All children at King Edward’s have as a matter of principle equal access to the school’s curriculum, notwithstanding any disability or identified learning difficulties.
We take into account formally recognised learning difficulties in how we teach and assess.
We aim to recognise pupils who need support so that they can derive maximum benefit from the curriculum.
One way of doing this is through literacy tests carried out in the First to Third Years, or by referral by subject teachers of individual pupils to the Curriculum Support Team.
All members of the teaching staff receive regular updates on those pupils who require support and ways to help them in the classroom.
Some extra literacy lessons are provided for those pupils in the Lower School whose performance in diagnostic testing suggests that they would benefit from them. The lessons are usually on a one-to-one basis and by extract from other subject periods on a rota system.
Extra mathematics support on a short-term basis is provided for pupils in the Lower School and Upper School whose difficulties are with numeracy skills. Pupils can attend a regular drop-in clinic run over four lunchtimes a week by members of the mathematics department with experience in this field. Some students may require more targeted support, depending on the results of tests and other data.
Disability Code of Practice 2014
The school recognises its duties under the Special Education Needs and Disability Act 2001, the SEN and Disability: the Children and Families Act 2014 (Part 3) and The Equality Act of 2010 towards pupils who have a disability.
Enquiries should be addressed to Mrs Z. Ramshaw, Head of Curriculum Support.