Primary Learning Support

Class teachers provide personalised and differentiated learning opportunities for all children (including our most able); providing materials appropriate to children’s interests and abilities.

The main focus for Learning Support staff is to narrow the attainment gap for children requiring specialist support. Individual progress (Academic, Emotional, Behavioural and Social) is the main indicator of successful inclusion. Where children are identified as underachieving it is our responsibility to identify this and ensure appropriate interventions are put in place to help children narrow gaps. 

For children with specific learning needs: this may lead to lower-attainment but does not necessarily equate to under-achievement. Barriers will be addressed for LS children; for these children it is our responsibility to provide maximum opportunities for them to attain and make progress. Accurate assessment of needs may be requested to identify barriers and inform how that pupil should be supported. 

Aims and Objectives 

PBIS aims to remove barriers to learning and participation through the attention we pay to the provision and achievement of different groups of learners within our school.

We actively create a secure, accepting and stimulating school environment where everyone has the right to learn and everyone will achieve their best. We do this by:

• Providing curriculum access to all
• Securing the highest possible levels of progress, achievement and attainment for all
• Meeting individual needs through a wide range of provision including small classes/ group interventions, in-class support and 1:1 work, extension and creative outlets/projects
• Carefully mapping provision for all learners
• Ensuring that settings are sensitive to cultural diversity within the school
• Ensuring all staff are trained in their field and have ongoing professional development to remain up to date

We aim to provide a happy, healthy and safe inclusive school by: 

• Recognising, reflecting and celebrating the skills, talents, contributions and diversity of all our pupils. 
• Nurturing of the whole child where their happiness is central to all we do. 
• Providing high quality pastoral care, support and guidance 
• Safeguarding the health, safety and welfare of pupils. 
• Listening and responding to the concerns of children and parents. 
• Taking care to balance the needs of all members of the school community. 
• Understanding the particular needs of both children and parents within an International school community.
• To secure inclusive education by continuingly reviewing and evaluating the effectiveness of our provision and achievement of all our pupils. 
• Involving pupils and their families in decision-making using translators when necessary if English is not spoken.
• Seeking advice and support from a range of outside agencies and make links where possible.
• Ensuring that children and their families from all cultures feel understood and valued through a pro-active approach on the school’s part.