Learning Support at Senior School
North Bridge Senior School aims to make appropriate provision for children recognised within the following broad areas of SEN:
- Communication and interaction
- Cognition and learning
The learning support team communicates closely with subject teachers, recognising and addressing pupils’ needs as quickly as possible. Students with Special Educational Needs are taught within the normal mainstream classes.
All pupils identified as SEN are treated equally and given access to an appropriate curriculum.
Specific Learning Difficulties
All Learning Support teachers at North Bridge House Senior School hold qualifications in teaching students with Specific Learning Difficulties. The main goal of the department is to help pupils with Dyslexia and related difficulties, including Dyspraxia, Dyscalculia, Working Memory difficulties, and low Processing Speed. Our aim is to help students realise their full potential, gain the most from the curriculum and achieve success in their examinations.
The Learning Support Department is also able to work with pupils who need to develop their study skills. These lessons generally take place at break time or after school, and consist of using class notes to develop effective revision techniques and exam strategies.
Our primary aim with students who have English as a foreign or additional language is to help them acquire the English skills they need to participate in learning activities on an equal basis with their peers, and to meet the expectations of the year level curriculum.
EAL students build English language awareness through reading, listening, speaking, and writing – with the student encouraged to learn through interactive activities.
Should a student be identified after entry as requiring additional support they will be assessed and their data will be analysed. If it is then felt necessary they will be added to the SEN register. The Learning Support team members are qualified to carry out a range of diagnostic, attainment, and ability assessments across all year groups. Assessments are carried out on a regular basis to identify need, gauge progress, and provide evidence for access arrangements at GCSE level. When necessary, the department will recommend that an Education Psychologist report is commissioned to provide more in-depth detail about a pupil.