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Learning and Support Procedures

Learning and Support Procedures

These procedures are applicable to all  pupils in the School, including those in an EYFS setting.

The School aims to:

1.

ensure the fullest possible development of the academic, cultural, physical, moral, spiritual and social dimensions of each pupil.

2.

promote integrity and self-respect in each pupil and develop compassion, tolerance and respect for others.

3.

enable pupils to gain the personal skills and confidence to shape their own futures, and those of others around them, in a rapidly changing world.

In order to achieve these aims, the true nature and potential of every pupil needs to be identified before appropriate provision can be made.  For support purposes, those pupils recognised as having special educational needs or disabilities, are those who have a significantly greater difficulty in learning than the majority of others of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

A Commitment to Learning and Support

The School aims to:

develop effectively school-wide strategies to identify, educate and support those with more different learning profiles so as to nurture their capacity for unrestricted learning and creative thought;

all pupils with special educational needs or disabilities are able to access the curriculum by providing differentiated teaching and learning opportunities, extra support or additional resources where appropriate;

ensure these methods are taken up, adapted and used in every department throughout the Junior and Senior Schools;

ensure there are clear roles and responsibilities for managing the programmes for pupils within the staff;

all pupils will have their needs identified in order to support progression and good mental health and wellbeing;

the School accepts and values each individual and uses its best endeavours to ensure that the school is accessible and that no pupil is discriminated against;

safeguarding procedures are in place to ensure all pupils will be protected from harm and neglect.

The School’s objectives show a commitment to:

early intervention, assessment and appropriate provision for all pupils who may require support for special educational needs or disabilities;

monitoring of pupil’s progress to aid identification;

the monitoring of the progress of all pupils with special educational needs or disabilities being the responsibility of all staff;

working in partnership with parents/carers to enable them to take an active role in their child’s education;

pupils with special educational needs or disabilities having the opportunity to take an active role in decisions regarding their education;

working with outside agencies to meet the needs of pupils with special educational needs or disabilities;

offering opportunities for continuing professional development to enable staff to fulfil their responsibilities;

the pastoral care and support being available to help all pupils develop in all areas and build a strong sense of self-esteem.

Strategic Provision

The Curriculum

For all pupils, there is a well-structured, broad based curriculum within a caring environment that incorporates differentiation, giving them the opportunity to achieve success and progress according to their potential. The emphasis is on quality first teaching to meet the needs of all pupils.

Assessment

The School provides help for pupils to overcome potential barriers in assessments where necessary.

Recording, Monitoring & Review

To be carried out by both the classroom teacher in conjunction with the Head of Learning and Support and the Data Tracking Manager to ensure all pupils make progress.

Setting

Setting occurs in Maths, from Year 8 – 11; French from Year 9 - 11, English and Dual Science in Years 10 and 11.  Setting occurs in Year 5 and 6 for Maths in the Junior School. This allows pupils to work at a rate commensurate with their abilities in core areas of the curriculum.

Training

Whilst the Head has overall responsibility for learning support, all staff must show a commitment to supporting different learning profiles. The Head of Learning and Support will attend relevant INSET sessions and cascade material to the departmental coordinators.  The Head of Learning and Support also provides specific sessions within the school CPD programme.

More details about responsibilities and roles for staff can be found in the Appendix.

Admission arrangements

Pupils will be admitted according to the relevant criteria in force at the time and according to the number of places available. When admitting pupils, the School will comply with all pertinent anti-discrimination legislation and any requirements associated with its charitable status.

The School has limited facilities for pupils with disabilities and special educational needs but will do all that is reasonable to comply with its legal and moral responsibilities under the Equality Act 2010 and the Children and Families Act 2014.

The Head of Learning and Support supports all pupils who have a Local Authority Education Health Care Plan.

The pupil will meet with the Head of Learning and Support on a regular basis to review progress and to agree targets for the coming term.  An Individual Support Plan may be agreed, and this is circulated to all subject staff, to parents/carers and Head of Year. Relevant staff are notified of specific areas where support may need to be given.

An annual review of the Education Health Care Plan is carried out in consultation with parents/carers, the pupil, the Local Authority representative, Connexions, The Head of Year and the Head of Learning and Support.  As a result of the meeting modifications may be made to the Plan and new objectives may be set.

Identification of Learning Support Needs

It is vital that a pupil's particular needs are identified as early as possible so that parents/carers and teachers can give them the required level of support in order that they may fully develop their talents.  Referral, assessment and identification can come from a multitude of sources:

subject teachers and class teachers request, following observations or recognition of characteristics;

EYFS and Key stage 1 teachers use “Watchful eye” monitoring list;

pupil self-request;

parental/carer request, before or after admission to the School;

management request;

District Health Authority (DHA) or GP request;

following information from a previous school (e.g. primary school);

following blanket testing of Year 7 and 9 pupils;

following other diagnostic tests;

following individual interviews;

following evidence from out of school activities.

The Assistant Head (Admissions) with the responsibility for Primary Liaison and Head of the Junior School will assess information from feeder schools.  Application forms can be screened for information, and further information requested from parents prior to or after entry.  

During the autumn term, all Year 7 pupils are screened for Dyslexia and support with spelling. Identification of pupils needing this support will be largely based on the results of these tests, which are culturally neutral and useful for a range of ethnic groups. During the summer term all year 9 pupils are screened in preparation for GCSEs to identify potential access arrangement requirements.

 

The Head of Learning and Support works closely with the Data Tracking Manager and Assistant Head (Academic) to identify pupils who may need additional support to reach their potential.

Academic staff within the Junior School will use standard tests to identify concerns. Pastoral and Academic staff will liaise with the Head of Learning and Support and they will observe pupils closely before decisions are made on the kind of support which can be provided.

Parents/carers will be informed of early findings and asked if they would wish for their child to be screened for signs of Dyslexia. If this test gave rise to concern, parents would be advised to seek referral to an Educational Psychologist. Any recommendations made by such a professional would need to be heeded by, and disseminated throughout the School.

A graduated response to meeting pupil’s needs:

Facilities and resources

A designated teaching area is available for pupils to receive 1:1 and small group tuition. Pupils have access to this area at lunch time for work and relaxation.

A lift is available in the main building and ramps provided for access to other buildings. High visibility markings are placed on steps.

Eligible pupils are provided with appropriate access arrangements in public exams.

The School provides a designated budget for supporting those with special educational needs or disabilities, and finances the provision of a number Learning Support Assistants who work throughout the School.  

The School will be be mindful of pupils with a variety of learning needs when considering purchases for the School libraries, software, audio-visual equipment etc.

Annual Review of this Procedure

An annual review should be done against the following success criteria:

  • That everyone knows the procedure and is using it;
  • That pupils with specific learning needs are recognised quickly;
  • That parents are fully informed and are, as far as possible, involved in supporting their child;
  • That pupils are well informed in identifying, monitoring and recording their progress;
  • That provision is matched to pupils’ needs;
  • That there is close liaison with other agencies both within and outside of School.

SLT member responsible:

Deputy Head (Academic)

Date of approval:

June 2024

Primary policy:

Learning and Support Policy

Other related policies and procedures:

Differentiation Policy

Equality, Diversity & Inclusion Policy        

Learning Support Policy

Support for Pupils with English as an Additional Language

To view previous versions of this document please email enquiries@chschool.co.uk

        APPENDIX

Roles and Responsibilities



A Governor will be appointed to have special responsibility for learning support within the Governing Body.

Head/Senior Leadership Team:

  • To lead and motivate the School’s staff and initiate whole school activities related to recognition and strategic planning for delivery of a wider approach to learning and assessment for learning;
  • To ensure that staff development and deployment involves an awareness of the variety of talents pupils may have;
  • To have a strategic role in promoting cooperation and collaboration between departments and across the whole curriculum with respect to a wider approach to pupil learning;
  • To ensure that the challenges posed by pupils with particular learning needs are identified and best practice and experiences are shared amongst staff;
  • To continue to develop a school wide policy of rewards and recognition for outstanding progress, tailored to the various personalities of these special pupils;
  • To include a section on Learning Support in the Parent Contract;
  • Identify a Governor with special responsibility for learning support.

Head of Learning and Support

The Head of Learning and Support will be line-managed at Deputy Head level, and will be expected to liaise with:

  • pupils;
  • Head of Junior School and Junior School SENCO;
  • Assistant Heads of School and Heads of Year;
  • Heads of Department  or, departmental colleagues with responsibility for learning support within each subject;
  • Learning Support Assistants;
  • Data Tracking Manager;
  • School Health Advisors;
  • School Examination Officers;
  • External professional agencies;
  • Parents.

They will be expected to oversee all learning support arrangements, formulate a whole-school approach and ensure that legal requirements are met.  They will need to maintain their professional knowledge with relevant INSET.

Specific responsibilities will include:-

  • Carrying out the Annual Review for all pupils who have an Education Health Care Plan (EHC plan) or Statement.
  • Support vision, ethos and policies of the School to ensure outstanding teaching and learning across all departments for all pupils throughout all key stages;
  • Undertake an annual review of the Learning and Support Policy;
  • Promote the highest levels of achievement and self- esteem  amongst all pupils;
  • Work with departments throughout the school to develop departmental learning support policies; review and develop teaching strategies within departments to provide most effective teaching approaches for pupils with special educational needs;
  • Monitor teaching and learning activities to ensure they meet the needs of pupils with specific learning difficulties;
  • Liaise with feeder schools to ensure continuity of support and learning;
  • Work with Assistant Heads of School, Heads of Year and Data Tracking Manager to identify pupils underachieving and needing support;
  • Administration and recording of diagnostic screening, analysis and dissemination  of this data;
  • Identify pupils with specific learning needs and updating relevant lists;
  • Hold Review and Target setting meetings with pupils who have an EHC plan or are on the School’s Learning Support list, and relay targets or action plans to all relevant staff;
  • Provision of support (in terms of time and/or equipment) for pupils when taking internal examinations;
  • Processing all “access arrangements” documentation for external examinations;
  • Recommending resources to be used/purchased and keeping the Head appraised of all budgeting implications.

Departmental Learning Support Coordinators

  • To inform colleagues about children with specific learning needs;
  • To ensure that these pupils are considered and mentioned in Departmental policies concerning teaching and learning and in schemes of work and development plans;
  • To evaluate the Department’s provision for these pupils in the annual planning and development cycle;
  • To implement ‘best practice’ educational techniques in the Department for these pupils; helping staff with techniques and resources where appropriate;
  • To refer suspected new cases of pupils with specific learning difficulties to the Head of Learning and Support;
  • To ensure that these groups of pupils are discussed at Departmental meetings and that best practice and experiences are shared amongst staff;
  • To assess the effectiveness of different approaches at regular intervals;
  • Oversee a graduated response to support needs of individual pupils and overcome any barriers to learning.

Subject Teachers

All staff must be involved with and committed to an agreed action plan to improve the provision for all pupils.  Above all, teaching staff must support each other and in turn be supported by the Senior Leadership Team.  They will be expected:

  • To identify in their Mark Books, those on the Learning Support List;
  • To provide quality first teaching;
  • To assist in identification of, and referral to the Departmental Co-ordinators and Head of Learning and Support, pupils who need extra support;
  • To participate in making teaching more effective in terms of subject content and mode of delivery and thereby enhance pupils’ learning;
  • To assist in the successful implementation of agreed targets and plans;
  • To facilitate learning using a variety of meaningful activities, which involve all pupils in the learning process.

Governing Body

The Board of Governors will nominate at least one Governor to retain an oversight of issues relating to learning support and the school’s associated statutory responsibilities

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