- The Mancel College difference
Our College
Mancel College fosters a holistic approach to delivering high-quality, differentiated and individualised learning, ensuring all students with a Language Disorder can achieve success.
Our College
Our College | Speech & Language Specialists
Mancel College fosters a holistic approach to delivering high-quality, differentiated and individualised learning, ensuring all students with a Language Disorder can achieve success.
We deliver the Australian Curriculum through evidence-based practice, encompassing contemporary approaches in both the educational and allied health disciplines.
Our multi-disciplinary team of teachers and allied health professionals plan and deliver lessons collaboratively, supporting individual student development. Each class is supported by a school assistant.
Early intervention in the acquisition of language is critical in building key competencies to support academic, social and emotional learning. Our classes are organised into age-appropriate bands and reflect a high adult-to-student ratio, with an average of 12 students in each class. This means we can cater to a variety of needs and abilities within bands and students are learning together with their same-age peers.
Our buildings, grounds and learning spaces are designed to be aesthetically appealing, functional, flexible and technology-focused. This provides our students with the exceptional opportunity to grow, develop and flourish as individuals and be part of a community we know as Mancel College.
Our Mancel Model
Teaching and Learning Excellence
Excellence / Science of Learning / Australian CurriculumTeaching and learning excellence, with the student at its core, embodies the integration of the science of learning, evidence-informed practice, and the Australian Curriculum. It encompasses the systematic use of assessment, feedback, and differentiation to cultivate an inclusive learning environment through utilising the multi-tiered system of support.
Wellbeing
Positive Sense of Self / Regulation / BelongingWellbeing, with the student at its core, focuses on fostering autonomy, engagement, and positive sense of self. It involves nurturing an environment where our students feel empowered to actively participate and contribute. By prioritising the strengths and experiences of students, wellbeing practices build learners’ regulation and executive function skills to cultivate a sense of belonging and agency.
Collaboration
Partnerships / Student Advocacy / Shared DecisionsCollaboration, with the student at its core, embodies synergy between a multidisciplinary team of professionals (teachers, school assistants, allied health), together with our learners, their families and community partners. It involves integrating diverse expertise and perspectives to support the success of our diverse learners. Open communication and shared decision-making create a cohesive network around the student, supporting their growth within and beyond the College.
Language and Communication
Experts in LD / Language is foundational to academic successLanguage and Communication with the student at its core, involves recognising, supporting and developing these fundamental skills. As experts in educating students with Language Disorder, we value all forms of communication and implement adjustments for our learners to thrive. Students are empowered to advocate for themselves and connect with others, now and into the future.
Choice and Opportunity
Post school options / Co-curricular / Beyond the ClassroomChoice and Opportunity, with the student at its core, emphasises continuous growth and development beyond the classroom. It provides students with ongoing opportunities to apply their learning and explore new interests. Students can tailor their learning experiences to their interests and goals, paving the way for diverse post-school options.
Neuro-Affirming
Neurodiversity / Includes: celebrating difference, nurturing positive self-identity, presuming competence, honouring student voiceNeuro-affirming practice, with the student at its core, prioritises lived experiences and student voice, while celebrating the diversity of neurological differences. This approach nurtures positive self-identity builds on individual strengths, and presumes competence, empowering our students to be active participants in their learning.
Evidence Based
Proven practices, research driven, quality improvement, reflective practice, evaluationEvidence-based practice, with the student at its core, guides all our actions and decisions. It utilises research-driven strategies and programs proven to be effective in supporting students with Language Disorder to achieve their goals. This approach emphasises continuous quality improvement through reflective practice and evaluation. Grounded in evidence, we ensure that our students receive support tailored to their needs.
Frequently Asked Questions
Do you have a school bus?
Yes, we currently offer two bus services at an additional cost for students. One route is an Ipswich line, and the other is a Cannon Hill line. This is not a door-to-door service; there are communal meeting points which families drop off and pick up from.
Do you have an Outside of School Hours care?
Not onsite, but students of Mancel College are welcome to access the Fig Tree Pocket SS outside of school hours care. Students are chaperoned to/from this service in the morning and afternoon. All enquiries must be made directly with FTPSS OSHC for this service. You can visit their website Out of school hours care.
Are your term times the same as Ed QLD?
As we are an independent school, our term times are slightly different to Qld State Schools. You can find the term dates via the Mancel College website.
What are your school hours?
- The school day will start with a bell at 8:25am, to support students moving to their first class.
- Classes commence officially for all students at 8:30am.
- Prep to Year 2 students will finish at 3:00pm.
- Year 3 to Year 12 students will finish at 3:15pm
Do you offer part time enrolment?
No, all placements at Mancel College are on a full-time basis.
Do you have extra curricular activities?
Yes, we have many clubs and extra-curricular activities that occur before and after school, as well as a few during lunch breaks. Most occur an additional cost; however, some are free of charge and/or able to be paid for with NDIS funds. You can contact our coordinator of co-curricular for more information on the term’s offerings.
Do you teach the Australian Curriculum?
We deliver the Australian Curriculum as outlined by ACARA, ensuring that all Learning Areas (subjects) are taught with fidelity and aligned to the standards. Explicit instruction serves as our main teaching method, providing students with clear, structured, and sequential learning experiences. Our multi-tiered system of support ensures a differentiated approach, meeting each student at their current level of understanding while setting targeted, achievable goals for academic and personal growth. This system encompasses targeted interventions, extension opportunities, and scaffolded supports to cater to diverse learner needs.
Collaboration is a cornerstone of our approach. Each week, teachers, school assistants, allied health professionals, the Coordinator of Teaching and Learning, and the Deputy Principal come together to review and analyse student progress data. From these discussions, tailored learning experiences are designed to ensure every student receives the support they need to thrive. This continuous cycle of reflection and planning ensures high-quality, evidence-based teaching and learning practices across the school.
Do you have a Mancel College uniform?
Yes, we have both a formal and sports uniform. The sports uniform is only worn on HPE days, and the formal uniform is worn all other days.
What costs are in addition to school fees?
Additional costs may include but are not limited to school camps, bus travel, excursions, uniforms, book packs and additional elective program incidental costs.
Can I use NDIS funds towards school fees?
Unfortunately, no. The NDIS does not permit for funding to be used towards school tuition. You can read more about this here: What do we mean by support while studying? | NDIS
Can my child receive 1:1 therapy from the school-based therapy team?
The role of the Allied Health team at the College is to support educational outcomes. This means that our therapeutic approach is an in-class modality, therefore 1:1 therapy and withdrawal of students from class is not within our multitiered systems of support. They identify strategies and resources which will benefit students to access the curriculum, and support implementation of these strategies.
Can my external therapist come onsite to do sessions?
No, unfortunately external therapists are not permitted to practice onsite. Many students still access external therapy and often come late or leave early on a certain day to attend their appointment.
33 Cubberla Street, Fig Tree Pocket, Qld, 4069
