Learning Support
Cheam responds to the learning needs of all mainstream children. The majority of these pupils' needs are accommodated within the classroom through a differentiated curriculum that promotes academic success and welfare.
The term Special Educational Need is an umbrella term that refers to any child who receives support over and above that offered within the classroom context. This can be curriculum enrichment for the exceptionally talented or gifted child or for a child whose learning diversity or disability prevents them from fully accessing the curriculum without additional support.
SEN is managed by the Learning Support Department whose staff hold additional specialist teaching qualifications and whose aim is to help every child referred to them realise their full academic potential. Pupils are either transferred to the department with an identified profile that requires additional support or they are jointly identified by the teaching staff at Cheam.
The Head of the Learning Support Department is qualified to screen any pupil and identify their strengths and any weaknesses as a learner. Depending on the pupil’s learning profile, a number of potential solutions and arrangements are considered:
- Additional arrangements made to support the pupil in their classroom studies.
- Individual Learning Plan written and delivered by a specialist teacher (subsidized additional cost incurred).
- Referral made to another professional, either health or educational.
- Examination Access Arrangements made if required.
No action is taken without full parental approval. In accordance with UK Educational law (1981 Education Act and the 2001 Code of Practice), a register is held of all pupils for whom additional assistance has been sought. This is for in-house use only, is protected by the Data Protection Act (1998) and is not a public document.
The Department is centrally placed within the school and fully integrated with the academic routine of the pupils. Any child receiving specialist tuition is seen on a rotating weekly basis to ensure minimum disruption to their normal academic timetable.
The Department is also responsible for ensuring all staff are aware of a pupil’s needs so that they can differentiate their teaching as appropriate. A range of formal and informal methods are used to communicate, with each pupil having a Learning Support Pupil Profile.