In the last five years, there’s been a nationwide increase in the number of children diagnosed with specific learning difficulties. How does this impact the way schools support pupils? Are there benefits to an early diagnosis?
We had a chat with Louisa McCafferty, Head and Alex Edwards, Head of Learning Support at Broomwood Prep – Girls.
How has the culture around SEN and learning support changed ?
A: The dialogue around learning support had changed. Schools need to empower children to understand their profile and provide the support that works best for them. In the past, children were labelled negatively but now we know everyone’s nature and experiences mean brains are ‘wired’ differently. Whether you’re top of the class or struggling, we all fall somewhere on every ‘spectrum’ of neurodiversity.
L: There’s been a huge cultural shift regarding SEN, particularly amongst parents. Good schools have been supporting pupils well for many years but there was a tendency to position learning support as separate. Schools are now aware that it starts in the classroom. Many children need some additional support at some stage. This doesn’t mean they have a specific learning difficulty.
Are you noticing more children being diagnosed at an earlier stage?
L: Post covid, more children have received a diagnosis in areas such as ADD and the Autism spectrum. Previously in our all-girls setting, most, who had a diagnosis, had a dyslexic or dyscalculic profile. An early diagnosis doesn’t usually change the support a child receives. A good school supports the child with or without a diagnosis. An educational psychologist provides diagnostic data, but the recommendations tend to be generic and often things the school has already implemented.
What should you consider when contemplating a diagnosis for your child?
A: For some a diagnosis is beneficial as it enables them to access specific provision such as access arrangements in exams. It also allows them to understand how their brain works – this is reassuring. However, being able to recognise what areas you find challenging is sometimes sufficient as long as this is coupled with good support.
What should schools be doing to support neurodivergent pupils?
L: Schools should adopt a culture where neurodiversity is celebrated and discussed. Gone are the days where it was a taboo. Teachers must understand what strategies to adopt in the classroom and there should be regular communication between all involved. At Broomwood, we try not to remove a child from class and instead support them in lessons alongside their peers and in small groups at the start and end of the day. Children don’t like leaving classes as then they need to catch up.
A: We celebrate Neurodiversity and Dyslexia Awareness Week. We run Core Skills learning programmes for pupils and workshops based on feedback from educational and clinical psychologists.
Any cultural shift must include everyone. Staff training is imperative. Learning support should be something we reflect on daily. As a Year 8 pupil said recently: ‘If a teacher is approachable and understands my needs, it makes it easier to ask for support.’
Website: https://www.broomwood.com/
Broomwood Prep – Girls (aged 7-13) 68-74 Nightingale Lane, London, SW12 8NR
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