Learning Support at Laxton Junior offers children throughout the school the opportunity to reach and maximise their potential. By providing a little extra help in reading, spelling, handwriting or maths, learning support can provide booster sessions to accommodate your child’s needs.
We are also able to put into place a plan of action with specialist teaching and one to one sessions where appropriate and are able to investigate barriers to learning such as dyslexia, light sensitivity, dysgraphia, dyspraxia or dyscalculia.
All learning support provision at Laxton Junior School is provided at no additional cost to families. We believe that we have a moral obligation to provide all children with the learning they require whatever their particular needs may be. In all cases, teaching and support staff are notified and made aware so that they too can best help our pupils.
We approach Learning Support in the following manner:
Early Years Foundation Stage
As a child enters Reception, monitoring via the structured reading programme enables any indication of a potential difficulty to become recorded for reference at a future date. Hearing and/or speech may also be cause for concern and an investigation would be initiated as these functions form the basis of phonological awareness and hence affect a child’s ability to read and spell.
Key Stage One (Years One and Two)
If concerns are raised in Y1 then an observation and a reading assessment is carried out. It may also be deemed necessary to investigate further which would entail a diagnostic assessment of phonological and literacy skills. As a consequence of this, appropriate intervention, including the option of a phonics recovery programme, would begin.
In Year Two, dyslexic screening is carried out across the year group and the results are analysed. Where there is a concern, further phonological investigation and/or appropriate support is offered. Furthermore, it may also lead to the recommendation by this department for an assessment by an independent educational psychologist. As a result of this, a programme of study addressing the recommendations would be implemented.
Key Stage Two (Years Three to Six)
Any new pupil in Year Three would be included in the screening detailed above for Year Two.
In Year Four, dyslexia screening takes place along with any Year Five pupils who are new to the school. The procedures and courses of action are in line with those in Key Stage One and as detailed above. Concerns in Year Six are investigated in a like manner through reading and/or spelling assessment, observation and again, where deemed necessary, LASS screening.
Reading and Spelling support groups for this Key Stage comprise of pupils whose reading and/or spelling ages at the end of the Michaelmas Quarter are one year below their chronological age at the time. Reading support comprises of two sessions a week to boost their skills and monitor/assess progress. Spelling support involves one lesson a week in which the spelling rule from their weekly spellings is highlighted along with supporting activities to reinforce class spellings. Reading and spelling support pupils are then formally assessed again, in February to monitor learning progress.
If there are concerns regarding Light Sensitivity (or visual dyslexia rather than the more widely known cognitive dyslexia) then a preliminary assessment would be carried out. Additionally, a screening procedure for Light Sensitivity is available if considered relevant.