From the Principal

To our wonder school community,

Numeracy

Continuing on from 2023 and in conjunction with our coaches from the Catholic Education Office, our School Leadership team and Leaders of Learning we will focus on Enhancing Numeracy in the school. 

 This whole school focus has a six-point plan.

     1. Implementing the whole school Numeracy agreement.

     2. Use of our student data to inform the planning of Numeracy improvement strategies, including the identification of key areas to address.

     3. Planning for High Quality Teaching and Learning of Mathematics using Curriculum Mapping aligned to version 9 of the Australian Curriculum and the progressions.

     4. Unpacking the key teaching approaches and practices for teaching Mathematics effectively

     5. Developing the Assessment practices we are using in Mathematics

     6. Planning for Case Management; including Identification of students requiring support and extension.

This is an exciting time at St Brigid's School to continue to build the learning outcomes of all our students.

NCCD

Currently teachers are putting in a lot of work, in the background, collecting information for the Nationally Consistent Collection of Data on School Students with Disability (NCCD).  In our school nearly 42% students are included in this process.

The NCCD is a collection that counts:

• the number of school students receiving an adjustment or ‘help’ due to disability
• the level of adjustment they are receiving to access education on the same basis as other students.

Students are counted in the NCCD if they receive ongoing adjustments at school due to disability. This ‘help’ allows them to access education on the same basis as a child without disability. 

The NCCD uses the definition of disability in the Disability Discrimination Act 1992.

Funding from the Australian Government for students with disability is based on the NCCD through the student with disability loading.

Students who are counted in the top three levels of the NCCD (extensive, substantial and supplementary) attract the loading. Funding is based on a per-student amount at each of the three levels of additional support. The amount of the loading reflects the level of support students with disability need to participate fully in school, with higher funding for those who need higher levels of support.

The school assesses the needs of each student with disability. The school provides adjustments in consultation with the student and/or their parents, guardians and carers.

Schools must make reasonable adjustments if needed. The Disability Standards for Education 2005 define ‘reasonable adjustment’ as an adjustment that balances the interests of all parties affected.

Schools identify which students will be counted in the NCCD. They base their decisions on the following:

• adjustments provided for the student (after consultation with the student and/or their parents, guardians and carers)

• the school team’s observations and professional judgements

• any medical or other professional diagnoses

• other relevant information.

School Principals must ensure that information for the NCCD is accurate.

Yours in Peace Love and Learning,

Shannon Correll

Principal