Curriculum Support
Independent Learners
At The Oratory School, the goal of Curriculum Support is to help our pupils who have special educational needs and disabilities (SEND) become independent learners and, using various strategies, overcome their difficulties, while building their self-esteem and confidence.
We cater for all pupils with a learning difficulty. This includes those with:
- Communication and Interaction Needs – this includes speech, language and communication difficulties, and autism conditions;
- Social, Emotional and/or Mental Needs – such as ADHD, anxiety disorders and mental health issues;
- Sensory and/or Physical Difficulties – such as vision impairment or hearing impairment; and
- Cognition and Learning Difficulties – this includes those with specific learning difficulties, such as dyslexia, dyscalculia and dyspraxia.
Focus On The Individual
The Curriculum Support Department at The Oratory is committed to supporting all pupils with a range of Special Educational Needs and/or Disabilities to reach their potential, by identifying and seeking to remove any barriers to learning.
How we support SEND
Alongside the curriculum support staff, we have specialised subject teachers in the department who offer 1:1 support, for which there is an additional charge.
When pupils with a specific learning difficulty apply to the school, we ask that parents submit the Educational Psychologist report or a medical report confirming their diagnosis. This provides us with information about the child’s difficulty, enabling us to provide the best provision once at school.
Pupils with SEND are identified as early as possible as this ensures the best possible outcome for your child. We manage this through a number of strategies, which include reports from previous schools, online Lucid testing when pupils first arrive at the school, CAT testing, and concerns from teachers and parents. Special education provision is provided through high-quality, carefully differentiated, and inclusive teaching.
A SEND register is shared with all staff to ensure that all are aware of, and sensitive to, the needs of all pupils, and to teach in ways that are best suited to their needs. These pupils are also given a tailored Support Plan. Guidance and strategies are provided on how to adapt the curriculum and learning environment to best suit the needs of these pupils. Progress is regularly tracked to ensure pupils meet their goals and there is regular communication between teaching staff and the department.
Examination access arrangements
Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 to make ‘reasonable’ adjustments. These need to be approved by JCQ (The Joint Council for Qualifications) at the start of GCE courses, with documentary evidence on file. They allow candidates with special educational needs, disabilities, learning difficulties, or temporary injuries to access the assessment. The access arrangements are put in place to ‘level the playing field’ for disadvantaged candidates.
Our Exam Access Arrangements and Reasonable Adjustments Policy and Send Policy are available online here.
Communication
Parents are consulted and kept informed regularly of the recommendations, support, and progress of their child. Advice is also sought from outside agencies to ensure all pupils achieve to the best of their ability, despite any difficulty or disability they may have. Please feel free to email the Head of Curriculum Support if you have any concerns about your child.
