Learning Support

 

1         Introduction

 

1.1      We are a moderately selective school using the 50th percentile as a baseline for assessment prior to admission. Occasionally a few children are admitted on the conditional basis that they make adequate progress within the first year.

 

1.2      However, in any school a number of pupils will have difficulties with certain aspects of learning from time to time. The school’s learning support teacher is available to intervene in these cases.

 

1.3      This school aims to provide a broad and balanced curriculum for all children.. As a Hindu school, we also teach our cultural subjects – RE, Gujarati and the Indian Performing Arts. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. A small number of children have some learning difficulties that could create barriers to learning.

 

1.4      Teachers take account of these difficulties and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.

 

2         Aims of the Policy:

 

2.1      The belief at The Swaminarayan Independent Day School is that we must encourage all pupils to develop their personal skills and become independent learners. Each pupil/student will be supported towards achieving his full potential, academically, socially and emotionally. We also have a role in supporting teachers to meet the needs of the students within their classes.

  

            While all pupils/students need support to learn, some face barriers to learning which calls for specific provision to be made to help them to achieve. Such pupils/students may include those with SpLD (Specific Learning Difficulty) Sensory/Motor difficulties, such as Visual Impairment or English as an Additional Language.

 

            The Learning Support Policy details how The Swaminarayan School aims to ensure that pupils who need additional support for learning make progress. The school will use its best endeavours to ensure that teachers in the school are able to identify and provide for those pupils who require additional support for their learning.

 

            The school follows the DFE Code of Practice on the Identification and Assessment of Special Educational Needs.

 

   3.      Definition of Special Educational Needs:

 

  3.1        Children have special educational needs if they have a learning difficulty                         

               which calls for special educational provision to be made for them.

          

3.2         Children have a learning difficulty if they:

 

(a)          Have a significantly greater difficulty in learning than the majority of children of the 

       same age; or

 

(b)         Have a disability which prevents or hinders them from making use of the educational

      facilities of a kind generally provided for children of the same age within the school

 

(c)          Are under compulsory age and fall within the definition of (a) or (b) above or would

      do so if special educational provision was not made for them

 

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

 

4.1       Children with special educational needs have learning difficulties that call for special

            provision to be made. Many children may have special needs at some time in their      

            lives.  (Code of Practice; 2001)

 

4.2      Staffing:

 

            The Learning Support Department is staffed by the Learning Support Teacher.

 

Role of the Learning Support Co-ordinator:        

 

  1.    Overseeing the day-to-day operation of the School’s Learning Support Policy
  2.    Drawing up, implementing, evaluating and reviewing the Individual Education

         Plans (IEP)

  1.    Maintains the school’s SEN Register
  2.    Co-ordinating available provision for pupils with special needs
  3.    Overseeing the records of all pupils with special needs
  4.    Liaising with parents and pupils
  5.   Contributing to in-service training of colleagues
  6.    Providing in-class support to both teachers and students/pupils
  7.    Provide INSET to teachers

 

  1. Provide individual or group lessons (where possible and practical) to those   

identified as needing specialist intervention

       1.1. Assisting in the identification of those who might be at risk

            Assisting with study skills

  1.  Assisting and guiding classroom teachers with strategies to use in the

management of pupils/students with specific needs

  1.  Attend conferences and courses in order to keep informed about the latest

legislation in relation to special needs

  1.   Liaising with outside agencies and complete all documentation required by outside agencies

 

        Resources:

 

          The Department keeps a supply of resources such as books, manuals and activities, which are available to staff should they need them. The Learning Support Teacher has access to a range of psychometric assessments. The Head teachers with the help of the SENCO are responsible for the operational management of the specified and agreed resourcing for special needs provision within the school.

 

Procedures for the identification of pupils with learning difficulties at The Swaminarayan Independent Day School:

 

Pre-Prep:

 

          The Foundation Stage uses the Brent Development Matters Tracking Progress to assess children’s progress. If a child falls significantly below, an IEP will be drawn up and outside agency support may be sought. A graduated approach as described below will be used to assess the child.

 

Early Years Action / School Action:

 

  • An expression of concern is raised by teacher/parent that a pupil is having difficulty with some aspect of learning, or evidence from assessment or from some external benchmarking e.g. in the Prep School NGRT tests may indicate that a child is not making sufficient progress
  • A diagnostic assessment is carried out by Learning Support Teacher to help identify specific difficulties
  • Make parents aware of the action to be taken
  • Fill in appropriate form to focus on area of concern.
  • Place pupil on SEN register at School Action level.
  • SEN teacher to consult with class teacher to identify ways of giving additional support child that is different from or additional to that provided as part of the school’s usual working practices.
  • Devise IEP, if necessary, to suit pupil’s needs.
  • The Learning Support Teacher may withdraw the pupil/student for individual 1 to 1 support for a fixed length of time. His learning will be monitored closely in conjunction with the class teacher.
  • If the child fails to make progress despite interventions, the parents will be consulted and a meeting will be set up. It may then be necessary to seek the support of outside agencies and permission will be sought from the parents. The child will be placed on the School Action Plus threshold of the Code of Practice.

 

 Early Years Action Plus / School Action Plus:

 

  • Progress to School Action Plus if support from external agencies is required
  • Consult with parents/carers. Fill in appropriate forms.
  • New IEP, including involvement and proposed intervention from external agencies/specialist services
  • Learning Support Teacher to provide additional support out of class, in small groups, or individually.
  • Return to School Action, if sufficient progress is made.
  • Remain on School Action Plus if deemed necessary.

 

Statement of Special Educational Needs:

 

  • Following consultation with parents/carers and external agencies, a request for Statutory Assessment will be made, if School Action Plus is sufficient to enable pupil to make adequate progress, or even if pupil shows sufficient cause for concern.
  • If Statement of Special educational Needs is provided, devise new IEP to suit needs.
  • Implement IEP both in the classroom setting and by additional support if necessary.
  • Statement to be reviewed at least annually, led by SENCO in consultation with pupil/student parents/carers and relevant external agencies.
  • Report provided for the Local Education Authority.

 

Senior School:

 

Although the Senior School adhere to the SEN Code of Practice, identification procedures are brought about in the following way:

 

Pastoral meetings are held termly for each year group. The Learning Support Teacher attends those meetings. This is a forum whereby subject teachers can raise concerns about the academic performance of a student, including any social, emotional or behavioural issues a particular student may be experiencing. If a student is a cause for concern, the procedures are as follows:

 

  • Action is decided upon
  • Refer student to Learning Support Teacher
  • Form Tutor contacts parents to gain permission for an assessment
  • The Learning Support Teacher carries out the assessment and a plan of action is put in place.
  • A follow-up meeting will take place between parents, Form Tutor and Learning Support Teacher to discuss outcomes
  • Subject teachers will be offered practical advice and work will be offered to the student that is different from or additional to that provided as part of the school’s usual working practices.
  • The student will be placed on the SEN Register at School Action.
  • Monitoring will depend on the degree of difficulty and if severe enough, permission will be sought from parents and the student will be referred to an outside agency and placed at School Action Plus.
  • Parents’ views are incorporated when assessing a pupil and when subsequent reviews are held
  • Advice from outside agencies will be acted upon and disseminated amongst all staff.
  • Following consultation with parents/carers and external agencies, a request for Statutory Assessment will be made, if School Action Plus is sufficient to enable pupil to make adequate progress, or even if student shows sufficient cause for concern.
  • If Statement of Special educational Needs is provided, devise new IEP to suit needs.
  • Implement IEP both in the classroom setting and by additional support if necessary.
  • Statement to be reviewed at least annually, led by SENCO in consultation with pupil/student parents/carers and relevant external agencies.
  • Report provided for the Local Education Authority.

 

Should the decision be made that external agencies should be used for further assessment the Learning Support Teacher will discuss with the parents how this might be done. Any cost thereof will need to be met by the parents.

 

Teaching Strategies:

 

If there is a physical handicap every possible help is given in the form of specially adapted seating, equipment, etc. as long as the pupil is happy to use it. Efforts, however, are made to ensure that the pupil is not made to feel different. Pupils with visual and hearing problems are placed near the front of the class where the teacher can give extra guidance. Pupils with dyslexic tendencies are taught in a multi – sensory way to facilitate understanding, a method that helps others in the class as well.

 

The ‘Reasonable Steps’ obligation

You are required to take reasonable steps to avoid substantial disadvantage where a provision, criterion or practice puts disabled pupils at a substantial disadvantage. (Equality Act 2010)

 

Public examinations:

 

All pupils/students diagnosed as dyslexic or pupils/students with sensory difficulties are entitled to extra time in external exams, up to a maximum 25% of the published time allowed. Pupils sitting mock exams will also be allowed extra time.

 

Record Keeping:

 

Copies of Individual Education Plans are available to staff through Google Apps and hardcopies are distributed to all class teachers and subject teachers. Individual Education Plans are also held in the offices of the Head Teachers.

 

Partnership and Liaison:

 

The school has contact and a working relationship and various outside agencies and institutions such as The British Dyslexia Association and PATOSS and will refer parents to these and to call on these agencies to lend support when needed.

 

Policy review:

 

The Learning Support Policy is a working document and is open to review on a regular basis. Any changes will be publicised to the staff and the Governors. The New SEN Code of Practice comes into force in September 2014. The Learning Support Policy will be updated accordingly.

Upcoming Events

1st September 2017
Tutor Assembly 3S

3rd September 2017
Assembly TA

4th September 2017
Tutor Assembly 6N

Recent News

pramukh swami maharaj

" The heart of Education is the Education of the heart, of the mind and of the spirit. "
Pramukh Swami Maharaj