Learning Development

Learning Development

We offer support for children who may have a long or short term learning requirement because of a specific learning difficulty, such as dyslexia, dyscalculia or dyspraxia. These children may be able but yet to achieve their full potential.

We also offer support to those pupils who may have fallen behind with their work in one or more of their core subjects and need a place where they can catch up 


All children are given an Individualised Education Programme (IEP). Pupils are regularly assessed three times a year, and the results used to inform our teaching and advise subject teachers on the best ways to differentiate the curriculum for children with specific difficulties..

We don't have a ‘standard’ way to teach a skill, as each child’s needs are different. Instead, we work closely with mainstream staff to ensure that all aspects of a pupil’s school life are discussed and effective teaching programmes developed.

We offer one-to-one teaching with specialist teachers and a comprehensive integrated programme to address particular difficulties. Our track record is impressive, and we have managed to remain flexible and adaptive to a wide range of needs.

The majority of our work is accomplished within the normal school timetable, allowing children to participate in normal break times and after school activities.


Why Study at Clifton College?

Although we look at every aspect of each pupil’s school life, our main focus will always be to address learning difficulties.

Our specialist teachers are very much a part of the school, rather than an added extra, and work closely with the rest of the staff to provide a holistic view of each student’s progress.

Parents are encouraged to maintain close links with their child’s teacher. They visit lessons, meet withteachers and use email to ensure that there is a strong connection between home and school.

We hold an annual study skills workshop for students, and regular training days and workshops for members of staff.

As pupils transition from one class to another, we arrange meetings with parents and pupils to advise them and assess their particular needs.

We also forums for teachers with similar roles from other institutions, to share knowledge and best practice.