Laude The Lady Elizabeth School

All students may use the school dining room. The food is prepared and cooked every day in the school and is a balanced diet supervised by specialized dietitians.

Junior School
Junior Menu

Senior School

Menu

Senior School

Routes 1,2,3,4,5

Junior School

Routes 6,7,8

It is a priority for this consultant to have individualized knowledge of each and every student, so as to motivate the learning or the early detection of any problems that could arise as well as personal orientation throughout the school period.

Different aptitude tests and professional orientation are performed throughout the school years. 

Although the Learning Support Department at Laude Lady Elizabeth Senior School is some way from being the largest department in the school it is nevertheless an integral part of school life. Estimates vary but it is generally accepted that approximately 10% of any school population will have Special Educational Needs, including both sexes and all nationalities. Such pupils will therefore need some support if they are to achieve their full potential. Clearly the same applies here at Laude Lady Elizabeth and this is where the Learning Support Department comes in!
The Specific Learning Difficulty (SplD); the degree of that difficulty; and therefore the amount of support varies from child to child. Some need little more than reassurance and a confidence boost whilst others need some quite intense, regular support lessons. The Learning Support Department is of course open to all children who need some sort of support wherever they are within that range. Also all teachers are aware of the difficulties that some of their pupils may have and consequently all departments within the school make special allowances for such children to ensure that full access to the curriculum is facilitated.

The following are estimates of the percentage of pupils in any school who may have the Learning Difficulties mentioned: Dyscalculia (i.e. unexpected difficulty with mathematical problems), 3-6%; Dysgraphia (writing difficulty), no data available; Attention Deficit Hyperactivity Disorder, ADHD, (children with certain behavioural problems), 1%; Aspergers Syndrome, (problems with social communication, social interaction and social imagination), 36 pupils per 10,000 – (well, you do the maths!).

The Lady Elizabeth School has had its share of all the above problems and one or two more besides. It is likely that this situation will continue but the majority of the pupils with whom the Learning Support Department deals are dyslexics. Einstein, Leonardo Da Vinci and Hans Christian Anderson, all eminent in their own fields, were dyslexic. Also contemporary role models exist: Richard Branson, highly successful businessman, and Sir Steve Redgrave, record breaking Olympian, are two examples of high achievers who are also dyslexic. So the dyslexic children in this school are in good company!

Above all it must be remembered that dyslexia covers the whole spectrum of intelligence. There are children with low intelligence quotients who are dyslexic just as there are those with very high IQ’s and of course everything in between. It is simply that the brains of dyslexic people function in a different way to most of the rest of us.

The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh tehy are jmubeld up.

To a dsleyxic pesron all wrods can look lkie tihs!

Although dyslexia is a life-long burden, being diagnosed as a sufferer can often be a relief to the child who cannot understand why he/she is not achieving grades commensurate with his/her own perceived intelligence. How is that their friends seem to be progressing so well when they appear to be so slow in literacy development? When they learn that the reason is that they are dyslexic and not at all lacking in
intellect, they are much happier, albeit that they now have a lot of hard work ahead of them!

When 16 years old Dyslexic student Jessica Rodriguez was asked how it would affect her if, over night, her Specific Learning Difficulty disappeared, she answered:

“I’d be able to write more – I’d understand what I’m writing – I’d find it easier to revise and organise my work – teachers would notice better written work – I’d have improved spelling and content – I’d be more confident to use bigger words and other children would see me understanding what I am doing.”

In the Learning Support Department we try and tackle the problem of Dyslexia by teaching strategies designed to overcome the problems. Initially many dyslexic students have self-image issues. After a young lifetime of often achieving relatively poor results and producing, through no fault of their own, untidy work they lack confidence and expect to always receive poor grades. Our first job is to re-build that battered confidence.

Although it can be a relief to learn that you are dyslexic, as mentioned above, it can also be stressful. Try as you might it will often be difficult to achieve good grades because: it will not always be easy to understand what you have written: reading privately will be arduous, reading aloud the more so; remembering what you have to do next and recalling your original idea in mid-sentence may be difficult; and spelling will always be an issue. However as pupils become older the worry and the difficulty diminish.

A multi-sensory approach is recommended for teaching dyslexic children. Using different senses to learn, for example, spellings (often a problem area for dyslexics) can be very successful with children delighted that they can now spell words that have always been difficult for them. Strategies such as: spider diagrams; mind maps; essay plans; mnemonics are all ways of overcoming Learning Difficulties.

Pictured here are several Year 7 pupils who are all working on their own spellings using some of the equipment we have in the department. Pupils move to each different station practising their target words, hopefully with the result that at the end of the session they have not only mastered their spellings but also gained the confidence to use the full range of their vocabulary.

LAUDE Palacio de Granda completes its educational offer with a modern residence.

It offers a homely environment based on comprehension and help and always trying to find immediate solutions to the students’ doubts and problems. All this contributes in creating a pleasant studious atmosphere.

This boarding school has a capacity for up to 80 students. It is divided in two floors,, one for boys and the other one for girls. The rooms have place for up to four students each, and they are allocated according to their age but also taking into account the affinity and friendship among them.

The building is situated within the school grounds so that boarders have access to all the school facilities. Thus, in their free time, they may go to the sports centre, the sports fields, the swimming pools, the computer room, the information technology room, the language lab, the music room,…

Staff

Two coordinators are in charge of contacting the boarders families and informing them of the students´ personal and academic evolution. These coordinators are also in contact with the school and residence teachers so that the school work and homework are perfectly coordinated.

• Personal Tutors: These are specialised teachers who act as tutors for the students and also supervise their daily homework.
• Teachers: one female teacher on the girls floor and one male teacher on the boys floor.They will sleep in the boy’s rooms and they will be ready to solve any problems that could happen in the meantime.
• The custodian teacher: a person will be awake the whole night in order to ensure the students’ well-being and comfort.  

The school timetable is from 9.00 to 16.50, and the resident students will join their classmates following the school’s programme. Once the school day is over, the students will have some spare time until 18.00. At that time, a study period and some personalized lessons will start until 20.30. During those lessons, the students will be able to do their homework with the help of some monitors.

At 21.30, after dinner time, a monitored study time will be available for them to finish any incomplete tasks. Those resident students who didn’t achieve the required aims will also attend it.

Services

There are two resident categories:

• Weekly residents that are hosted from Monday to Friday.
• Monthly residents who spend the weekend at the residence.

If a weekly resident student wants to stay for a weekend, it must be communicated in advance.

The residence has laundry service.

The ordinary school transport can be used by resident students, including Friday afternoon and Monday morning.

The residence of LAUDE Palacio de Granda accepts the responsibility concerning the education of our students, although we will never be able to fulfil the role of the family in the learning process. For that reason, we trust and ask for the parents’ cooperation, since working together the desired results will be accomplished.

7G   Mr and Mrs Disley         96 577 0320 / 655 571 856

7M   Mr and Mrs Galvani       96 579 5590 / 636 555 645

8B   Mr and Mrs La Frenais   96 573 0560

8S   Mr and Mrs Burns         96 646 3592 / 618 890 607

9M   Mr and Mrs Catlin         96 574 8265

9S   Mr and Mrs Hogg         96 646 3057

10A Mr and Mrs Partington   628 054 368

10C Mrs Galvani                   96 579 5590 / 636 555 645

                               or

      Mrs Burns                      96 646 3592 / 618 890 607

10H Mr and Mrs Hook           96 646 3731 / 647 591 968

11W Mr and Mrs Dobinson     646 408 929

11L Mr and Mrs Groom         96 648 0452 / 608 066 405

11G Mr and Mrs Disley         96 577 0320 / 655 571 856 

12-13AB Mr and Mrs Lipscombe     96 573 4331

12-13BB Mr and Mrs Mold         96 687 5477 / 646 424 976

12-13JET Mr and Mrs Hook         96 646 3731 / 647 591 968

12-13CR Mr and Mrs Dobinson   646 408 929