Learning Support

We recognise that children have different needs at different times and our teachers collaborate to address these needs and provide for them.

At Newcastle-under-Lyme School we have dedicated Learning Support staff throughout the Senior School. They have responsibility for monitoring the progress of students with SEND and to maintain communication with parents and teachers. Some students have complex needs and it is likely that in addition to the School’s Pastoral response, the Learning Support Coordinator will have a close working relationship with parents and external organisations where relevant. 
 
The School is committed to early identification of special educational needs and adopts a graduated response to meeting special educational need in line with the Code of Practice 2002. A range of evidence is collected through the usual assessment and monitoring arrangements.
 
The Senior School Learning Support is led by Mr A Sparks. A Learning Support Assistant (LSA) can go into lessons to support pupils in the classroom or alternatively can work one to one with a pupil on a particular skill or subject area. The LSA also provides individual support with pupils who struggle with their organisation and gives support for revision, note taking and summarising strategies at appropriate points.
 
Mr A Sparks
Learning Support Coordinator

Role of Learning Support Coordinators

The role of the Learning Support Coordinator includes the following:
 
  • To co-ordinate provision for pupils with SEND SEN/LDD.
  • Day to day operation of the School’s SEND policy.
  • Contributing where necessary to the admissions process.
  • Contributing to planning and provision for students with other learning needs, to plan and implement strategies for support activities and lessons following an external assessment.
  • Liaison and advice to fellow teachers and staff.
  • In-service training on SEND for staff.
  • To maintain records and records of progress specifically.
  • To liaise with parents. We recognise that parents have knowledge and experience to contribute to the shared view of a child’s needs and how best to support them.
  • To seek and respond to the views of the pupils, at all stages, so that they can contribute to the assessment of their needs.
  • Liaison and collaborative work with external support services including educational psychologists. 
  • Co-ordinating provision of extra time or other access arrangements for internal examinations.
  • To liaise with the Examinations Officer ensuring that supporting evidence and appropriate access arrangements for external examinations are in place.
  • Reviewing progress of students with SEND with senior staff and compiling material to contribute to the Headmaster’s and Head of the Junior School’s Annual Reports for Governors.