Support for learning…

Some children of obvious ability struggle to develop essential functional skills such as reading, writing, spelling and numerical work at a level commensurate with their intelligence. Often these pupils are very industrious and very good at oral work.

Avalon School has a professional support structure for children who suffer from specific learning difficulties (dyslexia) that helps them to maximise their potential. A qualified, dyslexia specialist teacher assesses children who experience difficulties and liaises with the school’s special education needs co-ordinator about the nature and extent of the support programme which she then delivers. Where appropriate, she will also liaise with educational psychologists and other external agencies about assessment and provision.

One-to-one or small group support work is fully integrated into the mainstream curriculum that the children are following and all classroom teachers receive regular guidance on the best ways of helping dyslexic pupils master their programmes of study. Additional support work by classroom assistants – both inside the classroom and in withdrawal lessons – is also directed by the specialist support teacher. Every child involved enjoys an individually tailored programme of support, targeting his/her individual needs.

All children have their own particular gifts and talents. Avalon School uses its small classes and friendly yet purposeful atmosphere to encourage all children to develop their individual strengths. Where children have been identified as having strong gifts or talents, academic work is differentiated to provide more challenging activities – both in the classroom and in homework. These can include, for example, more advanced project work. Talents in many subjects such as music, drama, art and sport are further developed through the extensive extra-curricular opportunities on offer. Form tutors co-ordinate approaches to developing gifted and talented provision for their charges.

Ultimately, children spend most of their time in classrooms with subject teachers. Small teaching groups with individual guidance and target setting maximises our opportunity for helping all children to fully realise their potential.