Learning Support. 16.1 Please refer to the Admissions and Special Educational Needs and Disability policies. For many children with Special Educational Needs and Disability, differentiation in the classroom (Quality First Teaching) will be sufficient to meet their needs. The curriculum and learning environment will be adapted as is reasonable by the class teacher/subject teacher to reduce barriers to learning and enable them to access learning more easily.
16.2 For Junior School pupils, meetings are held between class teachers and the Learning Support teacher to identify the pupil’s learning strengths and relative learning weaknesses, along with offering advice as to appropriate teaching and learning strategies to support each individual. The curriculum and learning environment will be adapted as is reasonable by the class teacher/subject teacher to reduce barriers to learning and enable them to access learning more easily.
16.3 In the Senior School, Learning Support teachers provide advice and guidance to classroom teachers, which includes the creation of a Pupil Profile for each student known to have additional needs to support mainstream teachers in meeting the needs of these students. Pupil profiles provide a summary of a student’s learning strengths and relative learning weaknesses, along with guidelines on appropriate teaching and learning strategies.
16.4 If a pupil has a greater difficulty in learning than the majority of pupils of the same age, then they may need ‘special educational provision’ through targeted intervention sessions. The Learning Support Department provides high quality specialist support, in both Junior and Senior Schools, through personalised one to one, or small group lessons designed to support pupils’ ability to access and participate in the high quality teaching and learning available throughout the School. There is an additional charge for these sessions and this will be discussed with you. The number of lessons is agreed with you and your child based on the level of support required. An Individual Education Plan (IEP) will identify learning goals and outcomes to be achieved, along with appropriate learning support strategies. The IEP is shared with pupils and parents and is reviewed bi-annually. Learning Support progress is included in school reports and parents are able to discuss their child’s progress at parents’ evening.
16.5 In the event of a concern that a special educational need is emerging, early discussions will take place with th...
Learning Support. Funding to enable providers to put in place a reasonable adjustment, set out in the Equality Act 2010, for Learners with an identified learning difficulty and/or disability to achieve their learning goal.
Learning Support. The school will make every effort to support diverse learning needs. All needs must be disclosed at the time of application. The school reserves the right to terminate the School Agreement if false and/or incomplete information was provided by the parent/guardian at the time of application. There are limits to the learning support that the school can offer. If it emerges that the school cannot meet a student’s needs, the student may be de-enrolled upon prior consultation with parents/guardians.
Learning Support. At Southborough High School, we recognise and value that each student is different. These differences may require different approaches and support to learning in order to help every individual achieve their best performance. The work of the Learning Support Team provides a range of support for boys with Special Educational Needs, English as an Additional Language, and for the more able and gifted students.
Learning Support. During the LEARNING PHASE, A123 will provide XXXXXXXX and its AFFILIATEs with necessary support of designated company expert resources as may be reasonably required to enable XXXXXXXX and its AFFILIATEs to practice A123's technology (the "SUPPORT"), including:
Learning Support. The cornerstone of our program is the dedicated support provided by Mrs. Xxxxx Xxxxx, licensed psychometrist and certified language therapist, who serves as the program administrator. Mrs. Xxxxx is responsible for evaluating and enrolling qualified students for the program, ensuring that each student receives the individualized attention they need. Given the limited space in the program, students may be placed on a waitlist when capacity is reached. The therapist, trained to employ strategies that support students with dyslexia, works closely with students who have learning differences, developing tailored student learning plans and providing ongoing academic support. Mrs. South assists students in preparing for tests, organizing assignments, and maintaining open communication with teachers and parents regarding student progress. By focusing on building effective study habits and learning strategies, the therapist aims to empower students to excel academically and beyond.
Learning Support. Of the additional income generated from top-up fees approximately 50% will be invested in learning support. This will include activities such as learning mentors, specialist resource facilities and equipment, study skills support and personal support. This activity will be managed through the college’s central learning support services and the associated curriculum areas.
