Learning Support
Aims and Objectives
We believe that all children have an entitlement to a broad and balanced curriculum including, all aspects of the national curriculum. Our aim is to support all children who experience difficulties in accessing this curriculum so that they develop and realise their learning potential.
Role within our Specialist Science College
The Learning Support department's role is to respond to pupils' diverse learning needs with the provision of appropriate support and resources wherever possible, in order to remove barriers to learning and to support faculties in the delivery of programmes of study which are accessible to all pupils.
Key Stage 3
The department supports all KS3 programmes of study as required and where resources allow. All pupils who can have identified learning difficulties which place them on the schools special educational needs register have full access to KS3 statutory assessment tests and their results are included in those for each faculty. The majority of pupils show good progress in English, maths and science from KS2 SATS.
A wide range of clubs and activities are provided at lunchtime to support and develop basic literacy and numeracy skills. A paired/shared reading scheme involving parents and school operates for year 7 pupils and a year 10 buddy reading scheme operates for year 7 and 8 pupils.
Key Stage 4
All pupils who have identified learning difficulties which place them on the schools special educational needs register have full access to GCSE examinations as well as opportunities for individualised learning pathways. Their GCSE results are included in those for each faculty. The majority of pupils with special educational needs achieved or bettered their predicted examination results.
Accommodation & Physical Resources
The department is situated in a new bespoke learning support unit. Where pupils can be withdrawn to access literacy/numeracy programmes of study, these programmes are delivered by the learning support staff and the special educational needs service. There are also well - equipped disability rooms with shower, toilets and storage facilities. Currently there are 9 Teaching Assistants some full-time and some part-time who provide in class support as well as individual support in the delivery of literacy/numeracy programmes for specific pupils. There are also two full-time Learning Mentors, one in KS3 and one in KS4. They provide support for pupil’s personal learning targets and oversee pupil listening services as well as providing opportunities to develop self-esteem and confidence as learners. The Special Educational Needs Co-ordinator (SENCo) is supported by a deputy.
Self-Evaluation Outcomes and Areas of Strength
Experienced support staff and quality Teaching Assistants give support for pupils in class, and support for development of literacy skills, which ensures good rates of progress in reading and spelling in particular. Efficient diagnostic/assessment procedures and monitoring/reviewing procedures for pupils with S.E.N. Effective transition links from KS2-KS3.
Targets for improvement
1. Continue to develop numeracy intervention strategies in line with those for literacy in terms of variety and effectiveness.
2. Continue to develop strategies which will assist faculties in addressing performance of girls at GCSE who arrive at school with an insecure level 4 national curriculum level in English or Maths.
3. Investigate and develop alternative pathways to learning in terms of the curriculum.
Summary
Pupils who have learning difficulties are supported in mainstream education. This support may be a teacher assigned to help an individual pupil or small groups. It may be a teaching assistant working with students in and out of the classroom, special materials and equipment for students, or a combination of these. In a very small number of cases a student may have such extreme difficulties that he/she needs to be withdrawn from some lessons and given specifically targeted support. However the aim is to give pupils the skills and confidence needed to cope with main stream education as required by 2001 Special Educational Needs and Disability Act.
The name of the designated governor for special educational needs provision is Mrs H Hitchman, the name of the senior member of staff having responsibility for the schools arrangements for identifying and meeting the needs of pupils is Mrs E Croft (Assistant Head). The Special Educational Needs Co-ordinator (SENCo) is Mrs B Baxter.