MEETING EACH CHILD'S PARTICULAR NEEDS
Gidea Park Prep is an inclusive school which values each pupil and believes that they all have a right of equal access to a broad balanced and relevant curriculum.
We aim to support and extend all pupils, whatever their ability, to enable them to benefit fully from the mainstream curriculum despite any learning difficulties or disabilities.
At Gidea Park Prep, we believe that each child is unique and has a talent. However, at various times throughout their school careers children may need additional support to fulfil their potential.
We aim to improve self-esteem and confidence which, in most cases, will simply be achieved by providing a boost in some areas of learning, while for others it may include specific support.
Pupils are taught in a sympathetic way and are encouraged to discuss their fears and difficulties so that ways of resolving them can be found.
Students who are capable of high performance can also have issues that make some aspects of academic achievement difficult.
Our Learning Development Team is responsible for both the most able and those who are struggling. Where appropriate, they liaise closely with other teachers, parents, and external professionals to:
ensure early identification of additional support or challenges that are needed
plan appropriate intervention.
Individual needs are met daily in the classroom by teachers and teaching assistants and, when beneficial, by small group sessions or one-to-one lessons with members of the Learning Development Team.
The Special Educational Needs Coordinator (SENCo) works in close conjunction with form teachers to ensure that support is provided when and where necessary, within the context of the broader curriculum. If more extensive support is needed for the core subjects, then a Learning Support Assistant (LSA) is employed by arrangement with the School and the parents.
We are proud of the learning support we provide at Gidea Park Prep. Our Learning Support Department plays a vital role, giving assistance and support to children challenged by learning difficulties.
We encourage all staff to acknowledge effort as well as achievement in all areas of school life, so that the pupils’ strengths are recognised and celebrated.
— George Evans