Learning Support

At The Leys, we are committed to helping every pupil grow in confidence and achieve their full potential. We recognise that every child learns differently and celebrate neurodiversity across the school.  

The Leys provides comprehensive, personalised support for pupils with formally recognised learning differences or needs. Below is a step-by-step guide of how we work. 

Information from parents

To ensure the best possible start, we ask parents to share any information about learning needs or access arrangements early in the admissions process, and certainly before Entrance Assessments. With supporting documentation, such as an Educational Psychologist’s report, we can consider appropriate adjustments for the Entrance Assessments and the support a pupil would need, should they join us. 

In-class support

Each identified pupil has a Pupil Profile shared with staff and parents, outlining their needs, recommendations, and exam arrangements.  Learning Support staff work closely with subject teachers to ensure a consistent, supportive approach in lessons, teachers actively use this profile to support learning. At The Leys we use Quality First Teaching, meaning: 

• Teachers adapt lessons so all children can access learning 

• Support is built into everyday teaching, not just added on later 

• A range of strategies (visual aids, clear instructions, modelling, scaffolding) are used to help different learners 

• The focus is on good teaching for everyone, before extra interventions are considered 

Learning Support lessons

Tailored one-to-one or small-group sessions are available across all year groups. These may focus on study skills, organisation, literacy, or subject-specific help, and can replace a timetabled subject if agreed. 

Support outside lessons

Pupils can attend after-school Study Skills sessions or drop in for help during the week for academic support or wellbeing concerns. 

Focus and behaviour support

All lessons are 40 minutes.  This helps maintain focus, and pupils can take short, supervised breaks if needed, as outlined in their profile. 

Exam arrangements

Access arrangements (e.g. extra time) are implemented in class and formally assessed from Year 9 following strict JCQ guidelines. 

Pastoral and staff support

A network of staff (teachers, tutors, house staff, medical centre) work closely together to monitor and support each child.