Learning Support and Language Support

Learning Support and Language Support

Every Student Should Be Known

Children do not all learn in the same way or at the same pace.

Some may need extra help with reading, writing, mathematics or another area of learning. Some may need greater challenge. Some children may have studied in English before, while for others it may be a new language.

At GIS, support begins with knowing the student 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 the time to follow students closely, understand how they learn and respond when they need additional support or greater challenge.

Learning Support

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

Teachers build an understanding of each student through everyday lessons, classwork, discussion, observation and assessment. If a student begins to find something consistently difficult, we look at what is happening and what support may help.

Depending on the student, this may include:

• additional explanation or guided practice
• breaking learning into smaller, manageable steps
• extra opportunities to practise important skills
• adapted classroom tasks or resources
• focused support with reading, writing or mathematics
• different ways of explaining or presenting learning
• additional challenge when the student is ready for more

Support is not about lowering expectations. It is about helping the student access the learning, understand what they are doing and continue making progress.

Language Support

English is the main language of teaching and communication at GIS.

Students can arrive with very different levels of experience in English. A child may speak English confidently in everyday conversation but need support with academic vocabulary, reading or writing. Another may be learning to use English in school for the first time.

We take this into account when teaching and when following a student’s progress.

Language support may include help with:

• understanding classroom instructions
• subject-specific vocabulary
• speaking and listening
• reading comprehension
• expressing ideas clearly in writing
• understanding texts across different subjects
• participating fully in lessons and discussions

The aim is to help students use English increasingly independently across the school day.

We Notice Early

Not every difficulty appears in a test result.

A student may begin avoiding a particular type of work, participate less in lessons, need repeated explanation or find it difficult to show what they understand. These are things teachers should notice.

The same applies when a student is ready for more. If the work is consistently too easy, that matters too.

We do not want to wait for a poor report before taking action.

Working with Parents

Parents know their children in ways a school cannot immediately know them.

During admissions, we ask families to share relevant information about previous schooling, languages spoken at home and any learning or specialist support their child has received.

Where relevant, we may also review school reports or educational and specialist documentation to better understand the student and the support they may need.

Once a child joins GIS, communication continues.

Parents should never have to wonder how their child is progressing.

If concerns arise, we want families to understand what has been noticed, what the school is doing and what happens next.

Support and Challenge

Personalised support is not only for students who are finding something difficult.

A student who understands quickly, works beyond the expected level or is ready for greater responsibility also needs teachers to notice.

Knowing the student means recognising both:

when they need help — and when they are ready for more.

The GIS Approach

Know the student. Notice early. Act when it matters. Challenge when they are ready. Keep parents informed.