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LEARNING DEVELOPMENT UNIT (L.D.U.)

AIMS

· To increase the pupils’ literacy and numeracy skills.
· To enable the pupils to benefit fully from the mainstream curriculum offered by Stoke College despite their learning difficulties/disabilities.
· To have pupils’ weaknesses minimised or overcome.
· To improve the pupils’ self esteem and confidence.
· To assist the pupils to realise their full potential.
· To assist the pupils to prepare for their GCSE examinations.

ETHOS

The LDU staff believe that a Specific Learning Difficulty is not an excuse but that it is a problem that can be dealt with providing effective strategies are used.  Pupils are taught in a sympathetic way and are encouraged to discuss their fears and difficulties so that ways of resolving them can be found.  The department encourages all staff to acknowledge effort as well as achievement in academic and non-academic areas of school life so that the pupils’ strengths are recognised, celebrated and built upon.

STAFFING

The Unit is staffed by five qualified and experienced teachers.  A limited amount of in-class support can be provided by these staff if necessary. If more extensive support is needed for the core subjects then an LSA is employed by arrangement with the school and the parents.  Statemented pupils may have support fund3d by the LEA. The LSAs are encouraged to take part in in-service training to develop professional skills and competencies.  The Unit works as a team, there is a strong sense of community and members of the Unit provide great support for each other.  

ASSESSMENT

Each prospective pupil who will require help in the LDU must have an Educational Psychologist’s report.  On the trial day the pupil is interviewed by a member of the LDU staff and further assessment may take place if necessary, in the form of a spelling, reading or numeracy test.  On entry, each pupil is given a spelling test and a reading test. They are re-tested the following May/June and in subsequent summer terms to assess progress.  An IEP is formulated in consultation with pupils and parents where necessary.  An Educational Psychologist’s report is required in the senior school to comply with Access Arrangements for GCSE. Numeracy skills are assessed on the use of the four rules for number, telling the time and any other topic giving cause for concern.  Assessment is made using departmental worksheets now being supplemented by mental mathematics questions in accordance with the National Numeracy Strategy and the Framework for teaching mathematics.

STATEMENTED PUPILS

The Statements of the pupils’ Special Educational Needs are reviewed annually.  The review forms part of the school’s process of continuous assessment and fulfils the following functions:

• To fulfil the statutory duty of the Education Authority
• To ensure that the interests of the pupils are considered and met by suitable educational programmes
• To provide a means whereby the school can formally assess the effectiveness of the educational provision and arrangements for learning support
• To facilitate communication and dialogue between school, parents and other professionals as well as key staff within the school.

In order to achieve these functions the review process will be organised as follows:

• The dates for review meetings of all Statemented pupils will be planned during September each year.  The plan will be circulated to all relevant authorities and the LDU.

• Details of the proposed review meeting and the form for information gathering along with an invitation, if appropriate, are circulated to parents, the education authority and all key professionals (including teachers) who work with the pupil.

• Circulate to those invited to attend the review meeting all relevant documents so they are received one week before the meeting

• Hold the review meeting at the relevant time

• Circulate all relevant people with a copy of the completed review documentation including the new IEP.  The latter will be circulated to the relevant subject teachers.

Access Arrangements will be applied for accordingly.

TEACHING AND LEARNING STRATEGIES

Pupils are taught in a structured, multi-sensory way building on their strengths to improve their weaknesses.

Junior pupils in J3, J4, J5 and J6 are taught with a teacher/pupil ratio of 1:4 (max).  They are withdrawn from RE, Library, PHSE and Assembly to attend the LDU.  They can have a maximum of 4 lessons per week over 4 mornings. 1 single session is 40 minutes. Not all pupils need four lessons.  Initially pupils are taught literacy skills according to their needs.  Alphabet, comprehension, sequencing and memory skills are also covered plus creative writing, if required.  Mathematics support is tailored to individual needs.

Senior pupils are taught with a teacher/pupil ratio of 1:4 (max).  They are either withdrawn from their five French lessons per week or if they are coping with French, they may be withdrawn from RE Library, Assembly or PHSE for a maximum of 3 lessons.  I lesson is 40 minutes.  The senior LDU revises practises and builds upon the foundation of literacy and numeracy skills taught in the Junior School.

Pupils in Years 7, 8 and 9 are taught handwriting, reading for meaning and pleasure, comprehension, spelling, proofreading, note-taking, essay writing and study skills.  Mathematics concentrates on consolidation of the assessed basic skills.   Year 8 and 9 pupils also follow the Instrumental Enrichment (IE) course which helps them think more efficiently and therefore learn more effectively.

In Years 10 and 11 pupils apply what they have learnt in Years 7, 8 and 9 to their GCSE coursework.  The LDU staff play a more supportive role by helping pupils to organise coursework, projects and teaching them revision and exam techniques.  Access Arrangements for Key Stage 3 and GCSE examinations are applied for as necessary.

CONTACT WITH PARENTS

Apart from formal parents meeting we have frequent informal contact with parents at mutually convenient times outside school hours. 

CROSS CURRICULAR LINKS AND ISSUES

There is close liaison and co-operation between the Unit and all other departments in the school, on both a formal and informal basis.  If requested, the LDU provides in-class support for particular pupils funded by either LEA or parents.  Subject specific work can be followed up in the Unit if necessary.  The LDU staff give staff of other departments an overview or a detailed picture of each pupil’s learning difficulties, strengths and weaknesses and the ways in which these will affect the pupil’s learning.
After assessment of a pupil, the LDU staff gives subject teacher’s recommendations regarding these pupils e.g. methods of teaching and differentiation of work and a copy of their Individual Education Plan (IEP).
Pupils who are causing concern are discussed at staff meetings convened for that purpose as the need arises.

PREMISES AND RESOURCES

The Unit has two rooms in the converted stable block which is stocked with a wide variety of resources.  Each room has computers on which spellings and maths work can be practised and consolidated using programmes  designed for pupils with specific learning difficulties.  As each child follows a programme of work either individually or in a small group, many resources are prepared by the LDU for specific teaching points to suit the pupils’ needs.