"For too long, we've assumed that there is a single template for human nature … The reality is that there are many different kinds of mind. And that is a very good thing."Lehrer, 2016
The Learning Support Department offers assistance and support to pupils who are able to access an academic curriculum, but who may need extra help to fulfil their potential. We celebrate and respect neurological differences (neurodiversity). We are experienced in supporting pupils with diagnosed learning differences including dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and autism spectrum conditions (ASC); however, not all the pupils we support have a diagnosis.
The Senior School Learning Support Department consists of the Head of Learning Support and two Learning Support Teachers, assisted by an Administrator, who work with pupils in Years 7 to 13. In addition, in the Lower School (Years 7 and 8) we work closely with the Head of Learning Support Transition. We assist pupils in many different ways including developing reading comprehension and spelling skills, personal organisation, study and revision strategies, and social skills. Support is given in one to one sessions or small groups. The department works closely with form tutors, subject teachers and Heads of Year, providing advice on appropriate classroom strategies and delivering professional training on special educational needs.
During the first half of Michaelmas term, we screen all pupils in Year 7 and all new pupils in Year 9 for indications of specific learning difficulties (SpLDs). As a result of this screening, we may undertake further testing with some pupils, or make a referral to an Educational Psychologist for a wider-ranging assessment of their cognitive profile. All diagnostic information is used to review and inform appropriate support for each pupil.
The Head of Learning Support is the College’s main point of contact regarding access arrangements for public examinations. She works closely with the examinations department to ensure that all examination concessions (including 25% extra time and the use of a word processor) are put in place during school and public examinations for those boys who qualify for them.
The department regularly and frequently communicates with parents to ensure that they are fully informed throughout the process of support. Staff work closely together to enable all pupils to fulfil their potential and feel positive about their learning.