At Warwick School, we recognise that every boy learns differently. Our Academic Support, SEND and EAL provision is designed to ensure each pupil is understood, supported and equipped to achieve his full potential.
Central to the Academic Support and SEND policy is the recognition that able and intelligent individuals may have difficulties in particular areas; we aim to help such boys realise their true potential. We aim to support learning in the classroom and can support the acquisition of skills in all subject areas which involve literacy and numeracy. The focus of all our work is to prepare our boys for adulthood through inclusion, reflection and engagement.
Before your son joins us
To help us understand each child’s needs from the very beginning, we ask parents and feeder schools to share any information about learning needs, including Educational Psychologist reports.
Our Head of Academic Support and SEND carefully reviews this information to determine the most appropriate access arrangements for the entrance exam.
Please be aware that in all cases we will reassess in Year 9 and Year 10 to ensure that boys have the correct up-to-date scores to allow for access arrangements in formal examinations.
When your son starts at Warwick School
We hold two registers to help us support pupils effectively:
SEND Register – For boys who require support beyond classroom strategies – for example, adapted timetables or specialist social, emotional and mental health (SEMH) support.
Additional Needs Register – For boys who work within our universal offering.
All boys on either register have a Personal Educational Need (PEN) Portrait, which gives teachers clear guidance on how to support them across the school day and helps boys understand how best to help themselves.
Access arrangements for exams
Any arrangements for public examinations (e.g., extra time, a reader, a laptop) must follow strict JCQ guidelines. This means:
- The school must agree that the arrangement reflects the boy’s normal way of working.
- Evidence must come from a standardised assessment carried out by a specialist assessor approved by the school.
- We must reassess boys from Year 9 onwards to ensure they still meet the required criteria.
Boys who previously had Access Arrangements at another school may need to be reassessed, as eligibility can change from school to school.
If you would like further information, please refer to the JCQ Parent Guidance document and infographic.
English as an Additional Language (EAL)
We are committed to making appropriate provision of teaching and pastoral support for pupils for whom English is an additional language (referred to as EAL students). We aim to ensure that all EAL students can use English competently and confidently to access the full curriculum and play a full part in the life of the school.
Aims
- To ensure as far as possible, that language is not a hindrance to the development of each boy’s potential.
- To offer support, encouragement and recognition at all stages of the language learning process.
- To achieve effective yet sensitive integration into the school community.
- To create an atmosphere of tolerance and understanding of cultural differences.
- To encourage a sense of pride in each boy’s own culture.
- To guide and encourage boys to make the most of their time in England.
Objectives
- To assist boys to meet the language matriculation requirements for British universities where appropriate.
- To assist our EAL students to improve their spoken and written English in order to access their academic curriculum and in social contexts.
- To give EAL students the skills and confidence to use a variety of strategies to enhance understanding and to express meaning clearly and accurately.
Underlying principles
Warwick School recognises that our EAL students come from a variety of backgrounds with different experiences of learning English. We believe the multilingualism of our EAL pupils enriches our school and our community. We believe there is a collective responsibility, held by all staff, to identify and remove barriers that stand in the way of EAL pupils’ learning and success.
The EAL Co-ordinator works closely with tutors, heads of section and teachers to monitor academic progress, social integration and welfare.
- Develop confident spoken and written English
- Access the full curriculum
- Integrate smoothly into school life
- Feel proud of their culture and identity
- Prepare for university language requirements where needed
We believe our multilingual pupils enrich our school community, and every member of staff plays a role in supporting their progress. The EAL Co‑ordinator works closely with Tutors, Heads of Section and class teachers to monitor academic achievement, social integration and overall wellbeing.
