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Learning Support

Head of Learning Support / SENDCo: Mrs P Wiley


Welcome to Learning Support and your Learning Support Staff at Coppice Performing Arts School.

As your designated SENDCo here at Coppice Performing Arts School it is my passion to help students to overcome their personal barriers to learning and achieve their personal best. Learning Support is a friendly, welcoming, supportive and inclusive hub for ANY student to come, where they can feel safe, listened to and supported. We have high expectations of all students and we aim to promote the achievement through the removal of barriers to learning and participation. Our aim is to ensure full integration and inclusion of all students in the life of the school to maximise their learning potential.

At Coppice we believe that every child is an individual and has the right to have their needs met in order for them to reach their full potential. My personal value as both a teacher and a mother is that "every child under our care is somebody's whole world", therefore the inclusion and equality of all learners is at the centre of our ethos at Coppice and we recognise the value of every individual student.

We are a place of trust and we aim to ensure that every student that we work with at Coppice receives a balanced, fair, individual and personalised learning experience. As your SENDCo, and with my team of dedicated staff here at Coppice, I would like to assure you that the personal needs and achievement of each and every individual student is our absolute priority.

Mrs P Wiley
Curriculum Area Leader / Head of Learning Support (SENDCo)
Learning Support team

About Us

Coppice Performing Arts School is a fully inclusive mainstream school. We offer a variety of provision for students with additional needs to ensure they make progress. The Learning Support Team is made up of a Head of Curriculum Area (SENDCo), a Deputy SENDCo, and a team of dedicated experienced Teaching Assistants and support staff. All of the Teaching Assistants track, monitor and provision map for the students within their target groups, to ensure progress is at the heart of what we do.

Entry corridor

The Learning Support provision at Coppice Performing Arts School caters for all students with a variety of Special Educational Needs which may include students with difficulties in: Literacy and Numeracy, Moderate Learning Difficulties, Cognition and Learning, Social / Mental / Emotional Health and Behaviour issues, Physical and Sensory disabilities, Speech and Language barriers, weak comprehension, Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder. This highlights the most common issues but is by no means an exhaustive list.

Where appropriate, students may receive Literacy and Numeracy intervention either individually or in small teaching groups. Additional interventions on offer include support for students with Behavioural, Emotional and Social difficulties and/or Speech, Communication and Language Needs. In additional we run a Reading club every morning for all year groups as a result of a reading test that all students sit.

The rest of their curriculum is delivered in Mainstream teaching groups with support from Learning Support teachers or Teaching Assistants. The provision for students with a Statement of Educational Need / Educational Health Care Plan is based on the stipulations of their Statement and reviewed annually.

Learning Environment & Resources

Main room

The SEND Curriculum Area is a self-contained area situated on the ground floor between the main theatre and the school administration area. There are two specialist teaching rooms with interactive white boards and a trolley containing 24 large screen laptop computers facilitating specific software to support literacy and reading barriers. We have a therapy room which is made available to any student requiring physiotherapy sessions and is additionally used for small group or 1:1 mentoring. A fully equipped hygiene room is also provided within the department. The area is completely student centred.

Learning Support is designed to be inviting to all students of all needs. There is a reading corner with beanbags, cushions and our own small library of reading materials that students can access during their own free time. We have a display screen of rotating positive affirmations and inclusive quotes to promote confidence and equality, as well as calm and relaxing music piped through the area to which students respond well, enhancing the tranquillity and peaceful learning environment.

Learning Support is a friendly, welcoming, supportive and inclusive hub for ANY student to come, where they can feel safe, listened to and supported. We are a place of trust and we aim to ensure that every student that we work with at Coppice receives a balanced, fair, personalised and individual learning experience.

Overview of Interventions Provided at Coppice

Intervention Purpose and intended outcome Access criteria / why Who is it for Assessment/ impact

Lexia is designed through visual, aural and kinesthetic learning to improve reading skills. Improved learning will allow access cross curriculum.

it is offered to low reading age students (12 months or more below chronological age)

KS3 with 'some' KS4 where applicable. We hold 90 licenses.

It is constantly monitored when students are in sessions and assistance given where necessary.

Lexia scores percentage increase of part units, it is checked half termly and we expect at least a 10 unit increase per term.


Literacy Intervention is for students who are struggling with basic literacy skills or have conditions such as Dyslexia. Literacy Intervention aims to raise the English levels of these students to the best they can be.

Students are identified using data from reading assessments, Lexia reports and English progress level reports.

Intervention is offered to both Key Stage 3 and Key Stage 4 students.

Students are monitored through Lexia progress and half - termly English progress reports.


Numeracy Intervention has been developed, with guidance from the Mathematics Department, to help students acquire the skills that they need to succeed in mathematics.

Students are identified for intervention from their progress reports.

Intervention is offered to both Key Stage 3 and Key Stage 4 students.

Students are assessed at the end of each topic and progress tracked each half term.


Rapid Reading is a reading scheme for struggling students. Majority of the students that are on the RR Register are SEN.

The different levels of reading enable students to progress in sections with assessments part way through each level.

Students are identified through an ARTi test which is a computer based test. Where results show students reading age 18 months below their chronicle age they are put into small intervention groups.

Rapid Reading is available to both Key Stage 3 & 4.

Students are assessed part way through each level of book they are reading.

Students are assessed through the ARTi test when progress is made on a termly basis.


Rapid Plus Online is an online reading scheme for struggling students. Majority of the students that are on the RPO Register are SEND along with students who have a lower ability of reading.

The different style of reading enables weak readers to progress in sections with assessments part way through each level.

Students are identified through an ARTi test.

This scheme is friendly to ALL our students' e.g. dyslexic, MLD, reluctant readers, EAL students along with students who have struggle with their comprehension.

With RPO shows how each student progresses, we can monitor through tables of where each students struggles and their weaknesses.

Rapid Reading is available to both Key Stage 3 & 4.

Students are assessed part way through each level of book online, with myself monitoring them through the teacher's access.

Students that do the intervention at home will have arranged times to meet and have assessments done.

ARTi tests are regularly done to monitor progress.


Handwriting intervention has been provided for any student who is concerned about their writing. A number of simple challenges are given to support pupils with formation, joining letters and accuracy.

Any student who has poor and illegible handwriting.

Y7 only at present.

Students are assessed at the end of each half term and their progress tracked via English.


Time/ money has been developed to give extra support to those students who find these topics challenging.

Students are identified for extra support from their progress reports.

Time/money is only available to Year 7 students at present.

Students are assessed at the end of each half term and their progress tracked via Maths.


To improve reading and writing confidence across all key stages. Read & Write Gold software makes the web, documents and files more accessible on any platform or device.

From reading on-screen text aloud to researching and checking written work, Read & Write makes lots of everyday tasks easier. It improves confidence for struggling readers. Helps students with dyslexia and other literacy challenges. Assists English Language Learners and individuals with English as a Second Language. It promotes independent learning and supports students in and outside the classroom.

You can hear web pages and documents read aloud to improve reading comprehension, with a choice of natural voices. Understand unfamiliar words with text and picture dictionaries Develop writing skills with word prediction. Support independent student research with valuable study skills tools.

It's a big confidence booster for students who need a little extra help with their reading and writing.

Students should make progress across their curriculum where R&W is a feature.

For students with dyslexia and other learning difficulties, or anyone whose first language isn't English.

Students should make progress across their curriculum where R&W is a feature.

All students have access to the software, teachers will direct students to use it where it will support and enhance progress.


The C-Pen Exam Reader reads text out aloud with an English human-like digital voice.

The Exam Reader has been approved by The Joint Council for Qualifications (JCQ) for use in exams. This means students who have reading difficulties such as Dyslexia can independently take exams knowing that they can read and understand the questions.   As well as promoting Independent Reading this pen is:

  • ideal for hearing words & lines of text read aloud over and over if required
  • great for students with Dyslexia, reading difficulties and English as a second language
  • designed to allow students to be with their peers in the main exam hall with headphones plugged into their pens.

No special access arrangements required.

Only key students can use the pens.

Any y11 student who already has access arrangements in the form of a reader can automatically use the pens.

Learning support will identify students from the SEND register who will benefit from reading support. These will be on the whole Dyslexic students and students with high cognition and learning difficulties

Students will be identified via the SENDCo.

Key Stage 3

In Years 7, 8 and 9 students follow mainstream curriculum courses, suitably differentiated and tailored to their individual needs. We offer:

  • Lunch time clubs with additional support from our Sixth Form students.
  • Homework club every lunchtime and twice after school.
  • Games club to support literacy, numeracy, team building and social skills.
  • Literacy and Numeracy intervention.
  • Lexia Phonics software.
  • Read & Write Gold software.
  • Rapid Reading as a 'reading corner' where students are welcome at any point in their own time to relax and delve into their favourite books.

Key Stage 4

In Years 10 and 11, maths and English are both taught at Entry Level and/or GCSE level in a mainstream setting. The opportunity to follow GCSE courses in maths and English is available for those students who make sufficient progress. Furthermore, an established KS4 programme offers students opportunities in BTec, ASDAN, Science and R.E, all suitably differentiated, and provides our students with a full set of qualifications to prepare them for further education, training or employment after Year 11. We support students via specialist in-class support in mainstream lessons for students with Specific Learning Difficulties, physical difficulties and other individual needs.

Main room wide

Extra-Curricular Activity

Students with a reading age significantly below their chronological age attend Reading Club twice weekly during Academic Tutorial. The club is aimed not only at improving literacy levels but also at building students confidence in reading aloud; a structured reading scheme, which is age appropriate but with high interest for 11 - 14 year olds, is used for delivery of this intervention. We also offer our students access to Breakfast club, Lunchtime and After-school Homework Club.

Partnership with Parents

At Coppice we really value the knowledge parents have of their children and use this to enable us to provide effective learning support. Equally we always inform parents of any concerns we have and discuss fully any action we feel necessary. The SENDCo invites parents of students with a special educational need to attend a drop-in surgery which takes place twice a week. These are on a Thursday from 2:20pm to 4:00pm and a Friday morning 9:00-10:00am.

The surgery helps to improve communication and promote a collaborative approach to supporting students' progression through the school. Parents are invited for an informal chat to discuss their childs progress or for advice on how to manage their childs additional educational needs at home.

SEND Identification – a Graduated Response

To ensure early identification all students are individually observed on entry to Coppice Performing Arts School on a case by case basis. We liaise with our students, parents and primary feeder schools in ensuring that we receive accurate and detailed information on our pupils to enable us to confidently provide for them on a personalised level. The SENDCo maintains an up to date register of students with learning needs which is available to all teaching staff via our staff intranet.

If any member of staff or parent raises a concern about a student, we abide by the new Code of Practice via the graduated response of assess, plan, do, review. Information is gathered and the student will be screened to ensure the correct provision is made available, making links with any external services required. A personalised plan is put inti place, monitored and reviewed within a fixed cycle. It is here that the SENDCo will review progress and act as appropriate dependent on outcome.

Student relax

All students are treated as individuals to ensure they get the most appropriate support. They may receive further testing to identify a specific condition or a referral may be made to an external specialist to investigate the details of the student further. Parental permission is always sought before individual screening for assessment tests are carried out and the results are communicated to parents.

All students going into Key Stage 4 will be looked at on an individual basis via their key stage three outcomes to ensure they have the correct provision available to them, for the access arraignments for controlled assessment and public examinations. Arrangements are put in place at this point for those students seeking additional support. Teaching staff are also given opportunities throughout the year to raise and refer any learning concerns which will result in a gathering of information across their curriculum areas to assess and implement any support required.

Assessing SEND Students

Students with specific barriers to learning are assessed by their subject specific teachers. In addition the SENDCo will also assess progress through Data Analysis at each half termly Progress Check point. To ensure progress is being made students who are not meeting their personal levels of expectation will have a discussion with the SENDCo to identify further support they may require. This will then be communicated with teaching staff, to ensure work is tailored and personalised, and of course parents. This is to ensure students are making a suitable amount of progress.

Teaching of Students with SEND

Coppice Performing Arts School strives to be inclusive and nurtures the philosophy that every teacher is a teacher of SEND. Staff have received specific and ongoing training to cater for students with learning barriers to enable them to access the curriculum as a whole, including a fortnightly briefing keeping staff updated and informed with student specific developments.

Training is provided throughout the year and specialist staff teach specific groups. Teachers differentiate their lessons to ensure all students can access the lesson; these students and their strategies are identified on their Personalised Learning Plans, with which all staff are provided.

The SENDCo ensures that regular and consistent communications happen between all curriculum areas and learning support as departments have a Teaching Assistant link. This enables a speedy response to any issues raised. The Teaching Assistants meet weekly with the SENDo to share any concerns and receive updates and training as required.

Evaluation and Review of SEND

SEND is reviewed and evaluated through the School Improvement Plan. The SENDCo provides reports to the governing body on a yearly basis to share the successes and areas of improvement. As good practice the SENDCo keeps afoot with changes and developments on SEND provisions and aims to improve teaching and learning for all students on a regular basis.

Representation of SEND Students and Parents

Annual reviews and meetings with SEND students and their parents happen regularly and are well attended. Parents are encouraged to communicate and liaise with us throughout the year via the parental drop in clinics as well as face to face meetings or email / telephone conversations. We additionally offer an opportunity for students to be able to have a greater input on a regular basis towards their learning experiences and an equal representation through focus groups as part of Student Voice activities.

Complaints relating to SEND provision

In the first instance if a parent is unhappy with the provision provided, they should contact the school SENDCo. If the complaint cannot be resolved or the parent is unhappy with the resolution the parent should follow the school complaints procedure (on the school website).

Cushions area

Working with external agencies

Coppice Performing Arts School works with a variety of external agencies, including:

  • Educational Psychologist
  • School Nurse
  • MASH Team
  • Local Support Team
  • Educational Welfare Service
  • Autism Outreach
  • GEM Centre
  • Speech and Language Therapy
  • Careers Advice Service
  • Tettenhall Wood Autism Outreach
  • Social Services
  • Visual Impairment Team
  • Hearing Impairment Team


The SENDCo / Deputy SENDCo arranges transition of all students with SEND, as identified by primary schools. All of the students will be offered a specific program of additional support that is implemented on a case by case basis. The SENDCo and Deputy SENDCo will visit students within their primary setting to discuss their needs and create a one page person-centered profile which will be shared with teaching staff at Coppice through the students Personalised Learning Plans.

Students moving into Key Stage 4 will be offered additional support in school and each student will be able to seek advice and guidance from their key worker in school. Coppice supports its students that are moving into further education, employment or training. This is done in collaboration with the SENDCo / Deputy SENDCo, Connexions, Careers Advice and Guidance to ensure all of the students from Coppice can reach their full potential. All of the students will have a specific program of additional support that is implemented on a case by case basis.

Additional transition support may include:

  • Extra visits to Coppice Performing Arts School
  • One to one support
  • Specific SEND primary liaison activities
  • SEND information for students and parents
  • Summer School
  • Additional visits to local colleges
Inclusion For All

Contact Details

Mrs Paula Wiley - Curriculum Area Leader / Head of Learning Support (SENDCo):

If you wish to contact the SENDCo, an appointment can be made through the school office or the drop in clinics on a Thursday afternoon or Friday morning.