• teachers and support staff working together with families (and students, if needed)
• specialist support for students learning English as an additional language or dialect (EAL/D)

• providing tailored programs to help high potential and gifted students with their advanced learning needs

• small group tutoring to provide targeted literacy and numeracy support for students

• regular check-ins to review and update the planned supports

• changes to the classrooms:

  • accessible classrooms
  • assistive technology
  • instructional resources

• extra guidance, simpler content or different focus during lessons

• assessment adjustments:

  • more time
  • simpler language
  • breaks during tasks
  • different ways to complete a task (e.g. oral presentations instead of written tasks).

We know when a student needs help when:

• teachers notice changes in learning or behaviour
• reviewing assessment results and learning progress
• students self-refer using the Student Helpdesk or directly to staff
• parents and carers raise concerns or ask for support.

Adjustments are planned with parents and carers. They are reviewed regularly and changed when needed.

At our school, we are committed to ensuring every student is known, valued and cared for. We use a range of school-based and system-level assessments to identify students who may require additional support in their learning.

These include:

• NAPLAN
• VALID
• Check-in Assessment
• internal literacy and numeracy diagnostics
• ongoing teacher observation and classroom data.

The Learning and Support Team at Ryde Secondary College deliver targeted interventions such as MacqLit literacy tuition and National Minimum Standards workshops to address skill gaps and strengthen foundational learning. These evidence-based programs, offered in small-group or individual settings, provide focused support to build students’ confidence, skills, and engagement. Staff collaborate with parents, carers, and external specialists to deliver early, coordinated, and personalised intervention that promotes academic growth, wellbeing, and full participation in school life.

At Ryde Secondary College, teachers use evidence-based practices to meet the diverse learning needs of all students. Differentiation is embedded in every classroom through adjustments to content, process, product, and learning environment. This ensures that all students can access, participate in, and achieve success across the curriculum. Classroom teachers work collaboratively with the Learning and Support Teacher and the Learning and Support Team to plan, implement, and monitor appropriate adjustments and personalised learning strategies.

These include:

• curriculum modification
• scaffolded learning tasks
• explicit teaching
• flexible grouping
• alternative assessment opportunities
• disability provisions.

Through regular review of student progress and communication with parents, carers, and specialists, our staff create responsive and inclusive learning environments that build student confidence, engagement, and achievement.

Our school is committed to providing targeted and individualised support to ensure every student can access meaningful learning opportunities and achieve their personal best. The Learning and Support Team coordinates tailored interventions and personalised planning in collaboration with classroom teachers, parents, carers, and external agencies to meet the diverse needs of students requiring additional learning or wellbeing support. Support is provided through both in-class assistance and targeted withdrawal programs, The RSC Help Desk and Study Centre, facilitated by School Learning Support Officers who work closely with students and teachers to deliver individualised support and reinforce key skills.

Students requiring sustained adjustments are supported through:

• Personalised Learning and Support Plans
• Individual Learning Plans
• Essential Skills Plans
• Individual Transition Plans

These plans are reviewed regularly to monitor progress and adapt support as required. Our approach promotes a culture of inclusion where every student feels supported, valued, and empowered to succeed both academically and personally.

At our school, inclusion is a shared responsibility. The Learning and Support Team operates as a central hub for learning, collaboration, and problem-solving, bringing together teachers, leaders, and specialist staff to ensure every student receives the right support at the right time. Regular LST meetings provide a platform for sharing data, reviewing student progress, allocating resources, and coordinating responses to individual learning and wellbeing needs.

Our staff engage and deliver ongoing professional learning focused on evidence-based practice, trauma-informed approaches, and inclusive pedagogy to strengthen classroom teaching and build collective expertise. Collaboration with parents, carers, and external professionals ensures that planning is holistic and responsive to the diverse needs of our students. Through this culture of shared learning and continuous improvement, we promote inclusion, empower staff, and uphold the NSW Department of Education’s commitment to ensuring every student is known, valued, and cared for.