Call: 02-666-1933
           Call: 02-666-1933

Learning Support

At DBS we recognise and celebrate uniqueness. We understand that everyone learns in a range of different ways and that there is not a ‘one size fits all’ approach to teaching and learning for students. We teach and promote students to respect, appreciate and understand our differences and in turn this allows all of our students to have high aspirations. 

We focus on ‘High quality learning’ whereby we strive to ensure that all students are effectively included in high-quality everyday teaching. We have high expectations of our children and we set them challenging yet achievable outcomes. 

Why do we identify students and what is our criteria?

  1. A child or young person has Special Educational Needs and/or Disability (which DBS call ‘additional needs’) if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. 
  2. If he or she has a significantly greater difficulty in learning than the majority of others of the same age.
  3. Or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools

(Definitions taken from Special Educational Needs and disability code of practice: 0 to 25 years – January 2015)

Sometimes students require additional support or interventions to help them to reach their potential. This will aid them in becoming equipped with the strategies they need to be successful learners. Interventions may include pre-teaching, consolidation, one-to-one or small group focus work and will be part of their day-to-day learning. After four weeks of free intervention, plus intervals of evaluation, if we feel that a student needs further, tailored support, the next steps will be discussed with parents, usually this will be recommendations of targets and suggested hours of support at an additional cost. Each student is different therefore the amount of support is based on a case by case approach.