Learning Support

Lynfield College Learning Support Structure

All students at Lynfield College are placed into form classes and curriculum classes, based on option lines for their year group. Teacher Aide support is provided based on the funding allocation. MOE, SLS and RTLB funded students with learning/behaviour needs have one IEP a year prior to the subject selection in Term 3.
In Years 9 and 10, students whose ability in Literacy or Numeracy is at 3-4 years behind their peers (as assessed by asTTle, school exams, intermediate data, PROBE reading assessment) are placed in a Supported Learning class for the core subjects (English, Maths, Science, Social Studies). These classes are smaller in number and have Teacher Aide in-class support. They learn the Year 9/10 curriculum, but in an adapted programme. The specialist reading teacher provides further literacy classes within the Year 9 Language option line. This option is called Language Development (LDV) and is aimed at the students whose reading comprehension (PROBE) is between 8-10 years.
At Years 10,11,12 and 13 the South Pacific Education Course option enables mainstream students to work on individual programmes to gain independent work skills and knowledge within an integrated curriculum. There are topics related to transition into the work force, e.g. writing a C.V., form filling, interview techniques and telephone etiquette. At Years 11,12 and 13 there is the opportunity to gain Unit Standards through this SPEC programme.
Students who have been supported in various ways during the compulsory school years, are supported as much as possible within the senior classes. Teacher Aide support is provided in some Year 11 Maths Applied and Year 11 Communication English classes, to support those students who are capable of achieving at NCEA Level 1.
At Lynfield we are aware that for some students the mainstream experience is overwhelming. However we are committed to ensuring all students attend classes with their peers. For most students this requires initial support to get to class until they are confident to get to class alone (we have a large number of students moving through at bell-changes). Some students meet their Teacher Aide at Learning Support and they go to class together, to reduce the stress of transition. All Lynfield students are expected to attend classes promptly and to participate to the best of their ability - with or without Teacher Aide support. Providing an ideal learning scenario for every student with learning/behaviour needs, is not always possible. Our goal is to support students, their families and teachers, to ensure there is equitable access to the curriculum.


ORS Funded Students

Achievement for students who have classes in Learning Support focuses on participation and contribution, confidence and inclusion at home, school and in the community, through the development of life-skills. To facilitate this it is our aim that the students are confident and competent in supported and independent situations.
Students learning at Levels 1-2 of the NZ Curriculum, attend English and Maths in the Learning Support classroom. Some students have dual enrolment with the Correspondence School, depending on their individual needs and the human resource available.
ORS funded students learn literacy and numeracy in Learning Support and have 1:1 teacher time (2 periods a week). This time allocation is used to support the student in whatever area of the key competencies (managing self, relating to others, participating, understanding symbols and texts, thinking) their IEP goals are focussed on. This time is also used for assessment, revision of IEP goals and administration related to Taxi, funding, parent support and teacher liaison.
These students’ learning is within a cross-curricular format, with a three year thematic schedule. Each individual’s achievement within the programme is informed by their IEPs. The South Pacific Education Course provides a supported learning programme available to these students from Year 9.
Students are mainstreamed for their options and core subjects. They may have Teacher Aide support, dependent on the student needs and the need to provide a safe environment for learning. For example a student may go to Social Studies unassisted, but have support in Technology.
ORS students are funded for a maximum of 12 hours a week (14/30 periods). For the students who come under the Learning Support Department there are concessions made in regards to which year group they learn with. For instance a Year 11 student may gain more learning from the Year 9/10 Food Tech curriculum, than from the Year 11 Hospitality option, which moves at a faster pace and is aimed at commercial cooking. A Year 11 student may be placed in a Year 13 Automotive or Year 13 Art/Craft class because of their strengths in those areas.
As students with considerable learning needs get older and the NCEA academic demands increase, the effectiveness of mainstream classes reduces for most. To ensure students continue to access the curriculum at their level, specialist supported learning classes are provided. These classes are differentiated to provide opportunities for the students to master skills and concepts related to the cross-curricular theme.
Lynfield College offers training for the Special Olympics school tournaments, alongside the mainstream P.E. Classes. Dependent on their individual timetables students may attend one or two trainings a week. The skills taught are specific to the up-coming tournament and give students the opportunity to learn skills that can enable them to join in school sports teams or to play socially at lunchtime with their peers. Our Special Olympics Teachers and Teacher Aide are passionate about fielding a well skilled and well drilled team to represent Lynfield College.
As students with significant learning needs, move into the senior school we seek opportunities for them to develop work skills that may stand them in good stead when they leave school. Initially they can participate in our school Helping Hands Services, where there are options such as recycling, gardening, office work and hospitality support tasks available. This gives them a sense of serving their community and they are awarded Community Service Certificates at prize-giving in recognition of their contribution. We currently have three outside opportunities, gardening, warehouse assistance and office work. These students have Teacher Aide support in the workplace. Most students are keen to participate. It is a very real opportunity for them to develop the key competencies of managing self and relating to others. 
Guide to the Learning Support Structure at Lynfield College
Year Level Funding Learning Need Support provided
ALL YEARS ORS High Needs Learning/behaviour 1:1 teacher (2 periods) 2x IEP
In class TA  support per hours allocated by MOE
Some specialist classes
Inclusion on Special Needs Register
YEARS 9, 10 Ministry of Education High risk behaviour Liaison with MOE/Guidance
TA support as allocated hours
SENCO as support to Dean
Inclusion on Special Needs Register
YEARS 9,10 Supplementary Learning Spt Learning at Level 1 of the curriculum  1:1 teacher support for 2P a week
Inclusion on Special Needs Register
ALL YEARS   Social interaction diffs SENCO as support to Dean and tchrs.
B4 Lunchtime support
Special Assessment Conditions as approved by NZQA
Inclusion on Special Needs Register
9, 10 RTLB Mild to Moderate Learning/Behaviour In class TA support as per hours allocated
Monitoring by RTLB   Annual IEP
Inclusion on Special Needs Register
9   Student reading 3-4 years behind chronological age Language Development Option
3x a week
Inclusion on Special Needs Register
9,10   Student literacy/numeracy level at  2-5 years below cohort Supported learning classes in core subjects with in-class TA
Inclusion on Special Needs Register
9, 10   Dyslexia or other conditions requiring Reader/Writer as per documentation of diagnosis received from parents Reader/Writer support for exams. Other assessments, if staff available.
Inclusion on Special Needs Register
11,12,13   Dyslexia or other conditions requiring Reader/Writer as approved by NZQA application for Special Assessment Conditions. Reader/Writer support for exams and all assessments.
Inclusion on Special Needs Register
ALL YEARS Assistive Technology Students requiring technology to access curriculum or produce legible written work, as assessed by MOE. Assistance with equipment, as needed e.g.printing, software, hardware issues
Liaison with MOE
Inclusion on Special Needs Register
Years 10,11,12,13   Students who find learning in the mainstream difficult South Pacific Education Course (integrated learning programme with Unit Standards). Limited TA support
Inclusion on Special Needs Register
ALL YEARS High Health Students who are funded for TA support due to their health needs TA assistance as required within the funding allocation  2xIEP
Inclusion on Special Needs Register
ALL YEARS ACC Students who are funded for TA  by ACC to support in class learning/health/behaviour needs TA assistance as required within the funding allocation 2x IEP
Inclusion on Special Needs Register
ALL YEARS CYFS Students who are funded for TA  by CYFS to support in class learning/behaviour needs TA assistance as required within the funding allocation 1x IEP
Inclusion on Special Needs Register