to facilitate and coordinate a whole school approach to meeting the
specific needs of all students.
The Learning Support Team fulfils this function through the key areas of
 Teaching and Learning
 Curriculum
 School Organisation
 Student Support and Development
 Training and Development
 Community Participation
The Learning Support Team considers implications for school wide planning, the
coordination of resources, collaborative approaches to developing programs and support
mechanisms for students and the development of strategies for planning, implementation,
monitoring and evaluation of quality educational programs.
The Learning Support Team coordinates planning for students through the implementation
of a support cycle that includes identification, appraisal of achievements, goals and needs,
access to appropriate services, planning, implementation, evaluation and reappraisal of
progress.
The Learning Support Team fulfils this function through specific focus in the areas of
 Literacy
 Numeracy
 Student Wellbeing
 Gifted and Talented Education
 Gender Equity
 Aboriginal Education
At Clovelly Public School the following values and beliefs underpin the Learning
Support Team Policy.
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All students can learn and are valued members of the school community.
Some students require additional assistance or support.
Issues that impact student learning can arise at any time.
The educational environment is enhanced when programs are developed
collaboratively.
Policy and curriculum requirements are reflected in programs that meet the needs
of all students
Independence, improved self esteem, motivation and self discipline are important
for all learners
Positive partnerships between school and community underpin our success
Early intervention helps to prevent learning failure
Learning difficulties can arise at any time throughout a student’s schooling
Special education programs need to be flexible
School Outcomes
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Developed programs that meet the needs of all students while satisfying policy and
curriculum requirements
Developed programs that reflect school priorities
Developed independence, greater self- esteem, motivation and self discipline in all
students
Promoted excellence in teaching and management through the development and
sharing of expertise to reflect the needs and priorities of the school
Promoted a positive partnership between school, parents and the community
Learning Support Team Policy Outcomes
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Promoted understanding, acceptance and individual worth of all students
Identified students with perceived learning problems as early as possible
Provided appropriate programs for students with disabilities and learning difficulties
with minimum time delay
Ensured that teachers have worked cooperatively with parents and other
professionals to ensure that educational outcomes for all students are of the highest
quality
Maintained ongoing records of student progress
Collaborated to identify and access programs and support mechanisms both within
and outside the school, for students with specific learning needs
Provided support to students within the appropriate/required timeframe
Collaborated with parents, teachers and other professionals to maximise student
learning outcomes
Facilitated professional development of staff in relation to responding to and
providing for the learning needs of all students
Maintained confidentiality throughout consistent and sustainable communication
about the learning needs of students
Student Outcomes
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Improved self esteem
Improved access to appropriate programs and resources
Demonstrated success in programs appropriate to their needs
Improved on task behaviour
Demonstrated capacity to work cooperatively
Developed independence
Improved work habits
The Learning Support Team is a group of people who oversee the support cycle
process.
Core members of the Learning Support Team are those who are essential to the
planning process.
 Support Learning Teacher
 Reading Recovery Teacher
 School Counsellor
 Assistant Principal
 Learning Support Team Coordinator [Deputy Principal]
 Principal
The Learning Support Team as required will request advice and support from other
personnel.
 Parents and Carers
 Disability Program Consultant
 Student Welfare Consultant
 District Guidance Officer
 Itinerant Support Teacher [Hearing / Vision / Behaviour / Integration / Transition /
Early Intervention
 Class Teachers
 Health Professionals
 Community Workers
 Government Agencies or Departments
Roles and Responsibilities
Learning Support Team
The Learning Support Team will:
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Develop school policy for provision of support for students with a range of needs
Develop a consistent whole school approach for supporting students
Develop sustainable and consistent approaches to identification and intervention
Develop and maintain processes for integration of students with disabilities
Develop processes for identification and intervention for students whose needs
emerge from Kindergarten to Year 6
Develop and maintain a process for referring and prioritising students
Develop and maintain a process for monitoring and tracking student students to
ensure transfer of information from year to year
Identify appropriate research based instructional strategies for individuals and
groups of students
Recruit the support of appropriate personnel
Provide training and development opportunities and ongoing support for teachers
and parents to implement appropriate instructional activities
Coordinate referrals, provision of services and information exchange between all
personnel
Communicate the role and responsibilities of the Learning Support Team to staff
Communicate school processes for referral to the Learning Support Team to all
staff
Organise regular Learning Support Team meetings including review and planning
meetings.
Ensure records of meetings are maintained and outcomes of meetings are
communicated to relevant school staff
Ensure information generated at Learning Support Team meetings is appropriately
managed and stored for retrieval
Coordinate written student referrals to ensure information is complete and accurate
prior to submission
Ensure all referrals are signed appropriately before submission
Learning Support Team Coordinator
The Learning Support team Coordinator will
 Monitor the activities of the Learning Support Team and ensure it functions within
Department policies and guidelines
Stage Team Coordinators
The Stage Team Coordinators will
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Provide assistance with identification of students and liaise with the Learning
Support Team
Support teachers in their team to complete Learning Support Team referrals.
Support teachers in their team in communication with parents
Support teachers in their team with the implementation of any Learning Support
Team recommendations
List the Learning Support Team as an agenda item at their Stage Team meetings
Classroom Teacher
The Classroom Teacher has the prime responsibility for the education and wellbeing of all
students in their class group.
The class teacher will
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Provide a supportive class environment that will enhance the learning of all students
Identify students with particular learning needs and make appropriate referrals
Develop, implement and evaluate programs that are appropriate for students with a
range of learning needs
Communicate with non class based staff whose specific role it is to support the
learning needs of students
Ensure that issues and concerns have been discussed with parents and that their
approval has been sought prior to submitting a referral to the Learning Support
Team.
School Counsellor
The School Counsellor will
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Communicate relevant information to the Learning Support Team Coordinator and
Principal
Communicate with parents about the needs of their child.
Ensure written parental approval is received prior to contact with students
Liaise with personnel from services both within and outside the NSW Department of
Education and Training
Communicate relevant information where appropriate to classroom teachers and
stage teams
Assist with appropriate placement of students
Communicate with NSW Department of Education and Training schools when
students transfer including Transition to High School.
Assess referred students when necessary
The Support Teacher Learning
The Support Teacher Learning will
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Work collaboratively with school executive, teachers and parents to design and
implement classroom based programs for students with particular learning needs
Work collaboratively with the class teacher, predominantly in a team teaching role in
the classroom, on the implementation of programs for students with particular
learning needs
Assist school executive and class teachers to monitor and evaluate programs for
students with particular learning needs
Maintain records of individual programs and keep teachers informed of any ongoing
needs
Provide information relevant to the completion of applications for placement in
special classes
The School Learning Support Officer [SLSO]
The School Learning Support Officer will
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Communicate with class teachers to identify focus of support
Assist students in the development of literacy and numeracy skills
Provide opportunities for students to develop personal, social and coordination skills
Assist in the monitoring of student behaviour
Communicate with the Learning Support Team Coordinator in relation to changes of
timetabling and role expectations
Parents and Community
Education is a shared responsibility between schools and their communities and parents
are encouraged to take an active role in supporting students both at home and at school.
Parents are encouraged to:
 Work with individual students or small groups on activities that have clear objectives
outlined by the class teacher or STL
 Provide encouragement and support at home
 Be involved in the planning, implementation and evaluation of programs
The Learning Support Team Guidelines
1. Teachers considering referral of a student to the Learning Support Team must
discuss it with parents and stage supervisor prior to referral.
2. Students referred to the Learning Support Team must be those whose learning or
behaviour is atypical
3. Referrals to the Learning Support Team must be accompanied by work samples or
other assessment data.
4. The discussion of each student at Learning Support Team meetings is to remain
private and confidential.
5. The discussion at Learning Support Team meetings will focus on observable
behaviours. Judgements based on values perceived or otherwise will be avoided at
all times.
Learning Support Team Referral Process [see attached]
The referral process for the School Learning Support Team will be explained to all
members of staff at a staff meeting at the beginning of each term.
Referrals to the Learning Support Team will be a part of each Stage meeting to allow for
fast tracking of students who have particular learning needs and to facilitate regular and
informed monitoring of students.
Each term, one Stage meeting will focus on the Learning Support needs of students in that
stage to
 facilitate sharing of strategies to support student with particular needs,
 promote professional dialogue about ways to support students with particular needs
 identify supportive structures to enhance wellbeing of staff
 ensure that support for student is maintained and monitored appropriately
TEACHER TO LEARNING SUPPORT TEAM FLOWCHART
Identification of student in
need of support[class
teacher/parent/outside
agency]
Talk to parents /
carers/previous teachers
about what they have
observed and information
they might give you.
Discuss issues / concerns
/classroom strategies with
supervisor and /or stage
team. Determine if further
action is warranted /
needed.
Read what has been
documented in student
records in relation to past
interventions / observations
and look at assessment
tasks / student reports and
other data
Document information
using student monitoring
sheet
Talk to parents about
possible referral to Learning
Support Team .Include
stage supervisor in
discussion.
Learning Support Team
Coordinator will inform
teacher of meeting time for
discussion of student
referral
Complete referral to
Learning Support Team and
give to LST Coordinator
Learning Support Team
meeting to prioritise
student and develop action
plan for assessment /
intervention
Contact parent seeking
written permission for
involvement of School
Counsellor
Throughout the process
privacy and confidentiality
is maintained at all times.
Learning Support Team
Coordinator track action
and report follow up to
team at next LST meeting.