Additional Learning Support

School Counsellors

School counsellors are experienced teachers who have a degree in psychology and post-graduate qualifications in school counselling. They work with students of all ages, and their families, from pre-school to year 12.

Our school counsellors are Penny Hayden and Carly Solah.

School counsellors work with students, parents or carers and teachers in a variety of ways.

Their work includes:

● counselling students

● assisting parents or carers to make informed decisions about their child’s education

● assessing students’ learning and behaviour

● assisting schools to identify and address disabilities that affect students’ learning

● liaising with other agencies concerned with the well-being of students.

Students may refer themselves to the school counsellor or may seek an interview at the suggestion of a teacher, a parent or carer, or a friend. A self-referral form is available on the door of the School Counsellor’s office.

School counsellors may not be available every day. Priorities for the school counsellor’s time will be determined, in consultation with the school counsellor, by the Principal.

Learning and Support Team

Our learning and support team helps make sure every student gets the help they need at the right time. The team works with families, teachers and support staff to:

• understand each student’s needs
• plan adjustments and supports
• monitor progress
• connect with other services if needed.

Our learning and support team may include:

• learning and support teachers
• school learning support officers
• school counsellors
• school psychologists

• student support officers
• itinerant teachers for vision or hearing
• English as an additional language or dialect (EAL/D) teachers
• Aboriginal education officers
• community and home school liaison officers.

Contact us to meet with a member of this team to talk about your child’s strengths, interests and areas where they may need support.

Mountainside

Inclusive Education at Albion Park High School

Mountainside is an  inclusive education setting. The name reflects our close connection to the local escarpment and complements Parkside, another key part of our school community that celebrates diversity in learning and wellbeing.

Mountainside supports up to 80 students who benefit from additional educational support. Our centre currently includes five autism classes, one IO class and two IM classes, each providing a welcoming, strengths-based environment where every learner is valued.

Personalised Learning

Students in Mountainside learn in smaller classes with a dedicated Student Learning Support Officer (SLSO) in every room and a specialist teacher experienced in supporting a wide range of learning needs.

Each student has an Individual Education Plan (IEP) that outlines personal learning and social goals. These plans are developed collaboratively with students, parents or carers, and external agencies, and are reviewed annually to ensure progress and celebrate growth.

Our focus is on equipping students with meaningful, practical skills to help them transition confidently from school to further education, training, employment, and community life. Opportunities include quality work-experience placements, EVET courses, SLES taster days, Transition-to-Work programs, social-skills development, travel training, and community access experiences.

Supported Transition Pathways

Albion Park High School supports inclusive transition processes that empower every student to move confidently from school into meaningful post-school pathways by recognising and supporting their individual strengths, interests, and needs. Students in Mountainside are provided opportunities to access EVET (Externally Delivered Vocational Education and Training) courses and a variety of work-experience placements. We offer a personalised planning approach for students connected with the NDIS (National Disability Insurance Scheme), who may also benefit from further support through School Leaver Employment Supports (SLES), which can involve participating in taster days with external providers such as, but not limited to, Greenacres, Flagstaff, and the Disability Trust.

Equally important is supporting students to transition into mainstream schooling, where appropriate, by guiding them into elective courses and subject areas that reflect their strengths and aspirations. Albion Park High School offers opportunities for inclusive learning, such as joining mainstream classes for elective options in Years 7 through 12 or other mainstream subjects as needed, through a flexible curriculum approach that allows students to learn alongside their peers, build confidence, and develop social and academic skills in diverse settings. By coordinating these opportunities with families, staff, and community agencies, we create a flexible, student-centred pathway that ensures our young people develop the skills, confidence, and real-world experience needed to thrive in employment, further education, and community engagement beyond school.

The Parkside Centre

The Parkside Centre is a therapeutic learning environment designed to support students with a wide range of learning and wellbeing needs. Our approach is guided by the Neurosequential Model of Education (NME) and trauma-informed practices. We work closely with students and their families to ensure every child feels safe, supported, and cared for at school.

At Parkside, classrooms are built around trauma-informed principles known as the 6 Rs, developed by Dr Bruce Perry. These provide the foundation for how we teach and support students:

• Relational  -Classrooms are safe, welcoming spaces that focus on building strong, positive relationships.
• Relevant  - Learning is tailored to each child’s stage of development and ability. Staff also draw on their own strengths to create engaging and meaningful lessons.
• Repetitive  -Daily routines provide structure, predictability, and stability, helping students feel secure and ready to learn.
• Rewarding  -Success is celebrated through positive reinforcement and learning experiences that match ability, making achievement enjoyable and motivating.
• Rhythmic  -Learning and emotional regulation follow natural patterns. When needed, co-regulation strategies help students manage emotions and prepare for learning.
• Respectful- Staff respect each student’s family, culture, and identity, fostering an inclusive environment where everyone feels valued and welcome.

Our approach is holistic and relationship-focused, with students, families, and staff working together to create the best possible learning outcomes.