At Priory we recognise and appreciate that each child is unique and therefore has different learning requirements. We ensure a very rich learning environment allowing children to learn from each other and share their insights and approaches with each other. Though our groups are of mixed ability, we are aware that a uniform curriculum poses its own challenges and that we, as educators, need to make that curriculum not just accessible to all, but exciting and motivating for every child.

Effective assessment, planning, and resourcing along with our creative approach are critical in our teaching at Priory. We commit to each and every child to get the very best out of them at all times, which is evident in the variety of lessons we offer. Upon entering a class at Priory you might even witness a child teaching as we believe that children often learn best from each other, and this level of engagement ensures that children feel listened to and included.

We always offer focused help to children in a variety of situations; sometimes to merely catch up in a certain area of the curriculum; sometimes because a child’s brain works differently and their work may need to be broken down into more digestible chunks for them. To this end, we offer ‘in class’ learning support and, where necessary, small group support sessions outside of class. The learning support teachers are in regular communication with the class teachers, subject teachers, parents, and school leadership to ensure everything is being done to support our children.

Should your child need focused support, then our Learning Support Team will contact you to arrange a meeting so that a viable education plan can be agreed upon. Regular communication about your child’s progress is then communicated and your input is critical for ensuring success. The children will be set learning goals and these will be reviewed weekly to see if our intervention is effective – and changed or adapted as they meet them.

Students with Learning Support requirements may:

  • display difficulties or live with conditions that are a barrier to learning and therefore need particular teaching strategies for classroom management and effective education.
  • display a higher than average aptitude in one or more subjects that require adaptation and extension of the curriculum.
  • have the aptitude to meet all curriculum and assessment requirements but require support to reach their full potential in learning and assessment.
  • require support to access teaching and learning including planned strategies to access instruction and inclusive assessment arrangements to access the assessment.