Policy
Kelly College has a history of an inclusive policy regarding pupils who may have learning difficulties such as dyslexia and dyspraxia. It accepts pupils of a wide range of ability and talents, and evidence shows that most of these pupils achieve creditable results – both academic and non-academic – according to their potential. Increasingly, learning difficulties have been recognised before entry to Kelly, and pupils have received help at their previous schools. Sometimes particular needs are not identified until a pupil is already at Kelly. The term ‘special needs’ also encompasses the ‘Gifted and Talented’ or ‘Most Able’ – those pupils who achieve, or have the ability to achieve, at a level significantly in advance of the average in their year group. The school’s aims, therefore, with regard to special needs, are to:
- Offer continuing learning support, if considered beneficial
- Identify and assess any previously undiagnosed learning difficulty
- Provide specialist tuition/learning support/enrichment activities to all pupils with special educational needs at both ends of the ability range, so that they fulfil their potential and benefit from what Kelly College has to offer
Staffing
Kelly College has one full-time Learning Development/Special Educational Needs Co-ordinator (Mrs Valerie Lanyon Jones), and a part-time Special Needs teacher. Both are fully trained and experienced in the teaching of pupils with special needs. They see liaison with colleagues as a high priority, and the Register of Pupils with Special Educational Needs, updated at the beginning of each term, is made known to all teaching staff, along with practical suggestions for how best to help these pupils in the classroom. The Learning Support Department is based in the main school building, and is equipped with a computers linked to the school’s intranet with access to the internet. Pupils are welcome to call in to this room whenever they have concerns about their work or other aspects of school life, or if they wish to arrange a lesson.
Entry Procedure
When applying for admission to Kelly, parents who are aware that their son/daughter has a learning difficulty must make this known to the school. It may be that he/she is entitled to extra time in the entrance exams, but more importantly, an appointment can be made with Mrs Lanyon Jones. The purpose of this meeting is primarily to discover whether Kelly is the best environment for the pupil, and that the school is able to meet his/her particular needs. It is important for parents to make available any recent school reports and/or assessments from Educational Psychologists or Special Needs teachers, in order to discover the nature of the difficulty and the kind of provision required. If it is felt that a pupil’s difficulties are such that he/she would not flourish at Kelly, advice is given to parents regarding suitable alternative schools. Mrs. Lanyon Jones sees the entrance exam papers of any candidate who is thought to have a learning difficulty, in order to help decide whether he/she will be able to cope academically.
Liaison With Parents
Contact with parents is a vital ingredient in the success of the tuition given to pupils. Parents are welcome to contact Mrs Lanyon Jones either by telephone, via her school number: 01822 813159, or by email on lanyonjonesv@kellycollege.com. She is always available at the relevant Parents’ Meetings. Parents are equally welcome to make an appointment to come into school and discuss any concerns. A written report on the pupil’s progress, and a brief outline of the work covered, is included in the end of term reports.
Specialist Tuition
The aims are to:
- Improve the pupil’s ability to express him/herself more clearly and accurately, both orally and on paper, thus narrowing the gap between potential and performance
- Encourage effective study and organisational methods that will be of lifelong benefit
- Help pupils to acknowledge their strengths and to give them the confidence to overcome their difficulties
Tuition is on a one-to-one or small group basis. Each pupil referred for tuition is assessed, and an Individual Scheme of Work drawn up. Teachers have access to a 'Personal Profile' for pupils receiving Learning Support: this details the pupil's learning difficulty, their strengths and weaknesses, and gives suggestions as to how they can best be helped in the classroom. Help in LS lessons covers a wide spectrum of approaches, but is largely based on multi-sensory techniques. These include some excellent computer software aimed at improving spelling, phonics, mathematical concepts and study skills. As much as possible, the scheme of work is related to what the pupil is currently doing in other areas of the curriculum, thereby making it more meaningful and relevant. This is particularly the case during preparation for GCSE.
‘Gifted and Talented’ or ‘Most Able’
Although there is no separate specialist tuition for those pupils designated as ‘Most Able’, there is a variety of activities available by way of challenge and enrichment in which they are encouraged to participate. A ‘Most Able’ Register is issued to staff once a year based on several criteria, including scores on tests carried out with all pupils in their first term, performance in public exams and the UK Maths Challenge, and recommendations from teachers in the areas of Academic as well as Artistic and Creative, and Sporting achievement.
Timetabling
There are three main ways in which this operates:
- In Forms 1 – 3 instead of French, but with the option of taking up Spanish in Form 3 (while continuing with Learning Support during timetabled French time). N.B. This option is primarily for those pupils who have been diagnosed as dyslexic. Many (though not all) dyslexics experience difficulties in learning French: research indicates that Spanish is far more ‘accessible’ and easier to learn for these pupils
- In the 4th and 5th Forms, Learning Support can be taken as an Option
- In the 6th Form, lessons are arranged to fit into a pupil’s Private Study periods
Exam Concessions
Where appropriate, a pupil with learning difficulties may be entitled to special arrangements in GCSE and GCE AS/A2 exams. This is usually extra time up to 25%, but may also be use of a pc, amanuensis or reader. Assessments for these ‘Access Arrangements’ are a requirement of the Exam Boards and are carried out during the Summer Term of the 3rd Form by the Educational Psychologist, Mr Chris Barker. Mr Barker also assesses pupils at other Devon Independent Schools and is a regular and welcome visitor to Kelly. There is a charge of £375 for a full assessment. Parents will be notified of these assessments at the appropriate time, and are given the option of making private arrangements for this EP assessment, the documentation for which must be sent to our Exams Officer in time for the start of the Michaelmas Term of the 4th Form. Note: if a pupil requires a reader and/or scribe in school and public exams, a charge will be made.
On applying for any special arrangements in external exams, the school is required to provide evidence of the candidate’s history of difficulties and the provision that has been made for these. It is therefore essential that pupils who wish to apply for concessions have made use of the available tuition and advice.
Charges (as at September 2010)
The present cost of a one-hour lesson is £35.
1. For Learning Support lessons taken in place of French, the school pays part of the cost on the following schedule:
- Parents pay 50% if the lesson is 1:1 - thus parents pay £17.50 per lesson
- Parents pay 40% if the lesson is 1:2 - thus parents pay £14.00 per lesson
- Parents pay 30% if the lesson is 1:3 or 1:4 or 1:5 - thus parents pay £10.50 per lesson.
2. Learning Support lessons in the GCSE Course Option Block is school policy and thus are free.
3. All other lessons in non-lesson time should be charged at the full amount.
Mrs Valerie Lanyon Jones
Learning Development Coordinator
Kelly College
Tavistock
Devon
PL19 0HZ
Tel: (01822) 813159
Fax: (01822) 813168
Email: lanyonjonesv@kellycollege.com