The Department for Academic Support believes that all pupils can improve and achieve given the appropriate support for their special educational need and disability (SEND). At Epsom College, qualified and experienced specialist teachers are able to provide for a wide variety of mild SEND, including:
- DCD (developmental coordination disorder/dyspraxia)
- Asperger’s Syndrome
- and other behavioural, emotional, and social needs.
On average, 11% of pupils at Epsom are identified as having a special educational need.
The generic provision is one of personalised learning. Teaching programmes are customised and take various forms depending on need. These can include:
- literacy or spelling programmes
- touch-typing and organisational support
- support programmes for pupils with ADHD
- exam and revision technique
- study skills and time management.
The SEND provision often includes a counselling element. The aim is to produce confident independent learners who can invoke automatically-learned strategies and techniques across the curriculum.
The College also provides dedicated academic support for students who have English as an Additional Language. For more information about this provision, please click below.
Joined up communication.
Integral to our success with students, is close liaison with parents, Housemasters, Housemistresses, tutors, subject staff, the Medical Centre and other agencies.
The Department maintains a SEND Register of all pupils with special educational needs, including EAL. This list includes a description of the pupil’s need, and strategies for supporting the pupil in class.
All information is highly confidential on a ‘need to know’ basis.
Additional testing and support.
Literacy screening of all pupils on entry ensures that no difficulty goes undetected. Appropriate action is taken if there is a cause for concern. The Head of Department is qualified to administer specialist Specific Learning Difficult (SpLD) assessments to tertiary level. This includes testing for access arrangements for public examinations.
Occasionally, a recommendation is made for more specialist input, for example, from an educational or clinical psychologist, or psychiatrist.
Specialist intervention and tuition consists of 30 weekly lessons of 45 minutes. These lessons are always arranged in consultation with the pupil and do not affect the academic timetable.
Other programmes of support are offered according to need and can last from 6-12 weeks. Like all extra lessons, the cost of these lessons is chargeable to account.