The Buddy Bench is a meeting place for friends at play time

Charles Conder Primary School is an inclusive school catering for a wide range of students. Conder’s philosophy is to provide each student with the opportunity to succeed in learning and to reach their own individual potential.

At Charles Conder we have a Junior learning support unit (L.S.U) which provides the opportunity for children with learning difficulties and additional needs to grow and function independently in a small group setting. This class provides an enriching program which is built on equality, opportunity, acceptance, tolerance and inclusivity. There is a strong emphasis on confidence, self-esteem, social and life skills, self-worth and belonging.

Each student is catered for through an Individual Learning Plan which aims to target the students' academic, social, emotional and physical needs. These targets are assessed regularly and revised to meet the student's growth and development. Each student within the classroom setting is given the opportunity through varied teaching approaches, styles and programs to reach their goals, being academic or behavioural whilst engaging in a classroom setting.

Students with additional needs are catered for through an inclusive approach within a mainstream classroom environment.  These specific programs are Inclusion Support and further learning Support. The classroom teachers are assisted by Learning Support Assistants (LSAs) who work alongside the teacher to support students with curriculum related tasks within mainstream settings.The support is either on a one on one basis with a specific student or in small groups.Students can also have small group sessions away from their class to focus on key ILP goals.

Students in years K - 3 have Early Literacy and Numeracy Intervention groups that are support by the Executive Teachers regularly each week.

The school has a multidisciplinary team (SWAN) team that meets regularly to provide support and strategic direction on student resources to ensure all children are achieving their potential.

Referral Process 2019 – 2022


Preschool has a thorough identification process from the starting parent teacher interview in the previous year. Being early-intervention the school always works closely with the SAP (Support at Preschool) team and the DECO to liaise with family and early intervention providers. The SAP workers observe and work with the teacher and SWAN team to identify needs and funding with an ILP.  This is reviewed and analysed frequently with School Psychologist, parents and teacher working closely together as it is also a transition point to Kindergarten.

K - 2

All teachers will be following the three first steps on the intervention pyramid throughout each year. All children in these areas of schooling may be accessing the Early Intervention Literacy and Numeracy Groups. They should have access to these groups when they are illustrating no or minimal progress in the class program for 6 months or there are on-going concerns from the teacher. They may be identified for these groups if they are new to the school and/or have delays in speech/language or other keys areas of early language development.

Students in K - 2 may be referred by the classroom teacher to the SWAN Team after they have had 3 – 6 months of early intervention Literacy and Numeracy Groups whereby strategies have not impacted positively on the student’s learning progress.

Years 3 – 6

Teachers can make a referral to the SWAN team following the same parameters above besides the Early Intervention groups. Generally, by this stage of schooling children’s learning needs and/or delays will be identified and the school would’ve worked with the parents in choosing a designated pathway. It is critical to ensure all teachers complete the referral form in detail so the SWAN team can analyse and make the proper recommendations.

All teams at the commencement of each year will analyse individual student profiles to determine the intervention support history. This will enables teachers and teams to assess the need for support or a further referral in the future.

The key change in this referral process is to ensure the teachers have engaged with the intervention strategies and the SWAN team prior to making suggestions to parents that they can refer to the school Psychologist! As stated above the parent or principal can contact school Psychologist regarding a referral.