Learning Support

Learning Support Department

At Christ’s Hospital, the Learning Support Department is dedicated to ensuring every student has the opportunity to thrive, regardless of their individual learning needs. We provide bespoke, expert provision that is responsive, inclusive, and rooted in best practice. Our neurodivergent students are an integral part of Christ’s Hospital’s rich diversity and the LS department is committed to creating an environment where all students feel valued, supported, and have a true sense of belonging. While an academic department, the LS team do also provide a ‘bridge’ between the pastoral and academic sides of the school. We support students in a range of ways depending on their needs including helping with academics, study skills, specific learning programmes, emotional regulation strategies and quiet space for studying and decompression.

Our Team

Our department is led by Linzi Williams, Head of Learning Support, a qualified SENDCO and Level 7 assessor, alongside three highly skilled Learning Support teachers who bring a wealth of experience in supporting diverse learning profiles. All the team are qualified Level 7 assessors who can assess for reasonable adjustments for exams, and ensure that needs are identified and supported according to strengths and challenges that students have.

We work collaboratively with students, families, and staff to ensure a positive learning environment and that needs are met in the classroom and beyond. Christ’s Hospital does not have Teaching or Learning Support Assistants.

Identification and Support of Needs

Many students will have already been identified with learning needs or disabilities prior to their transition to Christ’s Hospital. However, we recognise that as students become older and work becomes more challenging, support needs can arise, so we use a range of tools and strategies to identify learning needs early and accurately, including our graduated approach, teacher referrals, assessments, and close monitoring of progress. Once identified, we will assess and tailor support to each student’s unique profile, ensuring interventions are timely, targeted, and effective.

Most students with identified needs receive a Student Passport, a personalised document that outlines their strengths, challenges, and recommended strategies to support. These passports are shared with teaching and boarding house staff to ensure consistent, informed support across the curriculum.

We champion quality first teaching (QFT) across the school, ensuring that all teachers are equipped to adapt lessons effectively and create inclusive classrooms. Most students will be able to work independently in lessons with QFT and our ordinarily available provision. However, some students may require more help and a reduced timetable to support their needs so that they can benefit from more time in the Learning Support department developing their skills.

For further details, please see our Learning Support Department Policy