Supporting Students in Out-of-Home Care

2 Assign a Student Support Group to the student

School principals must establish a Student Support Group (SSG) for every child and young person in out-of-home care.

The aims of the SSG are to:

• ensure that those with the most knowledge of, and responsibility for, the student work together to establish shared goals for the student's educational future
• plan reasonable adjustments for the student to access the curriculum
• provide educational planning that is ongoing throughout the student's life
• monitor the progress of the student

A school must hold meetings on a termly basis, with extra meetings held at the request of the case manager and the parent, guardian and/or carer.

2.1 Out-of-home care specific responsibilities of the Student Support Group

The SSG is responsible for:

• identifying the student’s needs
• determining any adjustments to be made to the curriculum, teaching and learning
• planning an appropriate educational program
• developing an individual education plan (IEP, also known as a Personal Learning Plan)
• discussing the IEP with teachers and those providing support to implement the IEP
• providing advice to the principal concerning the additional educational needs of the student and what may be required to meet these needs
• reviewing and evaluating the student’s program once per term, and at other times if requested by any member of the group

2.2 Members of the Student Support Group for students in out-of-home care

The following is a list of relevant people that may attend SSGs:

• The case manager
• A teacher, year level coordinator, the Learning Mentor and Principal or Vice Principal
• Student wellbeing staff member and/or student support services officer
• The child or young person (where age-appropriate)
• The carer or child or young person’s parent
• Other relevant support services

2.3 Running a Student Support Group for students in out-of-home care

Attendees should provide information about the student that will support him/her in their education. Attendees identify the child or young persons’ strengths and needs and utilise the SSG to develop an IEP. The group devises strategies to optimise student wellbeing and achievement and to address potential barriers and challenges to engagement.

Further, it is important that the Learning Mentor is able to advocate for the student, and/or that the student is included and involved in the discussions, likely to have ideas about what might work better for them.

It is best practice for the school to:

• prepare the agendas and facilitate meetings
• ensure that the meeting follows the agenda within the allocated time
• take minutes and document/disseminate key actions among participants in a timely manner
• encourage members to respect each other’s views, knowledge and expertise, and collaborate as a team to meet the best interests of the student
• be aware that carers are likely to have the greatest understanding of the child and young person, and it is integral that their meaningful participation is supported
• encourage members to consider the language and terminology used during meetings to ensure that all members (particularly carers and students), are informed, comfortable and have the capacity to equally participate in the group
• schedule regular meetings in advance to ensure the availability of all members
• hold additional meetings on an as-needed basis, if requested by group members
• encourage reflection and creative problem-solving

For further information, refer to the Department's policy and guidance on Student Support Groups.