Mayville High School Prospectus

LEARNING
DIFFERENCES
We take a holistic view that not all
children learn at the same rate or in the
same way and, through our expertise,
we are able to provide tailored learning
for pupils.
For pupils needing extra or targeted support in areas
of numeracy and /or literacy, our dedicated Dyslexia
Unit is able to provide this alongside classroom teaching.
Self-esteem is central to our support; equipping children
with the life-skills, coping strategies and confidence
to resist viewing their personal difficulties as barriers
to education.
At Mayville, we have been renowned for our expertise
in the specialist tuition of dyslexic pupils for over 30 years.
We cater for a variety of academic needs that can also
be associated with a dyslexic profile, including
dyscalculia, mild dyspraxic-type difficulties and mild
speech and language disorders, as well as ADHD, ASD
and other neuro-diverse conditions.
Our team of highly-qualified, specialist, multi-sensory
tutors have many years of experience, not only in the
academic needs of pupils but in their crucially important
emotional needs too. Often, a pupil will not learn until
they believe they can learn, so teaching on an individual
basis provides us with the opportunity to build trust
over time. We work closely with the pastoral care team
and academic tutors, ensuring that our pupils receive
the best possible whole-school support within a happy
and positive learning environment.
Children aged 7-16 are offered an individual programme,
tailored to their unique profile of strengths and
weaknesses. Children under seven may have their needs
assessed by the Dyslexia Unit and recommendations
provided for more age-appropriate in-class support.
“Although many schools claim that
support for learning is at the heart
of the school, at Mayville it is.”
CReSTeD Inspection Report
An Individual Education Plan (IEP) is written for each
pupil by their DLEU tutor, for use within the Dyslexia
Unit, whilst a School Advisor Plan (SAP) provides
details of their particular difficulties and strengths,
along with recommendations for in-class support
and any specialist requirements for assessments
and end-of-year examinations.
Termly screening is also undertaken to monitor each
pupil’s progress within the unit and this is incorporated
into the whole-school tracking system. This process
ensures that every pupil who has a need at any point
in their school career, whether or not they have a
learning difficulty, is identified early and receives
appropriate intervention.
Our overall aim is to encourage confident and
independent learners, who have an awareness
of how their individual differences affect them directly
and therefore have a better ability to overcome any
difficulties. The teaching methods we use are centred
on a structured, cumulative, multi-sensory approach
to learning – a systematic teaching of written
language, using visual, auditory and kinaesthetic
sensory channels. The success of this methodology is
demonstrated in GCSE results, with pupils consistently
achieving grades above predicted expectations.
We are regularly inspected by CReSTeD, which
is an independent body established to monitor
and evaluate the standards of teaching and provision
for dyslexic pupils within the private sector. Mayville
is rated ‘Outstanding’ for its breadth and quality
of teaching.