Academic Support

The Academic Support department supports the learning opportunities pupils receive in the mainstream classrooms. Whether it is long or short term, one to one or small group interventions, our specialised staff provide a welcoming, supportive atmosphere where each pupil can maximise their potential.

Situated within ‘Towers’, we have our own suite of rooms for individual and group teaching, complete with ICT access in each classroom. Prep School Academic Support staff are based in their own classrooms within the Prep School so that pupils are familiar with their own learning environment.  Specialised learning programs and carefully chosen ICT resources are used to enhance learning.

Pupils will often spend break and lunch times in academic support. Mentoring sessions; classwork catch up; organisation and study skills workshops; or simply time to play board games and socialise with friends make academic support a hive of activity.

Below are some extracts from the Crested Inspectors following our recent inspection in January 2017:

Many examples of “dyslexia friendly” techniques were observed in lessons. Subject teachers receive comprehensive support and advice from the learning support staff to enable them to plan lessons to meet the learning styles of all pupils. Dyslexic pupils are fully integrated into all aspects of college life and make a significant contribution to the many opportunities the college provides.

A thorough process is followed to ensure that children with SEND can have their needs met at Tettenhall College before a place is offered. The College has staff with the expertise in carrying out thorough assessments allowing additional support and tuition to be in place to meet each pupil’s special educational needs.

The College has staff with the necessary qualifications to carry out assessments for dyslexia and related difficulties without the necessity to involve outside professionals.

All five mainstream lessons observed were carefully planned allowing all students to fully access the lessons. Pupils with SEND were effectively supported by academic support teaching assistants. Two well-planned lessons giving one to one teaching were observed. In both lessons the teacher and pupil worked well together and it was clear that effective teaching was taking place. Two academic support lessons involving small groups of students, designed to develop reading and study skills, were observed. Again well-planned and effective teaching was evident with differentiation on an individual basis a feature of the lessons. In all nine lessons the excellent relationships between the academic support staff, subject teachers and the pupils they worked with shone through.   

Learning support staff receive a wide range of whole school and special needs related training. The well qualified teachers and academic support assistants bring to the school a wide range of interests and specialisms. The academic support strategic plan details the necessary staff appointments and training of current members of the department in order to further develop the provision over the next 3 years.

The staff have the knowledge, expertise and qualifications to carry out their various roles effectively.

The subject staff are provided with high quality information to allow them to plan and deliver lessons effectively. Support staff make an important contribution in lessons and work closely with their colleagues.

All the parents contacted were very happy with the education provided by Tettenhall College. They spoke of the excellent communication between College and home, the quality of pastoral care and the careful planning resulting in all their child’s special needs being met. Two parents, whose children had attended the college for just over a term, were very impressed with the smooth transition facilitated by staff, ensuring that the settling in process was an enjoyable and stress free experience. 

Six articulate and confident pupils spoke at length about life at the College. They appreciated the individual teaching given by the specialist staff and felt they were making good progress with literacy, numeracy and any other areas of difficulty. They all had areas of the curriculum they could excel in and were happy that they were given opportunities to develop their abilities in a range of subjects and extra -curricular activities.




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