Learning Support


What does our school do to help pupils who need a boost or need extending?

Our Special Needs Co-ordinator (SENCO0, Nicola Mathwin, has produced a pamphlet that helps parents know what to ask for when their child needs help. It is especially designed for seeking help with children with dyslexia but the questions etc are useful in many situations. 


Download it on the right.

What we believe at Pegasus Bay: 

  • All students are valued and belong 

  • All students are able to access learning in a range of settings

  • All students are empowered by success, whatever that looks like for them

  • It’s our job to make a difference and provide additional support

  • All students will be supported to succeed

How we are going to do this:

  • Teachers talking with and listening to children

  • Knowing the children and how they learn

  • Showing interest

  • Professional conversations

  • Being informed/educated

  • Involving families

  • Clear identification processes

  • Early intervention

  • Assessment that is relevant

  • Accountability

  • Adaptive Learning Plans (ALP’s)

  • Create/modify programmes to suit students needs

  • Clearly define next steps 

  • Use appropriate resources

  • Celebrate progress

  • Make Referrals

  • Involve outside agencies

How it works at our school

The SENCO (oversees Learning and Behavioral Support at Pegasus Bay. 


All staff support the SENCO to oversee learning and behaviour at Pegasus Bay. 


The Board of Trustees provides additional teacher aide resourcing to support children with their learning . Check our staff page for a list of Teacher Aides currently supporting learning at our school.


Communication between Teacher Aides and teaching staff is ongoing with formal and informal observations recorded daily on the Learning Support Communication form. Like all staff at Pegasus Bay Teachers Aides are involved in ongoing regular professional development and are appraised every year.


Children who participate in learning support programmes, have been referred by their Learning Community teachers in conjunction with their team leaders to the SENCO. Children are either accepted into the programme, with parents receiving written notification of inclusion in the programme, or if the referral is declined, recommendations for classroom programme adaptation are made.



Oral language support
designed to increase the spoken word knowledge and foundation of young children usually in conjunction with a Speech and Language Therapist (SLT).

Phonological awareness
designed to increase children’s knowledge of sounds and letters e.g. ‘Multilit’.


Reading support 
offered across a range of year levels to support students develop their decoding skills and understanding of print e.g. ALL (Accelerated Literacy Learning).

Writing support
offered across a range of year levels to support children develop their writing skills e.g. Focused teaching.

Spelling support
specifically targeting children’s recording of sound to print and strategies for learning words.

7 + Reading Support
This works on 3 areas to build comprehension: Decoding, Building Vocabulary and Fluency.Short pieces of text with some difficult words are used along with intensive teaching. The difficult words are taken out of the text and decoding them is practiced. The meaning of the words is examined (building vocab) and they are put in oral sentences. The passage is read 3 times to help build up fluency - first modeled by the teacher aide, secondly choral reading all together, then round robin with each student reading a bit.

Mathematics support
in-class support of students with the acquisition of mathematical concepts, particularly focusing on the number strand.

Motor skills programme
designed to help with the development of gross motor skills, co-ordination, balance, cross-patterning and building up muscle tone.

Handwriting programme
designed to assist children with developing their fine motor skills to support the acquisition of handwriting skills.

Social Skills
Social skills programmes are run to help groups of students or individual students with developing friendships and other social skills e.g. Socially Speaking, Circle Time.

Our Link Agencies



North Canterbury RTLB Information Page

Our school works closely with the Resource Teachers of Learning and Behaviour (RTLB) Service from Cluster 33 administered from Kaiapoi North School. This group of specialist teachers accepts students on to their roll, when they have been referred from our school to the service for extra support. Students or groups of students can be referred for either learning or behavior needs or both. The RTLB Service comes into classrooms to support the teacher by making observations of the child in the room, taking specialist assessments, talking with the child’s parent(s) and teacher, and making recommendations for the classroom teaching and learning programme and suggestions for additional support at home. The RTLB Service is part of a vital support network for the school as we look beyond our regular resources to support students who present with more challenging needs.


Our Resource Teacher of Literacy (RTLit) Chuck Marriott  is based at  Kaiapoi North School. He is a specialist teacher in reading and writing. Students are referred to the RTLit throughout the year as concerns in literacy are identified. The RTLit carries out in-depth assessments and then identifies programmes/strategies to support students with teachers or teacher aides. The RTLit also provides professional development for staff and will sometimes work 1 on 1 with students.  

Handwriting Support Service

Students are referred to this service based at Isleworth School.  An assessment is done and from this in-class support is identified.


Students are referred to Group Special Education (GSE) for a variety of reasons. Staff members work closely with everyone in order to support the child with special educational needs and their parents. The types of people in the community who may be called on for support and help include:

  • speech-language therapists

  • kaitakawaenga

  • psychologists

  • special education advisors

  • occupational therapists

  • physiotherapists

  • early intervention teachers

  • assistive technology coordinators



If I have concerns about my child who do I speak to?

Your first approach is always to your child’s homeroom or subject teacher in their learning community. It is often easier to book a time to see the teacher so you have the teacher’s undivided attention. You can call the school on 9207000 to do this or email them directly.  If you still have concerns after this you can speak to the SENCO, DP”s or Principal.   


Will there be a cost to me?

No any school-based support is free.

Will my child be singled out or made to feel uncomfortable?

Any intervention is aimed to support your child and be as inclusive as possible.

What does SENCO/SNT mean?

The Special Educational Needs Coordinator oversees learning and behavioural support, the Special Needs Team supports the SENCO.


What kind of support is there for my child when they start high school?

Children who are identified as requiring support are referred to the RTLB service and a transition plan is put in place to support them moving to high school. When there is support already in place, through an outside agency, this support will usually follow them through to high school.


How does my child become eligible for individual support i.e a teacher aide?

Individual support with a teacher aide is usually funded through an outside agency e.g RTLB, MOE, after a student has been referred and accepted. The school receives as part of its funding from the MOE a SEG grant (Special Education Grant). This is used to employ teacher aides who work within learning communities and with groups of students.

How it works at our school


Dyslexia Pamphlet


Our Link Agencies



Building Resilience & Managing Behaviour

Pegasus Bay School, 5 Solander Road, Pegasus 7612, New Zealand   |   P: 03 920 7000   |   E: admin@pegasusbay.school.nz