Learning Support
Learning Support
At CCS we aim to help students achieve their potential by providing assistance and resources in a supportive learning environment. We support a large number of students with a wide range of learning, physical and neurodiverse needs.
We support a number of ORS-funded students as well as those with high health, speech or behavioural needs.
Our team is led by our Special Education Needs Coordinator (SENCO)/HOD Learning Support Teacher, who is ably supported by two Special Education Teachers, one high school learning support coordinator and 16 teacher aides across the school.
Whenever possible, we support students within their classroom setting alongside their peers. We also provide a range of targeted small group support, supported by teachers and teacher aides inside both inside and outside of the classroom. We also arrange for several Education Outside of The Classroom (EOTC) trips such as regular gymnastics visits and excursions within the community that enrich student learning and confidence. These trips encourage our students to engage with others in a supportive and positive way.
Waiata
Waiata was built as a specialised facility to support the needs of students with high and complex needs. Within the facility is a hoisting system and specialised bathroom to accommodate those students who have extra physical requirements.
Waiata has a sensory area to support students’ sensory needs and can act as a breakout (or chill out) area for students who need a break from the classroom setting
This space is also used to provide small group sessions, particularly for speech and language needs.
The Learning Centre (TLC)
The Learning Centre was created to support high school students who are working towards an NZQA qualification through the SPEC programme, as an alternative to an NCEA qualification. The Learning Centre currently supports between 8 – 12 students with a wide range of learning needs.
The Learning Centre is led by a full-time Special Education Teacher and is assisted by a full-time Teacher Aide.
English For Speakers of Other Languages (ESOL)
ESOL lessons follow a structured literacy approach, with explicit instruction in English delivered systematically and sequentially. Opportunities are also provided for independent learning, language exploration, and individualised, needs-based instruction. This balanced approach supports and values cultural diversity.
We have on our team a Lead ESOL teacher, a classroom teacher and one teacher-aide.
Students in Years 0 to 2 receive strong, oral language-based lessons. Students in Years 3 to 8 receive a mix of in-class support and small group withdrawal sessions, depending on their individual needs.
Different cultures and holidays (e.g. NZSL Week, Samoan Language Week, King’s Birthday) are included in the curriculum to celebrate the cultural diversity of our students and broaden their knowledge base.
There is also an online component to our primary ESOL programme. We use The Learning Village, a blended learning platform that focuses on vocabulary development, language structures, and reading skills, specifically designed for ESOL learners.
In Years 9 and 10, ESOL students receive a full literacy class instead of attending the mainstream English class. While the learning objectives remain the same across both streams, the ESOL/literacy class progresses at a slower pace with more explicit instruction.
At the end of Year 10, some ESOL students transition into mainstream English for their senior years. Others continue on the ESOL pathway, completing English for Academic Purposes (EAP) unit standards. These standards are still academically rigorous but offer the benefits of smaller class sizes and more targeted instruction. Importantly, they contribute toward University Entrance and meet the national literacy co-requisites required for passing NCEA.
