Inclusive Learning Needs
Supporting Diverse Learners
Empowering Every Student to Succeed
We take pride in the highly inclusive nature of our school.
Highly skilled staff develop and implement teaching and learning strategies which are relevant, appropriate and responsive to the learning needs of the students they are working with.
Hillcrest High School has a strong commitment to improving the emotional, social, cultural and academic outcomes for all students. Specialised programmes are in place to support students with identified learning issues.
“Ko te ahurei o te tamaiti, arahia ō tātou mahi.”
“Let the uniqueness of the child guide our work.”
Learning Support, known as The Pavilion or PAV, supports and advocates for accessible education. We awhi (support) students at all year levels, with a key focus on Year 9 and 10 students, promoting their self-management, confidence, and independence. Our aim is to arm students with the tools for success as they transition into the senior school and beyond.
The Pavilion (PAV)
The Pavilion (PAV) is the Learning Support teams Hub, and has an open door policy. It is a supervised place where students from any year level are welcome to spend their break and lunchtimes with other students.
Identifying and Supporting Student Needs
The Pavilion team has a holistic approach to support, to determine how we can best support their learning journey to achieve their potential. We focus on realistic strategies, supports, and accommodations that are practical to implement with and for students with an identified learning support need. Students are identified through a variety of methods, including testing, referrals, observations, and information from previous schools, parents/caregivers, and professional reports.
Key information and strategies regarding an individual’s specific learning needs are shared with classroom teachers by the Pavilion team, enabling them to better support students in their classes.
In-Class Support & Teacher Aides
Where appropriate, Teacher Aide support is provided in classes. We use a discrete approach to ensure multiple students can benefit from the Teacher Aide’s help in the classroom.
- Junior Programmes: In-class Teacher Aide support is provided in our Year 9 and 10 supported junior Maths (MXJ) and English (Literacy) programmes.
- NCEA Level 1: NCEA Level 1 classes assigned a Teacher Aide include Numeracy (1MXN) and English (1ENI).
- We also provide whole-class support to a range of other classes when the need arises.
Specialist Learning Programmes (PATH & ESiS)
Specialist support is provided through our PATH programme, which effectively focuses on transition support for new High School students, building a strong foundation for their secondary school journey. It offers real-world literacy and numeracy learning, as well as social skills and executive functioning skill development.
As students transition into the senior school, they may participate in the ESiS Class. This timetabled class builds on the foundation of PATH by focusing specifically on developing the life skills that will support students in their post-high school transition, preparing them for a course and/or employment. We track and support students through to leaving school.
External Agency Coordination
Learning Support coordinates referrals to outside agencies when necessary, such as, RTLB service, Ministry of Education (MOE), Child Development Centre (CDC), Infant, Child, and Adolescent Mental Health Service (ICAMHS), real (Mental Health Support), and Transition services.
Employment Services in Schools – Career Moves
Hillcrest High School is part of the MSD and MOE Employment Services in Schools (ESiS) programme. This programme supports students in their final two years of secondary school who face barriers to employment due to disability or a learning support need (including long-term physical/mental health conditions and neurodiversity). Career Moves is the contracted provider who works with students, their families, and the school, to plan and prepare for employment or further study upon leaving school.
Special Assessment Conditions (SAC)
Learning Support coordinates and provides Special Assessment Conditions (SAC) for Year 10 exams and NCEA assessments. Students with specific learning disorders, and/or sensory/medical/physical conditions, may qualify for SAC.
- An application to NZQA for SAC may be appropriate if a reading and/or writing deficit is a barrier to achieving at the expected NCEA curriculum level.
- Please note: SAC is not for students working below the expected curriculum level. A reader/writer will only convey what is on the page or what the student has said, with no prompting, explaining, or discussion during the assessment.
Enquiries can be directed to the Head of Department, Mrs S Simmons.
Empowering Every Student to Succeed
The Physical Assistance Centre (PAC) provides comprehensive support for ORRS funded students who have a physical disability. PAC students’ academic and individual requirements related to disability are determined and monitored by Individual Education Plans (IEPs). They have the benefit of high support staff/student ratios including Teacher Aides and needs-based specialist support such as Physiotherapist, Occupational Therapist and other identified specialists as required.
The aim of PAC is to enable students, to the best of their ability, to have a mainstream experience of academic school life with involvement and participation in all other school activities. Support within the centre provides alternative academic programmes and activities when full participation in the mainstream is not possible. The centre also enables future smooth transition on completion of secondary school.
Enquiries can be directed to the Head of Department, Mrs J Richardson, or the Principal.
Last year students and staff from the PAC took a trip to Wellington to visit Te Papa, Weta Workshop and Parliament.
The Independent Living Centre (ILC) is a department within Hillcrest High School catering for the Ongoing Resourcing Scheme (ORS) funded students who have a significant intellectual disability. Targeted funding for these students provides teachers time, teacher aide support and, when necessary, therapist/specialist support to ensure all students have access to the curriculum.
All students have Individualised Education Programmes (IEPs) and these are developed along with parents/caregivers, teacher and support staff. All programmes are based on the New Zealand Curriculum and emphasis is placed on Key Competencies.
Students are able and encouraged to participate in school life depending on their individual ability, and interests and includes purposeful mainstreaming, academic, sporting, work experience and cultural activities.
