The Learning Support Department consists of highly trained and experienced staff: the Head of Learning Support, four part-time teachers; two of whom are specialist dyslexia teachers and a Modern Languages teacher who offers additional French and Spanish support. We also have a Learning Support Administration Assistant.
Based in Teaching Block Four, it is a welcoming, friendly and well-resourced space. There is a large, bright classroom for teaching and learning, a specially designed Sensory Room for pupils to use when necessary. This has been carefully designed for all pupils to access and has created an exciting, interactive experience which supports the well-being of all of our pupils. There is a smaller room which also can be used for either a session or to unwind in.
We aim to tailor our support to the needs of pupils who are highly able to access an academic curriculum, but who may need extra help to fulfil their potential. We can assist pupils in various ways:
- Specialist literacy lessons
- Handwriting advice and touch-typing
- Lunchtime workshops on a wide range of skills: study skills, revision, exam techniques, time management and organisation
- Individual mentoring sessions to support an identified educational need
- GCSE or A Level sessions to consolidate learning
At Hampton, we have experience in assisting pupils with a range of additional needs, including specific learning difficulties (SpLD): dyslexia, dyspraxia / developmental co-ordination disorder (DCD); autism or pervasive developmental disorder, anxiety, attention deficit hyperactivity disorder (ADHD) and visual, hearing or physical impairments.
Provision for pupils for whom English is an additional language (EAL) is also available.
We identify pupils who may have a discrepancy between their ability and their attainment. Initially, we gather teacher feedback and meet them to assess what help the department may be able to offer. In some cases, we recommend that a diagnostic screening assessment is carried out externally to identify any underlying learning difficulties and highlight what appropriate action should be taken. The Head of Learning Support must have an established working relationship with a private assessor. We cannot use a report without prior consultation to award access arrangements. Ultimately the centre must gather a picture of need, and demonstrate the normal way of working, which is clearly supported by an assessment.
For information about access arrangements for prospective pupils with a disability or learning difficulty preparing for the 10+, 11+ or 13+ entry assessments, please see the Admissions Policy.
We conduct our admissions on a fair and non-discriminatory basis, and we follow the JCQ criteria for exams access arrangements.