Medbury School
Play the Game
Supporting learners within a differentiated framework
Warren Durant Deputy Headmaster and Head of SENCO
Professional Development for Medbury Staff - Specific Learning Disorders Andy Hargreaves, Research
At the start of the year, the SENCO
knowledge from organisations and
Professor at Boston College and
team chose specific areas of
experts around the world, and
Director of Chenine (Change,
interest to research and then
then to share this knowledge with
Engagement and Innovation
present to the whole staff. The
staff. The result was to have both
in Education) at the University
focus was to conduct research
personal and professional growth,
of Ottawa, says “too many
into a SLD, how to identify if a
while also sharing knowledge with
professional development
student has a SLD by recognising
colleagues.
initiatives are done to teachers -
symptoms, and thirdly, how
not for, with, or by them.”
to support the learner within
Hargreaves’ words have been the catalyst for the Medbury
a differentiated framework of teaching and learning in the
An online digital library focussing on SLDs has been created for staff and in parts has been shared
classroom.
with parents who have questions
Coordination) team’s motivation
This was done with the
and a SLD itself, to help clarify
to further educate staff on Specific
overarching vision of unlocking
uncertainties and questions they
Learning Disorders (SLDs). This has
every boy’s potential. There was
may have. SLDs and areas of
been the core of our professional
also the motivation to expand
research so far have included
learning and development in the
knowledge and professional
presentations on: Dyslexia,
first half of this year.
learning, tap into the expertise
Dyspraxia, Dysgraphia, and Autism
of educational research and
Spectrum Disorder (ASD).
SENCO (Special Education Needs
10
around how their son learns
