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Curriculum Support

King Edward VI School takes the welfare and academic progress of all its students very seriously. This includes the many students with a specific learning difficulty or disability.Our aim is to care for and support all such students so they not only flourish socially and emotionally, but also achieve their full potential academically. The School’s Curriculum Support Policy, to be found here, outlines the duties and responsibilities of the School, parents and the students themselves to this end.

Learning Support

Lower School (First Year to Third Year) 

All pupils in the first three years of the School take tests in reading and spelling at the Summer Term or the beginning of the Autumn Term.

As a result of these tests certain pupils are selected to receive Literacy Support from a small team of tutors. This is usually given on a one-to-one basis once a week for 25 minutes. Depending on needs, pupils receive help with reading, spelling, handwriting and study skills.

Pupils are taught in a carefully structured and multi-sensory way. Tutors aim to teach to their pupils’ strengths and help them in their weaknesses and to make the learning environment as friendly as possible.

Upper School and Sixth Form (Fourth Year to Sixth Form) 

A study skills programme is available to students in the Fifth Year and Sixth Form who have received some measure of extra help in the past or who have a formal assessment for a learning difficulty by an Educational Psychologist or other recognised professional.

This programme runs concurrently for four weeks (for the Fifth Year) or give weeks (for the Sixth Form) after school in two weeks phases during the second year, and will cover such topics as note-taking, organisation, time-management, motivation, examination technique, stress management and revision. Wherever possible, the sessions will be made relevant to the pupil’s current experience in the classroom.

Fourth Year students on the Curriculum Support Register are invited to attend an individualised study skills review over two lunchtimes in the Autumn Term, which assesses the effectiveness of their current methods of study and provides ideas for improvement.

Special Arrangement for Examinations 

Full details on Special Arrangements for Examinations can be found in the School’s Curriculum Support Policy and should be consulted carefully by all parents of pupils who are on the Curriculum Support Register, or who may be at some point in the future.

Monitoring and Review 

The progress and welfare of all pupils on the Curriculum Support Register are regularly monitored and reviewed, both on an informal and formal basis. A combination of the following formal procedures are adopted:

  • Pupils interviews and questionnaires
  • Written reviews by teachers
  • Tracking data
  • School Reports
  • Parents’ evenings
  • Parents’ questionnaire

The head of Curriculum Support takes careful note of all findings and takes appropriate action to deal with any concerns or to make improvements.

In Case of Concern 

In cases where no formal assessment has been made, concerns about a possible special educational need can be raised by parents and guardians, teachers or the pupils themselves.

These are directed in the first instance to the pupil’s tutor and/or the Curriculum Support team.

The Curriculum Support team may then:

  • Interview the pupil
  • Examine relevant data including Literacy Test results and School Reports
  • Carry out classroom observations
  • Organise an academic review with the help of all relevant members of staff
  • Consult with parents or guardians
  • Consult with outside agencies or professionals
  • Make recommendations on how the pupil can be helped in the classroom

In some cases the Curriculum Support team may advise parents or guardians that further formal investigations by an Educational Psychologist or another suitably qualified individual is necessary.