Designed for school counsellors and psychologists working with students experiencing behavioural, academic, or social-emotional challenges at school. This report is focused on providing evidence-based recommendations to teachers, school administrators, departments of education, and other key stakeholders. It may also support applications for additional funding or resources for individual student support.
This report template can synthesise and integrate information generated with other NovoNote templates, including:
For a plain language summary suitable for sharing with parents, caregivers, or teachers, clinicians may wish to use the Child Assessment Summary for Parent/Teacher template.
CONFIDENTIAL
School Recommendations Report
Student Name:
Date of Birth:
School:
Year/Grade Level:
Report Prepared By (name and professional title):
Report Date:
Documents Reviewed:
Reason For Report:
Background Information:
Previous Assessments And Interventions:
Current Functioning And Support Needs:
Recommendations:
Each recommendation specifies: what action, who is responsible, when implemented/reviewed, and expected outcomes.
Organised under categories, such as:
Funding Justification:
Summary And Conclusion:
This report has been prepared to support student’s first name‘s educational needs and should be considered alongside input from teachers, parents/caregivers, and other professionals involved in his/her/their care. The recommendations outlined are based on current available information and should be reviewed regularly as student’s first name‘s needs and circumstances evolve.
For any questions regarding this report or to discuss implementation of recommendations, please feel free to contact me.
Yours sincerely,
School counsellor’s / psychologist’s first and last name
Professional title
CONFIDENTIAL
School Recommendations Report
Student Name: Jack Williams
Date of Birth: 18 July 2016
School: Riverside Primary School
Year / Grade Level: Year 3
Report Prepared By: Ms. Sarah Smith, School Psychologist
Report Date: 15 March 2024
Documents Reviewed:
Reason For Report:
This report has been prepared to support an application for Individual Disability Allocation funding for Jack Williams. The report outlines Jack’s current educational needs and recommended adjustments to enable him to access the curriculum on the same basis as his peers.
Background Information:
Family Context:
Jack lives with his mother and younger sister following his parents’ separation two years ago. He has regular weekend contact with his father.
Developmental And Medical History:
According to parental report, Jack’s early development showed delays in speech and language, with first words appearing at age 2.5 years. He was diagnosed with Autism Spectrum Disorder by Dr. Michael Brown, Paediatrician, in August 2023. Jack also experiences sensory processing difficulties affecting his responses to noise and textures.
Mental Health And Psychological History:
Jack experiences anxiety, particularly in social situations and during transitions. He has been receiving fortnightly psychology sessions with Dr. Emma Taylor since December 2023, focusing on anxiety management and social skills.
Educational History:
Jack commenced at Riverside Primary School in Prep and is currently in Year 3. An Individual Education Plan has been in place since Year 1, with gradual increases in support requirements as demands have increased.
Strengths And Hobbies:
Jack demonstrates strong rote memory skills and particular interest in dinosaurs and trains.
Previous Assessments And Interventions:
Assessment Results:
Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V), November 2023:
Assessment completed by Dr. Emma Taylor revealed a Full Scale IQ of 92 (average range). Jack demonstrated strengths in Visual Spatial reasoning with weaknesses in Working Memory and Processing Speed. Results indicate average intellectual functioning with specific processing difficulties impacting learning efficiency.
Previous Interventions:
Jack received speech therapy from Prep to Year 1, resulting in improved expressive language. A visual schedule has been used since Year 2 to support transitions. Current teacher aide support of 5 hours per week has been in place since the beginning of Year 3.
Current Functioning And Support Needs:
Academic Functioning And Concerns:
Jack’s academic performance is below year level expectations in literacy and numeracy. He requires significant support to initiate and complete written tasks, with particular difficulty in reading comprehension and written expression. His attention and concentration are impacted by sensory sensitivities and anxiety, resulting in frequent task avoidance. These academic challenges are preventing Jack from accessing grade-level curriculum without substantial adjustments.
Social Functioning And Concerns:
Jack experiences significant difficulties with peer relationships and social interaction. He prefers solitary play and becomes overwhelmed in group situations. Jack has difficulty understanding social cues and managing conflict with peers. He is often isolated during recess and lunch, as he does not initiate social interaction. These social challenges impact his wellbeing and limit opportunities for peer learning.
Behavioural Functioning And Concerns:
Jack displays behavioural difficulties including task refusal, leaving the classroom without permission, and meltdowns when overwhelmed by sensory input or changes to routine. Behaviours escalate during transitions and noisy activities, occurring approximately 3-4 times per week and lasting 20-30 minutes. Jack’s behavioural challenges disrupt his learning and require significant teacher and aide time to manage safely.
Current Supports In Place:
Jack currently receives 5 hours per week of teacher aide support during literacy and numeracy sessions. He has access to a quiet space for regulation breaks, uses noise-cancelling headphones, and has a visual schedule for daily routines. Modified written tasks with reduced output expectations are provided regularly.
Identified Gaps In Current Support:
Jack requires increased teacher aide support to access the curriculum across all subject areas. He needs consistent support during transitions and unstructured times to implement behavioural regulation strategies. Without these additional supports, Jack cannot participate in learning activities or manage the school environment on the same basis as his peers.
Recommendations:
Academic Supports And Curriculum Adjustments:
Behavioural Supports And Interventions:
Social-Emotional Support:
Classroom Environment And Teaching Strategies:
Collaboration And Consultation:
Monitoring And Review:
Funding Justification:
This report supports an application for Individual Disability Allocation funding at the Supplementary level for Jack Williams. Jack’s diagnosed Autism Spectrum Disorder, combined with sensory processing difficulties and anxiety, significantly impacts his ability to access education without substantial adjustments. Jack’s current functioning indicates he requires extensive adjustments across academic, social, and behavioural domains that exceed typical school resources.
The requested teacher aide allocation of 15 hours per week is justified by Jack’s need for consistent support to access curriculum, manage behaviour, and participate in social activities. Without this level of support, Jack experiences frequent behavioural incidents, cannot complete academic tasks independently, and remains socially isolated. The requested funding aligns with NCCD Supplementary level requirements.
With approved funding, resources will enable consistent teacher aide support across all learning areas, facilitate social participation, and implement individualised behaviour support strategies. Expected outcomes include reduced behavioural incidents, improved academic progress, increased social interaction, and improved attendance.
Summary And Conclusion:
Jack is an 8-year-old student in Year 3 with diagnosed Autism Spectrum Disorder, sensory processing difficulties, and anxiety significantly impacting his educational access. He requires substantial adjustments across academic, social, and behavioural domains to engage with learning on the same basis as his peers. Current supports of 5 hours per week teacher aide time are insufficient to meet his needs.
The key recommendations focus on increasing teacher aide support to 15 hours per week, implementing comprehensive behaviour support strategies, and facilitating social participation. With appropriate funding and implementation of these recommendations, Jack can develop essential skills, improve his wellbeing, and achieve meaningful educational outcomes.
This report has been prepared to support Jack’s educational needs and should be considered alongside input from teachers, parents/caregivers, and other professionals involved in his care. The recommendations outlined are based on current available information and should be reviewed regularly as Jack’s needs and circumstances evolve.
For any questions regarding this report or to discuss implementation of recommendations, please feel free to contact me.
Yours sincerely,
Ms. Sarah Smith
School Psychologist
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