Support and resources


In 2017, our school developed a new Response to Intervention framework aligned to our Strategic Plan (2016-2019) which details a more streamlined and rigorous approach to providing support for students. Response to Intervention is a framework for organising systems to guarantee that every student receives the time and support they need to be successful. It is also a process for ensuring higher levels of academic and behavioural success for all students. It includes clear checkpoints to assess the extent to which all students are learning. When these checkpoints suggest that students are not responding to instruction, we begin a smooth process of determining what supplemental time and support (interventions) may be necessary to ensure that students begin responding as soon as possible. This approach involves every staff member to help our students flourish in their academic studies and their wellbeing.

Our teachers deliver and differentiate instruction. They assess students frequently to ensure they are mastering curriculum standards, help diagnose to determine specific areas of need, monitor student progress to ensure that supports are working and communicate this information to other staff.

  • Paraprofessionals help provide supplemental support to students and provide feedback regarding observations and assessments of student progress.
  • We work collaboratively with clinicians when relevant to apply their recommendations to enhance learning access and success.
  • The Leadership Team oversee the program to ensure we achieve our mission to support every child to flourish and reach their full potential academically, socially and emotionally, creating lifelong learners, critical thinkers and resilient citizens.

Our school uses the big 4 PLC questions to drive improvement and ensure we are focusing on the right work:

  1. What is it we want all students to learn?

  2. How will we know when each student has mastered the essential learning?

  3. How will we respond when a student experiences initial difficulty in learning?

  4. How will we deepen the learning for students who have already mastered essential knowledge and skills?

Response to Intervention according to a 3 Tier Approach


Intervention Response

Tier 1

Collaborative teams of educators providing high-quality differentiated instruction and then analyse evidence of student learning. (Hierck & Weber 2014)

Tier 2

Allocation of more time and support for students to master the missed Guaranteed and Viable Curriculum concepts and skills by scheduled RTI squads of support.

Tier 3

Intensive intervention & programs supported by skilled stakeholders to reduce the significant learning gap or provide further extension of learning

Launching Neuroscience at NVSS!

Our school is working with Sheryl Batchelor, the lead trainer from Stronger Brains which is a business focusing on improving brain health for individuals. In every classroom across our school from Prep – Year 6, we are incorporating the latest neuroscience to support our students to flourish both academically and in their wellbeing. Our students are explicitly taught the areas of the brain and strategies they can use to calm their Emotional Brain whilst strengthening their Thinking Brain. Through this work, our students develop strong Executive Function skills which are the foundation for learning. You can find out more about Executive Function skills by listening to Sheryl’s parent presentation from August 2017.

At NVSS we explicit teach our students to use their Thinking Brains using the following visual:



Inclusion – Special Education Program (SEP)

Norfolk Village State School embraces inclusive learning and celebrates difference. Our support programs for students with a disability include:

  • Disability specific reasonable adjustments (academic and social/emotional curriculum)
  • In class support and differentiation
  • Focused learning programs
  • Intensive individualised programs

Special Education Program staff collaborate with our Education Queensland Occupational Therapist, Physiotherapist and Speech and Language Pathologist to ensure students are able to access the curriculum and school life. When needed, SEP staff seek guidance from Advisory Visiting Teachers for Physical Impairments, Hearing Impairments, Vision Impairments, as well as non- education Queensland disability specific organisations and specialists.

Each student has a current Personalised Learning Plan and students who access a curriculum at a different year level also have an Individual Curriculum Plan (ICP),that is developed in consultation with the student’s key stakeholders, including parents/carers.

Our whole school staff strives to achieve an environment that promotes inclusivity, in which all of our students feel safe and welcome. We eendeavour to ensure all students at our school can flourish academically, socially and emotionally, at their individual pace.

Last reviewed 17 March 2021
Last updated 17 March 2021