An overview of the curriculum taught at The Leys.More information
The Learning Support department and staff give pupils the skills and multi-sensory tools to support their learning across the curriculum, across their potential, and ultimately help them to become independent learners.
The department works closely with subject teachers and helps to plan PSHE sessions on the Science of Learning to promote a unified approach. The school celebrates neurodiversity. Each pupil is empowered to find out more about their own unique learning profile by completing an Executive Functions questionnaire in PSHE. All pupils are encouraged to seek help with study techniques by booking Learning Support collaboration slots. In the lower school, pupils work in small groups and later on an individual basis. By identifying pupils’ strengths and challenges we enable them to access the curriculum and become successful learners. A mixture of taught skills and learning opportunities enable pupils to reach their potential in the classroom. This is implemented in the classroom and ultimately reflected in exam success.
All learning support teachers have qualification in SpLD. The dedicated teachers are committed to building pupil confidence, celebrating the pupil’s unique qualities and supporting them with planning and organisation.
The department is situated in a quiet area of the school where pupils feel comfortable to come at any time. The learning support department offers a weekly clinic to which any pupil can attend.
The Leys aims to support every pupil in fulfilling their potential. To make this possible, it is crucial that any individual access arrangements are disclosed as early as possible during the admissions process and certainly prior to taking entrance tests.
The Leys’ Learning Support Department has specialist members of staff with expertise in supporting children with special educational needs and disabilities (SEND). By receiving copies of specialist reports such as an Educational Psychologist’s report, they will be able to recommend what measures the school can put in place for entrance tests to ensure that conditions are as similar as possible to the candidate’s ‘normal way of working’. The School will make reasonable adjustments in line with a pupil’s specified needs for which evidence is provided.
Should the applicant be offered a place a suitable plan will be put in place to ensure the pupil’s needs and access arrangements are implemented and reviewed as necessary to ensure they are compliant with JCQ criteria.
Please refer to the document Essential Entrance Exam Information which gives further details regarding access arrangements for each of the entrance test papers and the deadline for submission of relevant reports for candidates.
Should you have any queries relating to this please get in touch with the admissions team at [email protected]