Learning Support at Bronte School

General Policy and Categories of Provision (“Waves”)

Introduction

As a family school promoting academic excellence, Bronte aims to stretch, challenge and engage at each ability level. The School also recognises the importance of the children’s well-being in providing the secure emotional base which is so vital a part of learning and growth. Many children at the School will be of above average or strong academic ability, aspiring to gaining entry to academically selective senior schools. Others will be of more average or lower academic ability. Admissions policy reflects this range, being non-selective, and allowing for the admission of any child whom the School’s resources are sufficient to support.

The School’s learning support policy, with its four “Waves of Provision”, is distinctly aimed at successful provision across the range of ability, encompassing those with unusually high ability, those who need some extra support, and the full range in between.

Wave 0, and Policy Outline for Teaching and Progress Across the School

Wave 0 is the default position, in which the considerable majority of children are taught, guided and educated, under the overview of the Class Teacher, working to the Director of Studies, and supported by the Teaching Assistant. The Head of Learning Support offers advice and support, as well as training when needed, for class and other teachers and for teaching assistants.

The combination of teaching style and method, the curriculum and a productive and reflective learning environment seek to ensure for all classes progress and engagement, at each level of ability. To support this aim, the School promotes high quality teaching, differentiated where applicable. There is additionally ability-based setting in Years 5 and 6.

To support teaching and learning, there are a number of elements of communication and of tracking progress:

Pupil Progress Meetings (PPMs)

In termly PPMs, each child’s progress is reviewed with the Class Teacher and Director of Studies, with the Head of Learning Support present. PPMs also review wave allocation for each child.

Class Provision Map

Each class has a Class Provision Map, managed by the Director of Studies, and accessible to teachers and teaching assistants on the School central database. Class provision maps are reviewed and updated at PPMs.

Parental Communication and Liaison

As well as contact as required with the Class Teacher during the term, there is one parents’ evening each term, which takes place after that term’s assessment testing. The evenings report on progress and discuss future aims and directions. Where applicable, the evenings are an additional opportunity for the Class Teacher or Head of Learning Support to discuss with parents Wave allocation and learning support provision.

In addition, October Meetings with parents are an opportunity to assess the start-of-year settling process, to go through InCAS results (Years 2 – 6) and baseline testing (Reception Class), and to give any information about Wave allocation and learning support provision.

Wave 1

Under Wave 1, some more individual provision of a defined and time limited nature has been identified as beneficial for a particular child. Such provision could comprise small group or occasional one-to-one out-of-class or in-class sessions, normally relatively short duration, usually taught by the class or other Teaching Assistant. Under this Wave category, management is undertaken by the Class Teacher, with an overview undertaken by the Head of Learning Support.

Examples of Wave 1 provision are: BEAM, Clever Fingers, TRUGS, Toe-by-Toe, Stride Ahead, Power of 2, specialist or targeted handwriting or reading exercises. Children with Unusually High Academic Ability could also be allocated to Wave 1, and could benefit from advanced teaching which explores topics in great depth.

Wave 2

Under Wave 2, there is usually a school-defined or formally diagnosed learning support need or condition. The support for such a need is likely to be longer term, and include regular, specialist teaching, usually by the Head of Learning Support. The teaching is usually one-to-one or in a very small group. Under this Wave category, the more day-to-day management is undertaken by the Class Teacher, with longer term strategy monitored by the Head of Learning Support.

Examples of Wave 2 allocations are: children with defined or diagnosed dyslexic tendencies, dyslexia or autistic spectrum conditions, in forms which have some, but limited, impact on education and learning.

Wave 3

Under Wave 3, there is usually a more significant condition or learning need, with, usually, the involvement of an external agency or specialist support. Children allocated to Wave 3 may be taught regularly on a one-to-one basis by the Head of Learning Support. They will often require in-class one-to-one assistance, funding for such assistance being provided by parents. Under this Wave category, the more day-to-day management is undertaken by the Class Teacher, with longer term strategy monitored by the Head of Learning Support, who will also usually undertake liaison with external agencies.

Examples of Wave 3 allocations are: children with diagnosed dyslexia or autistic spectrum conditions, which have greater impact on education and learning.

This edition: 16th October 2016