The Coach House is our specialist learning centre at Clifton College Preparatory School, where 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, and yet not achieving their full potential.
Teaching
We also offer support to those pupils who may have missed sections of their learning in one or more of their core subjects and need a place where they can catch up.
All Coach House children are given an Individualised Education Programme (IEP) and regular detailed reports. Pupils are also assessed regularly, and the results are used to tailor our teaching.
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 academic 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 issues. 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.
Although we look at every aspect of each pupil’s School life, our main focus will always be to help address specific 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 pupil’s progress.
Parents are encouraged to maintain close links with their child’s Coach House teacher. They visit lessons, meet with Coach House teachers and use email to ensure that there is a strong connection between home and School.
Outside The Classroom
We hold an annual study skills workshop for pupils, 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 organise forums for teachers with similar roles from other institutions, to share knowledge and best practice.
