Learning Support
Name: Mrs L Power, SENCO
Department: Learning Support Department
The Team
| Mr D Barnes | Teaching Assistant |
| Mrs F Blackett | Higher Level Teaching Assistant |
| Mrs N Bowen | Teaching Assistant |
| Miss C Brett | Teacher of English and Teaching Assistant |
| Mrs C Catchpole | Learning Support Administrator |
| Miss J Fagg | Teaching Assistant |
| Miss A Foia | Teaching Assistant |
| Miss E Hardy | Teaching Assistant |
| Mrs S Harrington | Teaching Assistant |
| Mrs N Holmes | Teaching Assistant |
| Dr K Karavida | Teacher of Classics and Teaching Assistant |
| Mrs J Kingston | Teaching Assistant |
| Mrs S Mastromarco | Higher Level Teaching Assistant (ELSA) |
| Mrs V Milner | Teaching Assistant |
| Mrs R Pollard | Deputy SENCO and Exams Access Assessor |
| Mr J Richards | Teaching Assistant |
| Mrs J Schweizer | Teaching Assistant |
| Mrs N Shajpal | Higher Level Teaching Assistant |
| Mrs J Turner | Teaching Assistant |
| Mr P Ward | Teaching Assistant |
| Mr J Webb | Teaching Assistant |
| Mrs R Webb | Part-time Learning Support Teacher |
| Miss I Woodgate | Teaching Assistant |
| Mr M Woodhams | Teaching Assistant |
Introduction to the Department
We welcome students of differing academic abilities to St Peter's and recognise that some may have additional learning needs and/or disabilities.
To facilitate access to the curriculum and school life, our SENCO has responsibility for co-ordinating information about students who require different approaches. The SENCO is responsible for working with colleagues and parents in a consultative role.
In dealing with the learning difficulties and disabilities of students within St Peter’s, the guiding principle used is the ‘graduated approach’ recommended by the SEND Code of Practice (2014). Students are included within mainstream teaching wherever possible; lessons are differentiated and teaching assistants may be available to support in all subjects across all key stages.
The school assesses the needs of its students through a variety of group screening tests. On the basis of that testing and on other information, students may be placed on the SEND Register.
Strategies include differentiated learning within the classroom, ‘catch up’ sessions in small groups or intensive one-to-one lessons for English and Mathematics. Some students may have additional help from outside agencies. The SENCO liaises with specialist agencies, such as the teams of professionals employed by the local authority.