L E A R N I N G   S U P P O R T

Royal Russell Prep School Learning Support Department offers extra support to those pupils who are experiencing difficulty with some aspect of their learning. Children who have problems are given supporting lessons, to help to bring their level of learning and understanding up to the standard expected of their year group. These lessons are usually offered on an individual basis, and sometimes out of normal school hours.

The majority of problems that are experienced by Learning Support pupils are literacy based. Their level of reading and comprehension may be below their chronological age. They may have difficulties expressing themselves verbally or in written language. Spelling, almost always, causes a problem to children with language difficulties.

Remediation will take the form of a structured, cumulative programme of learning, that is tailored to the individual pupil. The child gradually builds up their knowledge of the sounds that make up individual words. They also constantly practise the ‘high-frequency’ words that have irregular spellings. They learn to put the words together into sentences and in this way, they increase their word vocabulary, which helps to make both reading and spelling easier.

Children who experience difficulty with numeracy can be helped in a similar way, with a structured programme of learning. A variety of methods can be used to help them recall their number bonds. Other problems can be addressed by reinforcing and revisiting work that has been covered in their maths lessons.

Almost always, children who come to Learning Support have suffered a loss of confidence. By being given manageable, achievable tasks, at which they can succeed, they begin to believe in themselves and their own ability. The children enjoy the extra attention they receive on a one-to-one basis, and they learn that their work is valued and important. When they find that they can complete given tasks, their self-esteem grows.

Parents are consulted on their child’s individual programme of learning and are kept regularly informed of their progress by means of reports, parents’ evenings and informal meetings.