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Learning Support Department


The Learning Support Department is one of the largest teams at Jack Hunt School. We are committed to supporting learners with a range of Special Educational Needs and/or Disabilities to reach their potential, by identifying and seeking to remove any barriers to learning.

We are fortunate to work with some of the most remarkable and unique young people and support them using a range of strategies, tailored to their individual needs.

Our support seeks to be person-centred and we will work to liaise with parents and professionals to ensure that the provision we put in place will ultimately enable a learner to achieve fulfilling outcomes well into their future.

What can we provide?

First and foremost, we have a teaching team across a wide range of subjects that understand the importance of delivering Quality-First Teaching. In doing so, they are creating learning environments that routinely meet the needs of learners with high prevalence learning needs, such as Dyslexia, Dyspraxia, ADHD, ASD, HI and a range of Physical Disabilities. 

The teaching staff have also received training to support a range of additional educational needs and work in classrooms to make their lessons as visual, practical and varied as possible to engage learners with even the widest range of needs.

In addition to our Learning Support Provision, Jack Hunt also manages a Specialist Hub provision for learners with a Physical Disability (PD Hub).  Further information on these can be found by clicking the link to the left.

Our Learning Support Department is well equipped with the following Facilities:

  • Purpose-build Physiotherapy Room for PD Hub
  • Well-resourced teaching spaces for literacy and numeracy development
  • Quiet rooms for individual working
  • Sensory Room for learners that require a place to relax and calm down
  • Four well-equipped care suites/accessible toilets
  • Well-equipped computer suite for learners needing to spend extra time of homework or research
  • Adjustable kitchen facilities for learners to practise independence skills  in small groups
  • Wheelchair-accessible garden and greenhouse for outdoor learning opportunities

We also provide:

  • Key Worker Support
  • Lunchtime activity groups for those that benefit from supported social opportunities
  • Lunchtime homework club for support with managing the demands of homework deadlines
  • Visual timetables for those that need support to make sense of the mainstream timetable
  • Pre- and Post-study support where needed to access certain aspects of the curriculum
  • Intervention Groups – more can be found on these by clicking the link to the left.

Our Teaching Assistants are trained to provide learners with appropriate differentiation within the classroom, including:

  • Enlarging materials
  • Simplifying language for easier access
  • Breaking down tasks into manageable chunks
  • Supporting learners emotionally to manage the rigours of a demanding school day
  • Learning and over-learning opportunities to reinforce curriculum
  • Modifying course content into more accessible formats, such as visual prompts, mind-mapping, colour-coding and key-word emphasis
  • Ensuring that learners are understanding the tasks required of them and have clarity over where to start
  • Supporting learners with planning and organisation
  • Assisting with mobility in and around school and in the classroom
  • Providing note-taking/scribing support
  • Translation of lesson content into British Sign Language or Sign-supported English
  • Providing Access arrangements for learners from invigilation-trained staff throughout formal examinations
  • Providing intimate personal care for those learners identified as requiring this support

Access Arrangements for Examinations

We are keen to ensure that no learner is at a disadvantage in their formal examinations and assessments if they are in need of access arrangements, such as a scribe, reader, enlarged or modified papers or extra time. All Awarding Bodies for examinations have their own set of available concessions and we ensure that any request for access arrangements for individuals is represented accurately by the school. Ultimately, however, the decision is made by the Awarding Body overseeing the examination.  If a learner is in need of concessions, there is an expectation that we can demonstrate this is their usual way of working before a concession is likely to be granted.

Further Information

Please use the links to the left to find out more detail about our provision and how we might support you/your child throughout their secondary education.