The guiding principle of Packwood’s Learning Support Department is to help every child achieve their full potential.
The team is made up of a number of teachers, all of whom hold qualifications to teach children with learning difficulties. The department is located in its own block with a dedicated suite of rooms that provide a welcoming and friendly atmosphere.
We consider it very important that the children feel comfortable and at ease – only then can they benefit from the specialist teaching. Equally, it is important that parents are fully involved and we are always happy to welcome them to the department and to meet for a chat.
Teachers, form tutors or parents who have concerns about a child’s progress with their learning can contact the department at any time. Typically, concerns may arise in relation to difficulties with reading, spelling, numeracy, organisation, presentation of work, or motor skills.
Children for whom English is an additional language may also be referred for support.
If it is felt, after discussion with the parents, that a child may benefit from receiving an assessment from an Educational Psychologist, this can be organised in-house and children formally assessed by Mrs Kapella. Alternatively, the school can arrange for children to be assessed by an external psychologist.
Generally, each pupil is taught one-to-one but there are occasions when it is appropriate to teach a small group of children. The number of learning support lessons that a pupil receives (usually two) is discussed with parents and then reviewed on a regular basis according to the progress that he/she is making.
Generally a pupil remains with the same teacher year-on-year for continuity.
Speech and language therapy lessons are also available.
Pupils attend their Learning Support lessons during the school day. Every effort is made to ensure that the senior children do not miss academic lessons and all other lessons are timetabled on a rota.
Lessons are designed to specifically address each child’s individual needs. In addition, we endeavour to support the children with general areas of weakness. Prior to exams we encourage pupils to produce revision timetables and study skills are considered to be a vital part of each child’s programme.