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Learning Support

Excellent teaching ensures pupils success whatever their ability

ISI Report 2012

The Learning Support Department helps to identify, assess and support those children who are experiencing difficulties with any aspect of school life.

Many children attend lessons within the department, either on an individual basis or as part of a small group. There are five fully trained specialist teachers, who teach children with difficulties such as Dyslexia, Dyspraxia, organisational problems and working memory difficulties.

The content of each lesson varies to suit the particular pupil who is being supported and each teacher will devise a half termly plan of lessons. They will also provide an Individual Education Plan (IEP) that sets short term achievable targets for the child. These IEPs are reviewed at least twice a year. Although the Learning Support lessons do not follow a set curriculum, teachers often find it useful to liaise with the subject staff to support them with work they have done in the classroom. We also find it useful to follow a structured spelling scheme with Dyslexic pupils, such as Alpha to Omega or reading such as Toe by Toe.

The Learning Support Department is very well-resourced and each teaching area has its own PC. Children can then have access to the excellent software available to improve their skills, like Wordshark, Numbershark, Inspiration and Type to Learn. There are also a number of games that can be used as a fun way of reinforcing literacy or numeracy skills.

We work closely with other outside agencies, who also help to support children with speech and language difficulties, fine and gross motor coordination problems and children needing to be formally assessed by an Educational Psychologist. Parental support is also important and we keep an open communication with parents of those children being supported by our department. It is often important for pupils to continue with some of the exercises at home.

Excellent teaching ensures pupils success whatever their ability

ISI Report 2012