Learning Enrichment Policy

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Learning Enrichment Policy

BUTE HOUSE PREPARATORY SCHOOL
Learning Enrichment Policy

(Learning Support & Extension)

This policy applies equally to the Foundation Stage (Reception Class), Key Stage 1 and Key Stage 2 as taught at Bute House

Introduction

This document is a statement of the aims, principles and strategies for the teaching of pupils with learning difficulties and children with special educational needs with reference to the Special Educational Needs Code of Practice 2001. It also covers those for the teaching of Gifted and Talented pupils.

This policy was developed during 1996/1997, revised in 2000/2001 and updated in May 2004, January 2008 and November 2009. It was produced through a process of on-going consultation with teaching staff.

The intention of this policy document is to outline how girls with learning difficulties and special educational needs are identified and how their needs are met on a collaborative basis by acknowledging the role of the Learning Enrichment (LE) Co-ordinator, LE teachers, form/subject teachers, pupils, parents and outside agencies.

Aims and Objectives

To ensure that the learning difficulties of pupils are identified, assessed and provided for in the school context wherever possible

To recognise and acknowledge the difficulties that pupils encounter. To address those difficulties by adopting a positive approach and dismantling misconceptions and fears

To offer extra support that is appropriate to individual needs

To enable all pupils to have full access to all elements of the school curriculum

To increase the self-confidence of pupils

To empower pupils with knowledge of their own strengths and different learning styles
To identify the roles and responsibilities of staff in providing for the pupils’ learning needs

To challenge able pupils to develop specific skills and talents, accelerate learning and aim for excellence

To support able students socially and intellectually

To develop creative flair, stamina, perseverance, cognitive reasoning and communicative skills

To improve attainment, aspiration, motivation and ability to take on demanding tasks

To accelerate learning and provide exposure to a broader stimulus and skill base

To ensure that parents are able to play their part in supporting their child’s education.

Principles:

The needs of all pupils who may have learning difficulties either throughout, or at any time during, their school careers must be addressed

The provision for a pupil with learning difficulties/special educational needs should match the nature of her needs

There should be careful recording of a child’s learning difficulties, the action taken and the outcomes

The knowledge, views and experience of parents form a vital part of the partnership

Special educational provision will be most effective when the pupil concerned is actively involved in the process

All pupils with learning difficulties should be offered full access to the curriculum of Bute House School

Learning Enrichment Provision

In line with the 1981 and 1993 Education Acts, and the Code of Practice 2001, Bute House recognises that a pupil may require support if she has a learning difficulty or profile that calls for learning enrichment provision to be made for her.

In the context of Bute House this may include:

pupils who have specific learning difficulties that deter them from reaching their full potential

pupils who have speech and language or social communication difficulties

pupils who have failed to reach their potential in a subject due to external factors such as ill health, and emotional and behavioural difficulties

pupils who are performing within the average range for that age but have a greater difficulty in learning than the majority of their class peers

pupils who have a medical condition that impinges on their access to the curriculum e.g. hearing impairment, cerebral palsy

pupils who need help to capitalise on their particular gifts or talents

(See Departmental Guide Book)

EAL (English as an Additional Language)

A child must not be regarded as having a learning difficulty solely because the language or form of language at home is different from the language in which she will be taught (Special Educational Needs Code of Practice 2001). However, when Bute House School accepts a pupil whose first language is not English, provision is made to enable that pupil to access the curriculum based on her individual needs.

The pupils we have currently are Advanced EAL students. They can speak English fluently, can access the curriculum to varying degrees, but speak another language at home.

An EAL Register is kept and updated annually.

Strategies for the Identification and Assessment of Pupils with Learning Difficulties

As recommended by the Code of Practice, Bute House School adopts a graduated response when responding to any pupil’s learning difficulty. This approach encompasses an array of teaching strategies and makes full use of all available classroom and school resources before calling upon outside agencies.

1. School Monitoring

Class and subject teachers monitor the progress of individual pupils in literacy, numeracy and other areas of the curriculum. Formal tests are used as well as on-going informal observations or assessments, depending on the age of the child.

If a child’s progress is causing concern the teacher will:

review the teaching strategies currently being used and consider the ways in which these might be developed and/or differentiated

discuss concerns with the pupil and her parents

continue to monitor and review the pupil’s progress

consult with the LE co-ordinator and/or learning enrichment teacher

The Learning Enrichment Teacher, who may be the LE Co-ordinator, will:

monitor and record progress made by the pupil through liaison with the form/subject teacher

offer advice where necessary to the form or subject teachers involved

liaise with parents if necessary

record the pupil’s need on the Monitoring Register

2. School Action (SA)

Following a review of teaching strategies and the monitoring of progress it may be decided that a pupil requires help over and above that which is normally available within the particular class or subject.

The class/subject teacher will:

continue to implement differentiated strategies in the classroom

work with the LECo or Learning Enrichment teacher to implement an Individual Education Plan, if necessary

consider seeking further specialist internal assessments from the school LECo

The LE Co-ordinator will:

liaise with Learning Enrichment teachers and form/subject teachers

ensure that parents are kept informed of all developments

ensure that interventions ‘additional to’ or ‘different from’ those provided as part of the differentiated curriculum, are implemented

ensure that an Individual Education Plan is set up where necessary

ensure that teaching support is offered in order to meet the individual needs of pupils (including withdrawn support and/or in-class support)
oversee the monitoring and review of any action taken

ensure that relevant advice is offered to form/subject teachers

The LECo may also carry out a broader range of assessments in order to identify more specific areas of strengths and weaknesses.

The expression of concern, the gathering of information, and the registration and consideration of a pupil’s learning difficulties often combine to resolve the problems over a short period of time.

The majority of pupils that are referred to the Learning Enrichment Department in Bute House are catered for at these two levels.

3. School Action Plus (SA+)

At this stage there is a request for additional information from external services. Advice and/or an assessment may be requested from one or more of the following:

Educational Psychologist

Clinical Psychologist

Psychiatrist

Speech and Language Therapist

Occupational Therapist

Optometrist

Audiologist

Paediatrician

The LE Co-ordinator will:

liaise with parents/staff about recommendations made by external agencies

plan any future interventions for the pupil in discussion with colleagues

ensure that an Individualised Education Plan is delivered incorporating additional or different strategies to those at School Action if necessary

monitor and review any action taken

Statemented Children

From time to time pupils come to Bute House with a Statement of Special Educational Need already in place. It is the responsibility of the school to ensure that this statement is reviewed on an annual basis. For this purpose form and subject teachers are expected to report on progress made in their subject. It is the responsibility of the School LECo to collate this information into a School Report that is presented formally at a Review Meeting, to parents and a representative of the relevant educational authority.

Individual Education Plans should be in place for any child with a Statement of Educational Need so that short-term targets can be monitored and evaluated throughout the year.

Individual Education Plan (IEP)

The plan will set out:

the short term targets set for or by the pupil
the provision to be put in place
when the plan is to be reviewed

outcomes

Individual Education Plans will be evaluated every term. Parents will receive a record of this at the end of each term.

Learning Enrichment Registers

The department keeps registers of all pupils being supported or monitored by the Learning Enrichment Department.

The main register covers girls who attend sessions in the Learning Enrichment Department and those who have an IEP.

In addition there is the Monitor register. This lists girls who have experienced difficulties in English or Maths at some point, but not at a level to warrant withdrawal from class. It also includes girls who have been withdrawn previously, but currently do not need support. These girls will be taken off this register when it is agreed there is no longer a cause for concern.

There is also a register for the Gifted and Talented pupils.

Parental Involvement

The form/subject teacher or LECo informs parents, if their child requires extra support or monitoring.

Parents have opportunities to meet Learning Enrichment Teachers on request as well as at more formalised Parents’ Evenings. The LECo maintains more regular contact with the parents of pupils being monitored at School Action Plus.

Pupil Involvement

The pupil’s views form an important part of the whole process of meeting her needs. We encourage active participation and try to foster an awareness of how each pupil can work

towards improving her skills with our help.

We encourage pupils to make judgements about their own performances and offer opportunities to put forward their own suggestions for targets where possible.

The Learning Enrichment Team

The Learning Enrichment team will support pupils in the following ways:

individual or group support in the class to ensure full access to the curriculum

individual or group support out of the classroom with differentiated materials being used that are closely related to class lessons

individual or group support out of the class that addresses more specific learning difficulties

Group sessions to challenge and extend

The amount and level of support will vary according to the needs of the pupil at any time in their school career.

Teaching Programmes

All teaching programmes will vary according to the needs of the pupil but emphasis is placed on support for CLL and Mathematical Development.

Teaching programmes should:

be multi-sensory
build on a pupil’s strengths
take account of the preferred learning style of a pupil

take account of memory difficulties
be recorded and evaluated for effectiveness
involve the pupils in successful learning through interaction and participation in a small group

Gifted and Talented

Maths

Pupils will be stretched and extended through:

- open ended tasks

- problem solving

- investigations

- puzzles