| Learning Support
The Learning
Support Centre plays a key role in the implementation of the school’s
SEN policy, which aims to provide a framework of identification,
assessment and provision that will enable pupils with special
educational needs to develop their skills, gain confidence in their
abilities and overcome the challenges of their differences so that they
can manage their learning independently.
The Learning
Support Centre was established in 1995 and has evolved to support those
who have identified learning needs. In the main, these are pupils with
special educational needs, predominantly specific learning difficulties,
but also includes those who are referred for support to resolve problems
with specific areas of work, such as essay writing and time management,
which need out of class reinforcement.
The Learning
Support Centre is accommodated in a busy part of the school: adjacent to
the Careers Room, along the corridor from the IT room and Library. It
can accommodate up to 8 pupils, though most sessions are taught in
groups of 4 pupils or fewer.
The department is
staffed by Mrs Felicity Kilpatrick MA SEN (SpLD), RSA Dip SpLD, AMBDA
Mrs Kilpatrick is Head of Learning Support and acts as Special Needs
Co-ordinator. She joined the school as a mainstream English Teacher in
1985 and is qualified to teach pupils with Specific Learning
Difficulties. Mrs Kilpatrick’s main areas of responsibility include
assessment of pupils, promotion of classroom strategies for supporting
pupils and provision of specialist literacy support.
Referral
At entry: If a prospective pupil is already identified as a pupil
who may need learning support* (see below) he will be referred to the
department at entry as a matter of course. It is important for parents
to make us aware of any previous learning support at the earliest stage.
Once a referral is
made, appropriate information is gathered from any entrance papers taken
and previous school references. It is also useful if this information
can be supplemented by comments from parents and an informal assessment.
When necessary an assessment is done before the offer of a place. In the
case of pupils identified as having a Specific Learning Difficulty, a
current report from an educational psychologist will also be requested.
*It should be
noted that all pupils, including those with identified special
educational needs, are expected to cope with a full curriculum at a
relatively independent level. Though we recognise that some pupils have
to face specific challenges in and out of the classroom, pupils who
require a high level of individual special provision may require a level
of support that Christ College does not currently offer.
At Christ
College: A
pupil may be referred to the department by a subject teacher, by a Tutor
or by a parent (usually via a teacher or Housemaster / Housemistress or
Tutor). It is also possible for the pupil to make a request for support
– either directly to the Learning Support Department or via House staff
or a subject teacher.
Once a pupil has
been referred, the Head of Learning Support requests information from
all those who have contact with the pupil – House staff as well as
teachers. Evidence of work is requested as well as comments about
performance in the classroom. If they have not already been involved,
parents are alerted to concerns raised and the pupil is interviewed in
the department. The interview may include some standard tests so that
more detailed evidence of the pupil’s performance can be considered.
Additional
Assessment
In some cases a formal assessment by an Educational Psychologist will be
recommended. This will usually be done when the cause of a pupil's
difficulties needs to be confirmed or when a pupil would benefit from
special arrangements in public examinations. An Educational Psychologist
visits the school regularly but parents are given the option of making
their own arrangements.
Levels of Provision
The information gathered, including findings and recommendations of any
formal assessment, will be discussed with parents and will help to
evaluate the pupil's needs. If these cannot be met wholly in the
classroom, a decision regarding the nature and level of provision is
made after consultation with the Director of Studies, parents and pupil.
Provision may take
the form of any combination of the following:
1. Monitoring via Grade Reviews and staff response to requests for
information.
2. Advice to class teachers relating to specific learning difficulties
in the classroom.
3. Short-term directed work on specific areas of difficulty, such as
essay-planning.
4. Informal tutorials.
5. Withdrawal for one or more weekly small group sessions.
6. Withdrawal for one-to-one teaching.
Experience has shown that teaching within the timetabled day is the most
satisfactory and effective arrangement for withdrawal. Pupils are
sometimes withdrawn from General Studies or from a supervised Study
Period, for example. If long-term regular support is required pupils are
sometimes withdrawn from a subject on the curriculum – often, though not
always, from one or more languages. Short-term support may also be
offered during the lunch-hour or, as a last resort, during games or
activities sessions.
Special Arrangements in Examinations
In order to qualify for a time concession in public examinations,
usually up to 25%, evidence of need and a history of support have to be
provided as well as an up-to-date assessment.
Special
arrangements, including extra time, are agreed with pupil, parents and
teachers at the earliest opportunity and at least before the end of the
academic year prior to public examinations.
Application for
special arrangements are made as part of the school’s examination entry
procedure for pupils with identified special educational needs. On
occasions a formal assessment may need to be up-dated by an educational
psychologist; parents would be charged for such an assessment.
Arrangements can be made for the assessment via the Learning Support
Department.
Pupils who will be
allowed a time concession or other special arrangements in public
examinations are withdrawn for school examinations. This allows for
extra time to be put in place and means that, in the junior years
especially, staff in a position to offer guidance in examination
procedure. At GCSE and AS/A2 level, and in trial examinations, pupils
are allowed additional time in the main exam. room.
A Word about
Word Processing
Many pupils can benefit from using a word processor. Pupils are
encouraged to make use of the school’s IT facilities or use a privately
owned laptop, if they have one. However, relatively few pupils are
allowed to use word processing facilities in public examinations, other
than in coursework. Successful applications for use of a word processor
in public examinations have been made in the past but each separate
Board considers each case separately for each individual subject.
Learning
Programmes
At the start of each term a learning programme is agreed with the pupil.
Discussion will usually be based on the previous term’s report together
with diagnostic assessments, evidence of work and comments from staff.
The learning programme will take into account:
·
the
level at which the pupil is currently working
·
areas
of current work which are causing difficulty
·
areas
of future work which may cause difficulty
·
the
pupil’s own priorities for learning
·
parents’ priorities for learning
·
the
pupil’s learning strengths and specific difficulties
·
any
special examination arrangements that may be required
Each learning
programme is devised to meet the needs of the pupil. Specific teaching
points will be based on an appropriate combination of writing, reading
and spelling skills. In addition, study and revision skills,
organisation of work and time management will be an important part of
any learning programme. The Learning Programme for pupils receiving
regular out of class support is outlined in a departmental ILP
(Individual Learning Plan) and will take into account pupils’ learning
strengths as well as specific difficulties.
Writing
Planning for writing is taught as a priority because of its importance
in enabling the pupil to organise ideas and write more precisely,
particularly under pressure. Mind maps, brain frames, spider plans,
linear plans are all offered as ways of planning before writing. Basic
paragraph structure is taught and linked to the curriculum whenever
possible. Writing Frames are introduced as a means of organising
paragraphs into an essay. Ways of highlighting instruction / focus words
within questions, strategies for making use of questions to help phrase
answers and evaluating the amount of detail required are taught and
encouraged.
Reading
Decoding skills are taught in conjunction with spelling: syllabification
and word attack are taught throughout the spelling programme.
Comprehension and scanning / skimming skills are taught at all levels.
SQR is encouraged in all reading tasks, offering the pupil the
strategies to work efficiently in curriculum tasks.
Spelling
Although spelling is often the most obvious area of risk, for a dyslexic
pupil in particular, it is not taught to the exclusion of other skills.
Diagnostic testing suggests the level at which the pupil should begin a
cumulative, multi-sensory programme. A variety of methods will be
employed and pupils' own learning strengths will suggest appropriate
methods. Phonics and whole word methods are used as necessary, neither
to the exclusion of the other. As competence with spelling patterns
increases, subject-specific words and words emergent from pupils'
writing suggest areas requiring emphasis and revision.
Organisation
At all stages it is recognised that organisation of self, work and ideas
can be problematic for many pupils referred to the department.
Strategies are taught which can help the pupil help himself: large
timetables, month-at-a-glance calendars, diaries and time management
frames are all suggested and encouraged. At GCSE and A Level additional
emphasis is placed on managing coursework deadlines. Guidance is given
on organising books and prep, often in conjunction with Tutors who may
support the pupil by constructive use of a prep. diary.
Study Skills
Pupils at all levels are offered a variety of strategies to cope with
study, revision, planning and time management. Pupils’ own learning
styles are explored during a support programme and the opportunity to
practise and reinforce these is offered in teaching sessions.
Curriculum
Support
The majority of pupils referred to the department are identified as
pupils with Specific Learning Difficulties. Subject teachers are made
aware of the areas of learning that may be at risk for individual
pupils: suggestions for additional classroom guidance are given to all
staff and training is offered to departments on a collaborative basis.
Pupils are generally offered appropriate tasks within subject targets.
Even so, pupils or teachers sometimes request specific subject support.
Planning and problem solving is emphasised rather than subject content
and appropriate strategies are taught to encourage independence in
coping with the challenges of the curriculum.
Reviewing Progress
Regular Grade Reviews (two or three a term) enable Tutors to monitor the
progress of all pupils. The Head of Learning Support follows up any
concerns raised by Tutors. Termly reports and annual parents’ meetings
offer a framework for continuing contact with parents. The level of
provision and the learning programme can be reviewed at any stage,
either by parental request or at the request of Learning Support staff.
In addition, parents of pupils who have regular frequent support are
invited to review meetings for a more detailed discussion of their
child’s progress.
Parents are
encouraged to raise immediate concerns with House staff, who will always
have the best overview of a pupil’s performance - in and out of the
classroom. Even so, contact with Learning Support staff is both actively
encouraged and warmly welcomed.
If you would like
to know more about the department or would like to learn more about the
way it works in the context of the school, please contact –
Mrs F Kilpatrick,
Head of Learning Support,
Christ College,
Brecon,
Powys,
LD3 8AF.
01874 615440
lsc@christcollegebrecon.com
* As the pupils referred to the department are mostly boys, the terms
"he", "him" and "his" have been used throughout this page.
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