Student Support

Girl Chemistry

At St George’s we aim to provide a first class education for all and we recognise that some of our pupils experience significantly greater difficulties with learning than the majority of their peers. We provide additional support for these pupils. In addition, a very small number of our pupils require support for a medical or sensory difficulty. The School can provide this.

When appropriate, we devise individualised learning programmes. We also organise a framework of learning support within our mainstream classes in a number of subjects and for different age groups. Pupils with a variety of learning difficulties can make progress at their own rate, while at the same time increasing confidence in their ability to tackle a variety of subjects within the school curriculum.

Separate teaching of literacy and numeracy skills is provided for a few of our pupils by specialist teachers. Pupils are taught in groups which are deliberately kept as small as possible, given the resources available. The School also runs clubs for pupils who need to improve the standard of their work. Some of these are by invitation only. In addition, where appropriate, there are paired reading arrangements. We also invite some pupils to take part in a series of literacy skills Progress Lessons in Year 7, which are taught in a series of intensive termly units.

Whatever help a particular pupil needs, we understand the importance of close liaison with parents in monitoring the progress of these pupils.

By all these means, we offer the opportunity for pupils of differing abilities to develop their own capabilities to the full – and ultimately we help them to make the most of the opportunities the school has to offer.

Since the start of this academic year, St George's School has been working under the government's new Code of Practice for Special Educational Needs called ‘Special Educational Needs and Disability Code of Practice: 0 to 25yrs’.

At St George's we have been working towards this new framework for a number of terms.

The school has a history of seeing education holistically where class teachers, house staff, parents and pupils work together to support a pupil's learning.

The key points of the new code are:

  • Interventions need to be in place in a graduated manner.
  • All teachers follow the principle of “quality first” teaching for all pupils.
  • All interventions for a pupil's learning must follow the process of "assess, plan, do, review". For a pupil with special educational needs, this means that working with Learning Support, class teachers assess the pupil’s needs, plan the lesson, teach the lesson and then review the pupil's progress and learning outcomes.
  • To support a pupil's education we run various clubs to improve elements of their learning.
  • As a school we have access to a range of specialist advisory teachers. They support the school by delivering INSET to staff or suggesting strategies to support a particular pupil's learning needs.
  • All Statements of Special Educational Needs will gradually be converted to EHC Plans.
  • As a result of the new Code of Practice which became operational on 1st September 2014 we are in the process of updating all our Learning Support information on the web site.
  • Our aim is for all pupils to achieve the best possible education and other outcomes.

Emotional Support

The emotional wellbeing of staff and students at St George’s is considered to be very important.

Happy staff and students are usually more successful individuals, and that makes St George’s as a community a positive environment to be in.

The following pages offer information on how you can look after yourself and others emotionally, and where to access emotional support at the school.

The pages will continue to be added to so if the information you are looking for is not available please contact the team at counsellor@stgeorges.herts.sch.uk with your suggestions.

Emotions are important in the classroom in two major ways:

  • Firstly emotions have an impact on learning. They influence our ability to process information and to accurately understand what we encounter.
  • Secondly learning how to manage feelings and relationships constitute a kind of ‘emotional intelligence’ that enables people to be successful. Some students may have difficulty learning because their minds are cluttered with distracting thoughts and feelings.

This year we are very pleased to offer a new re-structured Student Services provision. One aim is to develop, improve and deploy better counselling provision. We are planning to develop and support expertise of key pastoral staff in relation to Emotional Support. In addition we will extend the provision of emotional support groups and initiate preventative interventions.

Name Date  
Truth about self harm 27th April 2017 Download >
Anxiety 7th November 2014 Download >
Counselling For Staff 7th November 2014 Download >
Emotional Support 7th November 2014 Download >
Peer Pressure 7th November 2014 Download >
Self Harm Awareness 7th November 2014 Download >
Self Injury Guidance 7th November 2014 Download >
Ways to Cope With Stress 7th November 2014 Download >
Background