Learning Support

Aim
Reigate Grammar School is an inclusive institution and embraces equal opportunities for all. The aim of this policy is to enable those pupils who require support for their learning to enjoy equal access to the curriculum and achieve results commensurate with their abilities, as far as is practically possible.

Definitions
This policy relates to all students formally identified as having Special Educational Needs (SEN) or Specific Learning Difficulties (SLD). It also covers students with learning difficulties arising from additional needs in the areas of communication and interaction, cognition and learning, behaviour, emotional and social development and sensory/physical impairment.

Learning difficulties are defined as constraints or barriers which prevent access to the curriculum. These may arise from factors within the student, but equally they can arise from factors within the learning environment.

Exceptionally able or gifted students and those for whom English is an additional language (except where BSL or an alternative sign system is the first language), do not fall within the definition of SLD, although the school recognises that these students have particular needs that should be addressed.

Practice
This policy is designed to:
• aid the identification of students with additional needs, through the use of baseline testing, internal assessment and pastoral care, although the ultimate responsibility for identification and further testing lies with the parents;
• ensure that students with additional needs have access to a broad, balanced and relevant curriculum;
• raise the attainment of all students with additional needs;
• promote the best classroom approach to learning and the physical nature of the learning environment;
• provide additional support through the Learning Support Teacher(s) as appropriate;
• celebrate success and share good practice: recognising and celebrating a diverse range of achievements in addition to conventional academic success;
• value and develop people: ensuring that all pupils have opportunities to develop, and feel that their skills and qualities are valued and supported.

Identification of Learning Difficulties
• On application to the school, parents are expected to disclose any history of recognised learning difficulties or any formal assessment of such difficulties.
• All pupils in the 1st forms are given the NFER British Spelling Test. The difference between a pupil's test spelling age and actual age is noted. The Learning Support teacher, who marks this test, identifies those pupils who require additional guidance. These pupils may be given further tests (Wordchains) to identify the extent of the problem.
• If additional support is indicated, the Learning Support Teacher will contact parents to discuss what provision may be suitable. Parents may also request additional support at any time in a pupils' career. The final decision on whether a pupil receives learning support remains with his or her parents;
• Subject teachers may refer individual pupils to the appropriate Head of Section or Year. The school will advise parents of suspected difficulties, as far as it can. The Learning Support teacher can give individual help to pupils with difficulties although most of their lessons are spent in a whole class environment;
• Any further testing is parents' responsibility. Parents may choose to consult a chartered Educational Psychologist for a formal assessment. The school will not meet any costs involved nor can it recommend any particular practitioner: lists of qualified educational psychologists are available from the British Psychological Society.

Provision of Learning Support
Any initial interviews or consultations are provided without charge. Thereafter, any additional support provided by the Learning Support department will be charged to parents.

Special Arrangements in Public Examinations
Applications for special arrangements are made by the Examinations Officer well in advance of the examinations. In applying for such arrangements the School must support the request with documentary evidence (evidence derived from psychological assessment in the case of specific learning difficulties). When an examining board has responded favourably to such a request, the School will undertake to provide these arrangements and to inform the candidate and his or her parents.

Special arrangements commonly include additional time allowances (of up to 25%) or provision of technological support, e.g. a word processor.

Revised 2005