Learning Development

At Queen’s College we are committed to equal opportunities for all and we aim to meet the needs of each of our pupils. We aim to encourage our pupils to become independent learners and to enjoy their school days, reaching their potential in an environment of recognition, understanding and support.

The Learning Development Department has five members of staff and is housed in a dedicated suite of rooms, each with I.T. facilities and a range of technology designed to fully support pupils. Learning Development staff are well qualified, well informed and experienced in delivering structured, cumulative lessons, enabling our pupils to learn quickly and effectively. Staff are also trained to provide individual support in lessons, which can be particularly helpful in supporting children in specific subject areas. We make a point of introducing our pupils to up-to-date software that can assist their learning, including text to speech recognition, voice activated software and exam pens, Kindle and iPad as well as teaching them how to use their own smartphones for organisational purposes and demonstrating apps they may find useful for learning, study skills and revision purposes.

For those with additional educational needs, a regular cycle of testing, assessment, planning and review enables us to identify areas for development and support as soon as possible. Pupil passports form the basis both of the Learning Development lessons and of the progress of our pupils in the wider school. They are regularly reviewed and parents are informed and consulted regarding the nature and frequency of support, which usually takes the form of one-to-one, specialist tuition. In some cases we will seek the expertise of outside agencies such as educational psychologists and speech and language therapists.

Personalised, multi-sensory learning lies at the heart of our approach, while all pupils have access to a full curriculum and are encouraged to aim as high as their academic abilities permit. Over recent years, a significant proportion of our pupils have gained places at The Russell Group of Universities, as well as other impressive placements such as The Royal College of Art and The American Academy of Dramatic Art as well as a range of vocational courses which best suit pupil/student ambitions.

The Department places great emphasis on communication and collaboration with our teaching colleagues; many of our pupils are originally referred to us by class teachers who have noticed discrepancies in their academic abilities. We encourage and promote inclusive, differentiated teaching throughout the school, and discussions with teaching staff regarding the progress of our pupils is daily practice.

Parents are asked, on the registration form, to share with the College any concern they may have about their child, to let us know of any pre-existing conditions and to forward all relevant reports. If, having given due consideration, we consider that we are unable to make the necessary adjustments to meet a prospective pupil’s additional needs or Special Educational Needs, we will inform parents immediately. If pre-existing conditions are not declared and we subsequently feel unable to support a pupil after reasonable adjustments have been made, parents will be contacted and given the relevant support in finding a suitable school which is fully able to support their child’s needs.

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© 2016 - 2017 QUEEN’S COLLEGE, TRULL ROAD, TAUNTON, SOMERSET TA1 4QS

School Office: +44 (0)1823 272559 contact@queenscollege.org.uk

School Office: +44 (0)1823 272559 contact@queenscollege.org.uk

© 2016 - 2017 QUEEN’S COLLEGE, TRULL ROAD, TAUNTON, SOMERSET TA1 4QS