Academic

Behaviour

Wellbeing

Tier 3

(5% of students)

INTENSIVE

INTERVENT-ION

• Access to specialised services/advice provided by school/SSS;

– speech therapist

– psychologist

– visiting teacher

• Recommendation to look at possible formal diagnosis through paediatrician, SPELD Victoria, psychologist etc.
• Offer regular Student Support Group (SSG) Meetings to discuss IEPs and progress
• Participate in extension programs outside of classroom
• Access DI funding for additional classroom support through ES staff
• Small group sessions with NLPS speech therapist
• Provide assistive technology when required (e.g. C-pen, iPad, keyboard)
• Participate in High Ability programs (see schedule)

• Access to specialised services/advice provided by school/SSS;

– speech therapist

– psychologist

– visiting teacher

• Create and implement a Behaviour Support Plan and meet with parents to discuss/review
• Track behaviour (e.g. ABC Chart) / enter data on Compass – red rating
• Recommendation to look at possible formal diagnosis through paediatrician, psychologist etc.
• Access DI funding for additional classroom support through ES staff
• Refer to CAMHS
• DFFH Care Team Meetings 
• Offer time in the ‘Chill Room’ during play times
• Provide resources to assist in managing sensory needs e.g. headphones
• Regular check ins with student by Principal / Assistant Principal

• Access to specialised services/advice provided by school/SSS;

– speech therapist

– psychologist

– visiting teacher

• Recommendation to look at possible formal diagnosis through paediatrician, psychologist etc.
• Refer to RCH and/or CAMHS
• DFFH Care Team Meetings
• Offer time in the ‘Chill Room’ during play times
• 1:1 sessions with NLPS Student Welfare Officer
• Provide resources to assist in managing sensory needs e.g. headphones
• Offer regular Student Support Group (SSG) Meetings to discuss IEPs and progress

Tier 2

(15-20% of students)

TARGETED

INTERVENT-ION

• Establish an IEP and discuss concerns and strategies with parents
• Literacy Support Groups
• Numeracy Support Groups
• G.R.i.N.
• Have student information filed in ‘Student Welfare’ Folder on Google Drive to allow for all relevant staff to access
• Small group sessions with NLPS speech therapist

• Restorative Discussions with student/s involved
• Enter data on Compass – amber rating
• Discuss concerns and strategies with parents
• Set individualised goals then implement through a ‘Good Behaviours for Learning Chart’ / ‘Reward Chart’
• Have student information filed in ‘Student Welfare’ Folder on Google Drive to allow for all relevant staff to access
• Provide calm corner/space in the classroom

• Establish an IEP and discuss concerns and strategies with parents
• Have student information filed in ‘Student Welfare’ Folder on Google Drive to allow for all relevant staff to access
• Responsive lessons from Health Curriculum
• Small group sessions with NLPS Student Welfare Officer
• Provide calm corner/space in the classroom
• Display asthma/ anaphylaxis/ epilepsy/ diabetes plans

Tier 1

(100% of all students)

CORE INSTRUCT- ION

• Differentiated literacy and numeracy programs (including catering for enabling and extension)
• Identify students at risk through assessments
• Assess literacy and numeracy skills against VC and KAIs twice a year
• Staff P.L.
• Detailed handover at beginning of year between staff

• School Values
• Respectful Relationships
• NLPS SWPBS Matrix
• Assess social skills against VC twice a year
• Staff P.L.
• Detailed handover at beginning of year between staff
• Restorative approach to managing behaviour

• Health Curriculum
• Circle Time
• Bounce Back program
• Respectful Relationships program
• Identify students at risk though the ‘Student Wellbeing Tool’ register – review at least once a term
• Staff P.L.
• First Aid Officer
• Marrung Education Plan
• Parent Information Sessions
• SEL also in Library Sessions
• Detailed handover at beginning of year between staff