Wellbeing & Inclusion

• Inclusive Education Policy ratified based on ‘DET Education for All’ policy
• Multisensory Learning & Specialised Sporting Equipment:  Springside has invested part of the Inclusive Education Boost funding into creating Springside’s very own Sensory Hub.  We have a planning team set up, organised whole school professional learning for staff, and will be seeking student and parent input – stay tuned for further developments.  Other boost funding has been allocated to purchase specialised sports equipment for the PE department.
• Graduated School Leaders Professional Learning Program on School-wide Inclusive Practice:  Specialised training to best support our students with disabilities, focusing particularly on autism has already commenced with our Regional Autism and Inclusion Consultant. We had a focus on building the capacity of staff to understand ‘behaviour as communication’.  What are our students trying to get/avoid and how we alter the triggers for better outcomes for all.
• Substantive Principal graduated with a Master of Learning Intervention (specialising in Disability)
• Assistant Principal graduated with inclusion and wellbeing honours
• Ongoing training is available with Visiting Teacher Service – one-on-one support provided to all staff and some group assessing and planning sessions bi-yearly
• ABLES assessments regularly completed and Individual Learning Plans developed using the Victorian Curriculum providing purposeful personal learning progression and support
• Student Support Services accessed weekly for new referrals and support
• Sensory Garden designed and growing
• Access to all NDIS therapist on-site (for example, Psychologist and Occupational Therapist, Speechies)
• Whole-school implementation of Structured Literacy (Prep to Year 2: decoding focus using Little Learners Love Literacy resources & Years 3-6 encoding focus supported by Spelling Mastery)
• MULTILIT for student with dyslexia (worth re-introducing)
• Life Skills Programs – small group focus on real life skills such as cooking, shopping and transport
• Specialist Setting visits for staff as part of professional learning and development
• Specialised staff training for students with medical needs
• Friendship Stop accessed by students at break times
• Extensive Early Transition Program
• Whole school Social & Emotional Learning Program
• School Wide Positive Behaviour Support implementation
• NDIS information and planning sessions with staff and families held at school
• Whole school participation in the Nationally Consistent Collection of Disability Data
• Springside’s Annual Implementation Plan and Strategic Plan have an Inclusive Education focus, aligning with the Australian Professional Standards
• The Inclusion Hub is a space that welcomes everyone and is inclusive of all individual needs and interests.  A rostered timetable of activities is available, but options for students to choose alternate activities such as: drawing, board games, Beyblades, chess, Lego, fidget toys and sports are also on offer. Staff support play through using visuals and prompts to teach waiting and turn-taking and explicitly teach pro-social behaviours, such as losing gracefully and joining in non-preferred activities.  Staff are able to use the space as a meeting area, whole-classes and Life Skills Group. OT sessions can also utilise the hub throughout the day.  The timetable is regularly updated by students, for students. 
• Springside Primary aims to provide Evidence-Based Practice to support all learners introducing Structured Teaching based on TEACCH Intervention to meet the individual needs of learners
• Springside Primary is currently rolling out BoardMaker visuals across the school to support students with limited functional communication
• Springside Primary will launch Parent and Sibling Support Groups for families of students with disabilities