Specialisation Spotlight

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LECK (Learning Enhancement Centre of Knowledge) Providing support in learning to groups or individuals based on needs at the time.

Bindy O'Callaghan

Lillian Pickles

Catherine Bell

Amanda Surridge

Our Junior School philosophy is based on the ethos that all children learn differently. Within the class, the programme that each teacher designs and plans for is based on your daughter’s specific needs.

We are focused on providing differentiation for core subjects, and because of the high quality of teaching programmes that each teacher in each year group provides, our Learning Enhancement provides specialist programmes that are designed for those who learn differently or at a different rate.

Most of the time in the Junior School, the best learning takes place within the classroom environment. An added layer to learning is provided by the LECK faculty which provides programmes to those students who may need extra support for a variety of reasons.

To identify these girls, we look at rates of progress over different times and assess this against their potential, have discussions with teachers constantly about what they are observing during class time, talking to parents, and evaluate if the learning fits with their emotional needs at the time. We use qualitative and quantitative data and have specific tests undertaken to identify strengths and weaknesses. It encompasses all learners (from learning support to GATE).

LECK teachers are constantly upskilling their knowledge through regular professional development and base programmes on well-established research. Current research on early intervention highlights the importance and success of a tiered model of intervention. This year, we are focusing on this model in Year 1 - 3 classes. Tier 1 intervention is a collaborative approach where our LECK teacher works with the classroom teacher to identify any students who may need a differential intervention as the year progresses, especially in literacy. This happens within the classroom setting. Tier 2 is a specifically targeted intervention that focuses on skills and knowledge acquisition. It is a different approach to what is offered within the classroom but also supports any learning. An example of this is Alpha to Omega which is a specific phonological program. Tier 3 is a one to one intervention where students are withdrawn and a targeted intervention such as Reading Recovery is used, according to specific student needs. From Year 4, the majority of interventions for those needing extra support is based on the Tier 2 model. Programs such as Sounds-Write, Sharp Reading and Sharp Writing are specifically designed for this.

When a student is working in Tier 2 and 3 zones, a LECK teacher will contact parents to inform them of the program that their daughter will participate in. An update of progress or report comment will be posted on HERO for these students at the end of the intervention. Most tiered 2 and 3 interventions can take up to one term or longer depending on their rate of progress. It is important to remember that assessing and reporting on progress is not just about achievement but takes into account the starting point of each learner and rate of success. 

High ability programs for those girls who are showing a strong aptitude to learning in literacy and maths are also under the LECK umbrella. These programs of learning are based on observations, teachers overall judgement, levels of learning within a classroom setting and achievement data. Programs may be based on subjects or topics of learning and the groupings of students are fluid. this means that girls are able to move in and out of these programs based on learning needs at the time rather than academic levels of achievements. For example, students in Mathematics may need extending in one strand such as number but in other areas of Mathematics, the classroom program provides the learning outcomes required.

Groups of extended learning are offered in core subjects from Year 3 onwards.

For those students who have been identified as gifted through school or independent reports, programs of learning will be based on how best to extend and support their capabilities. Our students are monitored, extended and challenged through Classroom programmes that are differentiated to meet the learning needs of these girls. Students are supported and mentored and offered an opportunity for one to one forward academic planning if required.

It is vitally important to note that the intention of LECK learning in the Junior School is to ensure as much coverage as possible to those students who need support at a particular time. This does not mean that a student who has joined any LECK program will require support or extension all the time.

Programs Available

  • Literacy Intervention Years 1 to 3: Phonemic Awareness and Phonics (structured literacy approach) and also Alpha To Omega, Reading/Writing and Spelling (basics to advanced skills)
  • Moving Cog - working memory programme.
  • Sharp Reading - reading intervention for Years 4-6.
  • Morphology - higher order study of Latin and Greek words and their etymology.
  • Problem Solving - Mathematics (Year 4-6 for students with high ability in Mathematics).
  • Maths Badges - Mathematics (Year 6 for students with high ability in Mathematics).
  • Sounds Write Phonics/Spelling Programme

We work very closely with the LECK Centre which oversees all Learning Enhancement programmes within the school. Catherine Bell is the Head of this faculty.

This is valuable because as girls transition from Junior School to Middle School any information about your daughter's learning transfers through, and is a very smooth process. This includes the tracking of students over time so that if a child has had support in the past they will be closely monitored throughout their time at St Margaret’s, especially as they transition.