Wellbeing Team

Mr Deane works closely with Year Advisors, Learning and Support Teachers, SSO and School Counsellors to deliver a broad range of learning and wellbeing opportunities that facilitate collaborative planning and connection between teachers, support staff, parents, and students, including:

• whole-school wellbeing initiatives 
• targeted strengths-based supports for students requiring personalised assistance 
• connecting students and their families with support networks within the school and the wider community.

LAST  - Learning and Support Team

• Ms Robyn Outram > Y8 & Y10
• Ms Janet Martinez > Y7 & Y9
• Mrs Fiona Brain > Y11 & Y12

Our Learning and Support Teachers (LaST) run programs to support student learning:

• Literacy and numeracy intervention programs for selected students from Years 7-12.
• The Learning Hub on Tuesday and Thursday mornings - any student can get assistance with classwork and assessments
• alternate programs that aim to develop vocational and life skills
• coordination of Special Provisions (SP) for students who require extra support to complete examinations and assessments

Learning Support (EAL/D)

EAL/D teachers provide targeted English language instruction to help students develop their literacy and English language skills. They support students in a number of subject areas across the curriculum. They also support teachers in developing learning programs and teaching practices suited to EAL/D students. Angela Walsh is on site Thursday and Friday each week. 

Amy works with individual and groups of students on a range of issues to do with social interaction, self-esteem, communication and life skills. She works closely with external agencies and can refer students who require further support outside school.

School Counsellors:

• Richard Stanley ^{_{TUE, THU & FRI}}
• Naline Lantry ^{_{MON & WED}}

The School Counsellor contributes to student wellbeing by providing specialised psychological assessment, counselling and intervention services. As well as these psychological services she contributes to broader student learning and wellbeing outcomes.

Life Ready: Y11 and Y12

Life Ready is a mandatory 25-hour course designed to prepare and support Y11 and Y12 students who encounter situations related to health and safety as they become more independent and gain more responsibilities. It focuses on offering opportunities for students to build the functional knowledge and skills for life post school. The program can be completed in either Year 11 or Year 12 or across both years. Life Ready is divided into six relevant and contemporary learning contexts.

The selection of content, methods of delivery and the amount of time devoted to each learning context is a school-based decision which should reflect the needs of the student cohort each year 

Skill development is central to learning in Life Ready. The development skills in communication and interpersonal skills, decision-making, problem-solving and critical thinking and coping, transition and self-management will empower students to take positive action to be healthy, safe and well. It also promotes positive and respectful relationships and confidant transition to post school independence and participation in the community.

N.C.C.D.

Since 2015 all Australian schools have been required to participate each year in the annual collection of Nationally Consistent Data on school students with a Disability.

The Nationally Consistent Collection of Data on school students with a disability (NCCD) uses a model that draws on teachers' professional judgement and practices throughout the year supporting students with a disability to access and participate in education. Each year in August, principals then verify data about students in their school receiving adjustments because of disability, based on evidence in the school.

The Student Support Team have been working closely to identify students at NHS that are receiving some form of adjustment. Adjustments may be put in place to support students cognitively, emotionally, socially, medically or physically. For students who have been identified that require adjustments above a supplementary level, a learning adjustment register has been developed. This allows staff and NHS to provide feedback on the types of adjustments that are being made in their classrooms to accommodate a student’s need.