Inclusive learning
The support of Pulteney’s Inclusive Learning team complements the extensive range of learning opportunities at Pulteney, providing diverse academic enrichment and support for students across the full range of academic and social abilities and at all ages. We diagnose the learning needs and strengths of each student to identify those with a particular talent or passion that could be explored in depth, and to identify those who require new challenges to extend their classroom learning, and those who may benefit from additional support.
A collaborative and inclusive approach underpins the work of Pulteney’s Inclusive Learning team. These dedicated teachers and education support workers achieve significant results, both with students who require extension and enrichment and students with learning challenges, ongoing health issues or social and emotional needs.
Working with the family and classroom teacher, support is tailored to the individual student and may be short or long term, individual or in small groups, based on their level of identified need, developmental progress and ongoing progress to create the best possible opportunities for successful learning.
Gifted & Talented
The school has a Gifted and Talented Coordinator and Teacher who coordinates events and challenges for identified students from Reception to Year 12. In the early years the Challenge Program encourages children to extend and enrich their special abilities with a specific focus on mathematics. The Gifted and Talented Coordinator works with small groups in the classroom for enrichment and extension in Mathematics. Selection for this is based on the students’ ability to produce at a high level mathematically.
For students who are gifted in an identified area they are supported and encouraged to develop their gifts and talents. Open ended tasks are encouraged within the classroom program so that students can work at a level that is commensurate with their ability. Teachers are supported by the Gifted and Talented Coordinator with how to best cater for students’ needs, whilst always valuing early childhood principles and approaches to teaching and learning.