Learning Support Policy
This document replaces all previous departmental documents regarding the provision made for pupils requiring Learning Support at Tower College. It follows the founding of a Learning Support Committee, made up of teaching staff of all departments, the Learning Support Assistant and the Principal.
Our aims and objectives in respect of our Learning Support Provision are:
- To ensure the fulfilment of each pupil’s potentiality
- To identify, challenge and support pupils who are or who have the potential to be gifted or talented
- To develop talents by providing opportunities that match the expectations and needs of these children
- To enable the teaching staff and assistants to identify pupils’ needs quickly and with confidence
- To build on links with educational psychologists, local education authority, local clinics etc.
- To enable the teaching staff and assistants to provide appropriate help and care for pupils with Learning Support needs, whether within school or from outside sources
- To ensure that a pupil’s Learning Support needs, medical conditions or disabilities do not exclude him/her from class activities
- To ensure that pupils requiring Learning Support, medical conditions and disabilities are treated fairly by other pupils
- To promote communication between and within departments, ensuring continuity of care for all pupils
- To ensure that the Learning Support Committee is kept fully informed of individual pupil’s needs and provision
- To keep the parents fully informed and involved through the Principal
- To ensure that relevant training is available for all staff and committee members
- To give advice and practical help to both pupil and parent
- To ensure that pupils benefit from help given and make continual progress in line with their ability
- To observe the regulations of external examining bodies when pupils who require Learning Support take SATs or GCSE exams, ensuring that all appropriate paperwork is completed and all additional time allocations or other allowed assistance is given.
- To provide auxiliary aids and services where appropriate.
- To conform to the Disability & Discrimination Act 2004.
| Name | Role |
|---|---|
| Mrs V Arnold | Nursery X Teacher |
| Mr T Bryning | Head of Juniors |
| Mrs M Dawson | Jun/Sen Art, Head of Pastoral Care, Seniors |
| Mrs A Fagan | J1X Teacher |
| Mrs J Girling | Head of Kindergarten |
| Mrs P Kirwin | Classroom Assistant, Juniors |
| Mrs C Matoza | Transition Teacher |
| Mrs E Murtagh | Classroom Assistant, Juniors |
| Mrs A O’Grady | KG1X Teacher |
| Miss R Oxley | Principal |
| Mrs R Tigwell | Learning Support Assistant, Junior Dept |
The Learning Support Committee meets at least termly to discuss all issues surrounding the provision for our pupils requiring Learning Support and those with medical conditions or disabilities.
The keys issues are diagnosis, communication, teaching, monitoring, resourcing and staff training, and access and inclusion.
Diagnosis of pupils requiring Learning Support
The diagnosis of pupils who need Learning Support is the responsibility of every teacher and classroom assistant who comes into contact with pupils. The term &160;Learning Support’ can cover many factors and the whole spectrum of ability levels including children who are gifted and talented in one or more subjects.
Issues can range from simply ensuring that a child who is left-handed does not sit in the right hand side of a shared desk with a right-handed child to voicing your concerns about a child whom you suspect may be seriously ill or abused.
The first things to check when a child appears to be under-performing are can he hear? can he see the board properly? is reading difficult because of a speech problem? Is he /she being distracted by a less able child asking for help? If you feel that a child in your class may need a sight / hearing / speech test discuss it first with his / her previous teacher to find out the history and then send a note to the Principal, requesting that a letter be sent to parents informing them of your concerns.
Whatever your concerns are, you must inform your Head of Department or the Principal. The Learning Support Committee will be happy to discuss any issues with you. No member of staff will be censured if they are worrying unnecessarily, but to ignore a concern is never in the pupil’s best interest.
If you feel that a child in your care may be dyslexic, then either Mrs Tigwell will work through the Bangor Prelimin ary Dyslexia Test , the NFER on-line dyslexia screener or similar before recommending external testing to Parents. Details of recommended Educational Psychologists are in the Office for parents.
Communication
Staff’s concerns, recommendations for testing and resulting diagnoses must be communicated efficiently and promptly to the Heads of Department, Learning Support Teacher (in the case of Juniors), and the Principal who will contact the parents. A Learning Support Diagnostic Form should be completed and copies made for the child’s file, the Head of Department and the Principal.
Learning Support Review forms should be completed at least termly, and copied as above.
End of term reports should include reference to any diagnosis that has been made. The class teacher will add his / her comments to the end of term progress reports of pupils who are receiving additional help.
In some cases, liaison with external agencies will be necessary and full co-operation should be given (once parental permission has been sought, to comply with the Data Protection Act)
Regular progress reports will be discussed at the Learning Support Committee meetings, to review each pupil’s needs and care.
Teaching Learning Support Pupils
The assistance and provision given to pupils with Learning Support will inevitably differ according to need and age.
Staff should make all reasonable adjustments for pupils who need Learning Support. Every effort should be made to accommodate requests to sit at the front of the class, all pupils should face the front, teachers should speak clearly and slowly facing the pupils. The level of noise in classrooms should be kept to a minimum. Disruptive pupils must be dealt with immediately to avoid distraction.
Pupils who need extra help or different work should be helped with sensitivity and encouragement. The use of stars and merit badges when targets are reached is to be encouraged.
If an Educational Psychologist’s or Medical report has been received for a particular pupil, heed should be taken of its advice. Avoiding upsetting others in class.
During tests and examinations recommendations for additional time should be followed whenever possible.
Resources and Training
Staff are encouraged to attend courses and special needs exhibitions regularly. All members of the Learning Support Committee should attend courses relevant to their age group specialism. Staff report back to their colleagues to ensure that good advice and practice are shared. Resources should be ordered in the usual way.
Miss R J Oxley, Principal & Company Secretary, 1st October 2007.