‘All teachers are teachers of children with special and emotional need’

A whole school approach to learning support

At Wellesley we take a whole school approach to learning support. This means that every teacher is a teacher of children with special educational needs.

Whether a child needs learning support because they are gifted and/or talented or because they find day-to-day learning a challenge, we have a duty of care to ensure every child can attain a level of education tailored to their individual needs.

Getting to know pupils as individuals

Our teaching staff are dedicated to getting to know each child as an individual. Through constant communication, observation and assessment, teachers create plans to meet pupils’ specific learning needs.

Each plan goes through continuous review, discussion and adjustment to ensure learning needs are met and children have access to the curriculum offered.


Process for pupils with additional needss

 ‘A child or young person has special educational needs if he or she has a learning difficulty or a disability which calls for special educational provision to be made for him or her.’


Children and Families Act 2014

If, through continuous tracking and monitoring, it emerges that a pupil is not making the progress the class teacher would anticipate:


1: A meeting will be called with the Learning Support Coordinator and all staff involved to discuss any differences in the pupil’s learning profile that may require further investigation.


2: The Learning Support Coordinator will meet with the child’s parents to discuss any concerns.


3: An outside assessment with an Educational Psychologist, an Occupational Therapist or a Speech and Language Therapist may then be arranged.


Wellesley has a good relationship with a range of outside agencies, including the Area Inclusion Officer (INCo.) for Early Years children, to whom we can go for advice.


4: We will implement strategies and suggestions made by any assessment reports, making sure that all teachers are aware of the needs of all children.


We rely on the parents of any child entering Wellesley to provide copies of prior assessments carried out.


5: An Individual Education Plan will be written for the child who has been assessed, setting realistic targets to be reviewed and amended on a regular basis.


Forms of extra learning support

Differentiated work is integral to every teacher’s planning and is present in every lesson. We set each child realistic challenges with realistic outcomes. If the child cannot meet these outcomes they may require additional support to learn more effectively.

Additional support can be given within lessons as well as in the form of consolidation or extension work. Class teachers and learning support staff work together for the benefit of those children who need support. Extra support can also be given within a small group or on an individual basis, outside the classroom. Any extra support will be discussed with parents.


Extra support may provided in the following areas:


  • Spelling
  • Reading
  • Handwriting
  • Memory and listening skills
  • Mathematics
  • EAL – English as an Additional Language
  • Study skills
  • Fine and gross motor skills


Contact our Learning Support Coordinator

If you have any questions or concerns about your child’s learning needs, please contact their form teacher in the first instance. Alternatively, you may also contact our Learning Support Coordinator on