Additional Support

Gladstone supports all children in their learning and we recognise that those with additional needs require extra attention. These students are supported by a dedicated team of class teachers, teacher aides, additional support staff and our director of guidance and support. We work collaboratively with any supporting agencies that may be involved.

We provide student-focused and inclusive support. For students identified as requiring extra assistance, this may come in the form of adapted programmes, specialised equipment, materials and personnel. There also are times when students may work in a small group or one to one setting. Where needed, individual programmes are designed in collaboration with class teachers, family, whanau and support staff. These are reviewed regularly to assess the interventions’ success and identify the next steps. The need for this extra support may be identified by the school or by you, our parents and caregivers, and supported by a specialist diagnosis or report. When your child is identified by a specialist as having more challenging needs, this can often be a confusing time for parents and caregivers. We may be involved from the time you go to the specialist (educational psychologist or Kari Centre) but there are times when we are not. In all cases, please let us know so that we can meet and plan together regarding your child’s path forward.

If you have concerns about your child at school or at home please make time to discuss these with their classroom teacher. If there are ongoing concerns their teacher will discuss your child’s needs with the associate principal and director of guidance and support and a meeting will be organised to discuss the next steps. The outcome of the meeting will determine whether additional support is needed inside or outside the school. Meeting and putting a plan into action can help allay worries. We can also look at putting you in touch with other parents in similar circumstances should this be something you may find helpful.

After documentation has been gathered, a further meeting will be arranged to discuss the outcomes and a plan will be formulated. The teacher should be the first point of contact. Their associate principal and the director of guidance and support are always available by appointment or email to discuss any further concerns with you.

If you have any questions, please email Barbara McPherson.

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