Learning Enrichment Department
Learning Enrichment Policy
ELG/ACT
June 2015
King’s College School
Learning Enrichment Policy
1) Introduction – Principles and Objectives
Learning Enrichment at King’s exists to help all pupils achieve their learning potential, whether or
not they have a specific learning difficulty or disability.
We believe that thinking in terms of learning enrichment, stresses the notion that support must, and
should, be available for all pupils during their time at King’s. The need for support may be shortterm, as a result of absence or a difficulty with a particular subject, or long-term for those with a
disability, a specific learning difficulty or simply a less conventional learning style.
In Learning Enrichment, we attempt to preserve and develop our pupils’ self-esteem and motivation.
We also aim to encourage a desire to learn by not simply responding to a learning difficulty in terms
of remedy, but by enhancing learning and using the pupils’ stronger skills to support and develop the
weaker skills.
Learning Enrichment helps staff to develop an awareness and understanding of specific learning
difficulties. It supports staff to gain an understanding of different learning styles and helps with
differentiation to maximise the learning potential of all pupils.
We believe that if all pupils are to achieve their full potential, they must have total access to
the curriculum.
The Learning Enrichment department operates with an “open door” policy for pupils, staff
and parents.
This Policy is intended to address the relevant recommendations of the Equality Act 2010, the new
SEN Code of Practice (2014), the Children and Families Act 2014 and related documents and
legislation, as well as the guidelines outlined in the School’s Accessibility Policy.
This policy is placed in the Staff Handbook, is available on KLP, the School’s website and sent to the
Chair of the Education Committee. It is reviewed annually.
2) Staff Responsibilities
The role and the names of the staff with specific responsibilities within the LE [Learning Enrichment]
department are:
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The Governing Body – The Education Committee
JS Deputy Head (Pastoral) – Mrs Hilary Morren (HJM)
SS Deputy Head (Pastoral) – Mr Rob Milne (RM)
Head of Learning Enrichment/LE Teacher/LE Co-ordinator – Mrs Lies Goodchild (ELG)
LE Teacher/LE Co-ordinator – Mrs Anna Tingle (ACT)
LE Teacher – Mrs Lucinda Charlesworth (LC)
LE Support Assistant – Mrs Carolyn Hickey (C.Hickey)
3) Admissions
For detailed information please see the Admissions Policy on the King’s College School website.
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June 2015
4) School Examinations
The Senior School prepares pupils to sit public examinations for the General Certificate of Secondary
Education [GCSE], the Cambridge International Examinations (CIE – iGCSE), General Certificate of Education
[GCE], the International Baccalaureate Diploma [IBD] and follows the regulations and guidance relating
to Candidates with Particular Requirements, as specified by the joint Council for General Qualifications
[JCGQ] and the International Baccalaureate Organisation [IBO].
Examination concessions in Public Exams
As a recognised centre for public examinations, the School is obliged to provide historical evidence
of the candidate’s needs and will also be required to show how these needs have been recognised
and met throughout the pupil's school career.
Candidates, who have a disability, Specific Learning Difficulties or Learning Enrichment needs, may be
able to apply for Access Arrangements or Special Considerations for the sitting of public
examinations following consultation with Learning Enrichment (LE) and the Head of Examinations
[HoE].
Parents of candidates who may need such special arrangements will be required to agree to and
submit their son or daughter to a formal assessment by a recognised practitioner, whose
qualifications are recognised as valid for the purposes of the assessment by the JCGQ, the CIE and
the IBO. The written report must be made available to the School and be valid at the time of the
examination for which special arrangements are being claimed. Reports need to be submitted to the
LE teacher at least four months prior to the examination(s) taking place. Candidates studying for
the IB Diploma will need to have a valid report by the autumn term of the Lower Sixth Form.
It is the responsibility of the parents to ensure that formal assessment reports are kept up to date,
however the LE department will endeavour to remind parents when a report needs to be updated.
Special arrangements for candidates with physical disabilities may also be provided in relation to a
recent report from a General Practitioner or consultant physician.
Any candidate, who during the period leading up to exams or during the examination period
encounters a physical or emotional disability, may be awarded special arrangements after discussion
with the Head of Examinations, and in consultation with the appropriate Unitary Awarding Body
[UAB] or the IBO. A request for special considerations may also be made to the relevant UAB or
the IBO, by the school on behalf of the candidate, following the guidelines as set out by the Joint
Council JCGQ, CIE and the IBO.
The IBO, the JCGQ and CIE regularly update their guidelines and instructions regarding access
arrangements and special considerations. The Exams Office and Learning Enrichment (LE) will make
every effort to keep parents informed of these changes. The annual LE/Exams presentation at the LE
Parents’ workshop, which is held during the Autumn Term, includes this information.
Internal exams
During the course of internal assessment of pupils, the School will seek to provide special
arrangements for pupils who have Learning Enrichment needs, which are similar to those required
for public examinations.
Pupils with Learning Enrichment needs write their internal exam papers in the Learning Enrichment
group, which is led and supervised by the LE department. Pupils will be given their individual exam
timetable and will be monitored very closely, to ensure that all needs are being met. Special exam
laptops, or PCs, will be provided for those candidates who require word-processing facilities in their
examinations.
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June 2015
5) Curriculum, Targets and Integration Strategies
In order that pupils with Learning Enrichment needs have full access to the curriculum, they follow a
fully integrated teaching programme. This means that pupils are supported to participate fully in the
class curriculum and the School’s pastoral system. In addition, where deemed appropriate, the LE
teacher will provide lessons on a one to one basis or in small groups. Support may also be given in
class.
Pupils are encouraged to explore and develop learning strategies and techniques which enable them
to fulfil their potential.
After consultation with the pupil, his, or her, parents and appropriate staff, the pupil will be given
appropriate strategies to support his or her specific learning styles. These strategies are recorded in
the pupil’s Individual Pupil Profiles (IPP). The IPP is filed on KIM as a “secure note” and is reviewed
on a regular basis.
To ensure that the individual learning needs of our pupils are identified at the earliest opportunity,
the Learning Enrichment Department assesses all pupils when they first arrive in the school.
Feedback from assessments is communicated with Heads of House (Senior School) and the Heads of
Section (Senior and Junior school). In addition, subject staff carry out a number of timed
assessments during the course of the academic year to identify any pupils who struggle to
communicate their knowledge and ideas both in writing and orally, under time constraints. Concerns
are passed on through the normal channels of communication – tutor and Head of House and
Learning Enrichment.
6) Education Committee
After liaison with HJM and RM, Learning Enrichment will write an annual report to the Education
Committee. At regular intervals, LE will deliver a presentation to update the committee on progress
and developments within the department.
7) Senior Management Team
In the Senior School, the Head of LE meets fortnightly with the Deputy Head – Pastoral, to discuss
any LE needs arising from causes for concerns which have been brought to the attention of the
Deputy Head – Pastoral. In addition, the Head of LE meets half-termly with the Heads of House (SS),
weekly with the Academic Deputy and fortnightly with the Head of Middle School.
In the Junior School the LE teachers meet fortnightly with the Deputy Head – Pastoral and the
Heads of Year to discuss any causes for concern regarding Junior School pupils.
8) Parents
Parents are encouraged to work in close partnership with the Learning Enrichment Department. If a
parent has a concern about the academic progress of his/her child, the School encourages the parent
to make contact with the appropriate member of staff, depending on the nature of the concern. This
can be the subject teacher, the Tutor (SS), The Form Teacher (JS), the Head of House (SS), the
Head of the Department, the Pastoral Deputy Head or the Headmaster. LE has an “open door”
policy and parents are always welcome to come and meet with the LE staff. It is School policy to
work closely with parents and pupils in order to resolve problems as soon as possible.
All parents receive an annual invitation to attend a Learning Enrichment Parents’ workshop, which
takes place during the Autumn Term.
9) Pupils
Learning Enrichment operates an “open door” policy and all pupils are encouraged to approach the
Learning Enrichment Department for help or advice. In addition, our pupils are formally introduced
to Learning Enrichment through their screening programmes and Learning Enrichment’s participation
in the School’s PHSEE programme and again in the Lower Fifth through a one day study-skills course.
All these events take place in the Autumn Term.
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When it is agreed that a pupil would benefit from some additional support outside the classroom,
the LE teacher, in conjunction with the pupil, his or her parents and tutor and/or Head of House will
set out targets to be achieved in the LE support lessons. These targets will then be recorded in the
pupil’s Individual Pupil Profile (IPP). This IPP document is placed on KIM as a “secure note”
It is a principle of the LE Department that a pupil is consulted at each stage of the decision making
process.
10) Staff
Learning Enrichment informs and updates Tutors (SS), Form Teachers (JS), Heads of House (SS),
Heads of Year and Subject Teachers on an on-going basis via pupil files on KIM and face to face
meetings and twice termly LE-Update bulletins.
Learning Enrichment provides regular staff training through whole school Inset-training programmes
and the provision of LE training during individual subject departmental meetings.
Learning Enrichment participates actively in the Induction Programme for new staff. All new staff
have at least one training session allocated to LE, where they meet with the LE staff in the LE Office
and are introduced to the working of the LE Department. Great emphasis is given to the use of LE
information; the importance of security and confidentiality of all LE information, where and how this
information can be found and how this information should be communicated with parents, pupils,
colleagues and other professionals.
The Learning Enrichment Department has similar involvement in the support of the School’s trainee
teachers.
New staff in the Learning Enrichment Department participate in the whole school induction
programme and receive continuous support from the Head of Learning Enrichment on a day to day
basis and regular one to one training sessions.
11) Reporting
The Learning Enrichment Teachers maintain regular contact with the parents of pupils receiving
support from Learning Enrichment as and when appropriate, to discuss progress, evaluate specific
targets and to allow parents to share their concerns.
Parents are also invited to attend an end-of-year review meeting with their son’s, or daughter’s, LE
teacher. A written report may also be sent to parents at the end of the academic year or on
completion of LE support.
12) Transfer
The Learning Enrichment teachers will closely liaise and co-operate with other schools or
universities, when pupils leave the School and transfer to other forms of education.
Confidential papers, such as Educational Psychology reports, will only be transferred with written –
a letter, not email – consent from the parents or the pupil (if over the age of eighteen).
Updated: August 2015
ELG/ACT/LC/HJM/RM
ELG/ACT
June 2015