Learning Support

At Seaford, we believe all students should be given the opportunity to reach their full potential. Our aim is to help them achieve this by supporting them in their learning in whatever way seems most appropriate. We also recognise the richness of diversity and that we can all learn from others, and look to integrate students with learning difficulties as fully as possible into the educational and wider life of the School.

To help students who may need additional support, we have a large Achievement Centre, in its own building, located at the centre of campus. We have dedicated learning support staff, who treat each student as individuals with differing needs to be met and differing strengths to be encouraged. Our team liaise closely with specialist subject staff to facilitate a student's learning experience, and always strive to ensure each student enjoys their time at Seaford College.

It is vital that we have a relationship of trust with our students, so that we can help them overcome any previous sense of failure and grow in self-confidence. We fully involve parents in that relationship, and encourage regular face-to-face contact between parents, students, and staff.

Before starting at Seaford, our Learning Support Team give students screening tests, to identify any particular educational needs that may not have previously been identified, and discuss these with the students and their parents.

The team will develop a tailored programme to suit a student’s preferred learning style, which may include one-to-one lessons at the Learning Support Centre and regular communication with parents to facilitate students’ learning. Timetabling of any learning support lessons is carefully managed to ensure that no core subjects are avoided, and that students don’t miss out on subjects that they particularly enjoy. Please note that the School is only able to offer one learning support lesson per week.

The Learning Support Centre offers help to any student who asks for it. Some students do refer themselves to the department, and asking for help at Seaford is viewed as a positive action rather than something negative.

'I’ve been to a lot of schools who say they are good at SEN,’ said a weary mum, ‘but here it isn’t just a soundbite.’ The unit describes an approach that involves nurturing and developing individual potential, working hard to increase confidence, by not pointing out what’s wrong, but what’s right, and how to improve."

Good Schools Guide

Their approach yields results. A parent spoke of her son’s confidence soaring; another described how her severely dyslexic son ‘changed overnight’ here. Having been told at his Prep that he wouldn’t be able to sit GCSEs, he is now at the School of Architecture in Oxford, having left Seaford with three A Levels and an EPQ."

Good Schools Guide

They’re expected to achieve as well as anybody else, but ‘it might just take them longer to get there, and they might get there in a different way,’ said the head of the unit. They have had a number of high-achieving dyslexics."

Good Schools Guide