As part of Neurodiversity Week, we caught up with Learning Enhancement lead Mrs. Wakelin and SENDCO Mrs. Bury to find out about the dynamic and varied support and opportunities available at the Junior School:
1. Tell us a bit about yourself and what led you to work in Learning Enhancement and SEND?
Hello, I’m Mrs Wakelin. After some years of class teaching I trained as a reading recovery teacher, a specialist in early reading intervention. Through this, I became interested in the barriers young people face in literacy learning and went on to do a Master’s degree in Specific Learning Differences.
Hi, I’m Mrs Bury. From the moment I became a teacher, I knew I wanted to be involved in learning enhancement and SEND. As someone with dyslexia, I understand the challenges that some pupils face, but I also know how transformative the right support can be. My goal is to help pupils reach their full academic potential and to build their confidence in learning. As SENDCO, I have the privilege of advocating for them while also equipping teachers with the tools to support them effectively.
2. Can you tell us about your day-to-day role and what it involves?
Mrs Wakelin: My work is incredibly varied. It includes 1:1 sessions to support girls with their difference in learning, enabling them to develop helpful strategies. I work closely with the other staff to ensure every girl is achieving in line with their ability, whether that is through supporting difficulties or developing strengths.
Mrs Bury: Day to day, I divide my time between teaching, leading intervention groups in each year group and coordinating support for SEND pupils. The interventions include both stretch and challenge initiatives; such as my Year 6 problem-solving and reasoning group and the Year 5 stretch reading group, as well as sessions focused on consolidating key concepts, overlearning, and pre-teaching.
3. What specific areas of additional learning support are offered to pupils in the Junior School?
Mrs Wakelin: Social, emotional and mental health support is as important as academic support and this is embedded throughout the school and curriculum. However, at times we all need additional support with our mental health. We offer girls this support individually or in small groups.
Teaching resilience and coping skills develops metacognition, attitudes and behaviours to strengthen their academic self-concept. This enables them to go forward in their learning and life, in a better position to manage anxiety and face difficulties, challenge and failure.
Mrs Bury: We provide tailored support for pupils with special educational needs such as dyslexia, dyscalculia, difficulties with processing and working memory. This is done through individualised learning plans, differentiated instruction, and the use of assistive technology, where appropriate.
In terms of enrichment opportunities, there are extension clubs such as small maths groups led by Sixth Form students for additional challenge. Our reading buddy scheme pairs Junior pupils with Senior School students to foster a love of reading, and we provide a variety of clubs and competitions designed to stretch and inspire students in maths, science, writing, reading and more.
4. What opportunities are given to pupils that you identify as benefiting from stretch and challenge?
Mrs Bury: Our experienced teachers plan engaging extensions in every lesson but many of the girls here thrive on challenges beyond the core curriculum.
Beyond the classroom, we offer stretch and challenge provision. Pupils can take part in maths challenges with other schools, national science quizzes, and science extension sessions in the Senior School. We encourage creativity and literacy through writing competitions, termly reading assignments, and book clubs.
We provide opportunities in national sports tournaments, art competitions, musical performances, and drama examinations. Our approach is tailored to each girl’s passions, ensuring they have the chance to excel in their chosen areas.
5. And finally, what are the best things about being part of the Redmaids’ High community?
Mrs Wakelin: Being part of a community where each individual is given the opportunity to shine in their area of strength, as it offers such a breadth of learning. Girls are encouraged and supported in areas where they are not so confident, which develops their self-esteem and resilience.
Mrs Bury: The community here is warm, supportive, and truly special. I am privileged to be part of an environment where enthusiasm, kindness, and success shine through in everything the girls do. Their confidence, happiness, and achievements speak volumes, and this is made possible by the dedication of our staff and the support of our parent body. It’s a nurturing space where girls feel encouraged to step outside of their comfort zones, embrace new challenges, and experience the most meaningful learning.
