Learning Support

Staffing

• Mrs J Warren (Teacher : SENCO - Head of Department)
• Mrs J Holme (Teacher : Specialising in numeracy)
• Mrs C Beresford (LSA)
• Mrs K Bradley (LSA)
• Mrs D Carter (LSA)
• Mrs D Downing (LSA & Departmental Administration)
• Mrs P Hutchinson (LSA)
• Mrs J Wellens (LSA)

The Learning Support Department

The Learning Support Department (LSD) provides the support that can help students with a range of difficulties to overcome barriers to learning. Learning Support Department staff are able to recognise and manage a range of issues, including dyslexia, dyspraxia, ADHD, and a broad spectrum of other clinical, emotional and behavioural conditions.

Although all teachers at Audenshaw School are teachers of pupils with special educational needs, you may need to have contact with members of staff who are particularly concerned with helping your child.

Identification and Assessment

On entry to year 7, the LSD completes an assessment of the needs of pupils by analysing KS2 results for English and Maths, information from feeder primary schools, parental concerns and the results of literacy and numeracy tests. At other times in the school year, subject staff or parents may refer pupils who are causing concern to the LSD, who will then make an assessment of the needs of the pupil by collating information from subject staff, further specific testing and consulting parents. Throughout the year the department works closely with external agencies to ensure accurate assessments and provision.

Supporting the pupils

The department uses a range of strategies, including

• In groups as small as 2 or 3, pupils may be taken out of some mainstream lessons for (a) teaching the basic skills of reading and spelling, using the PhonoGraphix method and, or (b) the basic skills of numeracy
• One to one or small group support within classes from our LSA
• Specific information to all teachers on managing individual problems
• Individual Education Plans for all students who need them
• Additional reading practice via a Paired Reading Scheme, using Year 12 volunteers.
• Afterschool mentoring sessions to improve homework organisation
• Use of specific ICT programs, for example, (a) Success Maker, which can be individually tailored for pupils who require additional teaching and practice with literacy and numeracy, and (b) Textease, a speaking word processor, used to give further reading and spelling practice, under the guidance of support staff.

The majority of this support will be for literacy difficulties and is designed to help a pupil reach a functional reading and spelling age which will allow them to access the curriculum. Support is concentrated in the lower school to encourage a good start to secondary education and reduce the need for support further up the school. Pupils are encouraged to become independent learners who have the skills to cope with new learning situations across the curriculum.