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Sen and Enrichment


There are three teachers in the area of learning enrichment (‘LE’), who are specifically focused on assisting students with specific learning needs. The unit will seek to liaise with all teachers to provide support for any student who may show signs of need. The unit in collaboration with the principal will outline programmes aimed at identifying and helping students with varying degrees of learning difficulty.

Though this is not exhaustive, such difficulties, as might be supported by the Department, comprise for example:-
a) Specific learning difficulties such as dyslexia, dyspraxia or ADHD
b) English as an additional language
c) Physical or medical disabilities
d) Behavioural and emotional problems.
e) Pupils who need support due to school absence over a long period of time.

The unit is responsible for:
I. The day to day operation of the school’s LE Policy.
II. Liaising with and advising other teachers.
III. Co-ordinating provision for pupils with specific needs.
IV. Maintaining the school’s LE register and overseeing the records on all pupils with specific learning needs.
V. Liaising with the parents of the pupils with specific needs.
VI. Liaising with medical staff
VII. Liaising with the Examinations department
VIII. Contributing to the in-service training of staff.

Physical Environment
One of the obvious problems of having fixed classrooms for classes, therefore requiring the need for class teachers and subject teachers to ensure that appropriate materials are made available for instruction to ensure that learners benefit full from the instructional process.

This requires teachers to go from classroom to classroom at the same time using lesson specific resources for instruction. We must regularly review and take steps to improve the physical environment of the school in order to increase the extent to which challenged students are able to take advantage of education, and associated services, offered by the school.

Access to Information

The unit shall ensure teachers provide written/electronic information to students in ways that are user-friendly and fully support the learners’ in their learning experience. Technical support, where appropriate, should be offered to the student in conjunction with the usual learning enrichment programme.

Access to the Curriculum
The teaching staff will regularly review teaching strategies to ensure that any potential barriers to learning and participation by challenged students are, where reasonably practical, removed. We support our teaching and support staff with a programme of training to raise their awareness of disabilities and to enable them to minimise any potential difficulties for students. The unit is to promote the importance of using language that does not offend and ensure that, where possible, positive examples of disability are portrayed in teaching materials.

In order that learners with defined disabilities have an improved access to the curriculum, professionally assessed students shall be made to follow an Individual Educational Plan (IEP). This plan is made securely available to those teachers working with the student and will be updated at least annually. Where deemed appropriate, the LE coordinator will report all identified challenges to the principal upon receipt of report from class teachers and ensure the specific teachers provide support lessons on a one to one basis or in small groups.

Occasionally, support may be given in class. The head of the Learning Enrichment unit will also brief the teachers and individual students where necessary/helpful. Head (pastoral) may give permission for a pupil to be withdrawn from lessons for LE support. The school will make special arrangements for public examinations following consultation with the LE department and, when required, the receipt of a written assessment by a recognised, qualified practitioner. It is also possible that students who encounter physical or emotional disability in the period up to the exams may be, with consultation, awarded special arrangements.

Parents must be encouraged to work in close partnership with the staff. Parents must be made aware at the beginning of the academic year when members of staff can be contacted and how to contact them. The unit is expected to utilize the regular parent meetings with subject teachers and tutors and progress reports. If a parent has a concern about the academic progress of his/her child, the school encourages the parent either to telephone the school to speak with or write to the responsible member of staff, depending on the nature of the concern. This can be the form teacher, the tutor, the head of house, the head of department, the head of department, and in exceptional
cases, and the vice principal.

All pupils whether they are on the LE register or not, are encouraged to approach the LE coordinator for help or advice. All students are formally introduced to LE through their year 7 induction programme, their Year 10 programme and again in the Year 12 through the one day orientation. All events take place in the autumn term. All students are to be made aware of the different ways in which people learn and express themselves.

The Learning Enrichment Coordinator must maintain regular contact with the parents of pupils receiving support from Learning Enrichment as and when appropriate, to discuss progress, evaluate specific targets and to allow parents to share their concerns. Parents are also invited to attend an end-of-year review meeting with their son’s, or daughter’s, LE teacher. A written report may also be sent to parents at the end of the academic year or on completion of LE support.