Additional learning support

Individualised support for students

As a designated school for specific purposes (SSP) specialising in education for students with moderate to severe disabilities, Caroline Chisholm School provides personalised, responsive support tailored to every student’s unique needs. All enroled students have a diagnosed disability and require targeted learning and wellbeing adjustments.

We begin by identifying each student’s strengths, interests, and needs across areas such as communication, social skills, health and physical wellbeing, attendance, life skills, and learning progress. Using this information, combined with input from families, carers, and allied health professionals, we develop a Personalised Learning and Support Plan (PLSP). The PLSP details the necessary teaching adjustments, learning programs, and assistive technologies that enable full participation in school life. This personalised approach aligns with NSW Department of Education guidelines.

Our specialist staff—including teachers and school learning support officers (SLSO-SHS)—work closely with families and allied health professionals to implement and regularly review each student’s PLSP. This ongoing review ensures strategies remain responsive to students’ evolving needs and maintain consistency between school and home environments.

Support planning process

Our personalised, ongoing planning process ensures each student receives the right support at the right time:

• Identify
  We gather comprehensive information about each student’s strengths, interests, learning goals, communication, health, and wellbeing needs.
• Plan
  Teachers, SLSOs, families, carers, and allied health professionals collaborate to develop the PLSP, detailing targeted adjustments, therapy supports, and strategies to enhance participation and achievement.
• Implement
  Plans are put into practice through daily routines, classroom programs, and specialist supports such as speech therapy, occupational therapy, physiotherapy, and assistive technologies.
• Review and adjust
  Progress is regularly monitored and discussed with families and allied health professionals, with plans updated as needed to promote ongoing success and engagement.

Support tailored to every student

We recognise every student learns in their own way. As a specialised school, we offer personalised and flexible support designed around each student’s strengths, communication style, and individual needs.

• Collaboration: Our teachers and school learning support officers work closely with families, carers, therapists, and health professionals to provide consistent, meaningful support across home and school.
• Personalised programs: Every student has a Personalised Learning and Support Plan developed with family and allied health input. Plans outline learning goals, therapy supports, and adjustments for full school participation.
• Specialist support: Therapy services such as speech pathology, occupational therapy, and physiotherapy are provided through approved external providers during school hours. Allied health professionals must contact the school to request therapy packs and coordinate sessions to ensure safety and effectiveness.
• Ongoing review: Support plans are regularly reviewed and updated to reflect progress and changing needs, with families actively involved throughout.

Classroom and learning adjustments

Classrooms at Caroline Chisholm School are designed to be accessible, sensory-friendly, and inclusive to support diverse student needs. We provide flexible learning environments that encourage engagement, communication, and independence.

Learning programs are individualised with adaptations such as visual supports, structured routines, and assistive technology to promote understanding and participation. Student progress is monitored through observation and collaboration with families and allied health professionals, rather than formal assessments.

In Stage 6, students participate in the Higher School Certificate (HSC) life skills program, focusing on practical outcomes that build communication, independence, and real-world skills. More information is available on the NESA life skills program page.

Adjustments are planned in consultation with parents and carers, reviewed annually, and updated as necessary. Please contact your child’s classroom teacher if you have any concerns.

Learning and support team

Our dedicated learning and support team ensures students receive timely, appropriate help. The team collaborates with families, teachers, SLSO-SHS staff, and external professionals to:

• Understand each student’s strengths, needs, and goals
• Develop and review Personalised Learning and Support Plans (PLSPs)
• Coordinate health, wellbeing, and learning supports
• Work with allied health providers and community services as needed

The multidisciplinary team includes:

• Teachers and assistant principals specialising in special education
• School learning support officers – student health support (SLSO-SHS)
• School counsellor
• Deputy principal and principal responsible for student wellbeing and program coordination
• Visiting allied health professionals such as speech pathologists, occupational therapists, and physiotherapists
• External agencies or therapists who collaborate through the approved therapy access process

Together, we create a coordinated, safe, and inclusive learning environment that supports each student’s learning, communication, and wellbeing.

Visual communication at Caroline Chisholm School

At Caroline Chisholm School, we are dedicated to creating an inclusive environment where every student can express themselves. One important way we support this is through the use of visual communication boards placed throughout the school.

These boards are strategically located in playground areas so that students can easily communicate their wants, needs, or emotions during playtime. To ensure consistency and ease of use, the same Boardmaker symbols found on the playground boards are also used by staff within classrooms. This consistent use of visuals helps students recognise and use the same symbols in different settings.

Whether at play or in the classroom, students have access to a familiar set of communication tools that make expressing themselves easier and boost their confidence.

Visual communication boards have proven to be invaluable in helping students clearly share their needs — such as asking for help, indicating preferences, or expressing their feelings. Familiar and uniform symbols enable students to communicate confidently, no matter where they are in the school.

By maintaining consistent visual supports across all school environments, Caroline Chisholm School empowers every student to participate meaningfully and confidently throughout their day.

Have a question about learning support?

We’re here to talk through your options. Contact us to speak with the principal or learning and support team.

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