Learning Support Center

INTRODUCTION

The purpose of this policy is to provide effective learning support to pupils experiencing low achievement and/or learning difficulties. The Learning Support Programme assists students who have weaknesses in one or more learning areas. These students may have mild learning difficulties – e.g. comprehension, spelling or sentence construction – gaps in education caused by disruptive schooling or learning differences, or mild emotional disturbances.

Students in Learning Support are integrated as much as possible with their peers. In-class assistance is offered to students and/or withdrawal based Learning Support. Students receive one-on-one support or are taught in small groups.

Riyadh Najed Schools provides IEPs (Individual Education Plans), which are differentiated to suit the needs of each student. In Learning Support, the students work towards the goals of their IEPs as well as building the fundamental literacy, numeracy and study skills required to cope with mainstream subjects. Learning Support classes help students by using a modified curriculum, which is designed to meet Learning Support targets, enabling the students to cope with their class work.

By ascertaining students’ learning difficulties and supplying realistic goals, supported by individually tailored learning strategies, Learning Support students are able to manage the mainstream Programme and improve their general language, numeracy and study skills simultaneously.

RATIONALE

Riyadh Najed Schools Learning Support Team works to assist such students’ walk through their School years. The Team recognizes that each student is a unique individual, who has the right to be secure, confident and happy within their learning environment and to reach their academic potential. Incorporated in the idea of “support” is the appreciation that it is the role of the Learning Support Team to uphold class teachers as well as students. Care is taken to keep teachers informed of strategies, programs and ideas to assist students experiencing difficulties in any area of learning

AIMS

• To optimize the teaching and learning process in order to enable pupils with learning weaknesses to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school.
• To enable pupils with low achievement and/or learning difficulties to participate in the full curriculum for their class level.
• To develop positive self-esteem and positive attitudes about school and learning in these pupils.
• To provide supplementary teaching and additional support and resources for these pupils in English and/or Mathematics.
• To enable these pupils to become independent learners.
• To establish early intervention programmes and other programmes designed to enhance learning and to prevent/reduce difficulties in learning.
• To promote collaboration among teachers in the implementation of whole school policies on learning support for these pupils.
• To involve parents in supporting their children’s learning.
• To enable pupils to participate in the full curriculum for their class level
• To develop positive self esteem and positive attitudes about school and learning in pupils
• To enable pupils to monitor their own learning and become independent learners
• To provide supplementary teaching and additional support in English and / or Mathematics
• To involve parents in supporting their children through effective parent support programmes
• To promote collaboration among teachers in the implementation of whole school policies on learning support for pupils
• To establish early intervention programmes designed to enhance learning and to prevent / reduce difficulties in learning
• To guard the self-esteem and self-image of the learner

Roles and Responsibilities

Effective learning support requires a high level of collaboration and consultation involving the Principal, class teachers, learning support, parents, Management – where appropriate, relevant professionals and pupils. It is important that everybody contributes in the planning and implementation of school plan on Learning Support.

Principal

• The principal has overall responsibility for the school’s Learning Support Programme.
• Works with teachers and parents in the development of the school plan on learning support.
• Monitors the implementation of the school plan on learning support on an ongoing basis and includes learning support on agenda of staff meetings.
• Keeps teachers informed about the external assessment services that are available and the procedures to be followed in initiating referrals.
• Arranges for classroom accommodation and resources as appropriate.
• Monitors screening processes and the selection of pupils for supplementary teaching, ensuring that this service is focused on the pupils with very low achievement.

Role of Class Teacher

The class teacher has primary responsibility for the progress of all pupils in the class including those selected for supplementary teaching. In supporting the development and implementation of the school plan on learning support the class teacher should:

• Implement school policy on screening and select pupils for supplementary teaching in English and Mathematics
• For each pupil who is in receipt of supplementary teaching, collaborate with learning support teacher in the development of an Individual plan by identifying appropriate learning targets and by organizing classroom activities to achieve those targets.
• Differentiate the class curriculum appropriately to meet the needs of all pupils in the class. With regard to teaching pupils with low achievement, the following general methods are recommended:
  • Group teaching
  • Modifying presentation and questioning techniques to maximize the involvement of all pupils in the class
  • Placing emphasis on oral language development across the curriculum
  • Providing learning activities and materials which are suitably challenging but which also ensure success and achievement

Role of Learning Support

The activities of the learning support teacher should include:

• Assisting in the implementation of a broad range of whole-school strategies designed to enhance early learning and to prevent learning difficulties.
• Development of individual plan for each pupil who is selected for supplementary teaching, in consultation with class teachers and parents.
• Maintaining a monthly/weekly planning and progress record for each individual or group of pupils in receipt of Learning Support.
• Delivering intensive early intervention programmes and providing supplementary teaching in English and /or Mathematics to pupils when timetable hours permit.
• Providing supplementary teaching in English or Mathematics to pupils who experience low achievement and /or learning difficulties.
• Coordinating the implementation of whole-school procedures for the selection of pupils for supplementary teaching, in line with the selection criteria specified and input from the pupils’ class teachers and parents.
• Contributing to the development of policy on learning support

Role of Parent

• To support and participate in their child’s learning.
• To meet with class teacher and / or LS teacher and participate in the setting of educational targets.

Role of Pupil

It is important for the students to have an input into the development, implementation and review of their own learning. By doing so they can:

• become more independent as learners
• become aware of different learning styles
• become aware of their own strengths and weaknesses or needs
• enjoy success and evaluate their progress
• excel at and enjoy many curricular and extra curricular activities which would not be practical in the mainstream class due to class size.
• develop ownership of the skills and strategies taught during supplementary teaching and apply these strategies and skills in their mainstream class situation

Role of Management

To oversee implementation and review of the Learning Support policy and the provision of adequate resources, accommodation and storage.

Criteria for Selection of Pupils to Receive Supplementary Teaching

In the allocation of places for Learning Support, the following are prioritized:

• Children who have been defined as a low achievers .
• Priority will be given to pupils who are performing at or below the 10th percentile in a standardized test of English.
• Pupils performing at or below the 10th percentile in a standardized test of Mathematics.
• Support for children presenting with difficulties in literacy and /or numeracy scoring above the 10th percentile. These may be pupils with specific areas of weakness such as spelling /oral language skills / handwriting / comprehension.