ORS Funded Students @ WEGC
(Ongoing Resourcing Scheme)
At Wellington East Girls’ College we pride ourselves on being inclusive, accepting and able to adapt programmes to meet the needs of individual students. Our aim is to support students to become as independent as possible by developing literacy, numeracy, academic skills, life skills and social skills.
ORS funded students have the support of a learning support classroom which focuses on the individual student’s learning needs. The base class works as a hub for students to access mainstream classes. The teachers in the learning support class work together with students and their families to create a meaningful programme for each student, including both mainstream classes and focused programmes within the hub.
Students with learning needs can find transitioning to new environments difficult, to minimise this we are able to enroll students from Year 7. ORS funded students can stay at school until the end of the year in which they turn 21.
Individual Educational Plans (IEP)
The specialist team of teachers and therapists work together with parents to set individual goals for students. Specific programmes are then developed to suit each student’s individual needs. IEP meetings take place twice during the year.
Literacy and Numeracy
The learning support class has a strong focus on developing students literacy and numeracy skills, and apply these skills to real-life experiences. Students are assessed using standardised tests to find their next learning step. The teaching programme within the hub includes small group teaching as well as individual lessons.
Students are able to access mainstream classes within our inclusive school environment. They are supported by both their peers and teacher aides.
Options for mainstream classes include:
English, Mathematics, Science, Social Studies, Foods, Drama, Health and PE, Fashion, Music and Design Technology.
Classes are adapted to ensure students are successful with their learning, and the development of student timetables is completed in consultation with the student and their whanau.
Students are encouraged to be involved in extracurricular activities such as choir and clubs. Support is offered by staff or other students to ensure these activities can be accessed.
Within the hub students take part in learning experiences such as;
- Health and Values
- Community Participation
- Sports and Fitness
- Work experience
- Life skills
- Sign Language
Programmes of learning are developed to work towards students’ IEP goals.
ORS - Very High Needs
Wellington East Girls’ College provides an accessible environment for students with Very High Needs. This includes:
- Accessible bathrooms, including change beds and shower facilities
- Sensory Programmes such as Sensology, TAC PAC, Sensory Volume, Intensive Interaction and Sound Around. These programmes are individualised to assist students in gaining an understanding of the world around them, to develop communication and exploration
- MOVE trained staff. Mobility Opportunities via Education focusing on developing functional physical skills
- Focus on communication as a fundamental life skill. Staff are trained in using a variety of alternative communication devices and have a total communication approach
- Hydrotherapy programme
- Sensory spaces and learning experiences for developing vision
- Support with transition into post-school programmes
I am Carolyn. I am a Registered Music Therapist. I work at Wellington East Girls College on Tuesdays.
Music therapy is the use of music, within a therapeutic relationship, to support a student’s development, strengths and resources. It is an holistic approach that includes social, emotional, physical, and cognitive needs. During sessions, students are involved in playing instruments, singing and creating music.
My particular approach is person-centered, and I prefer to work in a collaborative way with students. I enjoy working with the wider team of therapists, teachers, support staff and parents.
Please let me introduce myself: Ruth Marin Schlüter (Ruut)
My German first name is almost as much of a tongue twister as my North European family name for English speakers: it is pronounced “Ruut”. Therefore you will often see my person referred to as Ruut.
With your basket and my basket the people will live.
Naku te rourou nau te rourou ka ora ai te iwi.
I am a private Occupational Therapist with a Wellington based Mobile Occupational Therapy Service called “Ergo in a Suitcase”.
Occupational Therapy focuses on daily life skills and supports the participation into important and meaningful activities of any person with physical, sensory, emotional or cognitive challenges.
Sensory stimulation and modulation is one of my special Occupational Therapy interests and I believe that learning and well-being is much related to how well we manage our environment.
Where required I therefore assess an individual’s sensory profile with sensory preferences / dislikes through questionnaires, observation and trial of “sensory diet recommendations”.
My role at Wellington East Girls’ College involves group facilitation for awareness and exploration of sensory needs, stressors and strategies. All students are working on individual tool boxes to help them manage their day by staying in a “just right” state without too many highs and lows. Therefore emotional learning and well-being blends into this work. I run a group session focused on this area.
Another part of my role covers assessments and training around daily life activities (ADLs), such as fine motor skills including writing or ability to participate in school and leisure activities as well as best independence with personal care (e.g. oral hygiene after food intake).
I am also able to support students with equipment such as wheelchairs and assistive technology.
I am Muno Richards, Speech-Language Therapist. I support the students at Wellington East Girls’ College to ensure they are strong and effective communicators. I work with the students and their teaching team to develop language and communication goals; their social and emotional well-being, and their wider learning.
At Wellington East Girls’ College we believe that all students should have access to whatever approaches and tools they need for making sense of the world, following routines, understanding what is happening, learning and communicating. We see communication as everything from enjoying interactions with others through to expressing wants, needs, thoughts, feelings and dreams. It affects the whole of life. We aim to promote independence and effective communication to enable students to engage in and affect their learning and community. We also support whanau to use a range of strategies to engage with their daughter.
We have a total communication approach which includes the use of speech, sign language, Core Vocabulary Boards, Augmentative and Alternative Communication (AAC), touch and object cues, visual timetables, symbols, and written language.
At present Physiotherapy can be contracted on a needs basis. The teaching team has experience with running the MOVE (Mobility Opportunities via Education) programme for students with a high level of physical need. The Hydrotherapy Programme, Fine Motor Skills Groups, Fitness, PE, Sports and individualised programmes all work to ensure students develop their physical skills.
Moving on from school can be a difficult time for students and their families. At Wellington East Girls’ College we work closely with families, transition providers and post-school agencies to ensure that students have a wonderful future to look forward to once they graduate from school.
When do we start?
The college years are all about developing independence and creating pathways for the future. During the Individual Education Plan (IEP) meetings the home and school team work together with the student to identify their next steps in learning to enable them to follow their desired pathway.
Students who are ORS funded are able to stay at school until the end of the year in which they turn 21. From 18 - 21 years of age their programme will have a strong emphasis on community participation. Work experience, linking in with day bases, becoming more independent with recreational activities, and using public transport will be included in their learning experiences.
If a student is not ORS funded, then this transition process will need to start earlier. It is advisable to make a referral for an assessment by the NASC (Needs Assessment and Service Coordination service - Ministry of Health, email: firstname.lastname@example.org). This would enable support for the student to access some support with an individual programme, or to access a group programme post-school.
When students turn 18 years old a transition wheel is completed during the IEP meeting as a way of focusing on what is important to the student and her family. This will guide the planning for essential learning and experiences that need to be focused on during the final years of transition.
At this meeting parents will be offered support with exploring options for their daughter, for example, Community Participation providers, day bases, residential homes, courses, work opportunities, work experience, and voluntary work.
During the student’s final year at school a Transition Provider can be engaged. The student and her family can choose the provider.
By Term 2 the transition plan needs to be locked in place. The primary place for the student to attend is chosen and meetings occur between the family, school, transition co-ordinator and chosen service. By the end of this term a plan will be in place for how the student will become familiar with the intended environment(s) over the following six months.
During Term 3 the student will have some transition visits and information sharing will continue. This may be an opportune time to work on getting to and from venues if this is appropriate.
The student attends the chosen setting one day per week, at varying times to ensure they have a good expectation of the routines and activities that will occur the following year. Teachers and therapists will ensure that all relevant information is handed over to staff.
Aranui - Day base
Kemp Street, Kilbirnie. Contact - email@example.com
Active - Day base
35 - 37 Victoria Street, Wellington ; contact - firstname.lastname@example.org
Idea Services also operates residential homes and in-home support.
Brunswick Street - respite care facility
Brunswick Street, Lower Hutt
Awatea Street - respite care facility
Awatea Street, Porirua
Proposed development in October 2017 -
Abel Smith Street, Wellington
Freephone: (0800) 6274-878
Living Plus - Day base for people with very high needs
A community based disability service who support people in their homes and to access work, recreation, social events, support with health needs… on an individual basis. Community Connections also have some residential houses in Lower Hutt and the Kapiti
Supported learning for people with intellectual disabilities. Petone and Porirua.
Wellington After Care
ACE House - Day base
ACEmployment - supporting people to find work
111 Brougham Street, Mount Victoria
04 385 7302
For more information about Supported Learning at Wellington East Girls’ College please contact:
Sue Perry, Head of Supported Learning
Phone: 04 385 8514 Email: email@example.com