Learning Support

Learning Support

The Learning Support Department plays a significant role in supporting pupils who have a specific learning difficulty or disability to achieve their learning potential.

The department helps staff to develop an understanding of specific learning difficulties and learning styles, and to implement any adjustments, including special arrangements for exams, which might be appropriate to maximise the achievement potential of pupils.

Department Staff

  •  Mrs Lucinda Charlesworth, MA (Oxon) Dip SpLD PAPAA – Head of Learning Support and SENDCo
  •  Ms Sophie Colman BA PGCE Dip SpLD PAPAA – Learning Support Teacher
  •  Mrs Kasia Janes BA APAAC – Administration and Teaching Assistant

Caterham School has a whole school approach to meeting individual student needs, with reference to the guidance outlined in the Equality Act 2010, The SEND Code of Practice (2014) and the Children and Families Act 2014.

Any Caterham pupil with a specific learning difficulty or other neurodiversity has full access to the curriculum and is included in a fully integrated teaching programme. For any pupils who need adjustments in class to help access the curriculum or need specific support to fulfil their learning potential, detailed information and advice is provided to teaching staff via the school’s database. This information is reviewed and updated regularly following consultation with teaching staff and the pupil themselves.

Informal testing is carried out from time to time to assess whether individual pupils might benefit from some targeted support, or an assessment with an external specialist.

In supporting our neurodiverse pupils , the department focuses on encouraging greater self-awareness and understanding by pupils of their neurodiversity, and so helping them discover and develop strategies to optimise their learning, building on their strengths, and make their study more effective and efficient. We aim to develop our pupils’ confidence, self-esteem and motivation as well as their independent learning skills.

In-house standardised assessments determine if there is a need for access arrangements at GCSE and A Level. We can arrange full Educational Psychologist assessments and diagnostic assessments from a range of trusted external partners.

Prospective pupils with a disability, long-term medical condition or special educational need may be granted special arrangements in the entrance examinations. Documentary evidence, such as a current Educational Psychologist’s report, should be submitted to the school before the closing date for applications. See Admissions Policy and Learning Support Policy for more information.