Our department prides itself on knowing how to provide the best environment to encourage pupils to thrive. Whether that is through inclusive classroom practices, technology, or one-to-one learning support sessions, we enable your child to discover the best ways for them to learn.
Through listening, reading, watching, and doing, pupils receive a multi-sensory approach to their education.
Our Learning Support teachers
Katie Belassie-McCourt, our SENDCo, comes to us with a SEND and EAL background. She studied for her BA (Theology) at the University of Creighton and then gained her PGCE from the University of Reading. Her most recent position was Upper School and Literacy Lead at a local SEND school. She regularly pursues training opportunities, most recently on trauma and attachment theory.
She oversees the provision for all our pupils and works with teachers to put interventions in place. She regularly meets with teachers to discuss various topics, like inclusive teaching practice and technology.
Our Learning Support department is made of six teachers with varying and vast amounts of experience. Our team have dyslexia-specialist training and subject-specific specialisms. Our Head of LS oversees department training and the timetable, making sure the team is utilised in the most effective way around the school.
Curriculum support
Our learning support, teaching and boarding house staff work together to facilitate a circle of care across the School. We come into class and work with small groups. We can also meet children for more focused one-to-one interventions.
We talk to your child’s teachers to collaborate on the most effective support strategies and encourage all pupils to feel welcome in the department, which is an open, supportive place – with snacks!
Through incorporating strategies to use in class and in the boarding house, we work together to help provide your child with the tools they need to be independent.
Introduction to Learning Support
No matter when your child starts, our SENDCo will liaise with their current school to support your child to have as smooth a transition as possible. Every young person is different, so for some, we may monitor their progress and implement strategies in the classroom. For others, they may require once weekly support in a specific subject area in our department. We assess all pupils when they start to see if there is an area of need.
We create IEPs for each pupil accessing direct learning support and we monitor their progress termly. The SENDCo actively monitors the pupil body not receiving learning support and liaises with teachers and tutors to discuss if interventions are the next best step.
Assessments
When pupils join Bryanston, we assess reading, writing, and speed of work. We can assess internally for access arrangement concessions in compliance with JCQ regulations. We also have a well-established working relationship with an educational assessor, and we have referred many families to her for a full dyslexic diagnostic report.
Through the years
As your child progresses through Bryanston, we continue to monitor their progress. Along with subject specific support, many pupils find our study skills one-to-one sessions useful, covering things like exam technique, revision strategies, and essay structuring.
We work closely with pupils, teachers and parents to ensure that support is in place to maximise your child’s full potential while at Bryanston.