Oxford Academy

Cognition & Learning

My Child requires Learning Support

Children with learning difficulties struggle to learn or do well in school. Specific Learning Difficulties (SpLD) affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexiadyscalculia and dyspraxia. Support is required when, even with the appropriate differentiation, the learning process is slower than that of peers. Learning difficulties can be classified as moderate (MLD) or severe (SLD). With Severe Learning Difficulties, students likely need support in all areas of the curriculum. In some cases we can speak of Profound and Multiple Learning Difficulties (PMLD), in which case a child is likely to have severe and complex learning difficulties as well as a physical or sensory impairment. 

What We Can Offer

All students at The Oxford Academy can access schemes of work with appropriate differentiations of tasks and materials and outcomes. Lessons are planned with a range of engaging activities, progress tracking, homework policies and homework clubs.

For students requiring more specific support, a number of measures can be put into place. This may include:

  • Pupil passports for all SEND students which are kept on hand by teachers
  • Supported break time clubs
  • After school homework support (Mondays, Tuesdays & Thursdays)
  • In-class Teaching and Learning Assistant support
  • Smaller class/set size
  • Differentiated/modified tasks and teaching materials
  • Phonics and/or numeracy support
  • 1:1 English or Maths support with Literacy and Numeracy specialist teachers (see further)
  • Educational Psychologist (EP)
  • Exams Access Arrangements (post-screening):
    • - Scribe
    • - Extra Time
    • - Reader
    • - Word Processor
    • - Bilingual Dictionary (EAL)
    • - Delayed Start
    • - Rest Breaks
    • - Coloured Paper
  • Use of laptops from the Inclusion Department

Literacy Support

In the lower years, the focus for interventions lies mainly on Literacy (English) and Numeracy (Maths). Aside from in-class support from Inclusion Managers and Teaching and Learning Assistants, the school offers "Fresh Start" interventions to increase phonic awareness and reading age for those who need it. Students that are in Fresh Start in Year 7 are withdrawn from mainstream English lessons to do so. Fresh Start is also offered in Year 8, however here, students have Fresh Start Intervention alongside their mainstream English lessons. Fresh start is taught by SEN Teachers and Intervention Managers. Supplementary to Fresh Start, we offer "Rapid Reading" to further advance the reading and comprehension levels of pupils. We are an accredited Ruth Miskin Trained School for 2016-17.  Ruth-Miskin-Training-Accreditation-Badge-2017-18.pdf

In year 10 and 11, the support shifts to accommodate GCSE exams and coursework. Inclusion Managers run regular after school interventions and provide 1:1 support for GCSE coursework where needed.  

On top of the in-class support that is provided year-round, a large number of staff is put in place to assist those who need scribes and/or readers in every class in the weeks leading up to the examinations. This helps build a solid working relationship between student and scribe, to maximise the student's confidence.

If you would like to get in touch with our department's Lead Literacy Teacher to speak more in depth about your child's progress, please fill in the form on the Contact page

Numeracy Support

For students struggling with maths in year 7 and year 8, we offer "Rapid Maths" interventions on an average of two hours per week. These interventions are taught by SEN teachers and Inclusion Managers in small groups to optimise the level of differentiation for each student. The focus of Rapid Maths is to increase basic numeracy skills and to develop a good level of confidence. In some cases specialist 1:1 support is put into place to rapidly boost a student's maths levels.

In higher years students continue to receive numeracy support from the department's Specialist Numeracy Teacher, be it in small groups, on a 1:1 basis or through in-class support. The programmes are individualised and therefore continuously tweaked in deliberation with the Maths department to suit the individual needs of the student.

If you would like to get in touch with our department's Lead Numeracy Teacher to speak more in depth about your child's progress, please fill in the form on the Contact page