Heworth Grange Learning Support Unit


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Learning Support Unit


	Heworth Grange LSU : The purpose of this page is to inform the reader of the purpose of the Heworth Grange Learning Support Unit, it's goals, criteria used, benefits and effects.
	Learning Support: The Heworth Grange Learning Support Unit (LSU) was set up in 2001 as part of the DfEE " Excellence in Cities" initiative: - " In school Centres for Pupils at Risk of Exclusion" The main purposes of the LSU is to augment the pastoral/ discipline system of the school by providing a support base for pupils whose behaviour places them at risk of frequent, long term or permanent exclusion from the school. The overall aim of the unit is the successful reintegration of such pupils into mainstream education.
	_____________________________________________________________________________________________ In the LSU we aim to: • Reduce exclusions by retaining the pupil's engagement in school when all else has failed. • Improve inclusion by supporting the most vulnerable pupils at times when they would otherwise be failing to learn • Target intervention for groups of students with specific behavioural problems through a series of programmes designed to re-engage them in education and assist their family. • Contribute substantially to a whole-school inclusion policy linked to SEN, EWO, Behaviour and Education Support Team, Learning Mentor programme within an Inclusive Faculty. • Support pupils' learning by identifying behavioural problems and then helping them develop strategies to manage their behaviour better in the classroom. • Provide flexibility and part time provision for children who are having particular difficulties in certain lessons. • Serve as a base for the reintegration of pupils who are poor attenders or who are returning from exclusion. • Provide expertise for the training and support of teachers in improved behaviour management. • Provide a base for pupils placed on schemes to return on a part time basis and study up to 5 GCSE subjects. Pupils supported by the LSU include those that- • Have poor anger management skills • Find it difficult to accept sanctions • Are aggressive, insolent and belligerent • Lack respect for authority • Have poor social and communication skills • Lack self-esteem or confidence • Are shy, withdrawn or anxious students • Find adjusting to new situations difficult • Have difficult family or social circumstances or who are Looked After Children • Are long term absentees • Are victims of bullying, domestic violence etc. Benefits brought by the LSU Although the LSU cannot solve all problems it can and does bring beneficial effects to pupils, families and school standards. Effects on pupils: • Remaining engaged with education through a variety of flexible packages • Greater confidence and self-esteem • Measurable improvement in basic skills and GCSE results • Improved behaviour and social skills • Improved attendance • Reduction in exclusions and more time spent in school • Improved organisational skills • Smoother transition from Year 6 to Year 7 • Better understanding of the consequences of their behaviour- in school, with their peers and families Effects on Families: • More positive attitude towards school and school staff • Improved support and communication between school and home • Greater involvement with their children's education and understanding of it, through meetings visits and contact with staff • Greater access to a range of professionals such as Educational Psychologists, Behaviour Support team staff and other agencies • More positive attitudes about their children due to new levels of successes Effects on school standards • Improved attendance • Reduced truancy • Improved pupil engagement so they continue education on or off-site provision and gain qualifications • Reduced exclusions • Improved behaviour around the school Greater support for teaching staff, which impacts on overall standards Impact on other areas: • Improved information on pupils' needs and their progress • More effective use of outside agencies • Greater confidence and knowledge of school staff in dealing with difficult behaviour • More effective school policy on behaviour and on the range of alternative curriculum packages Facilities and Location The LSU is located in the staff block of the main school next door to the main staff room this ensures the pupils have no distractions or contact with friends. There are 8 computers all linked to the Internet, two printers, scanner, TV, DVD and video. Entry procedure: Pupils are only admitted to the LSU after a strict set of criteria has been met. All requests for admission must be channelled through the appropriate Head of Year. Individual members of staff cannot send pupils straight to the LSU. Pupils in the LSU do not attend form registration. Curriculum provision: As far as is practicable, pupils in the unit receive the same work as their contemporaries in normal lessons. Each subject teacher receives written notification of a pupil's admission and a work request sheet. It is essential that the work set is relevant and at the correct level. Every effort is made so that when a pupil leaves the LSU they will have some knowledge of the subject currently being studied. Exit procedure: All members of staff are given written notification when a pupil is about to return to normal lessons. Most pupils are placed on report with their HOY to monitor the situation. The pupil is also referred to the school mentors so they can help with counselling or any problems that might occur in the future. If you have any questions or queries concerning the LSU please feel free to contact Mr Paxton. You are always welcome to call in for a discussion.