Newland Elementary School
Learning Support Policy
EYFS to Year 6
Newland Elementary School welcomes pupils with a wide range of skills and talents. We aim to enable all pupils to achieve their full potential in all aspects of school life but we recognise that some pupils are challenged by specific learning difficulties.
We areable to support pupils with learning difficulties, but we are not a special school with Unit facilities and therefore can only offer a limited level of support.
All pupils with a diagnosed Specific Learning Difficulty (SpLD) should give the School an up-to-date Educational Psychologist’s Report in order that we may best meet the pupil’s needs.Some pupils may have a condition other than an SpLD, eg Attention Deficit Disorder (ADD), Asperger’s Syndrome or M.E. which will require some form of support and monitoring. Any background information, reports from specialists, information relating to previous help should be provided so that we can provide effective support and enable your child to make progress. It is the responsibility of the parents to supply this information and not the previous school.
Aim
The school aims to meet the special needs of all children within the school as they arise. Many children will have a special need at some time during their school life. These should be identified and diagnosed and effective learning strategies or support put in place.
The school aims to operate a ‘Whole-School’ policy of intervention so that all pupils can fulfil their potential and can maximise the educational facilities on offer.
In order to do this we:
–Identify and provide for pupils who have special educational needs and additional needs.
– Work within the guidance provided in the SEND Code of Practice 2014.
–Operate a “whole pupil, whole school” approach to the management and provision of support for special educational needs.
–Provide support and advice for all staff working with special educational needs pupils.
Children with Additional Needs, including those with Special Educational Needs and Disabilities, as well as English as an Additional Language (EAL) must be valued as individuals and should be encouraged to integrate with their peers, both socially and academically.
They should have access to the whole school curriculum. At all times, consideration will be given to maintaining and enhancing the self-esteem of all children with Additional Needs.
Areas relating to ‘Learning Support’:
Learning Support encompasses many aspects of school life, and does not refer only to those pupils who are seen in the Learning Support Department.
- Class based- Staff expertise (QFT)
- Resources
- Differentiation
- Whole school learning skills Additional Support
- Pastoral Care
- External specialist care; including healthcare & social services
Children join the Learning Support Department at Newland Elementary school for a variety of reasons. These include pupils with Dyslexia and those who experience more general difficulties across the curriculum. Their needs are met both within the Learning Support Department and across the curriculum, by appropriate differentiation and support.
Teachers in the Learning Support Department include specialists in Dyslexia and a range of other Specific Learning difficulties. The Learning Support Department works closely with staff and parents to ensure that the needs of pupils are identified and met as they progress through the school.
Within the department, we aim to provide a secure, happy learning environment, to develop confidence, self-esteem and independent learning. Time is always given to listen to pupils’ concerns, in a sensitive manner. A flexible, adaptable approach is encouraged and staff should be prepared to adjust to a variety of needs, as they arise.
Pupils are encouraged to question, research and to reflect, in order to develop into confident, independent learners.
Support is planned around the pupils’ areas of difficulty which are encapsulated in an Individual Education Plan (IEP). The specialist teachers and pupils agree targets which relate closely to the student’s current levels of achievement and needs. They plan an appropriate programme of study based on these targets. Skills taught are to enable the pupil to access the curriculum with greater ease. The Learning Support teachers incorporate multi-sensory techniques to help improve pupils’ literacy and numeracy skills. Pupils are encouraged to apply these techniques in the classroom.
Once a child has been designated as requiring Learning Support, his/her parent must be called into school for a special meeting to explain the situation and procedure.
When external assessments are required, the child’s parent’s consent must always be sought first
Staff are encouraged to visit the Learning Support department to seek the advice of our specialist staff. We have a library of information books that can be borrowed. Observations of pupils in class can be requested and advice given to the teachers as appropriate.
The Learning Support team will undertake regular training. Department meetings each term include short presentations by each member of the team disseminating information gained through courses or reading.
All teaching staffand support staff that work with pupils in the school will be provided with general or specific training on meeting Learning Support needs. Occasionally, specialised training will be necessary to support the needs of a particular pupil. This will be provided to those staff most directly involved with the student. Training may be delivered in school, by specialist services working with a particular pupil.
Learning Support lessons are provided within the normal fee structure where the school deems the support necessary for progression to be made. The school will decide on the most appropriate level of support and groupings in order to facilitate this progression. Assessment by outside professionals is funded by the parent.
When pupils require ‘Additional Support’, this may be provided in a number of different ways:
Class based differentiation, including ‘Access arrangements’
Additional in-class support
Small group support outside the classroom
Individual and small group support in the Learning Support department
Input and therapy from external specialists
Pupils receiving ‘Additional Support’ are categorized as:
Pupils with a relatively mild difficulty. This could include pupils who need to ‘catch up’ or have gaps in their skills and knowledge, or a very specific area of difficulty, without evidence of Special Educational Needs (SEN); that is Learning Difficulty and Learning Disability.
These pupils are covered by the Code of Practice, termed SEND Code of Practice: 0 to 25 years, July 2014 Pupils with English as an Additional Language (EAL) These pupils do not have SEN. but may have ‘Additional Support’ depending on their particular skills and needs. In practice, all pupils who are receiving ‘Additional Support, will be supported by the same practical framework within school, as described in the SEND policy, but only SEN pupils are covered by the SEND Code of Practice.
All pupils are subject to the ‘Equality Act’
The School’s SEND policy refers to pupils with SEN at Newland Elementary School. The EAL Policy is described below:
English as an Additional Language atNewland elementary
We aim to enable full access to the whole school curriculum for all EAL pupils, by reducing potential barriers to learning and making reasonable adjustments to achieve this aim. We also realise the importance of helping pupils to integrate socially and emotionally with their peers and all members of the school.
Where English is not the native language or first language of a pupil, we may need to make other adjustments to ensure that they feel happy and secure at school, as well as helping them to develop both as individuals and academically. This would include having an appreciation for their native culture, language and lifestyle.
Pupils of other nationalities and cultures must be allowed to keep connections with their original language and social mores, whilst embracing all aspects of English language, social habits and culture; this would include having access to local places of interest.
Initially, they would be assigned a particular ‘buddy’, to guide them through the daily routines and expectations within school. Generally, students from other countries, where English is not their first language, would be seen in the Learning Support Department, to ascertain their particular English language needs and additional language support would then be provided as appropriate for their particular needs.
Learning Support programmes cover the following areas: Spoken language, pronunciation and communication; grammar & vocabulary, topic work & research, exam practice, curriculum support.
To meet the general curricular and social needs of EAL students, the Learning Support Department also provide general advice to staff from all spheres of school life and provide materials for use across the curriculum where particular differentiation is needed.