Students with a disability or learning difficulty are identified early and intervention programs including speech and language, classroom support, Quicksmart, Mini-Lit and Multi-lit are implemented by our Coordinator – Intervention, Georgie Kain (our speech pathologist) and/or trained School Service officers. If a student has an identified disability (Intellectual, Global Developmental Delay, Speech and/or Language, Vision, Hearing, Physical, Autistic Disorder / Asperger Disorder), the school will develop and implement an annual negotiated education plan (NEP). This plan sets out the background information, strengths and needs of the student and specific learning goals. Teachers, parents/caregivers and consulting professionals are involved in negotiating the plan.
The school also includes social education as part of its curriculum in Term 1 of each year and as needed. Emphasis is placed on children developing friendships, co-operation, persistence, organisation and problem solving skills. Guided by their teachers, students develop their own class agreements clearly outlining the learning, behavior and social expectations that all members of the class will abide by.
The EALD Program provides services to students from culturally and linguistically diverse backgrounds learning English as an additional language/dialect to improve participation and outcomes for students and their families through support within classrooms, bilingual support , resources and professional development for leaders and teachers and Community Liaison Officers.
Our Breakfast Club was set up in 2008 with support from FamiliesSA and the Hillcrest Neighbourhood House. In 2013, Kickstart for Kids (a fantastic South Aussie organisation) approached the school to support with generous breakfast provisions and Kickstart volunteers to help with preparation and serving of breakfast. Teachers and older students also help out in the Breakfast Club from 8.30 each morning and it is open to all students.
Restorative Practice is an approach to discipline and relationship management that can transform the climate of a school and strengthen relationships between students, and between teachers and students.
The traditional approach to school discipline asks three questions in response to wrongdoing:
This traditional approach leaves those who have been most affected by the wrongful behaviour without a voice, and without their needs being addressed as part of the ‘solution.’ It also doesn’t effectively challenge the wrongdoer to be accountable to those he/she has harmed.
The Restorative approach, on the other hand, starts from a different set of questions:
This approach encourages those responsible to understand the harm their behaviour has caused to others so they can try to make amends to those most affected. It also ensures that those who have been most affected have the opportunity to be involved in working out what has to happen in order to move forward.
At Hillcrest Primary we believe this pro-active approach and the positive relationships built in the process, lay the foundation for improved academic and personal outcomes in education. Our Code of Conduct outlines the behaviour expected of members of the Hillcrest Primary School community.