What we do

As a snapshot of the services provided by Wealden Learning Support, what follows is an outline of the kinds of support your child may receive from us. With parental agreement and co-operation in the process, we can devise the most appropriate way for your child to make progress and achieve success within the education system.
 

Computerised assessments and assessment reports

Using computer-based assessments such as Lucid LASS and Lucid Recall, Wealden Learning Support can accurately assess the current attainment levels of pupils in order to develop a tailored learning structure specific to them. Parents will receive a written report detailing the assessment findings for their child. This will be used to develop the initial Individual Education Plan (IEP) and multi-sensory lesson plans.

 

IEPs and SMART targets

Each IEP is agreed with the parents and pupil and is centred around SMART targets so that the individual can see how                               they are progressing.

 

Tailored multi-sensory lesson plans

The multi-sensory lesson plans focus on the strongest learning style of the pupil while maximising alternative supportive              approaches. Pupils are assessed to discover whether they are a visual, auditory or physical learner – or perhaps a combination – and this knowledge is used to develop lesson plans specific and tailored to the child’s needs. Lessons last one hour and can be once or twice weekly.

 

Learning strategies and techniques

‘Overlearning’, or repeated recapping of previously learned information – and how it links to information currently being learned – is crucial for dyslexic and dyspraxic pupils and forms the bedrock of all teaching at Wealden Learning Support.  High expectations, clear routines, positive feedback and constant checking for understanding all help the pupils to improve themselves as learners and give them the opportunity to rate their own progress.

 

Progress reports

These vary according to the child and can be written or verbal depending on circumstances. Reward schemes are encouraged with the participation and agreement of parents.

 

Structured reading and spelling programs

Structured multi-sensory reading and spelling programs, such as Alpha to Omega, are used that incorporate visual and listening skills. This enables pupils to progress from basic foundation skills in sound blending to more complex skills involving multi-syllable words.

 

Half-termly reading tasks

As lesson time is limited, half-termly reading tasks are set in which the pupil is required to produce a response to their current reading. This is to provide the opportunity for pupils to manage their time and plan their own work. Deadlines are often weeks ahead and criteria for success are given.

 

Specific and supportive homework

Wealden Learning Support is well aware that pupils with additional educational needs often find homework tasks stressful and time-consuming. Therefore, homework is only given when it is beneficial and supports what has been learned in the lesson.

 

Structured revision support

In most schools, pupils are taught what to learn but not how to learn.  At Wealden Learning Support, they are. Revision support is based around the pupils’ strongest learning style(s) and productive strategies are taught. Time management skills are also covered and help is provided to produce realistic and achievable revision timetables and goals.

 

Memory strategies

All effective revision relies on a good memory. Depending on a pupil’s predominant learning style, such phrases as ‘mind palaces’, ‘body pegs’ and ‘sticky walls’ make perfect sense at Wealden Learning Support. Pupils are guided and encouraged to use these and other techniques to enhance their learning and long term memory.

 

Assessment for Scotopic Sensitivity Syndrome AKA visual stress or Irlen syndrome

Some dyslexic pupils can experience optical illusions when looking at black, typed text on a white page.                                                        These illusions can occur as either blurred or moving text, ‘rivers of white’ or flashing spots. This can lead to                                         tiredness, strain and headaches when reading for a long time and often to the pupil losing their place on the                                                 page, disrupting the flow of thought and reading comprehension. Wealden Learning Support can assess the                                                extent to which this phenomenon occurs in an individual and the colour of reading overlay that could                                                      alleviate these distractions. The overlays themselves can also be provided to the pupil for use at home and                                                 school.

 

 

Touch typing and handwriting

Especially important for older pupils with heavier workloads and shorter deadlines, touch typing skills can be taught that reinforce spelling patterns and muscle memory. In-house assessments also provide evidence to schools if a laptop is required in external examinations such as GCSEs. For younger pupils, a comfortable and legible handwriting style is encouraged with the aid of various supportive resources.

 

Proofreading

All pupils are taught the importance of proofreading their work and given the techniques to do this independently.