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Greystanes High School

Greystanes High School

Success smiles on effort

Telephone02 9631 9144

Supporting our students

All NSW public school students have a right to an inclusive learning environment and to feel happy and safe at school.

Aboriginal student support

We are committed to closing the achievement gap for Aboriginal and Torres Strait Islander students. We know that we need to learn about, nurture and value the cultural identity of our Aboriginal students to help them be successful learners.

We welcome Aboriginal and Torres Strait Islander family members, parents and carers, as well as community members to our school so that we can get to know each other, learn about the local Aboriginal community and develop shared goals and plans for Aboriginal students.

The Aboriginal Education Policy confirms the NSW Department of Education’s commitment to improvement in educational outcomes and wellbeing for Aboriginal and Torres Strait Islander students.

Norta Norta

At Greystanes High, students from Aboriginal and Torres Strait Island are offered specialised after school tuition program. The program provides targeted support for Aboriginal students to accelerate progress in student achievement. The focus of the program is to provide learning assistance in the key areas of literacy and numeracy to improve educational outcomes for Aboriginal students.

Multicultural education

Our school welcomes students, families and community members from all cultural backgrounds. We appreciate difference and diversity and aim to provide a culturally inclusive and responsive environment that benefits all students.

Our teaching and learning programs develop intercultural understanding, promote positive relationships and enable all students to participate as active Australian and global citizens. Our school fosters student wellbeing and community harmony by implementing anti-racism and anti-discrimination strategies that encourage engagement by parents and carers from all backgrounds.

The Multicultural Education Policy outlines the NSW Department of Education’s commitment to providing opportunities that enable all students to achieve equitable education and social outcomes and participate successfully in our culturally diverse society.

The Anti-Racism Policy confirms the department’s commitment to rejecting all forms of racial discrimination in NSW public schools and eliminating expressions of racism in its learning and working environments.

For more information refer to:

Supporting English language learners

Learning English is essential for success at school and effective participation in Australian society. We can provide specialist support to help students learning English as an additional language or dialect (EAL/D).

For more information refer to: EAL/D education.

Supporting refugee students

Schools offer safety, support and security to help refugee students adjust to life in Australia and participate successfully in education. Targeted support strategies are provided to assist refugee students in NSW public schools.

For more information refer to: Supporting refugee students.

Catering for English as an additional language or dialect learners at Greystanes High School

Greystanes High School provides specialist English as an additional language or dialect (EAL/D) teachers through the EAL/D targeted support program in addition to normal staffing allocation.

The EAL/D program aims to develop EAL/D students english language competence and improve their learning outcomes throughout the curriculum to a level where they can fully participate in schooling and independently pursue further education and training.

Current EAL/D statistics at Greystanes High School:

  • 45% of student population is classed as language background other than English (LBOTE)
  • Main language groups: Arabic, Turkish, Dari, Hindi, Greek, Maltese, Spanish, Tagalog (no one dominant group).

How is the English as an additional language or dialect program run at Greystanes High School?

  • Parallel classes catering for specific needs of EAL/D students within a certain faculty (class of only EAL/D students following the same outcomes as mainstream students)
  • Team teaching across various key learning areas (KLAs) currently in science and English. Withdrawal of students for personalised program that meets individual needs.
  • Year 11 EAL/D HSC (Higher School Certificate) course.

Enrolment procedures for English as an additional language or dialect students

Students enrolling from an Intensive English Centre (IEC) or Intensive Language Centre (ILC)

Pre-interview procedures:

  • The enrollment officer from the IEC and EAL/D teacher, principal or SASS negotiate an appropriate time with the parents of the enrolling student.
  • This is usually done by the IEC enrolment officer and SASS, by way of phone call or fax.
  • Students are required to have a copy of their exit report from the IEC, ILC, passport (for visa check purposes) and proof of address.

Rewards and celebrating diversity

  • Term 2 EAL/D student achievement is celebrated as part of Inclusion Week/Refugee Week.
  • Annual cultural literacy excursion Term 4, selected students visit cultural landmarks in Sydney such as Manly and Luna Park.

Learning support

The school’s learning and support team plays a key role in ensuring we meet the specific needs of students with additional learning and support needs, including disability.

The team:

  • supports teachers in identifying and responding to the additional learning needs of students
  • facilitates and coordinates a whole-school approach to improving the learning outcomes of every student
  • coordinates planning processes and resourcing for students with additional learning and support needs
  • designs and implements the support required to build teacher capacity so that all students access quality learning
  • develops collaborative partnerships with the school, parents and carers, as well as other professionals and the wider school community.

For more information on programs and services to help students with additional learning and support needs visit Disability, learning and support

Peer reading program

Peer reading program is a TAFE recognised educational program that joins students from Year 7, who assume the role of tutee, with older students from Year 11, who assume the role of tutor, to develop skills and confidence in reading fluency and comprehension. The peer reading program has been successfully running at Greystanes High School for several years.

The Year 11 tutors use a set of tutoring strategies with the Year 7 readers known as ‘pause, prompt and praise' to build their reading and comprehension skills. Year 11 students receive training at Blacktown TAFE and their training is accredited by TAFE NSW.

Peer reading program provides a means for learning key literacy skills as well as providing Year 7 and 11 students with important social skills and contacts.  Throughout the year the Year 7 students call upon the senior students to assist them with their reading and learning. This is beneficial to both parties and is a valuable learning experience.


Bullying of any kind is not acceptable in NSW schools.

The NSW anti-bullying website brings together information and resources for teachers, students, parents and carers. It helps to identify, prevent and respond effectively to student bullying, including online bullying. It provides information about online safety and what you can do if your child has been bullied, witnessed bullying or been involved in bullying.

For more information on anti-bullying strategies for NSW public schools refer to the department’s Bullying of Students – Prevention and Response Policy.

For information on racial bullying and anti-racism education for NSW public schools refer to:

Our teachers use a variety of strategies to assess student learning.

Student leadership

Student leadership helps young people find their voices, participate in decision-making, and understand their rights and responsibilities as active citizens. It helps students have a real impact on their learning and school environment and prepares them to participate meaningfully in their community.

Students can be leaders in the classroom, through their actions in the playground, through their support for others, or their involvement in academic, sporting, cultural or local community events or projects.

For more information about opportunities in NSW public schools visit Student voice and leadership.

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