School type: Primary  

Years: K – 6   

Location: Lake Macquarie 

Students: 350, 14% are Aboriginal and/or Torres Strait Islander students, 8% have a language background other than English (LBOTE).  

Date completed: 20 Sept 2024 

Supporting Aboriginal and Torres Strait Islander learners in SGT

Edgeworth Heights Public School offers a Small Group Tuition (SGT) program that includes an Aboriginal Education Officer (AEO), specially aimed at supporting Aboriginal and/or Torres Strait Islander learners. The school supplements SGT funding to provide culturally relevant small group tuition learning experiences that strengthen students' connections to their culture while improving their literacy and numeracy outcomes.

Small group tuition

With a focus on literacy and numeracy, student identification in the SGT program is based on assessments and analysis of data to pinpoint students who would benefit most from additional support. Currently, the focus is on Year 4 and Year 6 students, targeting specific literacy and numeracy needs identified through NAPLAN results.

The program is coordinated by the Assistant Principal, Curriculum Instruction (AP, C&I) with sessions delivered by a teacher, the AEO and a Student Learning Support Officer (SLSO). This structure facilitates effective planning and ensures the program addresses the diverse needs of students, including Aboriginal and/or Torres Strait Islander learners.

When working with small groups, the team tracks student attendance and engagement, using this data to refine their support strategies. The AEO also plays an active role in the development of Personal Learning Pathways (PLPs), ensuring each student's cultural goals are integrated with academic objectives.

A whole-school approach

The school’s approach to supporting Aboriginal and/or Torres Strait Islander learners is holistic, with a strong focus on building meaningful relationships.

In addition to her role as an educator in the Small Group Tuition program, the AEO is involved in various initiatives that create an environment where all students can thrive and succeed.

These initiatives include:

• Supporting students in their regular classes, strengthening relationships and transitions between class and SGT, while reinforcing learning from the SGT sessions.
• Delivering lessons across the school on Aboriginal histories and culture; including hands-on experiences such as weaving and art.
• Facilitating community engagement by meeting with parents, carers and families to discuss student progress and explore support options, fostering a strong link between the school and the community.

Impact

By focusing on strong relationships, personalised learning to target literacy and numeracy support, and ensuring culturally responsive teaching, the program has led to improved engagement and academic outcomes for students.

School type: Central

Years: K – 12

Location: Mid North Coast

Students: 180. 40% are Aboriginal and/or Torres Strait Islander students.

Bowraville Central School have two dedicated educators for Small Group Tuition (SGT) – a School Learning and Support Officer (SLSO) and an Initial Teacher Education (ITE) student. These educators are supervised by the Head Teacher of Learning and Support and assisted by the Learning and Engagement department, the Academic Planning and Curriculum Implementation (APCI) team and the Learning and Support team.

SLSO and ITE students as tuition educators

The principal chose to employ an SLSO and ITE student as educators to:

• minimise disruption to existing classroom dynamics
  

• help the ITE educators gain invaluable skills and experiences before embarking on their teaching career.

Choosing students for the SGT program

The school decides which students will engage in the program and the areas of focus using:

• standardised testing, including Check-in assessments, NAPLAN, and the Year 1 Phonics Screening Check
  

• department and school assessments
  

• teacher observations.

Running a successful SGT program

The small SGT team supports streamlined communication and swift decision-making, which contributes to the success of the program. An emphasis on strong data systems and analysis supports the small school to work across primary and high school students’ needs.

The school runs SGT sessions in a designated space called the Learning Hub which fosters focused, consistent and personalised learning experiences. Outdoor settings are also used when needed.

Twelve early year students are divided into small groups of no more than 3 so that each student receives personalised attention and guidance. The focus is on enhancing reading skills.

In the upper grades, small groups of students take part in a variety of reading programs, depending on the specific needs and skill levels of each group. The external Toe-by-Toe program has been highly successful for their complex learners.

The SLSO and ITE student attend all staff meetings and undergo relevant professional learning, including sessions on PLAN2 and the Macquarie Literacy program.

The school have also benefited from the weekly Buzz Q&A sessions run by the department’s SGT team. They help the head teacher follow the requirements of the SGT program and assist staff with PLAN2 implementation and evaluating the program through the Bowraville Central School’s Strategic Improvement Plan.

School type: Rural, primary school

Years: K – 6

Location: Central West NSW

Students: 368, 30% are Aboriginal and/or Torres Strait Islander students, 5% have a language background other than English (LBOTE).

Using allied health (speech) to support small group tuition

Upon entry to school, assessment of incoming Kindergarten students identified significant gaps in receptive and expressive language skills. To address this need, Cowra Public School turned to an external speech pathologist as a solution.

Accessing speech pathologists in a rural area

Access to speech pathology services in Cowra is limited, but at the end of 2022, Cowra Public School partnered with Learn2Communicate (L2C), a local company offering services across central-western NSW. Together, they developed and implemented a language program for 2023, funded by the school's Small Group Tuition allocation.

Systematic implementation

• All Kindergarten students were pre-screened using the BOEHM Language assessment.

• Identified students were assessed by SLSOs and an L2C Allied Health Assistant under the Speech Pathologist’s guidance.

• L2C created and implemented the speech and language program, advised on groupings, and trained SLSOs and staff.

• Speech and Language small-group sessions were timetabled, in consultation with Kindergarten teachers, to occur at least three times per week.

• Teachers received professional development in expressive and receptive communication from the speech pathologist.

• Parents were given an information session and resource pack for home use.

• The program was regularly reviewed and adjusted based on student needs.

Impact

• By the end of 2023, 81% of Kindergarten students achieved their targeted goals.

• Graduating students were celebrated at school assemblies.

• Literacy results improved dramatically with reading data matching language results.

Due to the success of the speech and language Small Group Tuition program, Cowra Public School have decided to continue the partnership with Learn 2 Communicate in 2024, ensuring all Kindergarten children have access to early speech and language support, setting them up for a positive future.

School type: Primary 

Years: K – 6  

Location: South-West Sydney  

Students: 230, 33% are Aboriginal and/or Torres Strait Islander students, 37% have a language background other than English (LBOTE).

Guise Public School employs School Learning and Support Officers (SLSOs) who work with Allied Health Providers (AHPs) to implement Small Group Tuition (SGT). Using alternative recruitment pathways like SLSOs and AHPs has helped the success of the program.

SLSOs working with AHPs in SGT

At Guise Public School, a speech therapist collaborates with SLSOs to support tier 2 and tier 3 students in literacy and numeracy support.

• SLSOs receive training and support to deliver programs targeting expressive and receptive language and other literacy programs such as MiniLit and MultiLit.

• SLSOs work with AHPs on session planning and observe their on-site sessions to improve their own intervention skills.

Early intervention approach

The school focuses on early intervention, identifying students using cohort screeners and refining assessments.

• Staff ensure decisions are informed by a range of sources including departmental assessment resources.

• The Learning and Support teacher collaborates with the AP, C&I, SGT educators and classroom teachers to identify student needs and tailor interventions.

Running a successful program

The AHP attends the school one day a week to plan and model targeted interventions, with SLSOs shadowing to develop skills, and ensure consistency.

• Funding challenges are managed by pooling resources including equity funds.

• The school sees their collaboration with AHPs as vital as many students lack access to speech therapy outside of school due to long waiting lists and costs.

Alternative recruitment contributes to positive outcomes

• SGT delivered by SLSOs and speech pathologists, has significantly improved literacy outcomes.
  

• Positive staff feedback and improved student progress highlight the program’s pivotal role in intervention planning.

School type: High school

Years: 7– 10

Location: Western Sydney

Students: 371, 35% are Aboriginal and/or Torres Strait Islander students, 29% have a language background other than English (LBOTE).

Chifley College Shalvey Campus (CCSC) employs preservice teachers as Initial Teacher Education (ITE) students in SGT to deliver tailored support which is having a transformative impact on student attendance, confidence and academic progress.

Growing great teachers

Under the guidance of their coordinator, 2 ITEs are employed at CCSC.

• One focuses exclusively on SGT, while the other balances School Learning and Support Officers (SLSO) responsibilities with supporting SGT.

• Despite funding changes, CCSC remains committed to the SGT program's success and have been able to access the department’s Small Group Tuition Statewide Staffroom and School Support team for advice and professional learning for their ITE educators.

Key relationships

At CCSC, relationships are fundamental to their approach, particularly given the challenges posed by a student population with complex needs.

• CCSC sees that students thrive in small group settings where they receive personalised attention. This approach ensures stability and support.

• With teacher shortages, they made the decision to take a flexible approach, employing ITE educators to deliver SGT.

• ITE educators have built strong bonds with students and are advocates in the school community. This was reflected in student surveys where SGT educators were identified as trusted mentors.

Targeted intervention

Recently, CCSC used the Wheldall Assessment of Reading Passages (WARP) test from the Macquarie Literacy program to more accurately identify and support students needing targeted intervention.

• This year’s approach of using more refined data along with an emphasis on inclusion and support, garnered student enthusiasm through personalised learning experiences and supportive educator-student relationships. Even students not selected for SGT showed interest in attending because of this approach.

School type: Large high school

Years: 7– 12 

Location: Central Coast

Students: 779: 18% are Aboriginal and/or Torres Strait Islander students, 6% have a language background other than English (LBOTE).

Northlakes High School implements a highly effective Small Group Tuition (SGT) program using Initial Teacher Education (ITE) students to support literacy and numeracy skills. The school has had strong success significantly increasing the number of students achieving Year 12 minimum standards.

ITE students as tuition educators

The school recruits their ITE educators using ClassCover and word of mouth. They recognise the highly engaged approach of ITE educators who in turn benefit from the opportunity to develop their professional practice under the guidance of the SGT coordinator.

• Several ITE educators have transitioned to teaching roles within the school, one is now working as a Learning and Support teacher.

• The impactful connections between ITE educators and students have inspired students to pursue university pathways.

Keys to their SGT success

Central to their success is strong leadership support from the principal and head teacher coordinator, who oversees the program. They follow a systematic approach with clearly defined accountabilities throughout the team.

• Staff analyse data each term to identify students for targeted SGT.

• Ten weekly tuition cycles with mid cycle reviews ensure learning is targeted and having impact.

• SGT forms part of Strategic Direction 1 in the School Improvement Plan, aligning with broader efforts to support student achievement.

Strong outcomes for students

Northlakes High School has observed a significant increase in the number of students meeting Year 12 minimum standards due to their structured approach.

• Students report increases in confidence and understanding.

• Students value being able to connect with tutors at university, who have inspired and informed their own career plans.

• Strong relationships among the SGT coordinator, ITE educators and students contribute to a positive school environment, crucial for fostering student success.

School type: Primary school

Years: K – 6

Location: Southwest Sydney

Students: 505, 12% are Aboriginal and/or Torres Strait Islander students, 51% have a language background other than English (LBOTE).

A planned approach to school funds

Sackville Public School’s Small Group Tuition (SGT) team includes an experienced temporary teacher and two School Learning and Support Officers (SLSOs) under the coordination of the Assistant Principal/Learning and Support (AP/LS).

• With reduced funding, the school opted to integrate SLSOs into the SGT delivery model.

• Professional development of SLSOs has flourished through collaboration with the experienced teacher, enhancing both their own skills as well as student outcomes. This growth has extended beyond the program, with teachers recognising the enrichment SLSOs are providing in classrooms.

• One of the SLSOs stated that she sees so much value in the SGT program; that it exceeds expectations she had.

Analysing the data

The AP/LS collaborates with teachers to identify students requiring SGT using comprehensive assessment data including NAPLAN, Check-in and department assessments.

• Significant time and effort are invested in grouping students effectively, addressing specific learning needs.

• The SGT teacher educator leads the team in consistent monitoring of student progress. Data is provided back to classroom teachers weekly, including a detailed report on each student using the literacy progressions.

• In 2024, the focus is on literacy – specifically phonics, fluency, and comprehension – 45-minute morning sessions, over a 10-week cycle.

Flexible and fluid groups

The SGT team maintains a fluid approach to grouping, constantly monitoring and adjusting groups based on ongoing formative assessments.

• The teacher educator is provided time to monitor the progress of students no longer receiving SGT. Communication with classroom teachers ensures students continue moving forward in their learning.

SGT success stories

• The school recognises the benefits of SGT, pooling additional funding to continue this program.

• They report a strong rapport between SGT educators and students, noting remarkable transformations in student attitudes, as many became more responsible for their own learning through the intervention cycles.

School type: Rural, primary school

Years: K – 6

Location: Bathurst region

Students: 423, 12% are Aboriginal and/or Torres Strait Islander students, 7% have a language background other than English (LBOTE).

Eglinton Public School employs a teacher 4 days a week to deliver Small Group Tuition (SGT) sessions for literacy and numeracy within the learning and support framework. The school values the expertise of the teacher whose deep knowledge of content supports the effectiveness of the tailored approach.

Session structure

The teacher draws on their expertise to develop tailored short-cycle withdrawal programs based on the identified focus areas.

• Literacy SGT sessions occur 4 times per week in the morning, operating on a 10-week cycle.

• Numeracy SGT sessions occur in a similar format but operate on a 5-week cycle, with plans to extend to 10 weeks in the coming term.

• The small group setting allows for close monitoring as well as the opportunity to address learning gaps effectively in a personalised way.

Assessment and data tracking

The school uses a range of assessments to identify students for SGT.

• Assessments such as Check-ins, PAT testing and decodable assessments enabled the school to identify literacy focus areas in fluency and vocabulary development. For numeracy, they targeted whole number and place value.

• Student progress is monitored by conducting pre and post-testing every 5 weeks.
  

• This data is entered into PLAN2 to track student progress.

Along with academic success for students taking part in SGT, the school has also observed growth in student engagement and confidence.

Mackenzie Allen was a third-year student and pre-service teacher who undertook a Bachelor of Primary Education at the University of Wollongong. Her experience teaching the Small Group Tuition program at Oak Flats Public School led to her becoming a permanent teacher with NSW Department of Education.

• Name: Mackenzie Allen
• Educator type: Pre-service teacher
• School: Oak Flats Public School
• University: Third year student, Bachelor Primary Education University of Wollongong

What is your role as an educator in Small Group Tuition?

I was employed at a local primary school (Oak Flats Public School), 2 days* a week to work as a tutor in Small Group Tuition. I worked with five literacy and four numeracy groups of 4 early-stage students in each group.

What did your role consist of?

My role consisted of working with these small groups for half an hour each day. I worked closely with the early stage one team to develop resources and learning activities to support the development of these students. literacy and numeracy confidence and ability.

I was responsible for taking attendance for each group, having a lesson plan developed prior to each day, a summary of the lesson of the learning each group completed during their session, developing literacy and numeracy goals for each student based off the literacy and numeracy progressions and recording in PLAN2 once a goal was achieved.

I was also responsible for attending fortnightly meetings with the Small Group Tuition teachers to discuss the progress of the students in my group and make adjustments where needed. I was also a part of a shared Google Drive which has become a valuable future resource.

What has this experience given you?

This experience has cemented my future career aspirations in the teaching profession.

What would you say are the benefits of being an educator in Small Group Tuition?

The most significant benefit of being a pre-service teacher involved in the program was the opportunity to build relationships with students, including their likes, dislikes, strengths, and areas for development, which I feel was a key component in forming positive rapport and achieving high engagement and positivity during each session. Other benefits include collaborating and creating relationships with a team of experienced teachers, including the early stage one team. The Small Group Tuition educators and learning support teachers as an intervention team within the school.

The opportunity to be involved in assessing students using Department of Education assessments and utilising PLAN2 as apartment as a platform of recording observations and learning the significance of learning and support, especially the Small Group Tuition program in a school setting.

I also experienced countless benefits that applied to the progression of my degree being a part of Small Group Tuition gave me the confidence to engage successfully and enjoy my first practical experience.

I was able to communicate effectively with the students at my practice school and collaborate and share experiences and insights with my supervising teacher who was impressed with the work I was doing as a part of Small Group Tuition.

I've been able to transfer my practical experiences into my tutorial and lecture content and make connections between theory and practice.

Overall being involved as a pre-service teacher in Small Group Tuition has done wonders for my confidence, my practical experience progression towards the APST (Australian Professional Standards for Teachers) graduate standards.

What would you say are some of the highlights you have experienced as an educator in the Small Group Tuition program?

I have made many memories and experienced highlights from my participation in Small Group Tuition that will stay with me for the rest of my life.

The highlights for the joy I felt watching each student grow and develop throughout the year and having the opportunity to prepare resources, plan lessons and learn about

PLAN2 and literacy and numeracy progressions and see firsthand the positive impact that I had on students and share this knowledge on my prac and in tutorials and lectures.

A few very specific highlights are those towards the end of Term 1 when one of the boys showed his classroom teacher that he could count all the way to 20 and when she asked how he learned this, he told her that Miss M taught him. There was also a student who presented a page of writing that we worked on for two consecutive lessons as her weekly news to the rest of her class. An extended highlight is that this year the students will still find me in the playground and ask what I am going to take them for groups again. These are memories that will stay with me throughout the completion of my degree and well into my career as a primary education teacher.

Would you recommend taking part to other pre-service teachers?

If you get the opportunity to be involved in the Small Group Tuition program, I would highly recommend you seize it with both hands. You won't regret it.

*Time commitments are negotiated with each school and may vary

Read about Vincentia High School's approach to Small Group Tuition and how they created an integrated team of educators.

Both Noah and Zoe now have permanent teaching positions with NSW Department of Education.

• School: Vincentia High School (NSW South Coast)
• Students: 1,050
• Aboriginal or Torres Strait Islander: 16% students identify themselves
• Small Group Tuition School Coordinator: Lisa Raftery
• University of Wollongong student/pre-service teacher: Noah Egan
• University of Wollongong student/pre-service teacher: Zoe Sillato

Vincentia High School decided early on to recruit a mix of professionals to undertake the Small Group Tuition. It then began recruiting from within the school and broader community. Recently retired teachers and suitably qualified people were considered and approached to join the team.

The next step was to look for pre-service teachers to join the team. Noah Egan and Zoe Sillato are both pre-service teachers who were known through the school community. Noah and Zoe met with Lisa at school to discuss the aims of the program and were immediately interested in being part of Small Group Tuition. Both Noah and Zoe joined in Term 2 2022, Noah being in his first year of Bachelor of Education Degree (Mathematics) and Zoe into her second year of Bachelor of Education Degree (Mathematics). Noah and Zoe were really looking forward to interaction with students in the school environment so early in their academic studies.

Pre-service teachers in the small group tuition program are supervised by a NESA (NSW Education Standards Authority) accredited teacher. They have the same responsibilities as other educator-non teachers in the program, including lesson planning and preparation, tutoring students in small groups, analysing relevant data and recording progress.

Noah and Zoe hit the ground running and enthusiastically took on ‘everything thrown at them’ according to Vincentia High School’s ILSP School Coordinator, Lisa Raftery.

“The pre-service teachers work alongside one of our Educator (non-teacher) who is a teacher recently retired from VHS. That relationship has been wonderful, having them mentored by a teacher who has worked at the school for a long time,” she added.

Noah and Zoe, they have been provided with many different experiences and responsibilities they would not have as ‘prac’ students. At Vincentia HS they have been responsible for their own timetables, working three days per week around their university commitments. This suits both the school and the pre-service teachers who are also being renumerated for their time as small group tutors - another bonus which means that they can work and get paid in the profession they plan to join.

As Noah identified: “Being able to make connections with colleagues and have professional learning conversations with experienced teachers and given room for growth was another benefit of being involved in Small Group Tuition.”

The school benefits from having enthusiastic pre-service teachers, willing to learn, take on responsibility and appreciate the opportunities given to them to experience real life teaching so early on in their studies with the assistance of mentors.

“Lisa’s sensitive leadership and methodical guidance has been an essential component to build the confidence and skills of our Small Group Tuition team,” Vincentia High School’s Principal, Ruth Winfield said.

For the preservice teachers, not only do they gain an early insight into teaching, but they are also able to build rapport with teaching colleagues and students.

Why schools should consider having a pre-service teacher on their Small Group Tuition team

• It helps build the professional capacity of a wide variety of staff within and across schools and helps develop future workforce.
• It provides opportunity to create deeper connections with other schools and organisations (Universities, TAFE), and opens new doors, opportunities and working relationships in the future.
• It may provide a strategic approach to manage funding – making the funding stretch further, more small group tuition opportunities ensure more students supported.
• It gives greater access to a variety of staff/roles and provides opportunity to develop or further strengthen communities of professional practice
• It recognises and acknowledges the strengths that varied roles bring to the ‘fabric of staffing’ in a school.
• Positions are ‘fit for purpose’ – each role brings a distinct set of knowledge, skills, and expertise to meet the unique and often complex needs of students – ‘differentiation’.
• Provides flexibility for a variety of implementation of models, during, before and after school, days and so on.