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Inclusive Education

How are students supported at Prospect Primary Scool?

Wave 1 (or whole class instruction)

use assessment data to support the learning program
use diagnostic screening to understand and monitor students’ growth and progress
structure lessons into parts so the distinct elements of the learning program are explicitly addressed
continuously adjust practice to address student misconceptions

Wave 2 (or small group instruction)

work regularly with students to meet specific learning objectives taken from the curriculum
provide small group instruction for 10 to 15 minutes per day
support students in a small group as part of regular classroom activities
Wave 3 (or intensive 1:1, or 1:2 instruction)
use evidence-based intensive, personalised, frequent, sequential and specialised assessment and instruction
provide regular and intensive sessions for students
set specific goals that are monitored and documented
seek advice beyond the school to develop an individual learning plan and possibly an alternative program

If families have concerns about their child’s development, progress, social interactions or behaviour there are a number of avenues that can be explored:

  • Behaviour: Psychologist, Child Development Unit (requires GP referral), Behavioural therapists, GP (CAMHS), Autism SA
  • Speech: Speech Pathologist
  • Sensory: Occupational Therapist
  • Reading: Optometrist, Behaviour Optometrist
  • Hearing: GP, Adelaide Hearing Services


Teachers use a range of methods to collect data and information on your child’s progress. These include, but not limited to:

  • PAT M/R/AGAT/Spelling
  • PhOrmes (spelling) data
  • Heggerty
  • Year 1 Phonics screening test
  • Year 2 Oral reading fluency
  • LEAP levels
  • Lexile data
  • Observations
  • Wellbeing surveys (classrom based)


Sometimes the teacher might identify that a student requires further support in one or more areas. Teachers will make a time to have a conversation with caregivers and discuss the possibility of seeking additional advice from the Student Review Team (SRT) process. Through this process specialists from Student Support Services join staff for a meeting each term to discuss students identified as making minimal progress with Tier 1 and 2 support, to seek alternative adjustments that could support the student further. During this process the Student Support Services may:

  • Review existing infrmation
  • Observe the child in the class r elsewhere in the school
  • Cnduct formal assessments and recommendations
  • Discuss yur child’s learning and behavioural challenges
  • Talk abut this with the school staff and family
  • Hld staff training and development sessions
  • Cach and mentor school staff
  • Help develp strategies
  • Cordinate other services


One Plans

Under the Disability Standards for Education, all children and students with a disability are entitled to a personalised learning approach. This approach involves consultation, identification of needs, the provision of reasonable adjustments and regular monitoring and review, and should be negotiated, documented and agreed.

Any student allocated a Category 1-9 IESP level, Aboriginal, in care, or accessing a Special Options setting must have a documented One Plan.

The One Plan records:

  • background information on the child or student
  • the child or student’s strengths, interests, motivations and aspirations
  • services provided by agencies
  • the child or student’s learning priorities aligned with the curriculum
  • aims, goals and adjustments planned to support the child or student
  • endorsement and agreed actions


External (Private) Service Providers


If you are seeking your child to have an external service provider provide sessions during school hours at Prospect Primary, there is a process for seeking approval. We cannot guarantee that a space will be available as the needs of the school fluctuate day to day, with no rooms available as a meeting room.


In line with the Department’s policy for non-education services providers attending schools for sessions with students, all providers need to be in line of sight of an Educator, therefore there may be requests that cannot be catered for due to availability of spaces and Educators’ capacity to supervise providers whilst teaching their class. Further information on this policy can be found on the Departments website, or here.


When deciding if this is the avenue you wish to pursue for your child, please consider:

  • Prospect Primary does not allow providers to impact classroom literacy block time, therefore all providers are not allowed on site before 11:30am
  • Is it possible for the child to visit the provider outside of school hours?
  • The impact (curriculum and social/emotional) this might have on the child when missing out on learning within the classroom environment with their peers



Approval must be discussed with the principal or relevant member of leadership within Inclusion Support. The following documents must also be supplied by the external provider to the school;

  • Current Working with Children Check (WWCC)
  • Current Responding to Abuse and Neglect Certificate (RAN)
  • Consent to exchange information has been provided
  • Service agreement
  • Copy of certificate of currency from an insurer indicating $10m public liability. Any professional indemnity coverage is to be at the providers risk
  • Copy of professional qualifications
  • Evidence of child safe environment compliance
  • Provide the class teacher with a copy of learning goals and progress reports if requested

To apply for this process the parent must complete a request and the provider must enter into a signed agreement with the school.

English as an Additional Language or Dialect (EALD)

EALD is a Literacy support program for students who were either born overseas, have one or both parents born overseas or identify with another cultural background through extended family.

One of Prospect’s strengths is the diversity of our school community. We have cultural groups within our local community from many parts of the world. We promote and celebrate our cultural diversity by spreading understanding, tolerance and respect.

How diverse is our school population?

We are fortunate that Prospect Primary School has an incredible range of cultural diversity. Our school population is represented by around 30 nationalities.

Students who are eligible for the EALD program may be those who:

  • Were born overseas and have learnt English later in their childhood
  • Were born in Australia and speak English and another language at home
  • Were born in Australia and identify with another culture through their extended family

We use several factors to identify students for support. These include:

  • Classroom teacher and EALD teacher discussions
  • Work samples
  • Student’s current Language and Literacy Achievement and Proficiency Levels
  • Diagnostic testing (classroom based)