Learning Diversity 

Understanding the NCCD Funding Model and How Student Support Is Provided

At our school, we are committed to creating an inclusive learning environment where every child is supported to succeed. One way this is achieved is through the Nationally Consistent Collection of Data (NCCD) on students with disability.

The NCCD is a national process used by all Australian schools to identify and record the reasonable adjustments made for students who need extra support.

Importantly, NCCD funding is not allocated to individual students and does not automatically provide one-to-one aides. Instead, funding supports a whole-school approach, allowing schools to plan staffing, programs, and resources to meet the needs of all learners.

The Four Levels of Adjustment

Under the NCCD, support is grouped into four broad levels. These help schools understand the type, frequency, and intensity of support required.

Below are examples of what each level may look like in our school setting:

Quality Differentiated Teaching Practice (QDTP) - This is our everyday practise in classrooms

This is high-quality classroom instruction that supports all students through flexible, inclusive approaches.

Examples include:

• Differentiated tasks and learning activities
• Flexible grouping for learning
• Visual supports and learning scaffolds
• Modified instructions or task presentation
• Adjustments to seating, classroom layout, and routines
• Regular check-ins and emotional regulation support

Supplementary Adjustments

These are targeted supports provided in addition to classroom teaching.

Examples include:

• Small-group literacy or numeracy intervention programs
• Short-term targeted learning support with the classroom teacher 
• Modified assessments
• Visual schedules, checklists, and prompts

Substantial Adjustments

These require more intensive, ongoing support.

Examples include:

• Individual learning plans
• Regular targeted intervention sessions
• Significant curriculum modifications
• In-class targeted teacher or education support assistance
• Structured wellbeing and behavioural support programs

Students receiving substantial adjustments require consistent, structured support throughout their learning program.

Extensive Adjustments

These are highly individualised, long-term, and intensive supports.

Examples include:

• Highly personalised learning programs 
• Ongoing specialist input
• Significant adjustments across most learning areas
• Intensive support for personal care, mobility, or communication
• Dedicated and frequent adult assistance

This level supports students with complex learning and access needs.

How NCCD Funding Is Prioritised

NCCD funding allows schools to provide targeted programs, staffing, and resources to support students across these adjustment levels. Funding is prioritised to support:

• Specialist teaching and intervention programs
• Education support staffing
• Small-group and targeted learning support
• Wellbeing and social skills programs
• Professional learning for staff
• Specialist learning resources and tools

Support is allocated through a case-management approach, which considers each child’s functional learning and well-being needs, rather than diagnosis alone.

For a student to be included in the NCCD, the school must have evidence that adjustments have been provided for a minimum period of 10 weeks of school education (excluding school holiday periods), in the 12 months preceding August of the school year.  

Please see the Parent Fact Sheet for more details

fact sheet for parents guardians and carers.pdf

We value strong partnerships with families and are committed to working collaboratively to support every child’s growth, well-being, and learning success.

Learning Diversity Leader | Vira Pirrotta

Student Wellbeing

We warmly invite our families and wider community to join us for a special day of learning, reflection, and celebration at our school.

Together, we will officially establish our new Peace Pole, a global symbol of unity featuring the message “May Peace Prevail on Earth.” The Peace Pole creates a shared space for reflection and supports our commitment to kindness, respect, and connection. This meaningful initiative aligns with our Catholic values and the teachings of Pope Francis, who calls on young people to be peacemakers and active contributors to a more compassionate world.

Throughout the lead up, students will participate in learning experiences that explore what peace looks like in action. They will reflect on their role within our school community and consider how they can contribute positively as global citizens through empathy, responsibility, and care for others.

This celebration will take place alongside Ride2School Day, encouraging families to walk, ride, or scoot to school together while promoting healthy lifestyles and sustainable travel.

Students will also enjoy an ice cream cart at school as recognition of our strong participation in last year’s Biketober. This celebrates the collective effort of our community to support wellbeing, active transport, and environmental responsibility.

We look forward to welcoming families as we come together to celebrate peace, learning, movement, and community spirit, and to continue building a caring school community grounded in faith, connection, and shared purpose. 

Wellbeing Leaders | Vicky Karalis & Bianka Zorzut