Statement on the Education and Welfare Provision for EFL pupils and pupils with a Statement

Via initial assessment prior to, and on, their arrival at the School, we establish as quickly as possible the levels of English of all students whose first language is not English. We then support each student in accordance with his or her needs, with a personal programme of study (IEP). This may range from an initial spell of intensive EAP to full integration with the main curriculum plus a reduced EAP component. Such programmes, regularly monitored and including ongoing assessment, flex according to the emerging development of the learner. IPSs (IEPs) are drawn up each year for every pupil with EAP.

 

In the timetabled EAP lessons, students work towards EAP exams (IELTS and IGCSE) as well as learning how to use English as the gateway to other studies and to engaging with life generally in the UK.

 

Care is taken in the first instance to glean from subject areas and from other areas of school life key items of vocabulary and to ensure the students are familiar with these. The main emphasis in the long run, through the development of writing, reading, listening and oral performance, is on teaching the students the skills which empower them to continue their learning of English in all other curricular subjects and to ensuring the students have maximal access through English to the wider curriculum.

 

For any pupil with Particular Learning Needs, whether or not he/she has a Statement, care will have already been taken, prior to that pupil’s admission into the School, to assess fully that pupil’s needs and to ensure that steps are taken to meet them. At this stage, as at every appropriate subsequent stage, consultation with specialists and parents, as needed, will take place and, where a Statement applies, all terms of the Statement, including the reviewing and reporting modes and periods, will be met. For any pupil with Particular Learning Needs staff will remain fully aware of the pupil’s needs as recorded in the Special Circumstances File at Rishworth or Heathfield as appropriate, through ongoing review and, as appropriate, through discussion and through the sharing of any updated information, so will be well placed to respond to emerging developments. Such monitoring of the pupil’s progress and welfare will be both in general terms, and with specific regard to the exigencies of the Statement, where relevant. The programme of study, adapted as needed to the pupil’s particular needs, may include individual (or paired) specialist lessons by our in-house Co-ordinators of Learning Support based at Rishworth and Heathfield, who also visit main curriculum classes to ensure that what special support is afforded outside these lessons is effective within them. Use is made of IPSs (IEPs) where it is considered necessary.

 

As appropriate, the provision for the welfare of students who have English as Foreign Language, for any identifiable groups of pupils including non-statemented pupils with Particular Learning Needs, and for any student who has a Statement is not only specifically provided for as above but is also integrated fully into the School’s pastoral support system and is further documented by the School’s Safeguarding and Promoting Pupil Welfare documentation (Child Protection Policy and Appendices), as for all students, and by the Particular Learning Needs documentation . In addition, for new Boarders, there is a comprehensive and highly structured Induction Programme which starts during the end of the Summer Holidays and lasts a number of days prior to the arrival of the other students. Care is taken to ensure that the needs of all pupils are met in admissions, discipline and other procedures, including educational visits and examinations.

 

Note: where the term ‘statement’ is used, this refers to pupils aged 5 to 16 who have a statement of special educational needs. Not all pupils with learning difficulties and/or disabilities will have a statement.

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