Learning Enrichment and Curriculum Assistance

Learning Enrichment

The Learning Enrichment Department aims to assist those pupils who require additional support in order to reach their maximum potential. The department also supports parents and subject teachers with additional guidance and strategies when required.

The Head of Learning Enrichment is Kate Tanswell and she is also the qualified SENCo.

Objectives are to:

Improve literacy and numeracy and support coursework and organisation
Build pupil confidence and self-esteem
Ensure that special arrangements are made for examinations where appropriate
Liaise with parents, teachers and other education and health professionals

In Year 10, all pupils attend a half-day study skills course from the Elevate organisation. This is followed up with an internally run session on revision skills and target setting.

In Year 11, pupils have further lessons on exam preparation as part of the weekly RSHE/Careers lesson provision. We also invite the Maximise organisation to run a half-day revision course for targeted pupils in January of Year 11 following trial exams.

Referral

Learning Enrichment is offered to pupils who are referred to the team by parents or staff, or who have been identified by screening tests on admission. Pupils are taught for a period each week and the support is targeted towards a pupil’s specific needs. Progress is evaluated on a termly basis.

Facilities

The team has a number of designated rooms, with the use of computer facilities and up-to-date assessment and intervention materials. Pupils are encouraged to attend Typing Club, which takes place at lunchtime and helps pupils to improve their touch-typing skills.

Curriculum Assistance Programme (CAP)

The Curriculum Assistance Programme (CAP) is provided within the timetabled curriculum at Key Stage 4 as part of our learning enrichment provision. Pupils can opt for a reduced curriculum either by withdrawing from a particular subject area or a GCSE option block.

Later admissions, after Year 10 has begun, will be considered by the CAP Panel and will follow the CAP entry requirements procedure of teacher, tutor, parent or pupil request and consultation. If the CAP Panel subsequently decides that the need for CAP is genuine, discreet provision for belated entry to the programme may be made.

CAP takes place in small groups, sometimes with mixed year groups, where the teacher provides suitably differentiated activities and tasks to support learning in targeted subject areas. Initial activities in the first few weeks cover:

Pupil self-assessment of strengths and weaknesses by subject and by skills
Understanding current learning mindset and how to improve it
Understanding preferred learning styles and how to develop others

Other activities aim to:

Consolidate and increase subject-specific knowledge and understanding
Develop appropriate generic and subject-specific skills
Improve literacy and numeracy
Encourage the regular use of study skills and time management
Develop independent research skills
Construct realistic revision timetables and manage the revision workload for exam classes
Develop effective exam techniques
Support pupils in the completion of homework and coursework
Build confidence and self-esteem

Time is increasingly provided for pupils to complete assignments in their main curriculum subjects with the CAP teacher present and available to offer assistance. The CAP teacher continues to monitor progress, liaise with subject staff and provide feedback to parents and pupils throughout the academic year.

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