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EAL & SEND

LWC 2

“Curriculum Support aims to set students with SEND or EAL on a path to independent learning and success by developing their individual strengths, building confidence and self-esteem. We have high expectations and aim to maximise opportunities and success for all.”

Learning Differences

Students accessing support within our experienced and approachable department are viewed as individuals with learning differences. LWC is an inclusive setting where neurodiversity and neurodivergence are discussed openly. Some students join LWC with diagnosed specific learning differences such as dyslexia or dyspraxia. Others may have medical conditions that impact education, such as ADHD and autism. We also assist international students with English as an Additional Language (EAL).

Parents and subject teachers are encouraged to relay any academic concerns they have about a student to the child’s Form Tutor first. These concerns can then be shared with the Head of Year and Head of Curriculum Support. If necessary, the student can then be added to our ‘Staff Awareness’ register. This allows closer observations in all lessons over time to build a picture of need. Potential additional support (academic or pastoral) will be considered during this period, including referrals for educational assessments and reviewing the balance between academic and co-curricular activities.

CURRICULUM SUPPORT INFORMATION FOR PARENTS

 
LWC 1

Support

Many students with learning differences succeed at LWC through High Quality Teaching (Wave 1 support) in lessons, adopting the A2RH approach, and using their individual strengths and coping strategies. Learning differences require resilience but are not viewed as barriers to success. Some students need support to develop confidence, identify their strengths, and achieve according to their potential. They benefit from an individualized approach tailored to their needs, which helps develop skills that promote independent learning. This approach includes consideration for classroom strategies, exam arrangements, subject choices, timetable load, and access to external professionals, including specialist teachers within our Curriculum Support department.

LWC

  • Monitoring
    1st, 3rd, and 6th form students are screened for literacy difficulties that might affect their learning or exam performance. The results from these tests, along with subject teacher feedback, help determine if a more detailed assessment of needs is necessary. Parents are informed if a further assessment is needed.

  • Referrals to Curriculum Support
    Parents and teachers are urged to communicate any student concerns to Form Tutors, who will then relay these to the Head of Curriculum Support when necessary.

  • Additional Learning Support
    Additional Learning Support for study skills, literacy, and maths is generally available for students if their schedules allow. Students in 1st to 3rd Form may miss scheduled non-core academic lessons to access support, although we do our best to avoid this. 4th Form upwards will be accommodated either during a Supervised Structured Study period, break time and sometimes after school. Experienced part-time Specialist Teachers, coordinated by the Head of Curriculum Support, provide and charge for support. They aim to collaborate with subject teaching staff to understand needs and set targets. We also work with external assessors for diagnostic tests when necessary. Private tuition is an alternative for others. Additional Learning Support for study skills, literacy, and maths is generally available for students if their schedules allow. Students in 1st to 3rd Form may miss scheduled non-core academic lessons to access support, although we strive to minimise this. For students in 4th Form and above, support is typically provided during Supervised Structured Study periods, break times, or occasionally after school. Our experienced Specialist Teachers, coordinated by the Head of Curriculum Support, offer this support and work collaboratively with subject teaching staff to understand student needs and set targets. Furthermore, we collaborate with external assessors for diagnostic tests when necessary. Parents are encouraged to consider private tuition at home as an alternative option for students seeking additional help. Our goal is to ensure that each student receives the personalised support they need to thrive academically.

  • Staff Awareness of students with SEND or EAL needs
    Teaching staff have access to the SEND register, which offers detailed information about students with SEND or EAL. It includes support categories: Staff Awareness, Individual Support Plan, SEN Support Plan, and Education Health and Care Plan. Staff have access to details on each student’s strengths, struggles, strategies, and their exam arrangements (if relevant). All teaching staff are trained in ‘Learning Beyond Labels’ to address language, attention, working memory, or processing differences—the most common issues among students. Every academic department has a SEND policy. Staff can raise concerns about any student’s progress to the Form Tutor, who will involve Curriculum Support if needed. The Head of Curriculum Support may observe lessons and help teachers, while informal discussions with the student ensure their perspective is considered. Parents might be contacted for a detailed assessment if necessary.

  • Examination Access Arrangements
    Students who meet the exam boards’ criteria can receive various exam access arrangements. Examples include extra time, computer readers, speech to text tools, reading pens, and laptops. Per JCQ regulations, diagnostic evidence as well as specific evidence from each subject teacher is required. Before GCSEs, students are given opportunities to practice these arrangements during internal assessments.

  • EAL
    Curriculum Support addresses the needs of international students across all year groups who have English as an Additional Language. Teaching staff will have access to each student’s strengths, struggles and strategies which help them learn. Students may have assistance with their English in various subjects and be prepared for external qualifications such as iGCSE English as a Second Language or IELTS in 6th form. Students undergo assessment upon arrival to identify required support provisions. Instruction is delivered by experienced teachers in small groups or occasionally on a one-to-one basis. The iGCSE in English as a Second Language is taught in the 4th and 5th Forms alongside the standard iGCSE in English Language and English Literature. The course content is entirely complimentary to that which is covered in English Language and English Literature. It focuses on teaching skills for reading and writing and is compulsory for all EAL students. A level 6 in English Language is required for entry into numerous courses at British universities, although additional qualifications like a satisfactory IELTS score may also be necessary. The iGCSE exam administered at the end of the 5th Form includes modules in Listening, Reading, and Writing. L6th students typically enrol in the rigorous IELTS course (CEFR C1), an internationally recognised qualification accepted by British, Australian, and most US universities, employers, and colleges globally. Some universities require the IELTS over other qualifications. Students awarded a level 6 demonstrate to universities and agencies that they possess the English language skills essential for pursuing undergraduate academic courses, participating in academic tutorials and seminars, conducting complex research, and communicating effectively in both oral and written assignments. This qualification is also acceptable for student visa purposes. Students who have obtained a GCSE in First Language English outside the UK may still be encouraged to undertake this qualification during the initial term of L6th to meet university entrance and student visa requisites. We place significant emphasis on the pastoral care of all overseas students, aiming to ensure they settle contentedly and seamlessly into their new environment.

  • Booster Groups
    Small group interventions, known as Booster Groups, play a crucial role in supporting students with learning differences. These groups are designed to enhance reading, spelling, and language development skills through targeted instruction and practice. By working in small groups, students can benefit from personalised attention and tailored activities that address their specific needs and challenges. Booster Groups are an excellent way to reinforce classroom learning, helping students to build confidence and improve their academic performance. These sessions are conducted by Curriculum Support staff and may take place during before registration, after school, during supervised structured study or during lunch break. ensuring that every student can succeed.

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