Common use of Learning Support Clause in Contracts

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 the pupil or student and their parents. Where appropriate, specialist assessment will be offered in the Learning Support department to determine if a special educational need is present. Advice may be sought from and referrals made to external agencies in consultation with parents, as deemed appropriate. You may be asked to withdraw your child if, in the opinion of the Head, the School cannot provide adequately for your child’s needs.

Learning Support. 16.1 Please refer to the Admissions and Special Educational Needs and Disability policiesPolicies. 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 the pupil or student and their parents. Where appropriate, specialist assessment will be offered in the Learning Support department to determine if a special educational need is present. Advice may be sought from and referrals made to external agencies in consultation with parents, as deemed appropriate. You may be asked to withdraw your child if, in the opinion of the Head, the School cannot provide adequately for your child’s needs.