Learning Support
The Learning Support Department liaises with primary school teachers, parents and special needs support teachers to identify students with special educational needs as they transfer from Year 6 to Year 7. Students are then monitored as they progress throughout the school. Needs are identified within all year groups from discussions with staff, parents and the students themselves. This may lead to a need for some form of intervention. Equally, students’ progress is monitored so that they can move down the stages of the Special Educational Needs register as they meet with success.
The department name reflects the policy of supporting all students when there is a need. This could be on a short-term basis when normal schooling is interrupted by, for example, an illness, or bereavement. Short or long term support is provided for those students who have any kind of Special Educational Need to allow individuals to meet their IEP (Individual Education Plan) targets and to make progress in their particular area of difficulty. This covers a range of difficulties including reading and spelling, significant learning difficulties, emotional and behavioural difficulties, physical and sensory impairment and specific learning difficulties. A number of students have IEPs to support their learning, in line with Special Educational Needs Code of Practice, 2001.
Whatever their need, support for students is organised in a flexible way. The Special Educational Needs Co-ordinator (SENCO) works with a Deputy and team of fourteen Teaching Assistants to provide support in the classroom or the Learning Centre. When students work in the Learning Centre they are able to work on a one-to-one or small group basis. Additional support with homework is available at lunchtime. For those in need of social or psychological guidance, specialised help is available through the Child Guidance Services, or on a day-to-day basis through our own School Counsellor. We will always work very closely with parents and support agencies to ensure that the most suitable support is given to those who need it.
Record keeping is used to aid the monitoring process. A significant element of this is the review system, whereby parents and students have the opportunity to meet regularly with the SENCO or Deputy SENCO to discuss the progress of those on the SEN register. IEPs are devised and monitored at these meetings.
Wherever possible, there is continuity in the deployment of Teaching Assistants to enable them to build relationships with the students and understand how best to help them in the classroom. Sometimes the involvement of other professionals such as the Educational Psychologist, Behaviour Support Service Teacher or special teachers for visual or hearing impairment may be necessary. Their advice is used to plan for students. There is close liaison between school and outside agencies in the regular Multi-Agency/Connexions meetings.
The department works closely with parents, subject and pastoral care teams. Communication with everyone involved with students requiring support is an ongoing process.