Support for Learning

Support for Learning

At Ibstock, additional support for learning is provided by the Academic Mentoring Team. Our expert staff take an individual approach, supporting pupils to become autonomous learners who can fulfil their potential. Through listening to pupils and communicating closely with teaching staff and parents, we aim to create trusting relationships and build confidence.

Academic Mentoring Team

Our Mentors are experienced at supporting pupils with a diagnosed learning difference as well as pupils who perhaps have a skills gap or a temporary difficulty.

The team work with a range of pupils who are not defined by their needs, but who may have elements of Specific Learning Difficulty (SpLD) such as Dyslexia or Dyspraxia, or are Neurodivergent (including Autism or ADHD). Pupils are invited to join individual or small group sessions, which are scheduled depending on need.

Areas of Support

• Study Skills –  such as note taking, active revision strategies, examination technique and meta cognition. 


• Executive Function – such as suggesting routines, considering strengths, encouraging task initiation, organisation and strategies for more autonomy.


• Literacy – such as reading comprehension, vocabulary building, Spelling, Punctuation and Grammar, developing written expression, planning, editing and proofreading work. 


• Soft Skills – such as problem solving, self-motivation, communication skills, emotional regulation.

Supporting Student Needs

We empower every learner to thrive through understanding, inclusion, and support.

Ibstock's Academic Mentoring team are available to all pupils who may require additional support for their learning.

Our school follows an inclusive teaching approach promoted through Adaptive Teaching Approaches to SEND (EEF, 2022). Our staff are advised, trained and supported in meeting neurodivergence in the classroom.

Pupils with a diagnosed need or with a specific needs profile will be registered on the school’s SEND register. Our teachers make reasonable adjustments in the classroom and are adaptive to the needs of learners. Pupil voice and self-advocacy are key aspects for developing independent learning skills in learners who are neurodiverse.

Access arrangements are reviewed upon joining the Senior School in Senior 7 and in Senior 9, in preparation for arrangements for GCSE. At the Senior School, we model access arrangements in line with JCQ, PAAO and CIE regulations, in preparation for their journey to public exams.