Learning Support Service

The Learning Support Service is a specialist teaching service which provides assessment, teaching, support, advice and resources for students with special educational needs.

The Learning Support Service works in partnership with Health, Youth Justice Board and a wide range of agencies both across and outside the council.

What service is offered

If you'd welcome some extra support to help children and young people with special needs to develop the skills they need, the council's Learning Support Service is here to help you.

The service is made up of specialist teachers and teaching assistants with experience right across the special educational needs field.

We have experience and expertise in supporting children and young people with sensory impairment, visual impairment, hearing impairment, autism, speech, language and communication needs, physical difficulties and specific learning difficulties and many areas relating to behaviour and well being.

From bespoke training to practical classroom support, we're here to help you give our special children the very best education and help them develop the skills they need to succeed.

We can offer a wealth of advice and guidance to help you - as well as practical support.

Here's just a taste of what we can offer

In the classroom:

  • Practical support and ideas for getting the best from your class
  • Help and guidance with planning, differentiation provision mapping and writing of individual education plan
  • Observation and assessment
  • Team teaching

Beyond the classroom:

  • Bespoke training
  • Inset days (teacher training)
  • Identifying and sourcing resources and specialist equipment
  • Contribution to annual reviews

Where schools are able to draw on the advice and guidance provided by specialist support services, this can make a powerful difference to a child's progress and their happiness in school.

We're happy to take referrals from headteachers, special educational need coordinators, teachers or health professionals.

This page was last updated on 30 January 2018

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