Learning Diversity and Inclusion

Learning Diversity and Inclusion

At Marymede Catholic College, we embrace the principle that every student is created in the image of God, possessing unique strengths, challenges, and learning profiles. Our commitment to Learning Diversity is rooted in our mission to “nourish, nurture, and challenge” every individual, ensuring that all students—regardless of their learning needs—can experience the “fullness of life.”

1. Our Philosophy of Inclusion

We operate under a tiered model of support, ensuring that students with diverse learning needs are provided with the adjustments necessary to access the curriculum on the same basis as their peers. This includes support for students with disabilities, those requiring English as an Additional Language (EAL) assistance, and students identified as High Ability Learners.

2. The Role of the Teacher

Every teacher at Marymede is a teacher of students with diverse needs. Professional expectations include:

  • Differentiated Practice: Proactively planning lessons that cater to a range of abilities through adjusted content, processes, and products.
  • Individual Education Plans (IEPs): Collaborating with the Learning Diversity Team to implement and monitor goals for students on formal plans.
  • Personalised Learning Plans (PLPs): Ensuring that adjustments are documented and reviewed regularly in consultation with parents and students.

3. The Learning Diversity Team

The College is supported by a dedicated Learning Diversity Team across both the Primary and Secondary campuses. This team provides:

  • Learning Support Officers (LSOs): Personnel who work within the classroom to assist students with specific funded needs or learning difficulties.
  • Specialist Intervention: Targeted programs for literacy, numeracy, and social-emotional skill development.
  • NCCD Compliance: Coordination of the National Consistent Collection of Data (NCCD) to ensure the College meets federal evidence requirements for student adjustments.

4. Referrals and Support

If a teacher identifies a student who is consistently struggling or requires significant extension beyond standard differentiation, the following process applies:

  1. Observation & Data: Collect evidence of the student’s work and current adjustments.
  2. Consultation: Discuss concerns with your Line Manager or the Learning Diversity Leader.
  3. Referral: Submit a formal referral via the Learning Diversity tab on SIMON to initiate a review of the student’s needs.