The vast majority of our students come from different backgrounds and languages to adopt English as their language of study. We have lot of experience working with children who are not native speakers of English. We are supportive and sympathetic to their needs and we focus on helping them develop and acquire knowledge of English and skills they need to access the content of the curriculum. We will be working hard to ensure the best possible outcomes for your children, to make sure they succeed emotionally, socially and academically.
We have students with various levels of English from all over the world. On arrival, we assess your child to establish his or her competency in English, and to determine how much support, if any, he or she will need.
Organization of ELS in Primary
If a child does not appear to be making progress, we will want to understand why and will offer extra support if needed. Our Learning Support Department is led by Ms Pauline Mably with Ms Kristi Lučna providing learning support and guidance to teachers and TLAs .
Teachers consult with Phase leaders, Learning Support teachers and parents to decide on how best to support learning. It may be necessary to complete a diagnostic assessment. This could then lead to additional interventions being put in place to support the child. Interventions might be support in class, additional small group work or 1:1 support.
As parents, if you feel that your child might be experiencing some unexpected difficulties with his/ her schoolwork, please bring it to the attention of his/her class teacher. We can then take a closer look and decide upon a course of action, if necessary.
Statistics suggest that about 10% of the population have some form of specific learning difficulty and about 4% are severely dyslexic. Therefore, 1 in 10 children may experience some kind of learning difficulty at some time in their education. The sooner these difficulties are picked up, the sooner they can be remedied. It is important that we know of any history of learning support that has been given to your children.
Organization of ELS in Secondary
Our aim is to give our students a level of education that matches their ability and potential. In some cases a student’s progress may be inhibited by a learning difficulty. Students with properly diagnosed learning difficulties will be supported by schools, examining boards and universities, giving them the opportunity to demonstrate their true ability. In particular, assessment procedures will be designed to eliminate the impact of the learning difficulty.
Please inform us of any previous learning support your child may have received so that we may continue to provide proper support. If you feel that your child might be experiencing some unexpected difficulties with his/her school work, please bring it to the attention of his/her form/subject teacher. We can then take a closer look and decide upon a course of action, if necessary.
As part of regular assessment, we monitor for signs of learning difficulties and may ask the learning support teachers to take a closer look at individual students as a consequence. We will inform parents of any support that may be needed and make recommendations should further diagnosis be required.
Apart from learning difficulties, your child may have fallen behind in a previous school because of extended absence. Please let us know if this is the case and we will discuss with you what extra provision could be made to recover lost time. If there is anything of this nature which you have not yet discussed with us, please advise us as quickly as possible.