In addition to small class sizes and a high level of support within the classroom, we also provide a range of additional support, tailored-made to support individual pupil needs.
Dyslexia Screening is carried out with pupils upon admission. We use a screener called Dyslexia Portfolio which consists of a series of literacy-related processing tasks traditionally administered, and using pencil-and-paper tests to enable moment-by-moment observation alongside gentle interaction.
This furnishes us with qualitative information as well as test scores. We use the British Picture Vocabulary Scale as an indicator of verbal comprehension and predictive progress alongside the attainment subtests within the Dyslexia Portfolio. This gives us a complete picture of the pupil’s risk of dyslexia and highlights specific areas of need that we can target more accurately with intervention.
Irlen Syndrome Screening
We screen for Irlen Syndrome or scotopic sensitivity which is a sensitivity to certain wavelengths within the colour spectrum. It is a perceptual problem and not a visual one as many people think and can have profound effects on attention and print resolution.
It can affect reading and exaggerate autism, ADHD, dyslexia and induce headaches. It is simply remedied using coloured overlays or lenses which filter the part of the colour spectrum that seems to be causing the brain to distort the information it receives.
We firmly believe that Literacy is at the heart of raising the academic, social and emotional standards of our pupils. A significant proportion of our pupils at any one time may have either dyslexia or an associated learning disability.
Our Literacy programmes adopt a holistic view of each pupil’s individual learning strengths, areas for development and individual preferred learning style to ensure we can offer support that is meaningful and enabling. We capture a clear picture of each pupil’s individual literacy achievements upon admission and give them our best efforts to encourage and nurture their own self-belief such that they can reach their maximum potential.
We place a strong emphasis on speaking and listening within the School, in the knowledge that acquisition of these skills is imperative for success in later life. Older pupils fulfil the function of Literacy ‘ Buddies’ to help and encourage reading skills in younger pupils.
If after the initial maths assessment a pupil demonstrates a need for basic numeracy support, we offer one to one sessions using a programme called ‘Catch Up Numeracy’. We run an Assessment for Learning to identify the appropriate focus for intervention and then create a learner profile from which we monitor and record progress. The programme addresses the core components of numeracy, including: counting, number comparison, tens and units, ordinal numbers, word problems, estimation, remembered facts and derived facts. It encourages learning through success using short, targeted sessions that are sharply focused on specific components.
Occupational Therapy (OT)
If a young person has an existing OT assessment, we will implement the recommendations in-house (where possible). Programmes can include exercises for core stability if a weakness prevents correct posture, which in turn contributes to poor pencil grip. It may mean putting adjustments in place to lighting, seating or meal time requirements for pupils who have sensory issues that need careful consideration.
Should a young person require specialist input from an Occupational Therapist regularly, we would enlist a local Occupational Therapist upon agreement by the placing Local Authority.
Speech & Language Therapy
The principal aims of our Speech and Language provision are to: support the implementation of a whole school social skills group, complete individual speech and language assessments, create and monitor speech and language therapy programmes, create functional classroom communication advice for teachers and staff, work with and support class staff in implementing therapy and advice and contribute to annual reviews of students receiving speech and language support.
1:1 Classroom Support
Should it emerge that a young person requires 1:1 support in class in order for him to access the curriculum in accord with his Statement of SEN or EHCP, this extra support can be made available at an additional cost. If the Local Authority is in agreement with the funding requirement, the School enlists a member of staff for that purpose. This additional provision would be subject to review.
For more information regarding the level of support we could provide, please do not hesitate to contact us.