Witham Hall aims to enable each child to achieve his/her potential by providing a curriculum that is broad, balanced and differentiated. The curriculum aims to take account of the particular learning difficulties and developmental level of each child. Children who have specific difficulties in literacy or numeracy are offered additional support to help them develop the skills they need to progress across the curriculum.
Children’s individual needs are identified at an early stage. All new children are screened for dyslexia using a computer-based programme. In addition, any concerns from class teachers are reported. Parents, pupils and teachers are consulted so that appropriate support can be given.
The provision we offer comprises of three stages:
At Stage One, class and subject teachers aim to provide ‘quality first’, differentiated teaching within the classroom. The Learning Support Department keeps teaching staff informed of the preferred learning styles, strengths and areas for development for each of the children identified as having a special educational need. Teaching staff receive ongoing information and advice to help them understand how these children learn best. The class and subject teachers are sometimes assisted in the classroom by a teaching assistant.
At Stage Two, a child receives additional or different help in a small group outside of classroom lessons. A child at Stage Two is working alongside his or her peers. The additional or different learning is arranged by the Learning Support Department, in consultation with the class or subject teacher, and is delivered by teaching assistants or members of the Learning Support Department.
At Stage Three, a child receives additional or different help devised by a member of the Learning Support Department. The additional or different help is provided in one to one and one to two situations. In literacy, children follow a structured, cumulative, multi-sensory programme, which is tailored to meet their individual needs. In numeracy, an individualised programme is followed covering basic skills as well as the pre-teaching, revision and consolidation of topics covered in class during the week. The school makes an additional charge for these one to one and one to two sessions, unless that provision is part of a structured response to an Education and Health Care Plan (EHCP).
Parents and pupils are consulted at all stages in our decisions about learning support provision at Stage Two and Stage Three.
We monitor the progress of pupils on our Learning Support Register. If it is seen that a pupil is making good progress, and is now working at the level expected of a child of his or her age, we will consult with parents and move the pupil back through the levels of our staged approach.