Educational Support
Learning Support
Elizabeth College is committed to the provision of support for pupils with additional learning needs. Pupils having such needs are defined as having “a learning difficulty which calls for special educational provision to be made.” The provision of Learning Support at the College is intended to allow these pupils to enjoy access to the full richness of our curriculum, in order that they are empowered to achieve or exceed their academic potential.
The College has a number of pupils in every year group who are listed on the Inclusion Register. This is a confidential document, giving details of the nature of difficulties, support provided and strategies to be used, as well as any special arrangements required for assessment purposes, such as extra time to be allocated for examinations, for example. All our teachers refer to this document, and are in regular contact with the Head of Learning Support, in order to ensure that the learning needs of all the pupils in their classrooms are being given appropriate consideration.
The College applies the principles of the National Association of Special Educational Needs (NASEN), accepting that a child may have a learning difficulty as a result of one, or a combination, of conditions, which may be temporary or long term, mild or severe. Likewise we recognise that all children and young people are of equal value; they have the same basic emotional, social and educational needs regardless of their gender, ethnic origin, ability or disability. However, some children and young people will have additional needs that require extra help and resources. Broadly these pupils’ needs are divided into four categories. Many pupils have needs spanning more than one of these categories.
Boys challenged by literacy-related difficulties, mainly because of dyslexia, form the largest group on the Inclusion Register. Most of these have at least one weekly session of literacy support on a one-to-one basis, following highly structured and individualised programmes of study, with the primary aim of boosting literacy skills to an age-appropriate level within a maximum of two years. The course is computer-based and highly intensive, with as many activities in a single session as time allows, although all pupils will move through the programme at their own individual pace.
Other pupils require support because of communication disorders such as Asperger’s Syndrome, attentional differences like ADHD or physical challenges such as dyspraxia. There also are a few pupils for whom English is an additional language (EAL). They generally cope very well, but may benefit from working with Learning Support teachers if they find themselves challenged by language-related difficulties. Curriculum Support for all these boys is tailored to their needs, and may encompass teaching organisational skills or even social skills. We also offer study skills workshops, aimed at our older pupils who are working towards public examinations. Alongside learning techniques for maximising performance in examinations, pupils are encouraged to try out alternative study methods and memory strategies.
The early identification of any of these additional learning needs is important, and all staff members are trained to look for areas of concern which are then referred to the Learning Support Department. Making provision for support to be given may then require a formal assessment to be arranged by the Head of Learning Support. The wishes of the boys and their parents are fundamental to the support we offer and any provision is kept under review, with regular communication between the Head of Learning Support and parents.
Since the College is deeply committed to the provision and development of learning support, the additional fees charged for such support are subsidised. A small termly basic fee is charged, and any fees for regular sessions are dependent upon the level and nature of support given. Our research indicates that our fees are very competitive, and represent exceptional value for money when compared with a cross-section of UK independent schools.
Further information on College’s objectives with regard to Learning Support, and the role of the Head of Learning Support, is contained in our policy document which is available from the Principal’s PA.