Learning Support

The Learning Support Department aims to ensure that pupils who have a specific learning difficulty or disability achieve their learning potential. In line with current legislation, this is primarily through providing support and guidance to teaching and pastoral staff so that they can meet pupils’ individual needs. This includes the provision of any reasonable adjustments that would support the pupil in class or in examinations.

DEPARTMENT STAFF

· Mrs Lucinda Charlesworth, MA (Oxon), Dip SpLD, PAPAA, APC – Head of Learning Support and SENDCo

· Ms Sophie Colman BA, PGCE, Dip SpLD, PAPAA – Deputy SENDCo and Learning Support Teacher

· Mrs Hannah Cundill MA, Dip SpLD – Learning Support Teacher (part-time)

· Mrs Kasia Janes BA, APAAC – Learning Support and Access Arrangements Administrator (part-time)

SEND: A WHOLE SCHOOL APPROACH

Any Caterham pupil with a specific learning difficulty or other neurodiversity has full access to the curriculum and is included in a fully integrated teaching programme. For any pupils who need adjustments in class to help access the curriculum or need specific support to fulfil their learning potential, detailed information and advice is provided to teaching staff via the school’s database. This information is reviewed and updated regularly following consultation with teaching staff and the pupil themselves.

In line with the SEND Code of Practice (2015) all teachers at Caterham School have received training in the support of pupils who may have a specific learning difficulty or other neurodiversity and by far the majority of our SEND pupils are fully supported in this way.

Informal testing is carried out from time to time, and this together with feedback from subject teachers and and discussions with a pupil’s Head of Year could lead us to suggest a session of targeted support from one of the Learning Support teachers, or an assessment with an external specialist recommended by the school.

In supporting our neurodiverse pupils, the department focuses on encouraging greater self-awareness and understanding by pupils of their neurodiversity, and so helping them discover and develop strategies to optimise their learning, building on their strengths, and make their study more effective and efficient. We aim to develop our pupils’ confidence, self-esteem and motivation as well as their independent learning skills.

ACCESS ARRANGEMENTS

In-house standardised assessments determine if there is a need for access arrangements at GCSE and A Level, for which we are obliged to comply with the rules set by the appropriate exam boards. External assessments undertaken while a pupil is at the school, without consultation with a member of the Learning Support Department, can no longer be used on their own as evidence for access arrangements, and final decisions about exam arrangements in internal and public exams are made by the Head of Learning Support.

ADMISSIONS

Prospective pupils with a disability, long-term medical condition or special educational need may be granted special arrangements in the entrance examinations. Documentary evidence, such as a current Specialist Assessor’s report, must be submitted to the school before the closing date for applications. Please see the Entrance Exam Access Arrangement Policy for more information.

Additional information about the Learning Support provision at the school as well as the admissions process can also be found in the Admissions Policy and Learning Support Policy. If you have any further questions, please email [email protected]