All potential enrolments begin with a personalised tour of the school. We would like families to see the school in action while students and staff are participating in activities and learning tasks. We will also invite your child to attend a tour before you make the decision to enrol. 

Choosing a school for your child is a big decision, so the more information we share, the more chance an informed decision can be made. We are happy to advise and provide support as you explore all the options across specialist and mainstream school settings and happy to help you to make the most informed choice for your child.

Before enrolment parents will be asked to provide documentation that supports enrolment and planning for their child. 

EARLY EDUCATION PROGRAM

Our Early Education Program (EEP) offers a nurturing and effective preparation for school life, which is delivered by a qualified Special Education Teacher.

Our EEP provides for students from 2.8 years up to school age, and our regular Friday morning playgroup provides for parents and carers to join their children as an introduction to our programs.  

Our EEP program provides a quality transition to our school-aged program, with students participating in group and individualised lessons. Teachers develop individual learning plans for all students, which reflect both the Victorian Early Years Learning and Development Framework and the Victorian Curriculum learning outcomes.

Priority for enrolment is given to families that live within the school’s designated transport area (see transport section), and students that likely meet the criteria for school aged enrolment. 

SCHOOL AGE ENROLMENT CRITERIA

The school-aged enrolment criteria has been determined based on the identified education needs of students. 

Students seeking to enrol must have:

An Intellectual Disability

A diagnosis of Intellectual Disability from a registered psychologist evidenced by:

1. General intellectual functioning which is demonstrated by a full-scale score of three standard deviations or more below the mean score on a standardised individual test of general intelligence; (IQ score 55 or below);

and

1. Significant deficits in adaptive behaviour established by a composite score of two standard deviations or more below the mean on an approved standardised test of adaptive behaviour- for example a Vineland Adaptive Behaviour Scales composite score of 70 or below;

and

1. A history and evidence of an ongoing need with an expectation of continuation during the school years.

 Please contact the school on 9555 4155 or @ bayside.sds@education.vic.gov.au to arrange a tour.