In circumstances where a pupil is not making expected progress, it is the policy of the English Department to deploy immediate, appropriate and effective intervention. Members of the Department will use data to target effectively, use monitoring to be clear about impact and change their approaches as necessary. As with most aspects of the Department’s work, the support given to pupils is highly personalised.

Special Needs

As Literacy is a key tool to success across the curriculum, the English Department takes the need to increase provision for those with special educational needs very seriously. Pupils on the SEN register can be placed in three categories:

  1. School Action – These pupils require the least amount of additional support but may be a cause for concern in terms of Literacy or behaviour.
  2. School Action Plus – Pupils in this category receive LSU support, expressed as a number of hours. They may need examination dispensation and/or intervention from outside agencies.
  3. Statement – These pupils require the highest level of support. They may have an acute learning difficulty that may impede their ability to access the curriculum as other pupils can.

Pupils on the SEN register are provided with an individual educational plan (IEP). Copies of IEPs are given to the English Department for their perusal and records.

More Able

The nature of the Department’s provision for more able pupils is bespoke. However, the below list contains some actions that are regularly undertaken by members of the Department.

  1. The pupil may be placed in the highest-ability set for English.
  2. The pupil may be encouraged to make regular contributions during class discussions.
  3. Assessment of the pupil’s work may be more thorough, with specific comments about his/her strengths, so s/he is aware of the quality of his/her work.
  4. Targets for improvement and questions may be very specific because this may be the pupil’s preferred way of working.
  5. The pupil may be on more able lists for some diverse subject areas, so this may be taken into account during lessons.
  6. Higher order questions may be used in discussions and when monitoring work.
  7. Exercise books may be marked with a range of additional questions designed to challenge and extend the pupil’s thinking about his/her responses to texts.
  8. The pupil’s preferred learning method may be taken into account when groups are formed (pupils entering the register are asked to complete a multiple intelligence test).
  9. Extension tasks may be given as homework.
  10. The pupil may be invited to participate in enrichment activities.