Learning Support

At RGS we focus on high quality learning and teaching for every student, but some children have additional needs and benefit from even greater personalised support to enhance their academic and personal development.  These children may have a formal diagnosis or a recognised condition, or may have been simply identified by their teachers or parents as likely to benefit from targeted support with something specific. 

As such, children are offered graduated support, depending on their needs.  While we worry more about individual children and meeting their unique needs than we do specific diagnoses or labels, the common sorts of challenges we typically support include:

• executive functioning needs
• social skills
• speech and language
• social communication / ASC
• dyslexia
• dyspraxia
• memory difficulties
• auditory processing needs
• ADHD

In consultation with parents, RGS students who have an identified special educational need will be included on the school SEND register, which is maintained by the SENDCo (Mrs Lorraine Cattle) and used by classroom teachers to meet the reasonable adjustments required for your child to develop skills and enhance their learning experiences at the RGS.

Our graduated approach includes:

• high quality teaching in the classroom
• individual learning profiles
• support sessions around revision, organisation and study skills
• drop in clinics per year group
• individual support, where required

We liaise with professionals outside school that are involved with our students to ensure we have a joined up approach to meeting individual needs. 

What is our approach?
Committed to ensuring success is enjoyed in and out of the classroom, we create a sense of belonging for students with additional needs to feel they are contributing to the wider school community.

Our strength based approach focuses on supporting executive functioning skills, enabling students to recognise their strengths and develop individual strategies to overcome the barriers they may experience.

A broad, balanced and differentiated curriculum appropriate to each individual's needs, abilities and aspirations. Evidence based interventions are used to help students adapt to daily challenges they may encounter.

Our universal high quality teaching is accessed by all SEND students and follows the below EEF ‘Five-a-day’ principle.

All of our students who are identified as having a special educational need will be on our SEND register and have a person-centred learning profile, including views from parents, students and our Learning Support department. 

We have students on the SEND register with a wide range of different needs.

The register also includes a monitoring list that identifies students who currently may need extra support from a range of high quality teaching strategies from their usual classroom teachers and additional support from the SEND Department in the future.

Therefore, all students who are identified may require support that requires reasonable adjustments in lessons to assist students in accessing the curriculum

There are students on the register who have Educational Health Care Plans (EHCP’s).

The Learning Support Assistants (LSA’s) are very knowledgeable about our students and have the advantage of a wealth of experience and knowledge in supporting SEND needs in the classroom or via structured interventions.

Support with cognition and learning may be required when children learn at a slower pace than their peers, even with appropriate differentiation.  Children at RGS who need support with cognition may have moderate learning difficulties (MLD) or a specific learning difficulty (SpLD) which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

We provide universal support in cognition and learning for all RGS students, first and foremost through high quality learning and teaching strategies in the classroom.  Our teachers use a range of evidences based approaches in their practice, which are especially tailored for children with a learning profile.  These include (but are not limited to):

• Explicit instruction
• Scaffolding
• Metacognitive strategies
• Flexible grouping
• Use of technology

As required, further, targeted support for students with C&L needs may include:

• Executive functioning skills support – organisation and time management
• Study skills, revision skills and essay writing support 
• Reasonable adjustments in assessments – extra time, reader, scribe
• Bedrock literacy program
• Specialist support
• Specialist literacy teacher support – Dyslexia intervention; conquering literacy
• Specific literacy support – spelling and writing rules, working memory support etc

Details of this area of need can be found in Section 6 of the 'SEND Code of Practice (2015)'.

Children with speech, language and communication needs (SLCN) have difficulty communicating with others, though how this manifests will be different in each individual child, and may change over time.  Challenges with communication may include saying what they want to, understanding what is being said to them or not understanding or use typical social 'rules' of communication.  This area is a broad spectrum and includes children with a recognised condition such as Asperger's Syndrome and Autism.  

How do we support C&I in RGS?

We provide universal support in cognition and learning for all RGS students, first and foremost through high quality learning and teaching strategies in the classroom.  Our teachers use a range of evidences based approaches in their practice, which are especially tailored for children with a learning profile.  These include (but are not limited to):

• Explicit instruction
• Scaffolding
• Metacognitive strategies
• Flexible grouping
• Use of technology

As required, further, targeted support for students with C&I needs may include:

• Executive Functioning Skills Support
• Peer support and peer mentoring
• Promoting positive relationships – Games clubs,
• Speech & Language Support – Read, Write Inc Anthologies
• Specialist Support
• Specialist Social Communication (ASC) Teacher support – Sensory Processing, EBSA,
• Targeted curriculum/barrier to learning support - Anxiety management
• Referral to NHS or Private Speech & Language Therapist

Details of this area of need can be found in Section 6 of the 'SEND Code of Practice 2015'.

Children with social, emotional and mental health difficulties may experience many different manifestations or displayed in various behaviours from being withdrawn or isolated, to displaying disruptive behaviour.  These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms which are medically unexplained.  Other children may have disorders such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) or Attachment Disorder.

How do we support SEMH in RGS?

 At RGS we prioritise well-being of our students and have been recognised for our dedication to our students through our recent Wellbeing Accreditation Award. However, students who are neurodiverse often experience the adverse effects of stress and anxiety in response to external stressors or sensory stimuli. We recognise that mental health is a spectrum which is closely linked with emotional health. It is possible to have a mental health problem and be emotionally healthy and also show no significant signs of a mental health disorder but also have very poor mental wellbeing.

We provide universal support in cognition and learning for all RGS students, first and foremost through high quality learning and teaching strategies in the classroom.  Our teachers use a range of evidences based approaches in their practice, which are especially tailored for children with a learning profile.  These include (but are not limited to):

• Explicit instruction
• Scaffolding
• Metacognitive strategies
• Flexible grouping
• Use of technology

As required, further, targeted support for students with SEMH needs may include:

Targeted Support for Students could look like:

Executive Functioning Skills Support – Procrastination & Perfectionism support

Peer support and peer mentoring

Promoting positive relationships – Games clubs, mindfulness techniques

Emotional Literacy – Zones of Regulation & 5 Point Scale, safe space

School Nurse anxiety support

Pastoral & Head of Year Support

Specialist Support

Counselling & Support Sessions

Therapy Dog

Details of this area of need can be found in Section 6 of the 'SEND Code of Practice 2015'.

How do we support Physical/Sensory in RGS?

Physical impairments may arise from physical, neurological or metabolic causes that only require appropriate access to educational facilities and equipment: others may lead to more complex learning and social needs.

How do we support Physical and or Sensory needs in RGS?

At RGS we prioritise well-being of our students and have been recognised for our dedication to our students through our recent Wellbeing Accreditation Award. However, students who are neurodiverse often experience the adverse effects of stress and anxiety in response to external stressors or sensory stimuli. We recognise that mental health is a spectrum which is closely linked with emotional health. It is possible to have a mental health problem and be emotionally healthy and also show no significant signs of a mental health disorder but also have very poor mental wellbeing.

Our teachers use a range of evidences based approaches in their practice, which are especially tailored for children with a learning profile.  These include (but are not limited to):

• Explicit instruction
• Scaffolding
• Metacognitive strategies
• Flexible grouping
• Use of technology

As required, further, targeted support for students with Physical and/or Sensory needs may include:

• Learning Profiles – understanding individual needs  and support requirements
• Use of technology  - Microsoft adaptions or specialist software (where necessary)
• Reasonable adjustments and site accommodations to meet physical needs – access to accessible facilities. Please refer to our Accessibility Policy.
• Targeted Support for Students could look like:
• Executive Functioning Skills Support –
• Accommodated PE lessons
• Sensory friendly environment
• Specialist Support
• Individualised support and accommodations
• Physiotherapy Sessions
• NHS Occupational Therapy Support  & Physiotherapy Support
• Personal Care & Support

• Allow children to use a word processer to complete written tasks. This highlights spelling errors and offers alternatives. If they can’t type, encourage them to learn, so that they are able to use a Word Processer with more speed and fluency.
• Enable children to access age related audiobooks to develop a love of reading. Encourage (don’t force or push) them to share what’s happening in the story and share their excitement, wondering aloud what will happen next. This will also develop their vocabulary and comprehension, without them even realising that they are learning.
• Don’t make reading a fight. Encourage children to read one page and you read the next page. Read some books to them for pleasure and invite them to read a section if they want to (don’t push if they don’t want to). By developing a love of books and stories children will naturally want to learn how to read, so make the experience as pleasurable as you can.
• Play games to support memory and retention e.g. pairs, Go Fish etc. (see resource links for more ideas).
• Provide checklists or visual timetables to support organisation.
• Use timers to help with time management and build in frequent movement breaks.

Click links below for further resources:
British Dyslexia Association
Movement Matters
Dyspraxia Foundation
Microsoft Digital Toolkits
Working Memory Boosters
Audiobooks
Phonics Games
Dance Mat Typing
iPad apps for learners with dyslexia

Autism

• Children with Autism need structure and routine. You can help them by using visual timetables to help them see what is happening at each step of the day, so they know in advance what they will be doing next. This will relieve some of their anxiety.
• You might want to set a specific place for them to do any work or tasks. At school they may have this in the form of a workstation to support their learning (see example in resources section). Each child’s workstation may differ slightly, so you could ask your child to help you set one up that will suit them or that they are already used to.
• Prepare your child for changes in routine.
• Use social stories and comic strip cartoons to help children understand different situations and perspectives and address inappropriate behaviour.
• Have a visual aid to support wanted and unwanted behaviours (see School Website for examples).
• Be aware of your child’s sensory needs and support them in managing that need to help them learn e.g. sound reducing earphones if noise is a problem, comfortable clothes, keep the area surrounding the work space clear to avoid over-stimulation etc.
• Play lots of games with your child to encourage social skills, such as taking turns and winning and losing.

SLCN - Speech sounds

• Model speech to the children by repeating words back to them correctly.
• Understanding
  • Give children time to process what you have asked and respond.
  • Use simple language and break instructions down into smaller steps.
  • Encourage children to answer questions, such as who, what, where, when and why? When reading their books. Encourage them to tell you the story in their own words.
• Expression
  • Talk about all your experiences in detail, teaching new vocabulary all the time.
  • Discuss vocabulary in books, making sure the children understand the meaning of tricky words.
• Social Communication
  • Play lots of games with your child to encourage social skills, such as taking turns and winning and losing.
  • Use a visual timetable and visual aids to provide structure and routines.

Click links below for further resources:
National Autism Society
Autism North East
Toby Henderson Trust
Communication Trust
ican.org.uk
Social Stories & Comic Strip Conversations
5 Point Scale
Social Skill Games
Social Skills Downloads
ASC Workstation Examples
Visual Supports
Social Skills Games

• Offer routines and structure.
• Create a quiet space for your child  to learn with no distractions.
• Give them something to fiddle with whilst you are talking to you child or if you want them to focus. It can also be helpful to let you r child move around whilst they listen.
• Complete one task at a time.
• Provide checklists or visual timetables to support organisation and routines
• Use timers to help with time management and build in frequent movement breaks.
• Suggest rather than criticise (children with ADHD often have low self-esteem).
• Provide lots of opportunities for exercise and movement.
• Set up a reward scheme to encourage them and support them with their behaviour.
• Build on success and help children to pursue more of what they enjoy.
• Put clear boundaries in place.

Click links below for further resources:
ADHD Foundation
ADHD Parenting Help
Managing ADHD at home
SEMH Intervention Strategies
5 Powerful Teen Self-Esteem Activities
Self-Esteem and Mental Health
Sleep Support for Families
Home - Teen Sleep Hub
Perfectionism
Procrastination

• Encourage use of reasonable adjustments at home
• Use IT functionalities such as Immersive Reader, Speech to Text Software, coloured background, enlarged text
• Use audio books and Apps (app wheel) to support access to long texts
• Maintain a tidy workspace to avoid overwhelm

Click links below for further resources:
SEND Sensory Service
RNIB - See Differently
National Deaf Children’s Society (NDCS)
Scope

First and foremost we aim to make a typical school experience accessible to each individual, so we focus on high quality teaching and learning, delivered by all staff.  Teachers have access to comprehensive learning profiles on our students who need Learning Support, and additional training on adapting their teaching.  In addition, children who may need further support may have help from a member of our Learning Support team, in their classroom, or in our dedicated Learning Support suite.  The suite allows for 1:1 and small group working, and it is based in the heart of the Senior School, in the maths corridoor.

The type of support available varies depending on the area of need and how that manifests in each individual child, their age and stage of academic development.  The support is offered in a graduated approach; from students who may only have a learning profile which teaching staff may use to make appropriate adaptations to their classroom teaching, all the way to children with complex needs and support from multiple colleagues. 

At RGS, we have a three tiered graduated approach to ensure students are well supported.

Most students will achieve well with high quality teaching provided in the classroom - that which is ‘universal' to all.

Some students may require additional support in the form of interventions. Students may or may not have an identified special educational need to access intervention. Parents will be consulted in the assessment, planning and reviewing of interventions by the class teacher.

Where students require additional support or the needs of students are complex or not clear, a referral may be made to specialists. Referrals will always be made in consultation with parents and carers.

The specific types of interventions we typically offer are all detailed within each 'area of need' (above).

Our team of Learning Support Assistants are deployed in various ways:

Supporting the students 

• Developing an understanding of the specific needs of the SEND students.
• Establishing a supportive relationship with students and developing methods of promoting and reinforcing their self-esteem.
• Helping students to stay on task, organised and to develop study skills they can use throughout the curriculum.
• Helping students to learn as effectively as possible in both group situations and on their own.
• Clarifying and explaining instructions.
• Ensuring the students are able to use the materials and equipment needed.
• Motivating and encouraging students when necessary.
• Assisting them in weak areas such as literacy, behaviour and presentation skills etc. 

Supporting the teacher (who has prime responsibility for learning)

• Providing regular feedback about students to the class teacher.
• Liaising with the class teacher to support differentiated learning activities.
• Contributing to the maintenance of students’ records.

Supporting the school

• Contributing to established links between home and school.
• Liaising with other members of the team to support SEN students.
• Attending relevant in-service training.
• Being aware of established school procedures.

At any point you can complete our Parental Initial Concern form.

In the first instance, talk to your child’s subject teacher about your concerns and they will advise you of the additional support that can be provided in lessons and provide additional resources to continue this support at home.

You can also contact the Head of Year who lead the pastoral support available to students in all year groups who can offer additional advice and support.

If you continue to have concerns, you can arrange a meeting with the Head of Learning Support – SENDCo, Lorraine Cattle.

If your concerns relate to the safeguarding of a child, please make an appointment at the office with Mrs Sarah Longville, our Designated Safeguarding Lead.

If there are any concerns around your child’s learning, happiness or wellbeing, we will communicate this with you and work together to action support and next steps for improvement.

We do this through:

• •Discussions with the teacher before/after school
• •During parent/teacher parental meetings
• •Discussions with the Pastoral Team
• •During inclusion meetings with the class teacher/SENDCo

If a child has lifelong or significant difficulties, they may undergo a Statutory Assessment, which is usually requested by the school but can also be requested by a parent. This will occur when the complexity of need, or lack of clarity around the needs of the child, are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.

The decision to make a referral for an Education, Health and Care Plan (EHCP) will be taken at a ‘Team around the child’ progress review meeting, and will combine information from a variety of sources. This will include information relating to the previous and current educational provision, actions that have been taken, and the preliminary outcomes of set targets. The collated information will be sent to your Local Authority SEND Team (depending on your family's registered primary address) who will make a decision about whether or not the child is eligible for an EHCP.  If an EHCP is put in place, it will be focused on outcomes and will be reviewed at least annually.

Here are some links to different local authority's processes for assessing EHCPs:

• Newcastle City Council
• Northumberland County Council
• Gateshead Council
• South Tyneside Council
• North Tyneside Council
• Durham County Council
• Sunderland City Council
• Darlington Borough Council
• Hartlepool Borough Council
• Middlesborough Council
• Cumbria County Council

At RGS we liaise with the parents and feeder schools of SEND children, prior to our assessment days.  We will discuss with applicants what special arrangements they need to have in place for assessments.

Once a child has been accepted onto our role, we will seek further information to ensure your child’s transfer to our school is as seamless as possible.

Our transition into RGS arrangements include transition booklets, a dedicated SEND Transition Day and additional induction visits for incoming children to build confidence and give them opportunities to meet the staff within the Junior/Senior Schools, should this be required.

Our SEND Team will also support the transition to different year groups and key stages throughout your child’s RGS journey.

Where your child is leaving RGS, whether it is transferring to a new primary or secondary school or a move to University/further study, information will be shared with the SENDCo of the new education establishment, in order to aid transition.

There are a small number of RGS students who require special arrangements for exams due to their additional needs. To be eligible for these special arrangements the students must meet criteria set out by the JCQ (Joint Council for Qualifications).

Students who have a SEND diagnosis do not automatically qualify for access arrangements.  For a pupil to meet the JCQ criteria, not only must standardised assessments show their needs but there must be evidence that they have required that particular arrangement regularly in lessons in order for them to make expected progress. This is known as their Normal Ways of Working (NWOW). If a student makes expected progress in class without special arrangements then they do not meet the criteria.

The process is coordinated between the Exams Officer, an Exams Assessor and the SENDCo.

Outside agencies may advise on access arrangements, but the school are required to undertake independent assessments to ensure consistency.  Students and their parents/carers are notified of their exam access arrangements and support, as approved.

We understand that collaboration with others is critical, in particularly at key points of transition for our SEND students.  There are a number of opportunities for involving you and other stakeholders in your child's education, including:

• Liaison with your child's feeder school SENDCo’s, during transition into RGS.
• Regular home school communication (though parents' conferences - see the parent portal for dates) or individual communications/meetings outside of these.
• SEND parent coffee afternoons - come and meet the team!
• Our SENDCo is available at every parents evening.
• Multi professional teams to support your child from a SEND Services such as Educational Psychologist, Speech & Language, ASC Services, Emotional & Behavioural Services and external services such as CYPS, School Counselling & Nursing Teams and Social Care Services.
• Our dedicated SEND Governor is Sally Green, contactable via email.
• Our Deputy Head (Academic), Chris Quayle, is also available to answer issues relating to SEND students.

Parents should initially speak with your child’s Form Supervisor or subject Teacher about any concerns, and hopefully they can address these.

Further issues can be forwarded to your child's Head of Year as well as the SENDCo (Lorraine Cattle).

If your concerns are still not resolved to your satisfaction, you can then contact the Head Teacher, who may direct you to the school’s complaint’s policy and procedure.