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Learning Support (including EAL) Policy
Approval: Full Board Level: Public
Writer: Christian Bishop Review Frequency: Annual Next Review: November 2019 This Policy Approval Dated:
1. Introduction
1.1. The term Learning Support (LS) refers to any need that may present a barrier to learning. This includes English as an Additional Language (EAL) although, at Wellington College Bangkok, EAL is line-managed by the Director of Languages, whereas other specific support for learning is managed by the Head of Learning Support.
1.2. Wellington College Bangkok is committed to developing the strengths of all learners and endeavours to teach students appropriate strategies for overcoming any
barriers to learning and develop to their fullest potential socially, emotionally and intellectually. We encourage all students to develop their personal skills and to become successful independent learners. We appreciate that any child may need support at some time, whether with behaviour, an emerging learning difficulty, or due to an emotional need (e.g. as a result of a divorce or bereavement).
1.3. All students have equal access to the curriculum; this is reflected in the resources and activities provided for learning.
1.4. This policy informs teaching and learning throughout the school and ensures that the appropriate provision of learning support is made for students who need it. 1.5. Understanding and responding positively to the needs of all students is a
responsibility of all teachers in the school, as well as the Head of LS, the Director of Languages and the School Leadership.
1.6. The LS Department is run by a full time Head of Learning Support, overseeing and delivering support provision and plans.
1.7. EAL provision and teachers are overseen by the Director of Languages. All EAL teachers are either fully-qualified Teachers or are ALTs experienced in teaching second language learners in an international environment.
1.8. This policy is updated in collaboration with the Head of Learning Support and the Head of Languages.
2. The Aims of this Policy
2.1 To implement excellent practice and compliance with relevant UK legislation, where appropriate, to create a fully supportive, inclusive learning environment.
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2.2 To anticipate and meet the needs of students in the School identified as having any learning support needs.
2.3 To ensure that no student is unfairly or unreasonably discriminated against, in any area of school life, on the basis of a learning need or deficit.
2.4 To facilitate the identification, at the earliest opportunity, of any student who may benefit from support, whether long- or short-term.
2.5 To ensure that teachers are aware of individual student needs, and that such needs are understood as being the shared responsibility of staff.
2.6 To ensure that all students’ records include information relating to their learning support needs, any interventions that have been provided and the outcomes of such.
2.7 To ensure that regular reviews of the students’ progress are conducted. 2.8 To ensure that relevant staff work in partnership with the students and their
parents at all stages.
2.9 To ensure that the students are included in decision-making concerning types and forms of intervention and targets for action.
2.10 To ensure provision of appropriate INSET, Professional Development and Research opportunities for teachers.
2.11 To mandate support for teachers so that all are able to support students’ needs 3 Scope of this Policy
3.1 This policy applies to all members of the school community.
3.2 This policy applies when the student is in school but also when the student is:
3.2.1 Taking part in any school-organised or school-related activity or
3.2.2 Travelling to or from school or
3.2.3 Wearing school uniform or
3.2.4 In some other way identifiable as a student at the school, for example
online.
4 Admission arrangements (see also Admissions Policy)
4.1 Entrance Assessments are designed in part to gather as much information as possible to pass on to the Class Teacher. For Pre-Prep, assessments of the children’s interactions, preferences and knowledge are noted to be passed on. In the Prep School, assessments of the children’s capability, knowledge and potential are noted to be passed on to the Class Teacher. Once assessments are complete, the parent is informed of the School’s decision on offering a place, which is made
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based on the child’s likely ability to access the School’s curriculum and the School’s likely ability to meet the needs of the child.
4.2 Parents are required to inform the School of any specific learning needs their children may have before any offer is made. Parents are required to forward to the School any assessment reports which clarify their child’s specific learning difficulties. Such reports may be used to help determine whether the School is able to meet the particular needs of a child with specific difficulties. The school does not wish to offer a place to any child if we cannot meet their needs sufficiently well.
5 Learning Support Needs
5.1 Additional support is likely to be needed when a child:
5.1.1 Is experiencing significantly greater difficulty in learning than the majority of children of similar age
5.1.2 Has had long term absences
5.1.3 Has specific gaps in learning
5.1.4 Has English as an Additional Language (see EAL policy)
5.1.5 Is experiencing social, emotional or behavioural difficulties 5.2 Responsibility for coordinating and monitoring Learning Support provision
5.2.1 The School’s Head of Learning Support is responsible for the oversight of
the LS department on a daily basis. This includes monitoring and
evaluating the progress and needs of students who are receiving support.
5.2.2 The line management of the EAL curriculum and the EAL staff are the
responsibility of the Director of Languages. 5.3 The provision of Learning Support
5.3.1 Learning Support (intervention) is additional to, or otherwise different from, the educational provision made generally for children.
5.3.2 The school is committed to making appropriate provision of teaching and
pastoral support for students who need it.
5.3.3 Such provision is a matter for the school as a whole. All members of staff
are expected to be aware of the learning and pastoral needs of every student that they teach and to make their best endeavours to meet each student’s need.
5.3.4 The needs of individual students should be identified and taken account of
in the planning for each lesson.
5.3.5 All teachers are expected to refer to the relevant Learning Support
information in order to keep fully informed of students’ needs and the recommendations for their support.
5.3.6 We aim to provide a graduated response to match each student’s level of
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providing guidance and resources to class teachers and observing behaviour. The next level is support of a specific student from the Learning Support team, either in class or in a small group outside the classroom. The final level is intensive support from the Learning Support team, either in small groups or on a 1:1 basis. The introduction of an Individual Support Assistant (ISA – which incurs an extra charge to the parent) is discussed at this level.
5.3.7 Students are encouraged to take an active role in managing their learning
and to set themselves high standards.
5.3.8 Parents are involved in decision-making and are appropriately involved in
recommendations, actions and interventions/provisions at all stages. 5.3.9 Provision may include, but is not limited to, the following:
5.3.9.1 Establishing trusting and positive relationships with children
5.3.9.2 Differentiation
5.3.9.3 In-class support for individuals or groups
5.3.9.4 Team teaching
5.3.9.5 Withdrawal – small-group and 1:1
5.3.9.6 Access Arrangements for assessments
5.3.9.7 Training, support and advice for teachers and/or parents
5.3.9.8 Liaison with Individual Support Assistants (ISAs)
5.3.9.9 A dedicated area in the school for children to calm down and
take some time out if they are struggling to cope with their emotions
5.3.9.10 Proactive behaviour management plans
5.3.9.11 Individual Support Plans (ISPs) 6 EAL needs
6.1 The school makes appropriate provision for the teaching and pastoral support of students for whom English is an additional language.
6.2 We aim to ensure that all EAL students are able to use English competently and confidently in order to access the full curriculum and play a full part in the life of the school.
6.3 The school recognises that our EAL students come from a variety of backgrounds with different experiences of learning English. There is a collective responsibility, held by all staff, to identify and remove barriers that stand in the way of EAL students’ learning and success.
6.4 Provision for students with EAL is a matter for the school as a whole. All members of staff are expected to be aware of the learning needs of every student that they teach and endeavour to meet each student’s need.
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6.5 The needs of individual students are expected to be identified in the planning for each lesson.
6.6 The EAL staff provide additional support input for students whose primary language is not English and who are referred for support.
6.7 EAL support (or intervention) is additional to, or otherwise different from, the educational provision made generally for children of their age in schools. 6.8 All Junior School class teachers are expected to refer to the EAL information
available from the Head of Languages, or from iSAMS, to keep fully informed of students’ needs and recommendations for their support.
6.9 Students are encouraged to take an active role in managing their learning and to set themselves high standards.
6.10 Parents are involved in decision-making and are kept fully informed of the recommendations, actions and interventions/provisions at all stages, by email, telephone consultations and meetings.
6.11 The School, including the Learning Support team, will provide a graduated response to match each student’s level of English ability.
6.12 It is intended that EAL support be aimed the individual, at their specific level of need.
6.13 The overview of the EAL content covered for each learner is held by the Head of Languages.
6.14 Specific EAL support will typically stop when the Class Teacher confirms that the student can hold a conversation in English and access curriculum content
independently.
6.15 EAL teachers may, when necessary, help Class Teachers differentiate tasks and assist with lesson content. This may mean altering a task, teaching at a more suitable pace or team teaching.
7 Learning Support Referral procedures
7.1 Learning Support can be requested for a student by Class Teachers or by parents (via Class Teachers). In all cases, such suggestions should be discussed in Key Stage meetings, which include either the Head of Pre-Prep or the Head of Junior School, and taken forward as necessary from there.
7.2 For all referrals to Learning Support, an online LS Referral Form is completed. The Head of Learning Support evaluates the referral and provides intervention planning. 8 Evaluating the effectiveness of Learning Support provision
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8.1 It is important to recognise that the benefits supplied to a student by any Learning Support provision or intervention can and should be measurable, measured, recorded and tracked.
8.2 The implementation and effectiveness of an individual’s support may be evaluated using various criteria. When any support plan is drawn up, success criteria (quantitative as well as qualitative) must be included, and the success of the plan subsequently measured against them. Criteria include, but are not limited to:
8.2.1 Demonstrable improvement in Attainment, Progress and/or Motivation
Grades.
8.2.2 Individual Support Plan (ISP) targets met within the specified timeframe.
8.2.3 Achievement in class and in any formative or summative assessments.
8.2.4 Formal and informal feedback from Teachers and parents on relevant
development and progress
8.3 The overall effectiveness of the Learning Support provision in the School should be analysed regularly through assessment of the following (not an exhaustive list):
8.3.1 Timely response to student referrals made by teachers or parents.
8.3.2 The numbers and patterns of students referred for Learning Support.
8.3.3 The range of needs addressed and the range of support put in place.
8.3.4 The involvement of teachers and outside agencies.
8.3.5 Relevant INSET/Professional learning delivered and any related lesson
observations and feedback from lessons.
8.3.6 Records of meetings.
8.3.7 Records of any complaints and how these were resolved.
8.3.8 Records of exam/test results with students.
8.3.9 Large-scale comparison of exam/test results before and after Learning
Support interventions.
8.4 Independent Support Assistants (ISAs) and Assistants of Learning and
Teaching (ALTs)
8.4.1 All classes from Pre-Nursery to Year 6 have dedicated ALTs and all
children should have equal access to this additional support.
8.4.2 If a student requires significantly more support than other students, then
parents may be required to fund a full/part-time ISA, who is appointed and employed by the School.
8.4.3 The Learning Support department will liaise regularly with the ISA and
parents to ensure appropriate support is in place. 8.5 Working with parents
8.5.1 Communication, and the relationship, between parents and Teachers,
including the Learning Support and EAL Departments, is of critical importance to children’s success and flourishing in School. Regular and
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frequent formal and informal communication is essential. Everyone – parents and all relevant Teachers – should be confident at all times that information and understanding regarding a child’s needs are always moving freely. Everyone should feel that they are fully informed of concerns, recommendations and outcomes.
8.6 Involving students in their own learning
8.6.1 Wellington College Bangkok has high expectations of all students and
trains and encourages them to take responsibility for their learning.
8.6.2 As much as is reasonable, students are involved in the processes of
identifying areas for support and agreeing targets.
8.6.3 The Learning Support department monitors the progress of the students
and may invite them for reviews following exit from direct LS support provision.
8.7 Parents play a key role in enabling their children to achieve their potential and are responsible for:
8.7.1 Informing the School about any specific needs their children may have
before application to the School, and providing copies of formal
assessments written by educational psychologists, specialist teachers or other professionals.
8.7.2 Requesting assessment and/or intervention if they feel it to be necessary
8.7.3 Allowing initial assessment to take place in the School to establish the
possible existence of learning difficulties.
8.7.4 Participating constructively in sympathetic and positive discussion in
