Learning Support

LGSi offers inclusive education to ensure the best possible development for all of our students. Our on campus Educational Psychologist, known as the SENCo, has established the Learning Support Department, providing support across the school and to parents/caregivers.

We aim to:

  • Ensure all children have access to a broad and balanced education

  • Provide access to a differentiated curriculum appropriate to the needs and abilities of individuals

  • Provide appropriate support for children identified as having Special Educational Needs

  • Increase self-esteem through positive praise

  • Ensure that pupils with Special Educational Needs take as much part as possible in all school activities

  • Keep parents informed of their child’s progress and development.

All teaching is planned to meet the same requirements in mainstream, however, the pace of work and strategies may differ. Successful inclusion is key and this takes different forms depending on the needs of each individual student.

Individualized Education Plans (IEP) are developed for students based on their level of need, this also applies to the arrangements for additional in-class support which may be given by Special Needs Assistants (SNA). Students may be given a short term or long term Individualized Education Plan (IEP) and will be working on key skills and targets. The Learning Support Department is able to provide small group and 1:1 activities in order to meet these targets. (Please refer to SEN policy)

We evaluate our learners continuously in order to track progress and make the required interventions. Students with IEP’s have their progress monitored and new targets/goals are introduced as needed. Class teachers, Learning support staff and Special needs assistants meet regularly with the SENCo (Special Educational Needs Coordinator) to discuss student progress and teaching strategies, however, parents/caregivers are required to follow requests by The Learning Support Department for further support.

Learning Support


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