Our learning support team is integral to school life at Sidcot, providing targeted support to ensure all students' individual learning needs are met. We met with Kevin Smith (Head of Learning Support and SENDCo) and Kate Young (Junior School Learning Support Teacher) to learn more about the department and their roles.
Can you tell us how long you have been at Sidcot School and a little bit about your role?
Kevin: I joined Sidcot in January of this year. I previously worked at Westminster School in London and for PATOSS, the professional organisation for teachers of Specific Learning Difficulties (SpLD). Prior to these roles, I spent ten years in Singapore working with the Dyslexia Association of Singapore. I have also had the opportunity to work alongside some of the leading specialists in the field of dyslexia and SpLD.
Kate: I started in the Senior School as Head of Learning Support and SENDCo in September 2023. In January, I moved to the Junior School as a learning support teacher. My role as a learning support teacher is to provide targeted support to students across various subjects, ensuring that each child’s individual learning needs are met. I work closely with class teachers to adapt lessons and create personalised strategies that support the students' academic progress and emotional well-being. Using the results from screeners and ongoing assessments, I identify specific areas where students may need additional support, such as in reading, writing, maths, or social and emotional development.
My role also involves collaborating with parents and other staff members to ensure a holistic approach to each student’s education. I aim to create a nurturing and inclusive environment where students feel confident and motivated to reach their full potential. Through personalised interventions and a proactive, empathetic approach, I strive to foster an environment where every student can thrive and develop academically and personally.
Can you tell us more about the Learning Support team at Sidcot and how you support students?
Kevin: The Learning Support team at Sidcot is unique in the breadth of support it offers, providing a wide range of services from maths and English language support to effective study skills strategies, all tailored to meet the individual needs of each student accessing the provision. The colleagues delivering this support are highly experienced learning support teachers, each bringing specialist expertise grounded in years of classroom teaching. This is a larger and more comprehensive provision than many schools are able to offer. My role is to manage the team, oversee the provision, and also teach, ensuring that we continue to adapt to the evolving landscape of Special Educational Needs. I work closely with students to address their individual learning needs and support them in achieving success.
What do you like the most about your role?
Kevin: I believe that students who face barriers to learning need teachers who are both inspiring and determined. Through my time working in the Learning Support Department and collaborating with teachers across the school, I have witnessed first-hand the dedication of inspiring educators who not only use evidence-based teaching approaches but also provide exceptional pastoral care. I have also had the privilege of meeting parents who are deeply committed to supporting their children’s success. Most of all, it has been a pleasure to get to know the students and help them develop strategies and skills to tackle their difficulties while seeing their determination to succeed.
Kate: What I like about my role is the opportunity to make a meaningful difference in students' lives by providing individualised support tailored to their unique needs. I really enjoy working closely with both students and teachers, as it allows me to directly impact their academic and personal growth, helping to create an inclusive learning environment where every child has the chance to succeed.
I also a
ppreciate the variety in my role and the chance to engage with different aspects of education, from academic support in reading, writing, and maths to emotional and social development. Seeing students' progress, whether academically or in terms of their confidence and well-being, is incredibly rewarding. Collaborating with parents and other professionals to develop comprehensive support plans also brings a sense of fulfilment and teamwork to my work.
What would you be doing if you weren’t in your current role?
Kate: I would love to continue exploring new cultures with my family, as it's something that excites us all. Immersing ourselves in different environments, learning about diverse traditions, languages, and customs, and experiencing new cuisines would be an incredible way for us to bond and grow together. It’s important to me that my children develop an open mind and a global perspective, appreciating the richness of the world around them. Sharing these experiences as a family would not only create lasting memories but also help us build a deeper understanding and respect for the diversity of people and places across the globe.
How do you help students be themselves through your work with them?
Kate: As someone who is dyslexic, I make it a point to be open with my students about my own experiences. I share with them that dyslexia is just one part of who I am and that we all have unique strengths, even if certain things become more challenging for us. I emphasise that our differences don’t define us, and we each have areas where we excel. By being honest about my own journey, I aim to create an environment where my students feel comfortable being themselves and accepting their differences. I try to encourage them to focus on their strengths and realise that, just like me, they have the potential to succeed in many areas. This hopefully helps them embrace who they are, feel more confident in their abilities, and understand that being themselves is something to be proud of.
Kevin: Like Kate, I am also dyslexic, and I have worked with students who face significant barriers to their learning. Many of these students have shown remarkable motivation and resilience in achieving their goals. I believe the most important qualities I can help foster in any student are resilience and the understanding that their hard work can lead to academic success. Additionally, I know how crucial it is for students to develop the skills to recognise their barriers and apply strategies—such as proofreading—to overcome them. This belief is grounded in both my personal and professional experience.
How would you like to be remembered by the students you've worked with?
Kevin: That I helped students understand themselves in terms of their learning and encouraged them to reach their goals.
Kate: I would like to be remembered by the students I’ve worked with as someone who was happy, positive, supportive, and fun. I hope they look back on our time together, and they hopefully remember how I try to encourage them to believe in themselves and embrace their uniqueness.
Are there any cutting-edge papers/research/ideas related to your sector that you’ve read that interest you?
Kevin: I believe that the recent research on AI and dyslexia, particularly how AI can assist students with proofreading and planning their work, represents a key step forward in 21st-century education. Many papers highlight that there is both a right way and a wrong way to implement these tools. My hope is that we embrace the right approach—one that empowers and supports our students rather than deskilling them.
Kate: Professor Julia Carroll, Caroline Holden, and Paul Thompson have just released a new paper, ‘The Delphi Study: Implications of A New Definition of Dyslexia,’ which includes a new definition of dyslexia.
Join one of our upcoming Open Mornings to learn more about our Learning Support department and to meet our team.