Learning Support 

Hull Collegiate School’s approach to teaching pupils with Special Educational Needs or Disabilities (SEND) is to ensure access to a quality education. To achieve this, quality teaching is provided in all classes and there are high expectations for all pupils. Reasonable adjustments and differentiated strategies are employed by teachers in and out of the classroom to prevent disadvantage to pupils with learning difficulties and disabilities. Where needed, additional support is provided in lessons by a classroom teaching assistant or learning support assistant, working under the direction of the class teacher. Some pupils are withdrawn for specialist tuition during lesson times, for example, dyslexic pupils in Years 3-9 are withdrawn for an average of one lesson a week on a rolling timetable for tuition in pairs from a dyslexia specialist teacher. Support may also be provided before school or during lunchtimes or assembly times. Examples include: social skills groups, motor skills programmes, guided reading groups, maths support, spelling support and handwriting rescue.

Learning support provision is coordinated by Mrs A. Manton who is the Prep School’s Special Educational Needs Coordinator (SENCo).

Staff are given guidance on how to adapt the curriculum and learning environment for pupils with special educational needs during INSET days and through resources such as the Disability Teaching and Learning Adjustments document and specific pupils’ support plans. Examples include: providing concrete materials in maths lessons, using coloured paper or overlays for pupils with visual stress, providing writing frames for stories and reports, allowing extra time to complete tasks or reducing the amount of work required, using technology to support pupils, breaking down tasks and instructions into smaller parts, using multisensory teaching methods and providing appropriate pens and pen grips.

The following arrangements are used to identify and assess pupils with SEND:

  • Assessments are made on entry to the school, or during the school year on a whole school basis.
  • Pupils in year 3 or those new to the school in years 4-6 are screened for dyslexia.
  • Targeted assessments are done with pupils with suspected special educational needs on entry to the school or following a concern expressed by a teacher or parent.
  • Teachers are encouraged to raise concerns with the SENCo regarding the performance of pupil who they suspect of having special educational needs.
  • Pupils who do not make sufficient progress through the graduated approach are referred to external agencies, such as Local Authority services, Educational Psychologists and Speech and Language Therapy Services.

Pupils with SEND may be set outcomes which are reviewed termly or twice-yearly using support plans. Where appropriate, pupils are involved in discussing and setting outcomes. Parents/carers are involved in the review meetings and the setting of new outcomes if necessary. Copies of the support plans are given to the parents/carers.

Parents/carers can telephone or email the SENCo, class teachers and head teacher if they have any concerns. Parents’ evenings also provide an opportunity for parents/carers to review their child’s progress with the class teacher and/or the SENCo.