Nicole Parker, principal of the Seven Hills school for specific purposes, said this year’s school development days before the start of term meant her staff could work with families on the students’ Individual Education Plan.

“The staff said it was the best preparation time we’ve ever had, and it will have such a positive impact on outcomes for the kids,” Ms Parker said.

“We started the year knowing what the parents wanted for their kids, having that student voice, getting to see the kids as they came in with their parents, talking about what they'd like to do. It’s’ been fantastic.”

Ms Parker said many of the students came to the school with their parents and carers a few days before the start of term to work on their Individual Education Plan, which outlines their goals for the year. The plans were usually written midway through Term 1 for the 84 students in Kindergarten to Year 12 who have multiple disabilities, sometimes coupled with complex medical conditions.

The plans guide teachers and include each family’s focus for the year; for example their child using the bathroom on their own or feeling more comfortable asking questions.

They also include three goals to focus on at school – communication, transition and cultural – broken down into smaller steps.

A communication goal may include a non-verbal student learning how to use a device to make a request, while a transition goal may include staying with a group.

The plan also documents how teachers can differentiate the curriculum to meet each student’s needs.

“This means the teachers know, for example, which students use augmentative and alternative communication devices, picture cards or Auslan,” Ms Parker said.

“A teacher may have eight children in a class and every child is accessing that lesson in a different way because we have to tailor it for each child.”

Ms Parker said having the plans finalised before the students arrived meant the students enjoyed a smoother transition into the new school year; the teachers and families had already formed relationships and staff could set up classrooms with occupational and therapy equipment including hoists before the first day back.

“We hit the ground running,” Ms Parker said.

“It saves so much time, normally the kids start and you’re trying to get in contact with their parents, figure out things, get things set up – but we’re done.”

The school was established in 2003 and uses a trauma-informed approach to teaching and learning.

“We immerse our students in the curriculum in ways that are creative and engaging,” Ms Parker said.

“We want to make sure they reach their potential. and we give them opportunities to grow and develop their life skills, as well as teaching them to regulate their emotions.

“We make sure everything we do is about understanding the kids, responding to their needs, giving them the space they need so they want to learn.

“We have high expectations for our students. Every child should have the opportunity to be able to reach their goals, whatever they may be.”