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Inspection report 2010
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Learning support
Aim
We aim to help pupils with additional needs achieve their potential in school.
There are two full-time members of staff within the department which is located within a purpose-built suite in the New Building, conveniently next to library to promote a friendly drop-in atmosphere.
What support can we offer?
We offer the following support to pupils:
- 1:1 study skills support
- Small group literacy support
- Small group study skills support
- Handwriting programmes
- Social skills support
In all instances the department aims to offer friendly and structured support in a relaxed atmosphere, where students can:
- Grow in confidence and self-esteem
- Follow structured programmes to address their difficulties
- Learn to “have a go” and tackle challenges
- Take advantage of multisensory techniques, using games, IT, tactile and visual aids
- Learn to value their strengths and gradually take control of their learning
Who gets support?
Information on areas of difficulty is sought from parents and feeder schools prior to entry to the school. The Head of Learning Support may decide to screen for additional information following entry. A Learning Support register is kept of identified pupils. The Head of Learning Support also liaises with the LEA for pupils with a Statement of Special Educational Need and, where necessary, supports applications for Statements of Special Educational Need.
Some children are very adept at developing strategies to mask difficulties and sometimes there are cases that take longer to manifest. Teachers will inform the Head of Learning Support if they subsequently become aware of problems which may be associated with specific learning difficulties. If concerns are reported, further information about the pupil’s general progress is sought from colleagues.
How are pupils supported?
There are then four possible steps forward, or combinations of any of these:-
a) Within the normal school framework
Many problems associated with specific learning difficulties are addressed as a matter of routine within school. If additional support is needed, an outline of the difficulties and guidelines for supporting the pupil's learning is communicated to staff in the school.
Any additional support is normally provided through classroom and homework differentiation. The school does not routinely provide a dedicated classroom assistant for learning support unless through the provision of a Statement of Special Educational Need or bought in by the parent/guardian at the school’s request.
b) Referral for a detailed assessment
All pupils identified from screening and prior liaison are given further diagnostic testing with parental permission. If necessary, the pupil is referred with parents’ agreement to an Educational Psychologist or other outside professional for a detailed assessment or diagnosis of needs. Guidelines based on the professional assessment are circulated to all teachers involved.
c) Private tuition from a specialist individual needs teacher
This support is an addition to the normal curriculum, and may be given in school or outside school, with or without an Educational Psychologist’s recommendation. In either case, collaboration with the school increases the likelihood of success.
d) Special exam concessions
These are at the Head's discretion, based only on professional recommendation.
At all times we seek to involve parents and pupils in any identification, assessment and delivery of support and strive for close co-operation between all parties to ensure effective implementation.
