Central to the policy is the recognition that very able and highly intelligent individuals may have difficulties in particular areas; we aim to help such boys realise their true potential. The service provided is an integral part of the curriculum; it supports learning and the acquisition of skills in all subject areas which involve literacy and numeracy, and forms a key ingredient to success in public exams. The focus of all our work is to prepare our boys for adulthood, promoting peer relationship and community inclusion in all we do. 

Prior to Entry 

Parents and feeder schools are asked to inform us of any special educational needs and to send us a copy of any reports, including any Educational Psychologist assessments. Our Head of Academic Support and SEND will analyse the assessment and advise the teachers how best to support the boy’s needs within the classroom. 

In some circumstances, a boy’s needs may require targeted or more specialist intervention from one of our specialist teaching team. These interventions would be person centred and short term, designed to meet the specific need of the boy in order to allow them to continue with their lessons and make progress along with their peers.

Access Arrangements

Warwick School must agree to all Access Arrangements being in place for external exams and evidence presented for a boy’s entitlement must be based on standardised results in a report produced by a specialist assessor.  Current JCQ regulations stipulate that Access Arrangements applications should be determined by a specialist assessor arranged by the school, therefore we will not be able to use privately sought assessments.

As such, boys who have Access Arrangements at previous schools may need to be re-assessed when they arrive at Warwick School to determine their eligibility for ongoing special arrangements in school exams, mocks and for GCSE and A level.

English as an Additional Language 

Warwick School is committed to making appropriate provision of teaching and pastoral support for pupils for whom English is an additional language (referred to as EAL students). We aim to ensure that all EAL students are able to use English competently and confidently in order to access the full curriculum and play a full part in the life of the School. 

Aims

1. To ensure as far as possible that language is not a hindrance to the development of each boys’ potential.
2. To offer support, encouragement and recognition at all stages of the language learning process.
3. To achieve effective yet sensitive integration into the school community.
4. To create an atmosphere of tolerance and understanding of cultural differences.
5. To encourage a sense of pride in each boy’s own culture.
6. To guide and encourage boys to make the most of their time in England.

Objectives

1. To assist boys to meet the language matriculation requirements for British universities where appropriate.
2. To assist our EAL students to improve their spoken and written English in order to access their academic curriculum and in social contexts.
3. To give EAL students the skills and confidence to use a variety of strategies to enhance understanding and to express meaning clearly and accurately.

Underlying Principles

Warwick School recognises that our EAL students come from a variety of backgrounds with different experiences of learning English. We believe the multilingualism of our EAL pupils enriches our school and our community. We believe there is a collective responsibility, held by all staff, to identify and remove barriers that stand in the way of EAL pupils’ learning and success.

The EAL Co-ordinator works closely with Tutors, Heads of Section and Teachers to monitor academic progress, social integration and welfare.