Academic support

In addition to small class sizes and a high level of support within the classroom, we also provide a range of additional support, personalised to support individual needs.

  • In depth literacy and numeracy assessments upon admission
  • Dyslexia screening
  • Irlen Syndrome Screening
  • Speech and Language Therapy (SALT)
  • Occupational Therapy (OT)
  • Sensory Integration
  • 1:1 Classroom Support

For more information regarding the level of support we could provide, please do not hesitate to contact us.


Upon admission pupils will be assessed for the following:

  • Visual spatial memory
  • Auditory sequential memory
  • Phonic decoding skills
  • Phonological processing ability
  • Single word reading
  • Comprehension speed and accuracy
  • Non-verbal intelligence
  • Typing and writing speeds and accuracy
  • Receptive and expressive language skills
  • Social/emotional skills

Assessments that may be used if deemed necessary:

  • Sensory integration needs
  • Irlen Syndrome Screening
  • Occupational Therapy assessment
  • Full Speech and Language assessment
  • Dyslexia Portfolio
  • Dyscalculia Assessment

We then capture a clear picture of each pupil’s individual literacy attainments that also 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. The diagnostic elements guide us to create bespoke programmes so that we can offer support that is meaningful and enabling. These programmes mean that we can give pupils 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.
All our pupils are assessed for Access Arrangements in readiness for their exams. Relevant support is put in place to ensure pupils are not disadvantaged in exam conditions.

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.

Speech and Language Therapy (SALT)

The principal aims of our Speech and Language provision are to: complete individual speech and language assessments, create and monitor speech and language therapy programmes that include vocabulary and theory of mind focused groups, support the implementation of a whole school social skills group and to 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.

Occupational Therapy (OT)

Our Occupational Therapist is trained in advanced sensory integration and will implement any recommendations from an existing OT assessment or as part of an EHCP. She will also assess a pupil should a need be identified in any of the following areas:

  • Sensory integration
  • Core stability
  • Self-regulation and emotional control

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. The Occupational Therapist may work 1:1 with a pupil or in small groups, write individual plans for the use of the sensory room and offer guidance to staff to enable a pupil to effectively access learning.

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 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.