At West House School, pupils benefit from small class sizes and high-quality differentiated teaching by well qualified and experienced teachers. Pupils are encouraged to perform to the best of their abilities at all times. Regular monitoring takes places of pupil progress from Pre-School through to Year 6 and individual progress is tracked to ensure pupils are performing at the expected level. Where pupils fall short of expectations, support is provided by the class teacher in the first instance. Further support may be necessary through the involvement of teaching assistants or by referral to the school’s Special Educational Needs Co-ordinator.
 
Booster classes, either in small groups or on an individual basis, may be sufficient in addressing issues identified. However, where specific learning difficulties exist, the school offers one-to-one, tailor-made lessons, provided by experienced and appropriately trained teaching assistants, working primarily on reading, spelling, writing and comprehension skills.
 
Learning support will also work with pupils where:-

• A teacher identifies
  • A pattern of discrepancy between a pupil’s verbal and written abilities.
  • Physical or behavioural difficulties.
  • Giftedness in academia or exceptional talent in music or sport.
• A parent informs a teacher of their concerns.
• A child enters West House School with an Educational Psychologist’s report, or English as an additional language.

Where a child has been identified with a Specific Learning Difficulty (usually via a referral to an Educational Psychologist), support can be achieved in a variety of ways:

• Educational Psychologist’s reports are summarised and circulated to all staff to ensure understanding of the child’s difficulty and recommendations.
• Frequent discussions are held between parents and the Special Educational Needs Co-ordinator.
• One-to-one, tailor-made lessons focusing primarily on reading, spelling, writing and comprehension skills.
• Assistance is provided with organisation, exam and revision skills, memory techniques.
• Individual Education Plans are produced for each child, listing their difficulties, strengths, weaknesses, any special provisions, as well as indicating their learning style.
• Work is differentiated in the class room.
• Extra time, where appropriate, is given for tests and exams.
• There is support and advice for all teachers across the curriculum.
• Encouragement to acquire a good, cursive handwriting script.
• Support meetings with the Learning Mentor.

After consultation with the staff involved, any concerns are discussed with parents and a plan of action agreed. This may involve carrying out a Teacher’s Assessment, or referring the child to an outside professional body, such as an Educational Psychologist, a Child Psychiatrist, a Paediatrician, a Speech and Language Therapist, or an Occupational Therapist.
 
Typically, the types of difficulties encountered are those associated with a diagnosis of Dyslexia, Dyspraxia, Attention Deficit Disorder/Attention Deficit and Hyperactivity Disorder or mild Asperger’s Syndrome.
 
Where a report from an external agency is received, the summary and any recommendations are circulated to all staff members, in order that they can fully understand and support the child.
 
Where a pupil is identified as having a specific gift or talent, the school provides additional and appropriate input, often in the form of small group work or individual lessons, designed to enhance the wider curriculum. A music scholarship group meets once a week after school and a literacy and creative writing group during the school day. Pupils who display musical or sporting talent are actively supported by the school staff in seeking to further their development beyond the confines of the school.