Tuesday / May 21 / 2019





Secondary School Talent Show


Learning Support Policy and Procedures (Secondary School)

The Learning Support Department at DIA ensures that students with learning difficulties achieve sufficient proficiency in literacy and numeracy before leaving primary school.  The Learning Support students are assisted with strategies to facilitate their learning in order for them to achieve their potential. The students are assisted on areas of specific learning difficulties in skill areas of literacy and numeracy.

The Learning Support Students that have an Assessment Report from an external agency will have an Individual Educational Plan (IEP) with specific targets that are tracked and modified. Psychological Assessment Reports need to be repeated and updated every two years. Where a student is attending individual therapy such as Speech and Language Therapy (SLT), or Occupational Therapy (OT) termly progress reports must be submitted to the Learning Support Coordinator. In addition, updated reports can be requested annually. All students with special learning needs or in need of remediation will require a formal external assessment before they become part of the SEN (Special Educational Need) student list.


Primary School Learning Support Specialists meet with the SS SENCO to discuss upcoming year 7 SEN students.

Teachers flag students that require support in one or more subject areas (behavioral, learning, physical).

The Learning Support Specialist observes student in the classroom.

Learning Support Specialist and subject teacher meet to discuss the observation.

Outcome of observation is discussed with parents and further assessment is requested.

IEP is created based on recommendations from assessment report(s) and input from parents and teachers.

Teachers differentiate instruction for SEN students and are supported by regular Professional Development.

Teachers and the Student Development Coordinator/SENCO meet to review the student’s IEP.

Request external educational assessment

Role of teacher:

To refer students with continued and consistent learning difficulties for further evaluation and assessment.

To provide instructional recommendations that will assist students in their learning and development.

Role of learning support:

To review with teacher and make joint decision on areas of concern, meeting with parent and write referrals.

To provide an individualized Intervention program for the student.

Discuss assessment results with the concerned specialist and parents.

To assist in the implementation of recommended strategies in the context of the classroom.

To monitor and facilitate the effectiveness of the recommendations and their implementation.

Supporting SEN students

The subject specific teacher will differentiate instruction and make accommodations based on the student’s IEP.

SEN students will have a report and IEP (Individual Education Plan) with clear strategies and accommodations.

All teachers to view current strategies that are working with the student and/or note any focus that may need adjustment via live, regularly updated SEN Tracking Forms.

Teachers are supported through Professional Development seminars that are need-based and held regularly. 

SENCO to meet with students for additional support needed outside of the classroom.

SEN Audits are carried out to ensure accommodations/strategies are being made by the classroom teacher.

Review meetings with teachers

Morning SEN meetings are held each Monday to Thursday.  The goal of these meetings is to:

Review the student’s current progress and consider their CAT data.

To update or make additional accommodations based on classroom strategies and observations.

To document meeting outcome.

To review and feedback on IEP and proposed strategies.

To discuss ‘next steps’ and develop a focus for each, individual student.

Review meeting/updates with parent

SENCO meets with parents to update them on accommodations being made for their child.

Semester Parent Updates are sent via email, informing them of accommodations and inviting them in to meet and discuss classroom strategies.

Annual reviews are held in which IEP modifications are made based on the needs of the SEN student (with reference to SEN tracking forms).