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. Formal monitoring of pupil progress takes place 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 such expectations, support is provided by the class teacher in the first instance. It may be that boys are identified as finding specific aspects of learning difficult, underachieving or, in the case of gifted and talented pupils, in need of extended challenge. Further support may be necessary through the involvement of teaching assistants or by referral to the Learning Support Department.
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 using multi-sensory approaches. These are 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…
o a pattern of discrepancy between a pupil’s verbal and written abilities.
o physical or behavioural difficulties.
o giftedness in academia or exceptional talent in music, art or sport.
• A parent informs a teacher of their concerns.
• A child enters West House School with an Educational Psychologist’s report.
• A child enters West House School with English as an additional language.
Many childen benefit from short intervention strategies and will not require sustained input. However, where a child is failing to make the expected progress or is identified with a specific learning difficulty, they will be placed on School Action of the Code of Practice. Support is provided in a variety of ways:
• Educational Psychologist’s reports (or summary) circulated to all staff to ensure understanidng of the child’s difficulties and recommendations.
• Frequent discussions and reviews held between parents and the Special Educational Needs Coordinator.
• One-to-one, tailor-made lessons focusing on specific target areas.
• Assistance provided with organisational skills and memory techniques.
• Individual Education Plans may be produced listing the child’s difficulties, strengths, specific targets and any special provision.
• Work differentiated appropriately in the classroom.
• Extra time, where appropriate, given for tests and exams
• Support meetings with the Learning Mentor.
Typically, the types of difficulties encountered are those associated with a diagnosis of dylsexia, dyspraxia or mild Asperges Syndrome.
Talented and Gifted
Where a pupil is identified as having a special gift or talent, the school provides additional and appropriate input. This may be in the form of small group work, individual lessons or extended independent research projects designed to enhance experience of the wider curriculum. Pupils who display musical or sporting talent are actively encouraged by the school staff to further their development beyond the confines of the school, with the possibility of assistance via a Michael Pratt Award.