During their time at the Oratory Prep School, our department expects that several pupils will require additional support of some kind. Pupils include those with specific learning difficulties (dyslexia); scholars, who, for example, may need help with time management and exam revision techniques, and those who may need help just to plug some gaps along the way.
Provision
One of our main aims initially is often to develop a child’s self-confidence. We firmly believe that this affects and accelerates the whole learning process throughout the curriculum. Our pupils are taught by three specialist teachers in literacy and mathematics.
The predominantly one-to-one lessons are tailored to suit the pupils’ individual needs. Individual Education Plans are drawn up. Progress is assessed on a termly, or six-monthly basis as appropriate, so that achievement can be monitored according to expectation.
As well as the individual lessons, two learning support assistants provide further support within the classrooms.
Communication
Communication is considered vital to ensure a pupil’s consistent progress throughout the school. During the period of individual support, information on each child is continuously shared with teachers and parents.
In addition, synopses of external reports (e.g. Educational Psychology, Occupational Therapy etc.) are circulated to all teaching staff. Most importantly, they contain guidelines for effective classroom management, relating to a pupil’s individual requirements, within the classroom itself.
Testimony
At the Oratory Prep School, pupils receiving learning support, voluntarily refer to their lessons as ‘special lessons’, a description which has stuck and perpetuated down the years – we think it is a testimony as to how much the lessons are enjoyed!
