Inclusion at Torbanlea State School
Every student included. Every student supported. Every student succeeding.
At Torbanlea State School, inclusion is a shared responsibility and a core belief. We are committed to ensuring every child is welcomed, valued and supported to access, participate in and succeed in learning alongside their peers.
Our approach aligns with the Queensland Department of Education Inclusive Education Policy, which states that inclusive education means students can access and fully participate in learning, alongside their similar‑aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.
Our Whole‑School Approach to Inclusion
Torbanlea State School uses a Whole School Approach to Inclusion that is embedded across:
- classroom planning, teaching and learning
- assessment, case management, moderation and reporting
- wellbeing and behaviour supports
- collaboration with families and specialist staff
Teachers plan adjustments within curriculum units to ensure all students can engage with learning areas including English, Mathematics, Science, HASS, HPE, Technologies, The Arts and Languages.
This approach aligns with:
- Australian Curriculum – Student Diversity
- Queensland Curriculum and Assessment Authority (QCAA) Student Diversity
- Queensland Government Inclusive Education
- Disability Standards for Education 2005
- Queensland Human Rights Act
- Salamanca Statement
Multi‑Tiered System of Support (MTSS)
Torbanlea State School uses a Multi‑Tiered System of Support (MTSS) to ensure students receive the right level of support at the right time.
MTSS is an evidence‑based framework that supports students across:
- academic learning
- social‑emotional wellbeing
- behaviour
The Purpose of MTSS
MTSS allows staff to:
- identify student strengths and barriers to learning early
- provide timely, targeted adjustments
- monitor progress using evidence and data
- review supports regularly and adjust as needed
MTSS ensures that all students continue to access quality differentiated classroom teaching, while some students receive additional focused or intensive supports when required.
The MTSS Tiers Explained
Tier 1 – Quality Differentiated Teaching (Most Students)
- High‑quality teaching for all students
- Differentiation within the classroom
- Adjustments to content, teaching strategies and assessment
This supports the majority of students to achieve success in their year‑level curriculum.
Tier 2 – Focused Teaching (Some Students)
Tier 2 supports are provided for students who:
- require additional help in English or Mathematics
- are learning Standard Australian English as an additional language or dialect
- need extension and enrichment due to identified gifts or talents
- are not yet meeting the C standard in one or more learning areas
Focused teaching may include:
- small group instruction
- targeted literacy or numeracy supports
- adjusted pacing or scaffolding
- extension and enrichment opportunities
Parents and carers are consulted when supports are ongoing, and progress is monitored closely.
Tier 3 – Intensive Teaching (Few Students)
Tier 3 supports are provided when students require intensive, individualised support due to significant barriers to learning.
These supports may include:
- intensive literacy, numeracy or oral language interventions
- tailored adjustments to address specific learning needs
- support from specialist staff
Where required, students may have:
- a Personalised Learning Record (PLR)
- a Disability Discrimination Act PLR (DDA PLR)
- an Individual Curriculum Plan (ICP)
All decisions are made in consultation with parents/carers and based on evidence.
Student Support Services (SSS) Meetings
Torbanlea State School holds fortnightly Student Support Services (SSS) meetings.
These meetings bring together key staff to:
- discuss student progress
- plan and review academic, social‑emotional and behaviour supports
- ensure classroom adjustments are effective
- coordinate support for students requiring extension, enrichment or additional assistance
SSS - Student Support Services meetings support:
- students achieving above year‑level expectations including identified Gifted Students
- students requiring enrichment or extension programs
- students not yet meeting the C standard in English or Mathematics
- students requiring wellbeing or behaviour supports
Support plans are developed collaboratively with:
- students (where appropriate)
- parents/carers
- classroom teachers
- inclusion and specialist staff
Working in Partnership with Parents and Carers
We strongly value family partnerships.
Parents and carers are:
- informed when additional supports are being considered
- consulted when support plans are developed
- invited to share insights about their child’s strengths and needs
- involved in ongoing review of supports
This aligns with the Disability Standards for Education 2005, which require schools to consult with students and families when making reasonable adjustments.
Supporting Gifted and Talented Students
Students identified as gifted or talented may access Programs of Excellence.
Identification may include:
- classroom data
- NAPLAN
- AGAT screening
- teacher observation
Support for gifted students is provided in addition to classroom differentiation, ensuring students are both challenged and supported.
What Parents Need to Know About Inclusive Education
Under Queensland and Australian legislation:
- All students have the right to attend their local state school
- Schools must provide reasonable adjustments
- Disability does not require a formal diagnosis to be recognised
- Adjustments are based on functional impact at school, not labels
Inclusive education means students learn together, not separately, with supports embedded into everyday classroom practice.
Our Commitment
At Torbanlea State School:
- inclusion is everyone’s responsibility
- decisions are evidence‑based and student‑focused
- supports are flexible and responsive
- every student is entitled to access all learning areas
We believe that with the right support, every student can succeed.