Parents and feeder schools are asked to inform us of any problems that a boy is experiencing and to send us a copy of any Educational Psychologist’s assessment. Our Head of Learning Support will analyse the assessment and advise the Warden as to whether Radley is the appropriate school for the boy’s particular learning profile. In certain cases a boy may be better advised to go to another school which is better equipped to deal with his particular circumstances.

One issue that sometimes arises is handwriting and the use of laptops. Our handwriting policy encourages competence in handwriting. We normally expect feeder schools to continue with the use of handwriting which we consider a fundamental skill and as such an educational entitlement.

- after entry

Each Shell boy is tested in literacy and numeracy in the first half of the Michaelmas Term. Any boy who has been identified as having a learning difficulty is then supplied with a Learning Support Summary. These are updated when boys’ progress is reviewed twice a term. In addition, there is provision for assessment by an Educational Psychologist, Mrs Fiona Burton, (BSC, M.Ed., C. Psychol.) who visits Radley three times each year.

EXCEPTIONALLY GIFTED AND TALENTED BOYS
Such boys are identified in the first term of their Shell year, when an Individual Education Plan is drawn up for future progress. The IEP is reviewed at the end of every term, and targets set for the next review. Provision of an IEP is on a Department basis, where extension and enrichment work is given by the individual subject Head of Department and his team. Enrichment and extension work is preferable to early exam entry, which is rejected as a policy because it narrows the horizons to syllabus goals.

SOME DEFINITIONS

• Dyslexia – organizing or learning difficulties involving fine co-ordination and working memory, affecting aspects of literacy and /or numeracy, in an otherwise able individual
• Dyspraxia – poor co-ordination and impaired performance of skilled movements