Identifying Learning Support Needs
The paramount objective of the board of St Joseph's School is to ensure that every student at the school is able to attain their highest possible standard in educational achievement. To meet the paramount objective, the board meets the supporting objective of ensuring that the school is inclusive of, and caters for, students with differing needs (Education and Training Act 2020, s 127). To support student learning and achievement, we identify 
learning support needs as early as possible.
Learning support needs may include but are not limited to the following:
- physical disability
- intellectual disability
- delayed cognitive development
- neurodiversity and specific learning disabilities or difficulties (e.g. dyslexia, dyspraxia, dyscalculia, dysgraphia, autism spectrum disorder)
- giftedness (i.e. high ability, aptitude, or competence in one or more areas, including academic, leadership, creative, and physical abilities; we note understandings of giftedness are diverse – e.g. concepts of giftedness may be grounded in kaupapa Māori)
- challenging behaviour
- speech, language, and communication needs
- physical or mental health conditions (e.g. high health needs and sensory impairments)
- English language needs (ELL/ESOL)
- high risk of disengagement (e.g. due to social and economic factors).
Ministry of Education | Te Tāhuhu o te Mātauranga: Learning support 
How we identify learning support needs
The school identifies learning support needs in a range of ways, which may include:
- monitoring student achievement, progress, and engagement
- various tools, procedures, and observations
- consultation (e.g. with parents/caregivers, school staff, previous schools, support services, etc.)
- information from other professionals, including external agencies.
If staff identify that a student may need learning support, they discuss this with the SENCO, who may then refer the student to an appropriate service, agency, professional, or programme.
Requests for learning support
If parents/caregivers or students have concerns and/or identify a potential need for learning support, we encourage them to talk to the relevant person at our school.
Parents with concerns about their child's progress should raise these first with the teacher, then the principal.
Related policies
Legislation
- Education and Training Act 2020
- Human Rights Act 1993
- Privacy Act 2020
Resources
: Term 4 2025, Term 1 2024, Term 4 2020, Term 2 2020, Term 1 2019
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