The Learning Support Department continues to grow in both capacity and impact—mirroring the development of the pupils who benefit from its resources. Under the leadership of myself and Mrs El Jacifi, we provide support from Pre-Reception through to Year 8. The nature of support varies: some pupils require short-term assistance, others benefit from longer-term interventions, and many dip in and out of support depending on their developmental needs.

Regardless of the duration or type of support, we are proud to have a highly skilled and dedicated team in place. We are especially fortunate to have Mrs Grazyna Fulford working with us one day a week. As a qualified assessor, she plays a vital role in identifying learning barriers, enabling us to tailor our support strategies effectively.

Our interventions range from in-class differentiation led by the class teacher, to targeted support delivered by our exceptional team of Teaching Assistants. We also offer more formal small class teaching in English and Maths as standard from Year 4. In some cases, pupils may be referred to one of our visiting specialists, which include two speech and language therapists, an educational psychotherapist, and two support teachers/mentors who offer bespoke packages. We also maintain strong partnerships with external professionals such as educational psychologists, psychiatrists, and physiotherapists (to name a few), whose expertise helps us assess and address barriers to learning and emotional wellbeing.

Our collective knowledge and experience allow us to support a wide spectrum of needs. These include specific learning difficulties such as dyslexia and dyscalculia—screened for all pupils in Year 2—as well as neurodevelopmental conditions like Autism Spectrum Condition (ASC) and Attention Deficit Hyperactivity Disorder (ADHD). We also support pupils with physical needs such as hypermobility, dyspraxia, and cerebral palsy, as well as those with challenges related to
working memory and sensory processing.

As pupils progress through the school and begin preparing for formal tests and exam, we pay close attention to access arrangements. These may include adaptations such as laptops, rest breaks, alternative exam rooms, the use of noise-cancelling headphones, a scribe, a reader, or extra time. For those transitioning to digital working, we offer an intensive touch-typing course to ensure they are equipped to succeed.

Professional development for staff remains a priority. Most recently, we hosted a whole-teaching staff INSET focused on dyslexia, exploring how to create dyslexia-friendly classrooms and identify traits across subjects. The emphasis was on inclusive teaching strategies that empower pupils to thrive within the classroom environment—where the greatest impact is made through quality first teaching.

Our regular coffee mornings, co-hosted by myself and Mrs El Jacifi, have become a valued space for parents whose children access Learning Support. These gatherings foster a sense of community, encourage the sharing of experiences and advice, and help normalise the diversity of learning needs. We celebrate this diversity throughout the year, including during National Neurodiversity Week each March, where our SEND Peer Mentor in Year 8 plays a key role in
promoting awareness and inclusion.

At the heart of our work is a belief that every pupil is unique and capable. Through collaboration, expertise, and compassion, we strive to ensure that all learners are supported to reach their full potential.

Elena Gregoriou-Ostojic
Head of Learning Support
Director of Safeguarding