Our School
YarraMe School engages students in learning through personalised, flexible and strength-based programs within a safe, supportive and inclusive framework.
The students referred to YarraMe School come from a range of backgrounds. Some of these include Trauma, Autism, Speech and Language Difficulties, Attention Deficit Hyperactivity Disorder, Attachment Disorder, Anxiety and Learning Difficulties. Students with these diagnoses often present with associated behaviours such as verbal and physical aggression, defiance, withdrawal, self-injury, helplessness and difficulties in forming and maintaining friendships.
YarraMe School delivers a Social and Emotional (SEL) ' learning intensive' helping students with severe and persistent social/emotional, learning and behavioral needs. The learning intensive is a process. The process is driven by data, characterised by increased intensity and personalisation, and considers the academic and behavioral needs of the student. This learning intensive intervention is known as a 'Tier 3 intervention,' and is embedded within a Multi-Tiered System of Supports (MTSS) framework.
YarraMe School uses therapeutic and crisis prevention strategies to understand and respond to student behaviour, such as functional behaviour and safety plans. These 'Behaviour Support Plans' are developed over time and inform strategies and actions for success.
The School Wide Positive Support (SWPBS) framework is implemented across our intake and outreach programs. SWPBS builds a continuum of support for staff and students, which is supported by a three-tiered model. At each tier there is an emphasis on outcomes in the form of behaviour expectations for student and staff behaviour, and data to guide decision-making on the best practices needed to support student learning and social behaviour.
Our school empowers students by establishing relationships built on trust and an empathic understanding of the needs of the individual within a safe and consistent environment.
Our Vision, Mission and Values:
We are deeply passionate about being champions for positive and respectful relationship, inclusive learning and building relationships
A Centre of Expertise focused on delivering personalised, evidence-based education models with partnerships that support life long learning
Compassion, Collaboration, Capacity
The students referred to YarraMe School come from a range of backgrounds. Some of these include Trauma, Autism, Speech and Language Difficulties, Attention Deficit Hyperactivity Disorder, Attachment Disorder, Anxiety and Learning Difficulties. Students with these diagnoses often present with associated behaviours such as verbal and physical aggression, defiance, withdrawal, self-injury, helplessness and difficulties in forming and maintaining friendships.
YarraMe School delivers a Social and Emotional (SEL) ' learning intensive' helping students with severe and persistent social/emotional, learning and behavioral needs. The learning intensive is a process. The process is driven by data, characterised by increased intensity and personalisation, and considers the academic and behavioral needs of the student. This learning intensive intervention is known as a 'Tier 3 intervention,' and is embedded within a Multi-Tiered System of Supports (MTSS) framework.
YarraMe School uses therapeutic and crisis prevention strategies to understand and respond to student behaviour, such as functional behaviour and safety plans. These 'Behaviour Support Plans' are developed over time and inform strategies and actions for success.
The School Wide Positive Support (SWPBS) framework is implemented across our intake and outreach programs. SWPBS builds a continuum of support for staff and students, which is supported by a three-tiered model. At each tier there is an emphasis on outcomes in the form of behaviour expectations for student and staff behaviour, and data to guide decision-making on the best practices needed to support student learning and social behaviour.
Our school empowers students by establishing relationships built on trust and an empathic understanding of the needs of the individual within a safe and consistent environment.
Our Vision, Mission and Values:
We are deeply passionate about being champions for positive and respectful relationship, inclusive learning and building relationships
A Centre of Expertise focused on delivering personalised, evidence-based education models with partnerships that support life long learning
Compassion, Collaboration, Capacity
Our Approach Team Around the Learner
Most of the students who attend our school have experienced severe disruption in their educational progress. Some have never been able to manage formal schooling and most will have an Individual Education Plan. Our therapeutic approach enables all students to experience success, often for the first time with significant student learning outcomes.
Therapeutic education addresses emotional and cognitive development together, using a wraparound process to best meet the needs of each student. YarraMe School staff think together at all times about the particular emotional and cognitive needs of each student using the 'iceberg analogy' to assist in understanding the antecedents of student behaviour.
Therapeutic education addresses emotional and cognitive development together, using a wraparound process to best meet the needs of each student. YarraMe School staff think together at all times about the particular emotional and cognitive needs of each student using the 'iceberg analogy' to assist in understanding the antecedents of student behaviour.
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We work in partnership with referring schools, families and caregivers to develop a strengths-based model to improve learning engagement. YarraMe School specialist clinical psychologist and speech pathologist consult to us to help diagnose and address specific behavioural and learning difficulties.
We provide expert support in our transition programs with referring schools, and continue working closely with the school to monitor student engagement. |
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All students are entitled to an excellent education and genuine opportunity to succeed irrespective of the school they attend, where they live or their home background
