Learning and Language Support

Learning and Language Support

Help Before a Child Falls Behind

Children do not all learn in the same way or at the same pace. Some need extra help with reading, writing or mathematics. Some need more challenge. Some may have studied in English before, while for others it may be a newer language.

At GIS, support starts with knowing each child well enough to notice when something is not working, and responding before a small difficulty becomes a bigger one. With a maximum of 15 students per class, teachers have time to do this every day, not just when there is a problem.

A child should not have to struggle quietly or wait weeks for someone to realise they need help.

Noticing Early

Not every difficulty shows up in a test result. A child may start avoiding a certain type of work, join in less, need things explained again and again, or find it hard to show what they understand. If the work is always too easy, that matters too.

Teachers watch for these signs through everyday lessons, classwork, discussion and assessment. We do not want to wait for a poor report before acting.

Learning Support

If a child keeps finding something difficult, we look at what is happening and what will help. Depending on the child, support may include:

• explaining something in a different way, or giving more guided practice
• breaking a task into smaller steps
• adapted tasks or resources
• focused help with reading, writing or mathematics
• going back to an earlier idea that hasn’t been fully understood

Support is not about lowering expectations. It is about helping each child understand the work and keep making progress.

Language Support

English is the language of teaching and everyday school life at GIS. Children arrive with very different experience of English. One child may chat confidently but need help with reading, writing or the vocabulary of different subjects. Another may be using English at school for the first time.

Teachers take this into account in every subject. Language support may include help with understanding instructions, subject vocabulary, reading, writing and taking part in discussions. The aim is for children to use English more and more independently across the school day.

Swedish is also taught at different levels, so children who are new to Swedish and children who already speak it both learn at the right level.

More Challenge When They Are Ready

Support is not only for children who find things difficult. A child who understands quickly or is ready for more responsibility also needs teachers to notice, with harder questions, deeper problems and new ways to apply what they know.

If Your Child Has Specific Learning Needs

If your child has a diagnosed learning need, or has received extra support at a previous school, please tell us when you register your interest or apply. We may ask to see school reports or specialist documentation so that we understand your child’s needs. Our admissions team will talk it through with you, so together we can make sure GIS is the right place for your child.

Working with Parents

Parents know their children in ways a school cannot know them straight away. When you apply, we ask about previous schooling, languages spoken at home and any support your child has had before.

Once your child joins GIS, we keep talking. Parents should never have to wonder how their child is progressing. If a concern comes up, we will tell you what we have noticed, what we are doing about it and what happens next.

Our Approach in Brief

• Know each student
• Notice early
• Act when it matters
• Challenge when they are ready
• Keep parents informed

To get started, you can apply for admission or register your interest.