KS3 Study Support

The Learning Resource Centre (LRC) is open for students each day. Students can work in the LRC to complete their extended learning (homework), carry out research, meet with other students as part of a study group, or to read.

Mrs Whitworth supervises the LRC between 3pm and 4.30pm (Mon-Tues and Thurs-Fri) for Homework Club.  On Wednesday’s Homework Club is held in the Student Centre from 3pm-4pm. LSA’s and tutors also supervise the LRC between 3pm and 5pm and are available to support students who need help with any aspect of their work.

During the day from 8am, Mrs Evans supervises the LRC and will help students with their research or work. There is an extensive programme of study support that runs in the Student Centre, a summary of this is provided below.

Student Centre

The lunchtime drop-in sessions offer a quiet space for students who want to sit and play board games or use the Lego; LSA’s and computers are available to help with homework tasks.  Open every lunchtime from 12:20pm–12:55pm and 1:20pm-1:55pm.

For invited students only (parents/carers of those students attending will have received a letter)

Casual Admissions Club

All students who join St Mary’s after the start of Year 7 will be invited to attend catch up time. Work will be set by teaching staff, and support will be given so that students catch up with their peers.

Group Reading/Paired Reading

Small groups of students reading from plays and other relevant texts with the support of an adult or Sixth Form student. The club encourages and develops reading skills, in order to improve a student’s ability to read more fluently.  We work on improving their word attack and decoding skills.  Reading aloud is a recognised method of improving student’s reading skills and combined with the support and encouragement, it can aid them to access material that they may otherwise be unable to read by themselves.

Morning Homework Club

A small number of students will be invited to have breakfast together, play teamwork games and improve their social skills and confidence.

Fluency Reading

A targeted programme designed to improve a student’s ability to read accurately, at an appropriate pace, and with expression. Reading fluency is a key component of reading development, as it enables students to focus less on decoding words and more on understanding and interpreting the text. The intervention aims to develop automaticity, confidence, and comprehension through regular, structured reading practice and feedback.

Phonics

A targeted programme, led by Ms Reeves and Mrs Picone, designed to help children and young people develop the reading and spelling skills needed to become confident, independent readers and writers. It focuses on teaching the relationship between sounds (phonemes) and letters or groups of letters (graphemes), enabling students to decode unfamiliar words and improve their literacy skills. Phonics interventions are usually delivered in small groups or on a one-to-one basis and are tailored to address identified gaps in phonics knowledge and application.

Numeracy

Our Numeracy Intervention is a targeted programme of support, led by Mrs Medi and Mrs Tas, designed to help children and young people develop their mathematical understanding, confidence, and fluency. It is typically delivered individually or in small groups and focuses on addressing gaps in learning while building the foundational skills needed for success in mathematics. The intervention aims to strengthen key mathematical concepts and develop positive attitudes towards maths through structured, supportive, and engaging activities.

Talkabout

Talkabout is a structured social skills programme, developed by Alex Kelly and led by Mrs Picone and Mrs Blanchard, to support children and young people in developing effective communication, social interaction, and friendship skills. It is commonly used in schools and is particularly beneficial for students who experience difficulties with social communication, including those with autism spectrum disorder and other communication needs.

The programme is delivered individually or in small groups and uses practical activities, discussion, role-play, and reflection to help students understand and practise social skills in a supportive environment.

Speech and Language

Ms Reeves supports children and young people who experience difficulties with communication, speech, language, or social interaction. Interventions may be delivered by a Speech and Language Therapist (SaLT), trained school staff, or teaching assistants following guidance and programmes recommended by a Speech and Language Therapist. With the aim is to develop the skills needed for effective communication, learning, social interaction, and emotional wellbeing. Focus Areas: Understanding spoken language (receptive language), Expressing thoughts and ideas verbally (expressive language), Speech sound development and clarity of speech, Vocabulary development, Listening and attention skills, social communication and interaction skills, conversation and turn-taking skills and narrative and storytelling skills.

Emotional Literacy Support Assistant (ELSA)

A school-based intervention designed to support children and young people with their emotional wellbeing and social development, led by Mrs Blanchard. ELSAs are trained and supervised by Educational Psychologists to provide targeted support for students who may be experiencing emotional, behavioural, or social difficulties. ELSA sessions are usually delivered on a one-to-one basis or in small groups and focus on helping students understand and manage their emotions, develop positive relationships, and build confidence and resilience. ELSA uses a nurturing, child-centred approach, providing a safe space where students can explore their feelings, develop emotional awareness, and learn practical strategies to manage challenges. Looking at; recognising and managing emotions, self-esteem and confidence, friendship and social skills, anxiety and worries, emotional regulations, bereavement and loss, managing chang and transitions and problem-solving and coping strategies. ELSA uses a nurturing, child-centred approach, providing a safe space where students can explore their feelings, develop emotional awareness, and learn practical strategies to manage challenges.

Resilience Support Teaching Assistant (RESTA)

The core principle of RESTA is not to teach students new skills or strategies, but to empower them through a person-centred approach. Led by Mrs Blanchard, using positive psychology, RESTA draws on the students’ existing strengths and strategies developed through past experiences of trauma. The aim is to build resilience and support their mental health and well-being, helping them shift from negative thinking to a focus on what they can do. RESTA follows a structured framework that should not be altered. It consists of 11 sessions, two of which are dedicated to establishing safety and building trust. These initial sessions can be extended if trust has not yet been established. RESTA key theme; safety and trust, Connection, Belonging and Relationship, Emotional literacy and regulation, Self-awareness and Coping Strategies, Motivation, Aspiration and Future Planning and Reflective thinking and resilience-building skills.

Mediating Learning Support Approach (MeLSA)

MeLSA is an educational psychology-led intervention that helps children and young people become more confident, independent learners.  Led by Mrs Blanchard, it is an evidence-informed training and supervision programme that develops school staff’s understanding of how children learn and how to use mediation techniques to support learning. The approach focuses on key areas that influence learning, including Growth mindset and motivation, Metacognition “thinking about thinking”, Memory and recall, Literacy and numeracy development, independent learning skills, Problem-solving and executive functioning skills.

Bridging Curriculum

Led by Mr Smith, Bridging Curriculum is a targeted educational approach designed to support students who are not yet fully able to access age-related curriculum content. It provides a structured pathway between a student’s current level of learning and the expectations of the mainstream curriculum. The aim is to “bridge the gap” by strengthening foundational knowledge, skills, and confidence so that students can gradually re-engage with subject-specific learning in a meaningful and accessible way.