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"You never made me feel broken or behind. You helped me understand that my brain just works differently. The techniques you taught me are still with me today, genuinely getting me through 5 A‑Levels and everything that comes with them… you made a real difference. You helped me love learning, and that's a gift I'll carry with me wherever I end up."
— Emre (Westminster School, Upper Shell)
Subject Overview
Learning Development at Westminster Under School supports pupils to become confident, independent learners who can plan, organise, and reflect effectively. We work in close partnership with pupils, families, and teaching staff to identify strengths, remove barriers to learning, and build strategies that enable pupils to flourish academically and emotionally.
Our ethos is inclusive and strengths‑based: neurodiverse minds are embraced and celebrated, and support is tailored to help pupils develop independence, resilience, and self‑advocacy. We provide a graduated, responsive approach that supports pupils across the curriculum throughout their time in school. Pupils may access support in a number of ways depending on need, and provision is reviewed regularly to ensure it remains effective and purposeful.
Our Core Focus Areas
Independence, confidence and learning habits
We help pupils understand how they learn best, develop self‑awareness, and build the confidence to approach challenge positively. Pupils are encouraged to reflect on progress, recognise strengths, and use strategies that work for them — building long‑term independence and self‑advocacy.
Organisation and study skills
We offer targeted support to develop planning, time management, revision, and memory strategies. Study Skills Groups provide structured teaching of techniques pupils can apply across subjects, supporting increasing independence as pupils progress through the school.
Literacy and numeracy support
We support reading, spelling, comprehension, and writing, alongside strategies that strengthen key numeracy skills where needed. This may include short‑term interventions, small‑group work, or 1:1 sessions, with an emphasis on practical strategies that transfer into everyday classroom learning.
Nurture and wellbeing support – B and B Club (Breakfast and Boardgames)
We offer nurture provision for all year groups through B and B Club. This provides a warm and welcoming start to the day, supporting connection, routine, and readiness to learn, while also strengthening social skills and positive peer interactions.
Subject Clinics (drop‑in support for all pupils)
To ensure pupils can access timely help when they need it, weekly Subject Clinics are available as a drop‑in for all pupils in Maths, English, and French. These sessions offer clarification, confidence‑building, and guided practice, supporting pupils to stay on track and consolidate learning.
Technology‑supported practice at school and at home
We use structured computer‑based programmes to provide an additional layer of support. These programmes can extend learning beyond school, enabling pupils to continue practising at home and strengthening skills over time through consistent, personalised practice.
EAL (English as an Additional Language) support
We provide targeted support for pupils with EAL to help them access the curriculum confidently and develop academic language. Support may include small‑group or 1:1 sessions focusing on vocabulary development, reading comprehension, writing structure, and subject‑specific language, alongside guidance for staff to support pupils effectively in the classroom.
ELSA support (Emotional Literacy Support Assistant)
ELSA support helps pupils develop emotional understanding and wellbeing skills that enable them to engage positively with learning. Sessions may focus on recognising and managing emotions, building confidence, developing coping strategies, and strengthening relationships and social communication.
Transition support – preparing for senior school
We provide structured transition support for pupils preparing to move into senior school. This includes preparation for increased academic expectations, developing organisation and study routines, and building confidence with new systems and learning demands. Where appropriate, targeted transition support is offered in liaison with staff to ensure pupils feel secure, understood, and ready to thrive.
Assess–Plan–Do–Review
Teachers and the Learning Development team work together to assess pupils’ needs and put appropriate support in place. Where necessary, we screen pupils to gain a clearer understanding of their learning profile and implement targeted support.
Provision follows an Assess–Plan–Do–Review cycle to ensure support is purposeful, monitored, and adapted over time:
- Assess: identify strengths and areas of need through observation, classwork, teacher feedback, and (where appropriate) screening ;
- Plan: agree targeted support strategies and clear outcomes;
- Do: implement support through classroom strategies, interventions, and/or specialist programmes;
- Review: evaluate impact and adjust provision as needed.
This ensures support remains tailored, effective, and focused on building long‑term independence.
Learning Development Team
Danielle Jones – Head of Learning Development and SENCO
Part-time Learning Development Teachers
Carol Sarti – EAL Support and Year 8 Transition Liaison
Emma Beauclerk
Learning Support Assistants
Anna Downham – Year 3 and 4
Emotional Literacy Support Assistant (ELSA)
Andrea Gati
School Counsellor
Tess Bhokanandh
