| 1 CLASS IN EACH OF 1ST 2ND 3RD YR EXTRA HELP IN BASIC ENGLISH MATHS |
|
1 |
| 1 EACH YEAR. PUPILS WITH POOR READING AND NUMBER ABILITY |
|
2 |
| 1 GROUP - BOYS ARE INTERGRATED INTO NORMAL CLASSES PARTIAL HEARING UNIT |
|
1 |
| 1 GROUP FOR ENGLISH 1 FOR MATHS IN EACH YEAR |
|
7 |
| 1 PROFOUND MULTIPLY HANDICAPPED. 2 SEVERE BEHAVIOURAL PROBLEMS AND MULTIPLE HANDICAPS. |
|
2 |
| 1 RECEPTION REMEDIAL. VARIOUS SMALL GROUPS FOR CHILDREN STATEMENTED AND WHO WOULD FORMERLY HAVE BEEN IN REMEDIAL CENTRES. |
|
5 |
| 1 STATEMENTED CHILD ALLOCATED TO A SPECIALLY APPOINTED 0.5 REMEDIAL TEACHER |
|
3 |
| 1. SLOW LEARNING 4 CLASSES. 2. PHYSICAL HANDICAPPED - INTEGRATED |
|
2 |
| 1.5 TEACHERS & EXTRA HELP - MANY CLASSES/GROUPS. GENERAL REMEDIAL WORK. |
|
3 |
| 116 PERIODS - WITHDRAWAL SYSTEM/REMEDIAL EDUCATION. ENGLISH AS A FOREIGN LANGUAGE |
|
6 |
| 19 PUPILS ARE TAUGHT WITHIN THE MAIN SCHOOL IN NORMAL CLASSES BUT HAVE 4 SPECIALIST TEACHERS IN SUPPORT (INTEGRATED DEAF UNIT). |
|
4 |
| 1ST - 3RD YEAR GROUPS |
|
5 |
| 1ST 2ND & 3RD YR PUPILS WHOSE BASIC SKILLS PREVENT THEM FROM BENEFITTING FROM TEACHING IN LARGER CLASSES |
|
3 |
| 1ST 3 YEARS - SPECIAL HELP. 4TH/5TH YEARS - PRACTICAL COURSES UNDER JOSEPH INITIATIVE FOR NON ACADEMIC PUPILS. |
|
3 |
| 1ST YEAR ONLY FOR SLOW LEARNERS |
|
4 |
| 2 - GENERAL SLOWNESS. 2 - CONTINUING LANGUAGE DIFFICULTIES IN YEARS 4/5 |
|
1 |
| 2 EACH IN YEARS 3 4 5 SUPPORT WORK IN YEARS 1&2. LEARNING DIFFICULTIES IN MATHS & ENGLISH |
|
2 |
| 2 PLACES WITHIN OPTION SYSTEM - SLOW LEARNERS |
|
4 |
| 2 REMEDIAL CLASSES 4 WITHDRAWAL GROUPS FROM LANGUAGES FOR EXTRA ENGLISH 1 GROUPS IN EACH OF 4&5TH YEAR WORKING R.P.A. SCHEME. NEEDS CATED FOR ARE LANGUAGE R |
|
3 |
| 2 STATEMENT REMEDIAL EDUCATION DEPARTMENT 51 PUPILS IN YEAR GROUPS FOR MAIN SUBJECTS. |
|
3 |
| 25 PUPILS MODERATE LEARNING DIFFICULTIES (FORMER ESN(M)) |
|
3 |
| 2ND - 5TH YEAR PUPILS WITH LEARNING PROBLEMS E.G. LITERACY AND NUMERACY. EUROPEAN STUDIES FOR CHILDREN NOT COPING WITH FRENCH IN YEARS 2 & 3, ALSO REMEDIA |
|
4 |
| 3 CHILDREN - LANGUAGE DIFFICULTIES AND SPECIAL 81 ACT PROCEDURE. |
|
5 |
| 4-ONE IN EACH YEAR 2 TO 5. UNDER-ACHIEVEMENT. |
|
1 |
| 47 PUPILS ON INDIVIDUAL TIME-TABLE. ALL VARIETIES INCLUDING PHYSICALLY HANDICAPPED AND LEARNING DIFFICULTIES. |
|
1 |
| 5 FOR SLOW LEARNERS (1 IN EACH YEAR GROUP) 1 FOR CHILDREN WITH ACUTE BEHAVIOURAL PROBLEMS |
|
3 |
| 5X SLOW LEARNER GROUPS 1X PARTIAL HEARING UNIT |
|
9 |
| 7 STATEMENTED PUPILS. 11 REMEDIAL GROUPS IN YR 1/2 & 3 |
|
7 |
| 9 BOYS & 10 GIRLS HEARING IMPAIRED |
|
4 |
| A NUMBER OF SMALL GROUPS IN YEARS 1-3. ILLITERACY INNUMERACY EMOTIONAL DIFFICULTIES |
|
3 |
| A TEACHER AVAILABLE FOR SPECIAL NEEDS ON PUPILS ARE WITHDRAWN FROM NORMAL CLASS |
|
4 |
| A) A GROUP OF 10/11 IN YEARS 1.2&3. ALL CURRICULUM AREAS B) SPECIALIST INDIVIDUAL HELP FOR SPECIAL NEEDS (WARNOCK) |
|
7 |
| A) WITHDRAWAL FOR EDUCATIONAL REASONS. B) UNIT FOR PUPILS WITH BEHAVIOURAL PROBLEMS. |
|
5 |
| ACADEMIC PROBLEMS IN ENGLISH AND MATHS WITHDRAWAL FOR SPECIAL PROBLEMS |
|
5 |
| ACADEMIC SOCIAL 1 VISUALLY HANDICAPPED PUPIL BY CLASS TEACHING AND WITHDRAWAL |
|
5 |
| ACADEMIC/SOCIAL |
|
12 |
| ACCORDING TO SPECIFIC NEEDS OF PUPIL |
|
3 |
| ADDITIONAL ENGLISH PLANNED TRAINING OF ONE TEACHER TO COPE WITH DYSLEXIA |
|
4 |
| ALL |
|
4 |
| ALL CLASSES |
|
1 |
| ALL EXCEPT SSN BLIND & DEAF. |
|
1 |
| ALL EXECPT SEVERE PHYSICAL HANDICAP MOVING TO MAINSTREAMING ALL PUPILS |
|
4 |
| ALL FORMS OF LOW EDUCATION ATTAINMENT |
|
7 |
| ALL MODERATE LEARNING DIFFICULTIES |
|
1 |
| ALL OF OUR PUPILS HAVE SPECIAL NEEDS - MANY HAVE MULTIPLE HANDICAPS. THEY ARE TAUGHT IN SMALL GROUPS OR INDIVIDUALLY AS THEIR DAILY NEEDS REQUIRE. |
|
1 |
| ALL SAVE PYSICAL HANDICAP |
|
7 |
| ALL SAVE VERY SEVERE PHYSICAL HANDICAPS. |
|
5 |
| ALL SUCH TEACHING GROUPS ARE EXTRACTION GROUPS - THERE IS NO S.N. SET OR STREAM. 1 SET IN 4TH/5TH. 2 SETS IN 2ND/3RD YEARS. POOR READERS. |
|
6 |
| ALSO HISTORY & DRAMA FOR 3 CLASSES |
|
3 |
| ANY AS REQUIRED OR FELT NECESSARY |
|
5 |
| ANY CHILD WITH SPECIAL LEARNING DIFFICULTIES IE LITERACY OR NUMERACY |
|
2 |
| AS NECESSARY PARTIALLY HEARING PUPILS |
|
7 |
| BACKWARD CHILDREN IN LOWER SCHOOL SEN GROUPS. DISRUPTIVE FACILITY ON SITE. |
|
3 |
| BACKWARDNESS IN NUMERACY AND LITERACY/POOR MANIPULATIVE SKILLS. |
|
5 |
| BASIC ENGLISH AND MATHEMATICS |
|
5 |
| BASIC ENGLISH MAINLY (WITHDRAWAL FROM LESSONS) |
|
5 |
| BASIC ENGLISH/BASIC MATHS/BASIC SCIENCE/BASIC CRAFT/CHILD DEV |
|
2 |
| BASIC LANG/NUMBER ETC |
|
3 |
| BASIC LEARNING DIFFICULTIES |
|
2 |
| BASIC LITERACY & NUMERACY |
|
2 |
| BASIC LITERACY AND NUMERACY |
|
9 |
| BASIC LITERACY SPELLING DIFFICULTIES ESL MATHS |
|
3 |
| BASIC LITERACY/NUMERACY - CLASSES IN YEARS 1 2 & 3 |
|
3 |
| BASIC LITERACY/NUMERACY ACADEMICALLY VERY ABLE |
|
4 |
| BASIC MATHS AND ENGLISH (HALF TIMETABLE) |
|
5 |
| BASIC NUMERACY & LITERACY SKILLS |
|
2 |
| BASIC NUMERACY AND LITERACY |
|
6 |
| BASIC NUMERACY AND LITERACY IN LOWER SCHOOL. SPECIAL PROGRAMME IN UPPER SCHOOL. |
|
1 |
| BASIC READING AND NUMBER SOME SPECIALIST NEEDS |
|
4 |
| BASIC SKILLS |
|
7 |
| BASIC SKILLS BEHAVIOUR MALA JUSTMENT |
|
1 |
| BASIC SKILLS IN MATHS AND ENGLISH |
|
3 |
| BASIC SKILLS. |
|
4 |
| BEHAVIOURAL BUT NOT NORMALLY FOR DISRUPTIVE PUPILS + MOSTLY FOR 12 + 13 YEAR OLD PUPILS. 11 TO 8 PUPILS AT ANY ONE TIME SHORT STAY AND LONG STAY. |
|
5 |
| BEHAVIOURAL PROBLEMS COUPLED WITH SOCIAL AND ACADEMIC DIFFICULTY RESULTING IN DISAFFECTION. |
|
1 |
| BEHAVIOURAL SOCIAL EMOTIONAL ACADEMIC |
|
1 |
| BEHAVIOURAL/LEARNING DIFFICULTIES (LOW & HIGH ABILITY) CORE & SUPPORT |
|
3 |
| BORDERLINE MLD/SLD (4 STUDENTS) 16+ GROUP 5 STUDENTS THIS YEAR ONLY |
|
1 |
| BOTTOM SET MATHS AND ENGLISH IN YRS 1 2 AND 3 |
|
1 |
| BUT WE DO HAVE A SPECIAL HELP GROUP IN OUR OPTION SYSTEM. |
|
2 |
| BW ATTAINMENT IN WRITING, ORAL AND NUMERACY SKILLS |
|
3 |
| BY COOPERATIVE TEACHING AND BY EXTRACTION OF INDIVIDUAL PUPILS OR GROUPS OF PUPILS FOR SPECIAL HELP FOR VARYING PERIODS OF TIME |
|
5 |
| BY EXTRACTION FROM NORMAL CLASSES - LOW ACADEMIC ABILITY |
|
1 |
| BY EXTRACTION OF PUPILS AS NECESSARY READING WRITING MATHEMATICAL PUPILS WHO ARE DISTURBED LANGUAGE ETC |
|
4 |
| BY INDEPENDENT LEARNING CENTRE RUN BY US USED BY OTHER SCHOOLS. CHILDRENS PROGRAMMED INDIVIDUALLY. |
|
8 |
| BY WITHDRAWAL |
|
3 |
| BY WITHDRAWAL IN SMALL GROUPS ALL ATTEMPTING TO SERVICE ANY LEARNING NEEDS INCLUDING TALENTED AND GIFTED. |
|
2 |
| BY WITHDRAWL SYSTEM TO AN INDIVIDUALISED LEARNING UNIT. |
|
3 |
| CHILD STATMENTED SEVERE LEARNING PROBLEMS OTHERWISE SPECIAL NEEDS CATERED FOR IN THE CLASSROOM WITH ADDITIONAL TEACHER PRESENT |
|
5 |
| CHILDREN ARE WITHDRAWN FROM OTHER LESSONS IN SMALL GROUPS/ READING DIFFICULTIES WRITING DIFFICULTIES VISION |
|
1 |
| CHILDREN FROM ABROAD USING ENGLISH AS A SECOND LANGUAGE |
|
1 |
| CHILDREN IN 1ST & 2ND YEAR NEEDING REMEDIAL HELP WITH ACADEMIC WORK PARTICULARLY ENGLISH/MATHS |
|
1 |
| CHILDREN NEEDING EXTRA HELP WITH LITERACY AND NUMERACY ARE EXTRACTED FROM NORMAL CLASSES IN ENGLISH/MATHEMATICS AND FRENCH |
|
6 |
| CHILDREN NEEDING REMEDIAL HELP IN ENGLISH AND MATHEMATICS IN FIRST AND SECOND YEARS |
|
2 |
| CHILDREN OF LOW ACADEMIC ABILITY |
|
5 |
| CHILDREN WITH LEARNING DIFFICULTIES |
|
10 |
| CHILDREN WITH LEARNING DIFFULTIES |
|
1 |
| CHILDREN WITH LEARNING PROBLEMS. |
|
2 |
| CHILDREN WITH MODERATE TO SEVERE LEARNING DIFFICULTIES |
|
2 |
| CHILDREN WITH SPECIAL LEARNING DIFFICULTIES ARE TAUGHT ON A WITHDRAWAL BASIS |
|
3 |
| CHILDREN WITHDRAWN FOR SPECIAL TUITION |
|
5 |
| CHILDREN WITHDRAWN INDIVIDUALLY FROM MAINSTREAM LITERACY SKILLS |
|
6 |
| CLASSICAL SUPPORT REMEDIAL WITHDRAWAL SETTED GROUPS INDIVIDUAL PROGAMMES |
|
4 |
| COMMUNICATION NUMERACY AND OTHERS UNDER 81 ACT |
|
12 |
| COMMUNICATION/ LANGUAGES DISORDERS- POST 16 F E (PVE) GROUP MODERATE LEARNING DIFFICULTIES. |
|
2 |
| COMMUNITY STUDIES AS LIFE SKILLS FOR NON-EXAM GROUP |
|
2 |
| COMPENSATING ENGLISH |
|
1 |
| COMPLEX AND SEVERE LEARNING DIFFICULTIES MILD AND MODERATE LEARNING DIFFICULTIES. ABSTRACTION FROM MIXED ABILITY CLASSES FOR THE TEACHING OF BASIC SKILLS |
|
5 |
| DEAF & PARTIALLY HEARING. |
|
1 |
| DEAFNESS/DYSLEXIA/GIRLS HELD BACK BY EMOTIONAL DISTURBANCE OR BY INADEQUATE TEACHING IN THE PAST |
|
2 |
| DEPTS HAVE ASSISTANCE IN PROVIDING RESOURCES FOR SPECIAL NEEDS STUDENTS. THESE RESOURCES ARE PROVIDED BY THE EDUCATIONAL RESOURCES SUPPORT DEPT. |
|
8 |
| DEVELOPMENT CURRICULUM |
|
1 |
| DIFFICULTIES - NUMERACY AND LITERACY |
|
3 |
| DIFFICULTIES WITH BASIC SKILLS |
|
1 |
| DIFFICULTIES WITH LITERACY & NUMERACY |
|
5 |
| DIFFICULTY IN BASIC SUBJECTS |
|
2 |
| DISABILITY DEFINED AS: PHYSICAL/EPILEPSY/PARTIALLY SIGHTED/PARTIALLY HEARING/LANGUAGE AND EMOTIONAL AND BEHAVIOURAL. |
|
2 |
| DISRUPTIVE UNIT |
|
7 |
| DONT HAVE CLASSES: INDIVIDUAL TUITION EMOTIONAL LANGUAGE |
|
6 |
| DYSLEXIA - INDIVIDUALS |
|
4 |
| DYSLEXIA E2L EDUCATIONAL DEVELOPMENT (REMEDIAL) |
|
10 |
| DYSLEXIA SLOW LEARNERS EFL |
|
2 |
| DYSLEXIA/PHYSICAL HANDICAPS/PARTIALLY SIGHTED/E.S.N. |
|
4 |
| DYSLEXIA/SLOW LEARNERS |
|
4 |
| DYSLEXICS |
|
1 |
| E S N (S) |
|
1 |
| E.F.L. URDU/ GENERAL READING & HEARING DIFFICULTIES. ENRICHMENT FOR MORE ABLE PUPILS |
|
4 |
| E.S.L. REMEDIAL PROVISION IN LITERACY AND NUMERACY |
|
2 |
| E.S.N. |
|
4 |
| E.S.N. IN SLOW LEARNER UNIT & REMEDIAL GROUPS IN EACH OF YEARS 1-3. REMEDIAL GROUP FOR ENGLISH & MATHS IN YEARS 4 & 5. |
|
7 |
| E.S.N. MODERATE |
|
3 |
| E2L/LEARNING |
|
2 |
| EDUCATIONAL |
|
28 |
| EDUCATIONAL - SLOW LEARNERS- ENGLISH |
|
6 |
| EDUCATIONAL BEHAVIOURAL ACADEMIC |
|
2 |
| EDUCATIONAL DISADVANTAGED |
|
1 |
| EDUCATIONAL NEEDS |
|
5 |
| EDUCATIONAL SUPPORT REMEDIAL HELP NB 2ND YR =INTAKE YR |
|
3 |
| EDUCATIONAL/EMOTIONAL/BEHAVIOURAL |
|
1 |
| EDUCATIONAL/SOCIAL/EMOTIONAL |
|
2 |
| EDUCATIONALLY SUB-NORMAL |
|
2 |
| EMOTIONAL DISTURBANCE BEHAVIOURAL DIFFICULTIES READING WRITING DIFFICULTIES ENGLISH AS A SECOND LANGUAGE CONCENTRATION DIFFICULTIES MOTIVATION LOW ABILITY/V |
|
7 |
| EMOTIONAL PROBLEMS DIFFICULTIES IN ESTABLISHING RELATIONSHIPS |
|
2 |
| EMOTIONAL SOCIAL. HANDICAPPED - PHYSICAL PARTIALLY SIGHTED EPILEPTIC. SLOW LEARNERS. |
|
3 |
| EMOTIONALLY DISTURBED ESN |
|
7 |
| EMPHASIS IS PLACED ON LITERACY AND NUMERACY |
|
2 |
| ENG MA |
|
1 |
| ENGLISH |
|
5 |
| ENGLISH & MATHS |
|
3 |
| ENGLISH & MATHS REMEDIAL CLASSES |
|
3 |
| ENGLISH & MATHS WITHDRAWAL |
|
5 |
| ENGLISH AND MATHS |
|
8 |
| ENGLISH AS A SECOND/FOREIGN LANGUAGE. SMALL GROUPS WITHDRAWN FROM ENGLISH MATHS OR SOCIAL STUDIES. TRY TO SEND SUPPORT TEACHERS INTO NORMAL GROUPS RATHER T |
|
3 |
| ENGLISH FOR A SMALL NUMBER OF BANGLADESHI PUPILS |
|
3 |
| ENGLISH MATHEMATICS AND LANGUAGES |
|
5 |
| ENGLISH MATHS |
|
3 |
| ENGLISH MATHS PLUS HELP IN SCIENCES LANGUAGES AND HUMANITIES |
|
4 |
| ENGLISH RELATED |
|
2 |
| ENGLISH SECOND LANGUAGE. SANCTUARY UNIT. |
|
5 |
| ENGLISH-BASIC SKILLS |
|
3 |
| ENGLISH-MATHS |
|
3 |
| ENGLISH/MATHEMATICS (I.O.W ATTAINMENT) ESL (SECT 11 HOME OFFICE .5 APPOINTMENT) |
|
4 |
| ENGLISH/MATHS |
|
15 |
| ENGLISH/MATHS PROVISION |
|
1 |
| ENGLISH/MATHS/SPEECH. |
|
1 |
| ENTIRE SCHOOL IS SMALL SPECIAL CLASSES WITH 9 CLASSES OF APPROX 5 PUPILS PER CLASS. |
|
2 |
| ESL ELRC |
|
5 |
| ESN |
|
4 |
| ESN (M) |
|
10 |
| ESN (M) IN SPECIAL UNIT LITERACY + NUMERACY IN MAIN SCHOOL. |
|
1 |
| ESN (M) PLUS THOSE IN NEED OF REMEDIAL EDUCATION |
|
4 |
| ESN (M) PUPILS |
|
3 |
| ESN (STATEMENTED) PART-TIME SPECIAL NEEDS CHILDREN. |
|
3 |
| ESN(M) |
|
6 |
| ESN(M) PHYSICALLY HANDICAPS |
|
5 |
| EXCEPT FOR 10 5TH YR PUPILS FOLLOWING C&G '365' |
|
2 |
| EXRACTION FOR SPECIAL HELP FOR LESS ACADEMIC PUPILS IN ENGLISH AND MATHEMATICS |
|
3 |
| EXT REMEDIAL ASSISTANCE |
|
2 |
| EXTRA ENGLISH |
|
1 |
| EXTRA ENGLISH & MATHS (1 OR 2 CLASSES OF EACH PER WEEK) |
|
1 |
| EXTRA ENGLISH IN YEARS 4 & 5 |
|
7 |
| EXTRA ENGLISH. |
|
1 |
| EXTRA HELP IN ENGLISH MATHS AND OTHER SUBJECTS WHERE NEEDED |
|
1 |
| EXTRA REACHING CENTRE BEHAVIOUR UNIT |
|
3 |
| EXTRA REMEDIAL READING AND NUMBER |
|
1 |
| EXTRA TUITION/DYSLEXIA AND ONE PUPIL WHO HAS CEREBAL PALSY AND SPASTIC DIPLEGIA. |
|
1 |
| EXTRACTION |
|
4 |
| EXTRACTION GROUPS FRPOM ENGLISH AND MATHS |
|
3 |
| EXTRACTION IN 1/2 FOR READING |
|
4 |
| EXTRACTION UNIT. LEARNING CENTRE - USING EXTRACTION |
|
6 |
| EXTRACTION/SITU SUPPORT |
|
2 |
| FAR MORE BY WITHDRAWAL. LEARNING DIFFICULTIES (GENERAL). SPECIFIC PROBLEMS (E.G. DYSLEXIA). DISRUPTION. |
|
4 |
| FIFTH YEAR PREVOCATIONAL GROUP IS 30 PUPILS |
|
4 |
| FIRST YEAR PUPILS WITH LEARNING DIFFICULTIES |
|
2 |
| FIRST YEAR SMALL GROUP FOR SLOW LEARNERS |
|
1 |
| FLEXIBLE WITHDRAWAL |
|
1 |
| FOR IMMIGRANT PUPILS WHO HAVE LEARNING PROBLEMS - SOME ENGLISH PUPILS INCLUDED |
|
1 |
| FULL TIME MEMBER OF STAFF + S.IT. SPECIFIC LEARNING DIFFICULT |
|
2 |
| GENERAL EDUCATIONAL DEFICIENCIES |
|
6 |
| GENERAL LEARNING AND LANGUAGE DIFFICULTIES |
|
5 |
| GENERAL LEARNING DIFFICULTIES |
|
15 |
| GENERAL LITERACY AND NUMERACY PROBLEMS FOR PUPILS IN YEARS 1 & 2 |
|
1 |
| GENERAL REMEDIAL |
|
3 |
| GENERAL REMEDIAL CLASSES |
|
2 |
| GENERAL REMEDIAL GROUPS (ESPECIALLY ENGLISH AND MATHS) |
|
4 |
| GENERAL REMEDIAL NEEDS AND ADDITIONAL OPTION GROUPS FOR "HIGH FLIERS" IN FOURTH AND FIFTH YEARS |
|
6 |
| GENERAL SLOW LEARNERS |
|
4 |
| GIFTED CHILDREN.LEARNING DIFFICULTIES |
|
4 |
| GLOBALLY HANDICAPPED. PHYSICALLY AND MENTALLY HANDICAPPED. |
|
1 |
| GROUPS BASED ON EDUCATIONAL NEED 4TH/5TH YEAR IN YEAR GROUPS |
|
1 |
| GROUPS OF 6-8 PUPILS - VERY LOW READING ABILITY. |
|
1 |
| GROUPS VARY FROM LESSON TO LESSON. MAINLY VERY LOW ATTAINMENT IN ENGLISH AND MATHEMATICS. |
|
1 |
| HEARING & IMPAIRED |
|
6 |
| HEARING DEFICIENCY - SEVERAL REMEDIAL ENGLISH/MATHS |
|
8 |
| HEARING DIFFICULTIES MINOR PHYSICAL HANDICAPS SPEECH DEFECTS BEHAVIOURAL PROBLEMS |
|
1 |
| HEARING DIFFICULTIES/REMEDIAL ENGLISH |
|
5 |
| HEARING IMPAIRED |
|
4 |
| HEARING IMPAIRED (2) REMEDIAL UNIT (1) |
|
4 |
| HEARING IMPAIRED LAPP AS ABOVE |
|
3 |
| HEARING IMPAIRED LESS ABLE |
|
3 |
| HEARING IMPAIRED SPEECH + LANGUAGE IMPAIRED PHYSICALLY HANDICAPPED. (INDIVIDUALS & SMALL GROUPS) |
|
1 |
| HEARING IMPAIRED UNIT PLUS SPECIAL EDUCATIONAL NEEDS RESOURCE CENTRE - INCLUDING PHYSICAL HANDICAP SLIGHT IMPAIRMENT MALADJUSTMENT |
|
5 |
| HEARING LOSS AND REMEDIAL MATHS/ENGLISH. |
|
3 |
| HEARING LOSS CHILDREN TRADITIONAL SCHOOL |
|
1 |
| HELP WITH BASIC SKILLS |
|
3 |
| IMPAIRED HEARING |
|
4 |
| IN ALL CASES SMALL GROUPS OF 10-15 FOR REMEDIAL TEACHING |
|
3 |
| IN THE MAIN MODERATE LEARNING DIFFICULTIES. |
|
7 |
| IN THE SENIOR DEPT. PHYSICAL DISABILITIES. CLASS WHO MAY HAVE MODERATE OR SEVERE LEARNING DIFFICULTIES/SPEECH AND HEARING/EMOTIONAL OR PARTIALLY SIGHT |
|
1 |
| IN YRS 1-3 THERE IS A SMALL SET FOR PUPILS WHO NEED EXTRA HELP MAINLY IN READING AND ARITHMETIC - HIST/GEOG/SCI/MATHS/ENGLISH ALL HAVE SUCH A GROUP. YRS 4/5 |
|
2 |
| INDIVIDUAL NEEDS OF LOW ACHIEVERS CATERED FOR ON INDIVIDUAL BASIS BY WITHDRAWAL SOME MINOR PROVISION FOR MORE ABLE PUPILS. |
|
4 |
| INDIVIDUAL PROVISION FOR SPECIAL NEEDS |
|
6 |
| INDIVIDUAL PUPILS DEALT WITH ON A WITHDRAWAL BASIS |
|
1 |
| INDIVIDUAL PUPILS EXTRACTED SUPPORTIVE EDUCATION FOR WELL BELOW AVERAGE PUPILS |
|
1 |
| INDIVIDUAL REMEDIAL HELP ON A WITHDRAWAL BASIS. |
|
3 |
| INDIVIDUAL SMALL GROUP WITHDRAWAL ALL KINDS OF LEARNING DIFFICULTY IN PARTICULAR LITTERACY NUMERACY SOCIAL AND LIFE SKILLS |
|
1 |
| INDIVIDUAL SPECIFIC LEARNING DIFFICULTIES EMOTIONAL & BEHAVIOURAL PROBLEMS HANDWRITING DIFFICULTIES AND HELP FOR PUPILS WHO NEED "IN SITU" SUPPORT IN THE CL |
|
4 |
| INDIVIDUAL TUITION PHYSICAL & SOME MENTAL HANDICAP LEARNING DIFFICULTIES ETC. |
|
1 |
| INDIVIDUALS OR SMALL GROUPS EG READING NUMERACY SPELLING EYE HAND COORDINATION ETC |
|
1 |
| INDIVIDUALS WITHDRAWN FROM LESSONS FOR REMEDIAL TUITION |
|
3 |
| INTEGRATED SUPPORT - FEW SEPARATE CLASSES. ESL TRAVELLERS/SLOW LEARNERS. |
|
2 |
| INTEGRATED WITH OTHER PUPILS PHYSICAL & BEHAVIOURAL |
|
6 |
| LACK OF SKILL IN READING & ORAL COMMUNICATION IN ENGLISH CLASS IS PROVIDED IN EACH HALF OF FIRST 3 YEARS INSTEAD OF STUDY OF FRENCH. |
|
3 |
| LANG AGE NUMERACY |
|
4 |
| LANGUAGE / NUMBER AND GENERAL LEARNING DIFFICULTY. VERY LITTLE EXTRACTION - MOSTLY COOPERATIVE TEACHING AND CONSULTANCY |
|
5 |
| LANGUAGE AND NUMBER |
|
4 |
| LANGUAGE AND NUMBERS |
|
4 |
| LANGUAGE AND NUMERACY |
|
2 |
| LANGUAGE DEVELOPMENT OFTEN TO AURAL OR VISUAL DEFECTS |
|
3 |
| LANGUAGE EMOTIONAL & BEHAVIOUR PROBLEMS & PARTIALLY HEARING |
|
1 |
| LANGUAGE NUMICAL AND GENERAL LEARNING DIFFICULTIES. MOST SUBJECTS TAUGHT TO THESE SMALL GROUPS BY SPECIALIST STAFF |
|
5 |
| LANGUAGE SUPPORT |
|
6 |
| LEARNING |
|
3 |
| LEARNING & EMOTIONAL DIFFICULTIES |
|
2 |
| LEARNING & SOME PHYSICALLY HANDICAPPED |
|
1 |
| LEARNING AND BEHAVIOURAL NEEDS |
|
4 |
| LEARNING AND BEHAVIOURAL PROBLEMS |
|
1 |
| LEARNING CENTRE WITHIN SCHOOL FOR PUPILS WHO HAVE BEEN INTERGRATED FROM LOCAL SPECIAL SCHOOLS. |
|
3 |
| LEARNING DFFICULTIES |
|
3 |
| LEARNING DIFFICULTIES |
|
63 |
| LEARNING DIFFICULTIES INDIVIDUAL WITHDRAWAL SYSTEM |
|
2 |
| LEARNING DIFFICULTIES (5TH YEAR ONLY - PHASED OUT FROM 1986). |
|
8 |
| LEARNING DIFFICULTIES - MAINLY REMEDIAL WORK |
|
5 |
| LEARNING DIFFICULTIES - ONE CLASS IN YEARS 1, 2 AND 3 |
|
7 |
| LEARNING DIFFICULTIES -PARTICULAR SKILLS READING NUMERACY ETC |
|
6 |
| LEARNING DIFFICULTIES AND MALADJUSTED. |
|
7 |
| LEARNING DIFFICULTIES AND UNDER - ACHIEVERS |
|
2 |
| LEARNING DIFFICULTIES DIFFICULTIES IN MAINSTREAM |
|
1 |
| LEARNING DIFFICULTIES EMOTIONAL PROBLEMS |
|
5 |
| LEARNING DIFFICULTIES IN ADDITION CHILDREN ARE WITHDRAWN FROM CLASSES FOR EXTRA HELP IN ENGLISH AND MATHEMATICS IN YEARS 1-3. |
|
10 |
| LEARNING DIFFICULTIES IN BASIC SUBJECTS - REMEDIAL CLASSES AND SMALL GROUP WITHDRAWALS IN ADDITION |
|
7 |
| LEARNING DIFFICULTIES IN ENGLISH & MATHEMATICS IE 1 CLASS IN EACH SUBJECT PER YEAR |
|
4 |
| LEARNING DIFFICULTIES IN ENGLISH AND MATHEMATICS |
|
5 |
| LEARNING DIFFICULTIES IN LANGUAGE & MATHEMATICS. |
|
2 |
| LEARNING DIFFICULTIES IN PARTICULAR IN LANGUAGE & NUMBER |
|
2 |
| LEARNING DIFFICULTIES LANGUAGE DIFFICULTIES ESL (WITHDRAWAL ON INDIVIDUAL TIMETABLES PLUS FROM TEACHING) |
|
2 |
| LEARNING DIFFICULTIES LINK WITH LOCAL ESN SCHOOL. |
|
1 |
| LEARNING DIFFICULTIES MODERATE |
|
1 |
| LEARNING DIFFICULTIES PHYSICAL HANDICAP |
|
1 |
| LEARNING DIFFICULTIES PRIMARY AND SECONDARY PHYSICAL HANDICAPP - SECONDARY DEAF - NURSERY INFANT PRE SCHOOL - ASSESSMENT UNIT |
|
1 |
| LEARNING DIFFICULTIES SOCIAL AND MALAJUSTMENT PROBLEMS. |
|
3 |
| LEARNING DIFFICULTIES SPECIFICALLY LITERACY / NUMERACY |
|
3 |
| LEARNING DIFFICULTIES WITH REGARD TO BASIC SKILLS OF NUMERACY/LITERACY + ORACY |
|
3 |
| LEARNING DIFFICULTIES. MINOR DISABILITIES. NON-ENGLISH SPEAKERS. |
|
1 |
| LEARNING DIFFICULTIES. BEHAVIOURAL DIFFICULTIES. |
|
2 |
| LEARNING DIFFICULTIES. ENGLISH AS A SECOND LANGUAGE |
|
2 |
| LEARNING DIFFICULTIES/BEHAVIOURAL PROBLEMS/PHYSICAL DISABILITIES |
|
3 |
| LEARNING DIFFICULTIES/DYSLEXIA/SOCIAL DIFFICULTIES IN INDIVIDUAL GROUPS |
|
3 |
| LEARNING DIFFICULTIES/EMOTIONAL AND BEHAVIORAL PROBLEMS - SPECIAL UNIT |
|
4 |
| LEARNING DIFFICULTIES/ENGLISH AS SECOND LANGUAGE |
|
10 |
| LEARNING DIFFICULTIES/LANGUAGE DIFFICULTIES FOR IMMIGRANT PUPILS |
|
1 |
| LEARNING DIFFICULTIES/MINOR PHYSICALLY HANDICAPPED/BRAIN DAMAGED |
|
1 |
| LEARNING DIFFICULTIES/READING & NUMBER PROBLEMS |
|
4 |
| LEARNING DIFFICULTY |
|
1 |
| LEARNING DIFFICULTY ON WITHDRAWAL BASIS HENCE 39. |
|
5 |
| LEARNING NEEDS/WRITING |
|
3 |
| LEARNING PROBLEMS EMOTIONAL AND BEHAVIOURAL PROBLEMS |
|
4 |
| LEARNING PROBLEMS EMOTIONAL AND OR BEHAVIOURAL |
|
3 |
| LEARNING PROBLEMS/PHYSICAL PROBLEMS/EMOTIONAL PROBLEMS. |
|
3 |
| LEARNING/EMOTIONAL AND BEHAVIOURAL PROBLEMS |
|
4 |
| LEAST ABLE IN ENGLISH/MATHS |
|
5 |
| LESS ABLE |
|
6 |
| LESS ABLE - SCORE NFER < 85. PHYSICAL/BEHAVIOURAL/SOCIAL. |
|
4 |
| LESS ABLE ACADEMICALLY |
|
6 |
| LESS ABLE AND SPECIFIC PROBLEMS EG HANDWRITING |
|
9 |
| LESS ABLE CHILDREN |
|
3 |
| LESSONS BY SMALL GROUPS OF WITHDRAWAL CANDIDATES. |
|
2 |
| LIMITED PROVISION FOR EXTRA WORK IN LITERACY AND NUMERACY |
|
1 |
| LITERACY |
|
5 |
| LITERACY "NON-FORMAL". BEHAVIOURAL & EMOTIONAL. |
|
6 |
| LITERACY & CURRICULUM SUPPORT |
|
1 |
| LITERACY & NUMERACY |
|
11 |
| LITERACY & NUMERACY PROBLEMS, UNDER ACHIEVERS |
|
2 |
| LITERACY & NUMERACY SKILLS BEHAVIOUR MODIFICATION |
|
2 |
| LITERACY - NUMERACY - PHYSICAL AND SOCIAL |
|
4 |
| LITERACY AND NUMERACY |
|
6 |
| LITERACY AND NUMERACY IN THE MAIN |
|
2 |
| LITERACY NUMERACY |
|
9 |
| LITERACY NUMERACY BUT THROUGH A HUMANITIES TYPE COURSE SUPPORT IS GIVEN TO OTHER AREAS. |
|
2 |
| LITERACY NUMERACY SOCIAL LIFE SKILLS |
|
5 |
| LITERACY WEAKNESS/NUMERACY WEAKNESS/EMOTIONAL & SOCIAL SKILLS REMEDIATION |
|
3 |
| LITERACY/NUMERACY/SCIENCE |
|
5 |
| LITERACY/NUMERACY/SOCIAL AND LIFE SKILLS |
|
5 |
| LOW ABILITY |
|
14 |
| LOW ABILITY AND ATTAINMENT. SPECIAL SMALL UNIT FOR SEVERELY DISADVANTAGED. |
|
6 |
| LOW ABILITY DELAYED DEVELOPMENT |
|
7 |
| LOW ABILITY DYSLEXIA (SUB SETS) HARD OF HEARING (SUB SETS) |
|
1 |
| LOW ABILITY ESN(H) AND ESN(S) |
|
5 |
| LOW ABILITY GROUPS - 1 IN EACH OF THE 4 YEARS UP TO AGE 16 |
|
4 |
| LOW ABILITY IN BASIC SKILLS IN ENGLISH AND MATHS. THESE ARE THE REMEDIAL CLASSES OF Q10 |
|
8 |
| LOW ABILITY. NUMERACY AND READING DEVELOPMENT |
|
3 |
| LOW ABILITY/EMOTIONAL/IMMATURITY/MALADJUSTED(PUPILS MIXED) INCLUDES SIGHT AND HEARING DISABILITIES |
|
4 |
| LOW ABILITY/REMEDIAL |
|
4 |
| LOW ACADEMIC ABILITY |
|
5 |
| LOW ACHIEVEMENT IN LITERACY AND/OR NUMERACY. SOMETIMES LOW SOCIAL SKILLS AND EMOTIONAL INSTABILITY |
|
4 |
| LOW ATTAINER |
|
4 |
| LOW ATTAINERS IN MATHS ENGLISH WITHDRAWUAL SUPORT BY SPECIAL NEEDS STAFF IN SCIENCE HUMANITIES VOCATIONAL GROUPS IN YEARS 4+5 |
|
2 |
| LOW ATTAINERS MAL ADJUSTED |
|
7 |
| LOW EDUCATIONAL ACHIEVEMENT MINOR PHYSICAL HANDICAPS |
|
5 |
| LOW LITERACY/LANGUAGE PROBLEMS/INABILITY TO INTEGRATE |
|
3 |
| LOWER ABILITY |
|
6 |
| LOWER ACADEMIC ABILITY |
|
4 |
| LOWER ACADEMIC ABILITY AND/ OR ATTAINMENT |
|
2 |
| M.M.H |
|
3 |
| MAINLY LANGUAGE & MATHS HELP FOR ETHNIC MINORITY PUPILS |
|
6 |
| MAINLY LITERACY AND NUMERACY. SPECIAL PROVISIONS ARE MADE FOR YOUNGSTERS WITH SOCIAL PROBLEMS. |
|
2 |
| MAINLY LOW ACHIEVERS ENGLISH MATHS |
|
5 |
| MAINLY ON WITHDRAWAL BASIS REMEDIAL PARTIAL LEARNING |
|
4 |
| MAINLY SLOW LEARNING AND EMOTIONAL PROBLEMS |
|
11 |
| MALADJUST |
|
2 |
| MATHS ENGLISH. |
|
2 |
| MATHS ENGLISH - REMEDIAL PROVISION ADDITIONAL PROVISION FOR BEHAVIOURAL / EMOTIONAL NEEDS + READING & ESL PROVISION |
|
4 |
| MENTALLY / PYSICALLY HANDICAPPED |
|
3 |
| MIDLY MALADJUSTED IN SPECIAL UNIT ON CAMPUS (SEPARATE) ALSO WITHIN MAIN SCHOOL PHYSICALLY HANDICAPPED PUPILS (CURRENTLY ALL 1ST YEAR) |
|
3 |
| MILD & SEVERE MENTAL & PHYSICAL HANDICAP |
|
1 |
| MILD MENTAL H'CAP LEARNING DIFFICULTIES |
|
4 |
| MILD MENTAL HANDICAP - SEVERAL PUPILS ARE ALSO MILDLY (2) OR SEVERELY (3) HANDICAPPED. |
|
2 |
| MILD MENTAL HANDICAP SOMETIMES WITH OTHER HANDICAPS |
|
4 |
| MILDLY MENTALLY HANDICAPPED |
|
8 |
| MLD |
|
6 |
| MLD ( 2 CLASSES) PHYSICAL HANDICAP ( 2 FULL TIME PUPILS 2 VISIT FROM LOCAL SCH FOR P.H.) |
|
4 |
| MLD PH HA SPEECH PA THE EBD |
|
3 |
| MMH |
|
3 |
| MMH SMH PMH |
|
3 |
| MODERATE LEARNING DIFFICULTIES |
|
11 |
| MODERATE LEARNING DIFFICULTIES (1981 ACT DEFINITION) |
|
2 |
| MODERATE LEARNING DIFFICULTIES AND REMEDIAL PROVISION. |
|
4 |
| MODERATE LEARNING DIFFICULTIES WITH ATTENDENT BEHAVIOUR PROBLEMS. |
|
1 |
| MODERATE LEARNING DIFFICULTIES/BEHAVOURAL/EMOTIONAL ADJUSTMENT UNIT. |
|
1 |
| MODERATE LEARNING DIFFICULTY (REMEDIAL) |
|
4 |
| MORE ABLE/SENSORY HANDICAPS/LESS ABLE/SOCIAL HANDICAPS. |
|
1 |
| MOST PUPILS WITH SEN ARE CATERED FOR BY INDIVIDUAL WITHDRAWAL MAINLY LOW LEVEL OF LITERACY & NUMERACY |
|
7 |
| MOSTLY FOR CHILDREN WITH LEARNING DIFFICULTIES |
|
3 |
| N.B. WE WILL HAVE ONE IN 1986-87 FOR STATEMENTED CHILDREN IN 1ST YEAR. |
|
4 |
| NO PERMANENT CLASSES- PUPILS WITHDRAWN ON A SLIDING SCALE FROM 1 TO ABOUT 10 PERIODS OUT OF 40. AVERAGE WITHDRAWAL 4 PERIODS NUMERACY & LITERACY CATERED FOR |
|
2 |
| NO SPECIALIST SMALL GROUPS |
|
2 |
| NON COMMUNICATING CHILDREN WITH SEVERE LEARNING DIFFICULTIES |
|
1 |
| NON READERS/DYSLEXICS/ WRITING/COORDINATION PROBLEMS - MAINLY IN SMALL WITHDRAWAL GROUPS |
|
6 |
| NORMAL REMEDIAL WORK AND UNIT FOR PUPILS WITH ACUTE SPECIFIC LEARNING DIFFICULTIES |
|
2 |
| NUMERACY AND LITERACY |
|
4 |
| NUMERACY AND LITERACY PROBLEMS |
|
2 |
| NUMERACY LITERACY |
|
2 |
| NUMERACY LITERACY PROBLEMS |
|
2 |
| NUMERACY LITERACY-WITHDRAWAL GROUPS |
|
7 |
| NUMEROUS SMALL GROUP. DONE ON A WITHDRAWAL BASIS LEARNING DIFFICULTIES. SOCIALDIFFICULTIES. |
|
4 |
| NUMEROUS V SMALL SPECIALIST GROUPS - LEARNING DIFFICULTIES - PHYSICALLY HANDICAPPED |
|
5 |
| OBSERVATION/DIAGNOSIS UNIT UPTO 7 YEARS |
|
1 |
| OBSERVATION/TREATMENT CLASS |
|
1 |
| ON A WITHDRAWAL BASIS MAINLY - SOME INCLASS SUPPORT - SPECIAL COURSE FOR MOST REMEDIAL IN YRS 4/5 |
|
6 |
| ON AN INDIVIDUAL BASIS |
|
2 |
| ONE CHILD ONLY |
|
3 |
| ONE CLASS FOR REMEDIAL GROUP IN YRS 1-3 ONE GROUP FOR PUPILS WITH PARTIAL HEARING. |
|
7 |
| ONE FAMILY UNIT + ONE SPEECH + LANGUAGE UNIT. F.U. IS FOR CHILDREN WHO ARE WITHDRAWN + LACKING IN CONFIDENCE. THE SLU IS FOR CHILDREN WITH SPECIFIC SPEECH H |
|
2 |
| ONE IN EACH YEAR GROUP REMEDIAL EDUCATION AND UNIT FOR CHILDREN WITH SEVERE SPEECH AND LANGUAGE DIFFICULTIES |
|
8 |
| ONE IN YEAR ONE IN YEAR 5 A NON EXAM CURRICULUM |
|
7 |
| ONE INDIVIDUAL (ESN) IS RECEIVING INDIVIDUAL SPECIALIST HELP. NOT SEEN AS A CLASS. |
|
2 |
| ONE PER AGE GROUP REMEDIAL NEEDS |
|
12 |
| ONE PER YEAR GROUP. ACADEMIC DIFFICULTIES ARISING FROM A VARIETY OF CAUSES, INDUCTION, SOME PHYSICAL DIFFICULTIES (HEARING IMPAIRMENT/PARTIAL SIGHT.). |
|
8 |
| ONE REMEDIAL CLINIC WITH ONE TEACHER |
|
2 |
| ONLY "LOW ABILITY" CLASSES IN VARIOUS SUBJECTS AND WITHDRAWAL FOR READING |
|
5 |
| ONLY A FULL TIME REMEDIAL CLASS IN YR 1 TAUGHT BY SPECIALIST. |
|
12 |
| P.H. PUPILS INTEGRATED INTO MAINSTEAM CLASSES |
|
1 |
| PARTIAL HEARING |
|
7 |
| PARTIAL HEARING PUPILS ARE INTERGRATED INTO MAIN STREAM CLASS |
|
2 |
| PARTIAL HEARING UNIT ENGLISH AS A SECOND LANGUAGE REMEDIAL ENGLISH/MATHS. |
|
1 |
| PARTIAL SIGHT REMEDIAL WORK |
|
5 |
| PARTIALLY HEARING |
|
16 |
| PARTIALLY HEARING - LEARNING DIFFICULTIES |
|
10 |
| PARTIALLY HEARING UNIT PUPILS EXTRACTED INDIVIDUALLY FOR TUITION |
|
2 |
| PARTIALLY HEARING/DEAF. INDIVIDUAL STUDENTS WITH PHYSICAL DISABILITIES/SOME W ITH LANGUAGE DISORDERS/EMOTIONALLY DISTURBED/DISRUPTIVE. |
|
9 |
| PARTIALLY LEARNING:REMEDIAL |
|
6 |
| PARTIALLY SIGHTED AND HEARING PUPILS PARTIALLY INTEGRATED INTO SOME CLASSES |
|
6 |
| PARTIALLY SIGHTED CHILDREN FROM THE AUTHORITY/SMALL GROUPS WITHDRAWN FOR ENG & MATHS |
|
2 |
| PARTICULARY MATHS ENGLISH BUT ALSO HUMANITIES |
|
2 |
| PE FOR PHYSICALLY DISABLED. DEAF CHILDREN-SPECIAL ENGLISH - SOME E2L SOME REMEDIAL |
|
3 |
| PHSICALLY HANDICAPPED HEARING IMPAIRED |
|
3 |
| PHU |
|
2 |
| PHU: PHYS HANDICAP |
|
7 |
| PHYSICAL (STATEMENTED) AND LOW ACHIEVERS |
|
2 |
| PHYSICAL EPILEPSY COMMUMICATION VISUAL HEARING BEHAVIOURAL EMOTIONAL SOCIAL |
|
7 |
| PHYSICAL HANDICAP VISUAL HANDICAP/MALADJSUTED/SEVERE LEARNING DIFFICULTIES. |
|
2 |
| PHYSICAL HANDICAP/MATHS/ENGLISH/TEFL |
|
1 |
| PHYSICAL SOCIAL SLOW LEARNING PROBLEMS |
|
1 |
| PHYSICAL/SOCIAL AND EMOTIONAL/SLOW LEARNERS IN BASIC SKILLS/CHILDREN WITH SPECIFIC DIFFICULTIES ESPECIALLY IN AREAS OF LANGUAGE WORK. |
|
4 |
| PHYSICALLY HANDICAPED TAUGHT ORDINARY CLASSES MAINLY. SMALL GROUPS FOR DYSLEXIC WORK ALSO. REMEDIAL ENGLISH GROUPS. |
|
10 |
| PHYSICALLY HANDICAPPED (INTEGRATED). |
|
8 |
| PHYSICALLY HANDICAPPED PUPILS |
|
4 |
| PHYSICALLY HANDICAPPED SLOW LEARNERS |
|
3 |
| PHYSICALLY HANDICAPPED UNIT - PUPILS INTEGRATED IN MAIN SCHOOL |
|
1 |
| PHYSICALLY HANDICAPPED. SP. ED NEEDS DYSLEXIA. THESE CLASSES SHORTLY TO BE TOTALLY INTEGRATED INTO MIXED ABILITY GROUPINGS. |
|
1 |
| PLUS 1 HOUR SESSIONS - DIFFERENT GROUPINGS BEHAVIOUR PROBLEMS/NUMBER DIFFICULTY/SCHOOL REFUSAL |
|
4 |
| PLUS WITHDRAWALS/LEARNING DIFFICULTIES |
|
1 |
| PRE SCHOOL CHILD DEVELOPMENT UNIT |
|
2 |
| PROBLEMS WITH ENGLISH AND COMMUNICATION SKILLS GENERALLY |
|
4 |
| PROFOUND PHYSICAL H/BEHAVIOURAL |
|
2 |
| PROFOUNDLY DEAF |
|
6 |
| PROFOUNDLY DEAF PARTIAL HEARING HANDICAPPED PROFOUND LEARNING DIFFICULTIES PSYCHOL & EMOTIONALLY DISTURBED GIFTED |
|
6 |
| PROVISION FOR SPECIAL NEEDS ???? 1) BY SMALL GROUP THE NUMBER OF COMPOSITION OF WHICH WILL VARY FROM TIME TO TIME 2) SUPPORT TEACHERS IN THE CLASSROOM ????? |
|
2 |
| PUPILS ARE EXTRACTED FROM NORMAL LESSONS FOR SPECIAL TUITION AS REQUIRED. INCLUDES A SMALL GROUP OF PUPILS |
|
2 |
| PUPILS DEALT WITH BY WITHDRAWAL FROM OTHER CLASSES |
|
2 |
| PUPILS EXTRACTED. LD DYSLEXIA |
|
1 |
| PUPILS IN YRS 1/3 WHO NEED REMEDIAL HELP. ALSO HAVE A HEARING IMPAIRED UNIT BUT PUPILS ARE INTEGRATED FOR MOST LESSONS BUT WITHDRAWN ON INDIV BASIS. |
|
5 |
| PUPILS WITH LANGUAGE PROBLEMS - PUPILS NEEDING SUPPORT WITH WORK IN OPTION GROUPS |
|
3 |
| PUPILS WITHDRAWN FROM LESSONS FOR SPECIAL HELP. PUPILS WITH HEARING DIFFICULTIES |
|
2 |
| READING & LEARNING DIFFICULTIES |
|
2 |
| READING AND NUMERACY |
|
3 |
| READING ARITHMETIC |
|
1 |
| READING DIFFICULTIES |
|
4 |
| READING DIFFICULTIES/COMPREHENSION/WEAKNESS ETC |
|
1 |
| READING MATHS SPECIAL ENGLISH |
|
1 |
| READING NUMBER WORK SOCIAL TRAINING |
|
2 |
| READING WRITING AND MATHEMATICAL DIFFICULTIES |
|
5 |
| READING.LANGUAGE DEVELOPMENT |
|
1 |
| READING/COMPREHENSION/HANDWRITING/LISTENING SKILLS |
|
1 |
| READING/DEVELOPMENT/SPECIFIC LEARNING DIFFICULTIES/LITERACY SKILLS/NUMERACY SKILLS/NON-EXAMINATION COURSES |
|
4 |
| READING/MATHS/ENGLISH/SCIENCE/FRENCH |
|
3 |
| READING/WRITING/NUMERACY/GENERAL AWARENESS |
|
8 |
| RECEPTIVE/EXPRESSIVE LANGUAGE. EMOTIONAL/BEHAVIOURAL |
|
1 |
| REMED TUITION IN LITERACY & NUMERACY |
|
4 |
| REMEDIAL |
|
40 |
| REMEDIAL & EXTENSION TEACHING |
|
1 |
| REMEDIAL - BASIC SKILLS - INDIVIDUAL AND GROUP WORK |
|
2 |
| REMEDIAL AND LANGUAGE WORK FOR ETHNIC MINORITIES (WITHDRAWAL GROUPS) |
|
6 |
| REMEDIAL AND SLOW LEARNERS |
|
9 |
| REMEDIAL BILINGUALISM HEARING IMPAIRED |
|
3 |
| REMEDIAL CLASSES (WITHDRAWAL) FOR SLOW LEARNERS AND LANGUAGE DIFFICULTIES |
|
2 |
| REMEDIAL CLASSES 1ST 3 YEARS |
|
2 |
| REMEDIAL CLASSES AS ABOVE |
|
3 |
| REMEDIAL EARLY YEARS |
|
10 |
| REMEDIAL EDUCATION |
|
10 |
| REMEDIAL EDUCATION IN BASIC SUBJECTS |
|
1 |
| REMEDIAL EDUCATION. |
|
11 |
| REMEDIAL EMSS LANG SUPPORT |
|
4 |
| REMEDIAL ENGLISH |
|
3 |
| REMEDIAL ENGLISH & MATHEMATICS AND ALL SUBJECTS |
|
4 |
| REMEDIAL ENGLISH & MATHS |
|
2 |
| REMEDIAL ENGLISH & MATHS (SAME GROUP HAVE ALSO ALL THEIR OTHER SUBJECTS IN THIS GROUP EXCEPT PRACTICAL SUBJECTS & P.E.). |
|
3 |
| REMEDIAL ENGLISH AND MATHEMATICS/POOR ATTENDERS/SOCIAL SKILLS |
|
4 |
| REMEDIAL ENGLISH AND MATHS |
|
3 |
| REMEDIAL ENGLISH AND MATHS CLASSES FORMS 1 2 3 |
|
4 |
| REMEDIAL ENGLISH AND MATHS IN SECOND YEAR ENGLISH AS A SECOND LANGUAGE FOR CHINESE AND ISRAELI PUPILS |
|
6 |
| REMEDIAL ENGLISH MATHS |
|
4 |
| REMEDIAL ENGLISH/MATHS |
|
6 |
| REMEDIAL ENGLISH/MATHS & EXTRACTION FROM MIXED ABILITY CLASSES & E2L. |
|
5 |
| REMEDIAL EXTRACTION IN YEARS 1&2 FOR LEARNING DIFFICULTIES |
|
6 |
| REMEDIAL GROUP IN EACH YEAR |
|
5 |
| REMEDIAL GROUPS |
|
1 |
| REMEDIAL HEARING IMPAIRED |
|
3 |
| REMEDIAL HELP IN BASIC SUBJECTS. SOME INDIVIDUAL HELP BECAUSE OF SECOND LANGUAGE DIFFICULTY. |
|
2 |
| REMEDIAL IN YEARS 1 & 2 |
|
1 |
| REMEDIAL LEARNING |
|
4 |
| REMEDIAL MATHS & ENGLISH IN EACH OF 5 YEARS |
|
5 |
| REMEDIAL MATHS & ENGLISH. |
|
4 |
| REMEDIAL MATHS REMEDIAL ENGLISH LESS ABLE SENIORS |
|
3 |
| REMEDIAL MATHS/ENGLISH AND SLOW LEARNER MATHS/ENGLISH. |
|
7 |
| REMEDIAL MATHS/ENGLISH/SCIENCE IN YEARS 1 & 2 |
|
6 |
| REMEDIAL PROBLEMS - LANGUAGE DEVELOPMENT - ONE CLASS FOR A CHINESE SPEAKER |
|
1 |
| REMEDIAL PROVISION |
|
5 |
| REMEDIAL PROVISION/CLASSES FOR LOW ATTAINMENT YRS 2-5 (4 CLASSES) PLUS 2 UNITS.HEARING IMPAIRMENT;SPEECH AND LANGUAGE DIFFICULTIES BUT PUPILS INTEGRATED |
|
8 |
| REMEDIAL PUPILS DISTURBED PUPILS CHILDREN WHOSE FIRST LANGUAGE IS NOT ENGLISH |
|
4 |
| REMEDIAL READING & ENGLISH |
|
1 |
| REMEDIAL READING CLASSES IN YEARS 1 2 AND 3 AND 4TH YEARS (WITHDRAWAL GROUPS) |
|
7 |
| REMEDIAL READING/COUNTY SPECIALIST VISITS WEEKLY |
|
4 |
| REMEDIAL READING; MATHS FOR LIFE; SOCIAL SKILLS; ADVANCED ART; RECORDERS/MUSIC. N.B. LOTS OF 1:1 WORK ALSO DONE. |
|
1 |
| REMEDIAL REMOVAL FROM MAINSTREAM PART TIME REMOVAL |
|
4 |
| REMEDIAL SUPPORT FOR BASIC SKILLS TYPEWRITING FOR PHYSICALLY HANDICAPPED |
|
4 |
| REMEDIAL TEACHING |
|
7 |
| REMEDIAL TEACHING IN MATHS AND ENGLISH |
|
2 |
| REMEDIAL WITH SOME ESN (M) |
|
3 |
| REMEDIAL WORK |
|
1 |
| REMEDIAL WORK - ENGLISH - MATHS |
|
3 |
| REMEDIAL WORK IN BASIC SKILLS |
|
2 |
| REMEDIAL WORK IN ENGLISH & MORAL SUPPORT FOR FRAIL CHILDREN |
|
1 |
| REMEDIAL WORK ON BASIC SKILLS |
|
4 |
| REMEDIAL/SLOW LEARNERS |
|
4 |
| REMEDIALS ESL |
|
2 |
| REMEDIATION |
|
4 |
| REMEDIATION IN EDUCATION WITH BEHAVIOURAL PROBLEMS |
|
3 |
| RETARDED LANGUAGE AND NUMERACY SKILLS/ORAL WEAKNESS/HANDWRITING PROBLEMS |
|
2 |
| S.L.D & M.L.D |
|
5 |
| S.L.D. ONLY PHYSICAL DIFFICULTIES CARED WITH MAINSTREAM GROUPS |
|
1 |
| S.N.D HEARING IMPAIRED |
|
1 |
| SCHOOL PHOBIC |
|
2 |
| SECONDARY MALAD. BOYS. |
|
1 |
| SECTION II UNITS |
|
4 |
| SEE BACK PAGE |
|
6 |
| SEPARATE CHILDREN GIVEN EXTRA TEACHER SUPPORT OR WITHDRAWN FROM CLASS |
|
1 |
| SERIOUS LEARNING DIFFICULTIES ESP. IN NUMERACY AND LITERACY |
|
6 |
| SETS IN LOWER SCHOOL ENGLISH MATHS |
|
5 |
| SEVERAL WITHDRAWAL GROUP LEARNING DIFFICULTIES |
|
5 |
| SEVERE LEARNING DIFFICULTIES |
|
1 |
| SEVERELY MULTIPLY HANDICAPPED CHILDREN |
|
1 |
| SEVERLEY HANDICAPPED |
|
1 |
| SLOW LEARNER SPECIAL NEEDS |
|
3 |
| SLOW LEARNER/REMEDIAL. BEHAVIOURAL/SOCIAL |
|
5 |
| SLOW LEARNERS |
|
116 |
| SLOW LEARNERS & PARTIAL HEARING UNIT. |
|
5 |
| SLOW LEARNERS (MAINLY) SPELLING DIFFICULTIES DYSLEXIA HEARING IMPAIRED |
|
9 |
| SLOW LEARNERS - READING SPELLING |
|
4 |
| SLOW LEARNERS AND BACKWARD PUPILS |
|
3 |
| SLOW LEARNERS AND FOR PUPILS WHO ARE BEING STATEMENTED |
|
8 |
| SLOW LEARNERS AND THOSE WHO DO NOT EASILY RELATE TO TEACHER IN LARGE GROUP |
|
4 |
| SLOW LEARNERS AND THOSE WITH SPECIFIC LEARNING DIFFICULTIES. |
|
6 |
| SLOW LEARNERS EMOTIONAL AND SOCIAL (GUIDANCE UNIT) |
|
1 |
| SLOW LEARNERS ESL SPECIFIC LEARNING DIFFICULTIES |
|
3 |
| SLOW LEARNERS HI VI PH |
|
1 |
| SLOW LEARNERS IN 1ST YR CHILDREN NEEDING SPECIAL HELP IN ENTRY. |
|
3 |
| SLOW LEARNERS IN ENGLISH AND MATHEMATICS |
|
5 |
| SLOW LEARNERS IN FIRST 3 YEARS/REMEDIAL EXTRACTION |
|
1 |
| SLOW LEARNERS NEEDS IN ENGLISH MATHS HISTORY GEOGRAPHY SCIENCE |
|
2 |
| SLOW LEARNERS PARTIALLY BLIND DYSLEXIC. |
|
3 |
| SLOW LEARNERS PARTIALLY SIGHTED PARTIALLY HEARING |
|
2 |
| SLOW LEARNERS STATEMENTED PUPILS |
|
2 |
| SLOW LEARNERS. |
|
6 |
| SLOW LEARNERS. ENGLISH AS A SECOND LANGUAGE. |
|
4 |
| SLOW LEARNERS. HEARING IMPAIRED |
|
3 |
| SLOW LEARNERS. OTHER SPECIAL NEEDS CATERED FOR IN NORMAL CLASS ACCORDING TO ABILITY - E.G PARTIAL HEARING PARTIAL SIGHT DYSLEXIA PHYSICAL HANDICAP |
|
1 |
| SLOW LEARNERS. THOSE WITH SPECIFIC LEARNING DIFFICULTIES. |
|
1 |
| SLOW LEARNERS/EXTENDED CURRICULUM (LATIN/GERMAN) FOR MORE ABLE PUPILS. |
|
3 |
| SLOW LEARNERS/PHYSICAL PROBLEMS/BEHAVIOURAL PROBLEMS |
|
6 |
| SLOW LEARNERS/SLOW LEARNERS IN YEARS 4 & 5 GIVEN INTERGRATED COURSE |
|
2 |
| SLOW LEARNING |
|
25 |
| SLOW LEARNING AND ENGLISH AS SECOND LANGUAGE |
|
6 |
| SLOW LEARNING AND P H V |
|
10 |
| SLOW LEARNING AND UNDER ACHIEVING |
|
7 |
| SLOW LEARNING BEHAVIOUR |
|
4 |
| SLOW LEARNING EMOTIONAL PROBLEMS MINOR PHYSICAL HANDICAP |
|
7 |
| SLOW LEARNING ENGLISH & MATHS SPECIAL EDUCATION DIFFICULTY. MALADJUSTED BEHAVIOUR |
|
3 |
| SLOW LEARNING FOR A COMPLEX RANGE OF FACTORS |
|
1 |
| SLOW LEARNING FROM AREA CLASS AT 13+ STILL ONLY IN YR 3 |
|
8 |
| SLOW LEARNING GROUPS |
|
5 |
| SLOW LEARNING GROUPS IN YEARS 1 2 AND 3 |
|
2 |
| SLOW LEARNING GROUPS NOT ALWAYS THE SAME COMPLEMENT THROUGHOUT THE WEEK |
|
2 |
| SMALL GROUPS IN 1-3YRS. ALL SUBJECTS |
|
2 |
| SMALL GROUPS OF PUPILS EXTRACTED FOR REMEDIAL READING |
|
5 |
| SMALL GROUPS WITHDRAWN TO PROVIDE SUPPORT IN ENGLISH AND MATHS |
|
9 |
| SMALL WITHDRAWAL GROUPS. EDUCATIONAL SPECIAL NEEDS MAINLY READING OCCASSIONALLY THOSE NEEDING EMOTIONAL SUPPORT |
|
1 |
| SMALLER GROUPS OF SLOW LEARNERS IN EACH YEAR GROUP |
|
2 |
| SOCIAL AND EMOTIONAL DIFFICULTIES & REMEDIAL LEARNING |
|
1 |
| SOCIAL ECONOMICS IMMIGRANTS VERY SLOW LEARNERS. |
|
2 |
| SOCIAL PROBLEMS AND LEARNING DIFFICULTIES. YRS 4&5. WITHDRAWAL YRS 1-3. |
|
1 |
| SOME CHILDREN ARE WITHDRAWN FROM CLASSES AND SOME CHILDREN ARE HELPED WITHIN THE CLASS. THERE IS NO SPECIAL NEEDS CLASS AS SUCH. |
|
1 |
| SOME INDIVIDUAL EXTRA TUITION FOR DYSLEXIA. |
|
1 |
| SP.UNIT CLASSES; 22 WITHDRAWAL GROUPS. MODERATE LEARNING DIFFS; REMEDIAL ENGLISH; REMEDIAL MATHS; E.S.L. |
|
5 |
| SPECIAL & LANGUAGE UNIT |
|
2 |
| SPECIAL ATTENTION TO LANGUAGE DEV. FINE/CROSS MOTOR SELF HELP SKILLS |
|
3 |
| SPECIAL EDUCATION UNIT FOR ESN (M) (OLD CLASSIFICATION) |
|
2 |
| SPECIAL EDUCATION UNIT PUPILS WITH LEARNING DIFFICULTIES - PREVIOUSLY CATEGORIZED AS ESN (M) |
|
6 |
| SPECIAL ENGLISH |
|
1 |
| SPECIAL LEARNING DIFFICULTIES EMOTIONAL/LOUD/PHYSICAL/DISRUPTIVE |
|
4 |
| SPECIAL LEARNING DIFFICULTIES IN MATHS |
|
5 |
| SPECIAL LEARNING DIFFICULTIES PHYSICAL HANDICAPS |
|
7 |
| SPECIAL LEARNING DIFFICULTIES/GIFTED CHILDREN IN OUR INDIVIDUAL LEARNING UNIT. |
|
10 |
| SPECIAL MIXED ABILITY WITHDRAWAL GROUPS |
|
5 |
| SPECIAL NEEDS DEALT WITH BY WITHDRAWAL TO SUPPORT AREA |
|
2 |
| SPECIAL NEEDS IN TERMS OF LOW ABILITY & ATTAINMENT. GETS USED WIDELY IN SCHOOL TO CATER FOR SPECIAL NEEDS TOO |
|
1 |
| SPECIAL NEEDS MAINLY ASSOCIATED WITH LITERACY AND NUMERACY DIFFICULTIES |
|
7 |
| SPECIAL NEEDS TEACHERS ATTEND ORDINARY LESSONS & GIVE PERSONAL HELP TO PUPILS WHO NEED IT |
|
1 |
| SPECIAL SCHOOL |
|
1 |
| SPECIAL SCHOOL MODERATE LEARNING DIFFICULTIES AND EMOTIONAL PROBLEMS. |
|
1 |
| SPECIAL SURPLIERS A TECHINAL TERM |
|
5 |
| SPECIAL UNIT LINGUISTIC DIFFICULTIES AND GENERAL INABILITY TO COPE WITH MAINSTREAM DEMANDS |
|
2 |
| SPECIFIC LANGUAGE OR LEARNING NEEDS |
|
1 |
| SPECIFIC LEARNING DIFFICULTIES |
|
6 |
| SPECIFIC LEARNING DIFFICULTIES AND ESN(M) |
|
3 |
| SPECIFIC LEARNING DIFFICULTIES UNIT - AN AREA UNIT - PUPILS EXTRACTED FROM CLASSES ACCORDING TO NEED |
|
4 |
| SPECIFIC LEARNING DIFFICULTIES/PROBLEMS |
|
5 |
| SPECIFIC READING/SPELLING DIFFICULTY (STATEMENTED PUPILS) WITHDRAWAL UNIT FOR SOCIAL/EMOTIONAL/BEHAVIOURAL/HEALTH PROBLEMS AFFECTING LEARNING. |
|
2 |
| SPEECH THERAPY |
|
1 |
| STATEMENTED CHILDREN WITH MODERATE LEARNING DIFFICULTIES |
|
10 |
| STATEMENTED PARTIALLY-HEARING PUPILS. NOTE-THE SCHOOL HAS A PARTIALLY-HEARING UNIT OPERATING ON INDIVIDUAL WITHDRAWAL FROM TIMETABLE AND SUPPORT-TEACHING IN |
|
2 |
| STATEMENTED PUPILS |
|
5 |
| STATEMENTED PUPILS CATEGORIZED AS SEN MODERATE |
|
8 |
| STATEMENTED UNDER 1981 ACT - 12 PUPILS |
|
2 |
| STUDENTS WITH HEARING IMPAIRMENT INCLUDING SOME PROFOUNDLY DEAF. STUDENTS RECEIVE SPECIALIST TEACHING IN SPEECH |
|
5 |
| SUPPORT FOR ENG/FR/MATHS IN YRS 1 AND 2. SUPPORT FOR ENG/FR IN YR 3. SPECIAL SUBJECTS IN YRS 4/5. ALSO PROVISION FOR INDIVIDIUAL PROBLEMS. |
|
8 |
| THERE ARE CHILDREN WHO SHOULD BE IN A SPECIAL SCHOOL WHO ARE IN REMEDIAL CLASS |
|
4 |
| THERE ARE HOWEVER SPECIAL TEACHING GROUPS IN REMEDIAL ENGLISH AND ENGLISH AS A SECOND LANGUAGE. |
|
2 |
| THIS INCLUDES AN INTEGRATED UNIT (DESIGNATED) FOR PUPILS WITH PHYSICAL DISABILITIES |
|
2 |
| THREE CLASSES ALL REMEDIAL ONE ESPECIALLY REMEDIAL |
|
2 |
| TIME ALLOCATION LITERACY NUMERACY HEARING PHYSICAL IMPAIRMENT |
|
5 |
| TVEI SAMPLING GROUP |
|
3 |
| TWO CLASSES FOR PUPILS WITH LEARNING DIFFICULTIES AND ONE CLASS FOR PUPILS WITH BEHAVIOUR PROBLEMS. PLUS SUPPORT IN MOST TEACHING AREAS |
|
3 |
| TWO EXCELLENT TEACHERS/WE WORK A WITHDRAWAL SYSTEM IN YR 1-3 AND HAVE A GENERAL STUDIES OPTION IN 4-5 |
|
5 |
| UNIT INTERGRATED INTO MAIN SCHOOL HEARING IMPAIRED |
|
1 |
| UPPER SCHOOL. SUPPORT GROUPS (LOWER SCHOOL). 1 SLOW LEARNERS. 2 SOCIAL PROBLEMS 3 DISCIPLINE AREAS. |
|
3 |
| VARIABLE NOT TIMETABLED UNTIL CHILDREN IDENTIFIED. LIMITEED ACADAMIC ABILITY SOME SOCIALLY DEPRIVED. CLASSES TEND TO BE LOW ABILITY GROUPS S E TEACHER WORKS |
|
3 |
| VARIABLE SPECIFIC LEARNING PROBLEMS |
|
7 |
| VARIED |
|
2 |
| VARIES ACCORDING TO NEEDS |
|
1 |
| VARIES. ONE TO ONE WITHDRAWAL FOR ENG/MATHS. REMEDIAL OF BASIC SUBJECTS. MOTHER TONGUE CLASSES. LITTLE OR NO ENGLISH. |
|
6 |
| VARIOUS - PHYSICAL AND LESS ABLE. |
|
4 |
| VARIOUS LEARNING PROBLEMS.ALSO SUPPORT UNIT ON SIDE |
|
3 |
| VARIOUS-TIMETABLED VERTICALLY IN REMEDIAL DEPT REMEDIAL ENGLISH AND MATHS |
|
4 |
| VERY LOW ABILITIES IN YR 4 & 5 WORK AS A GROUP FOR UP TO 3 OPTIONS AND IN MATHS & ENGLISH |
|
4 |
| VERY LOW ABILITY |
|
1 |
| VISUALLY IMPAIRED |
|
5 |
| VISUALLY IMPAIRED HEARING IMPAIRED AND PUPILS WITH LEARNING DIFFICULTIES BUT MANY ARE INTEGRATED INTO MAINSTREAM CLASSES |
|
2 |
| WE DO HAVE SOME WITHDRAWAL GROUPS IN THEM PUPILS OF LOW READING ABILITY - WE ALSO PROVIDE CLASSROOM SUPPORT IN MATHS/ENGLISH/HUMANITIES |
|
5 |
| WE HAVE A DEAF UNIT |
|
3 |
| WE HAVE A SPECIAL NEEDS DEPARTMENT WHICH OPERATES WITHIN THE ACADEMIC DEPARTMENTAL STRUCTURE. |
|
3 |
| WE HAVE SEN GROUPS WITHIN SUBJECTS BUT NO PERMANENT SEN CLASS |
|
5 |
| WE INTEGRATE CHOLDREN WITH SPECIAL NEEDS-WITHDRAWING CHILDREN FOR INDIVIDUAL/ SMALL GROUP ATTENTION AND/OR INFUSING ADDITIONAL TEACHERS INTO CLASSES WITH CH |
|
2 |
| WE NEED EXTRA TEACHER INTO CLASSES |
|
3 |
| WE OPERATE A POLICY OF EDUCATIONAL SUPPORT WITH THE NORMAL CURRICULUM - THERE ARE NO FULL TIME SPECIAL REMEDIAL GROUPS |
|
3 |
| WE WORK WITHDRAWAL SYSTEM FOR CHILDREN WITH LEARNING DIFFICULTIES IN BASIC SKILLS - ENGLISH/SPELLING/READING/MATHEMATICS/HANDWRITING ETC. |
|
2 |
| WEAK ENGLISH AND MATHS |
|
3 |
| WEAKER PUPILS |
|
4 |
| WEAKNESS IN ENGLISH/MATHS |
|
3 |
| WEAKNESSES ON BASIC SKILLS |
|
7 |
| WITHDRAWAL & SUPPORT TEACHING SLOW LEARNERS |
|
3 |
| WITHDRAWAL ACROSS THE CURRICULUM FOR ALL YEARS |
|
8 |
| WITHDRAWAL AND BLOCK UNDERPINING LEARNING DIFFICULTIES |
|
6 |
| WITHDRAWAL AND SUPPORT IN MAIN STREAM - ALL LEARNING DIFFICULTIES. |
|
1 |
| WITHDRAWAL FOR MEMEDIAL HELP |
|
5 |
| WITHDRAWAL FOR SPECIAL ENGLISH AND MATHS AND 2 BOTTOM SETS IN ENGLISH AND MATHS FOR SLOW LEARNERS |
|
1 |
| WITHDRAWAL FOR SPECIAL NEEDS 1 GROUP PER YEAR |
|
3 |
| WITHDRAWAL FROM MUD. HAVING 6 CLSSES. INDIVIDUAL SUPPORT FOR INDIVIDUAL CHILDREN VARIES ACCORDING TO NEED |
|
4 |
| WITHDRAWAL FROM NORMAL LESSONS ON A ROTA BASIS |
|
3 |
| WITHDRAWAL GROUPS |
|
4 |
| WITHDRAWAL GROUPS - BORDERLINE ESN (M) AND/OR BEHAVIOURAL AND SOCIAL PROBLEMS |
|
10 |
| WITHDRAWAL GROUPS - REMEDIAL. |
|
2 |
| WITHDRAWAL GROUPS FOR ENGLISH AND MATHEMATICS IN FIRST THREE YEARS |
|
6 |
| WITHDRAWAL GROUPS FOR PUPILS WITH LEARNING DIFFICULTIES - MAINLY IN MATHEMATICS AND ENGLISH |
|
4 |
| WITHDRAWAL GROUPS FOR SPECIAL ENGLISH |
|
5 |
| WITHDRAWAL GROUPS FROM ALL ENGLISH/MATHS & MODERN LANGUAGE CLASSES IN LOWER SCHOOL |
|
3 |
| WITHDRAWAL GROUPS IN ENGLISH AND MATHS 1ST - 3RD YEAR |
|
1 |
| WITHDRAWAL GROUPS IN YEARS 1/2 & 3 - PERHAPS 30 AT A TIME SHARED BETWEEN SEVERAL TEACHERS |
|
3 |
| WITHDRAWAL GROUPS NUMERACY LITERACY |
|
5 |
| WITHDRAWAL IN 4TH YEAR SMALL GROUPS WORKING ON LITERACY/NUMERACY |
|
3 |
| WITHDRAWAL MODERATE CURRICULUM FOR SLOW LEARNERS & ABLE CHILDREN IN 1-3RD YEAR. |
|
2 |
| WITHDRAWAL OF INDIVIDUAL PUPILS. REMEDIAL HELP IN MATHS AND/OR ENGLISH. |
|
9 |
| WITHDRAWAL OF INDIVIDUALS & SMALL GROUPS PRACTICAL LIFE SKILLS FOR PUPILS WITH SOCIAL PROBLEMS ETC SUPPORT WORK IN BASIC SKILLS |
|
3 |
| WITHDRAWAL PARTICULALY IN YRS 1-3 FOR MATHEMATICS ENGLISH. YR 4&5 INTEGRATED STUDIES 1 LIFE SKILLS COURSE |
|
6 |
| WITHDRAWAL SYSTEM |
|
7 |
| WITHDRAWAL SYSTEM - LOWER SCHOOL: ENGLISH & MATHS/OPTIONS IN 4TH/5TH. |
|
4 |
| WITHDRAWAL SYSTEM OPERATES REMEDIAL PROBLEMS WITH ENGLISH BASED SUBJECTS |
|
4 |
| WITHDRAWAL SYSTEM. ACADEMIC UNDER ACHIEVEMENT. |
|
2 |
| WITHDRAWAL THROUGHOUT WHOLE WEEK FOR RANGE OF LANGUAGE DIFFICULTIES |
|
3 |
| WITHDRAWAL WHERE NEEDED/POSSIBLE READING DIFFICULTIES GENERAL SLOW LEARNING |
|
3 |
| WITHDRAWALS FOR REMEDIAL WORK AND EMOTIONAL/BEHAVIOURAL PROBLEMS |
|
1 |
| WITHDRAWL FOR REMEDIAL ENGLISH AND MATHEMATICS |
|
3 |
| WITHDRAWN FROM CERTAIN SUBJECT AREAS |
|
4 |
| WITHDRAWN IN SMALL GROUP OR SINGLY |
|
6 |
| YEAR 1-3 SPECIAL NEEDS GROUPS (1 PER YEAR) WITH THEIR OWN TEACHER. YEARS 4-5 GROUPS HAVE THEIR OWN TEACHER FOR ENGLISH MATHEMATICS |
|
9 |
| YOUNGER PUPILS IN SLOW MOVING GROUPS. SUPPORT GIVEN IN NORMAL CLASSES/SPECIAL CLINICS. |
|
6 |
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