Ley Top

Learning Together Produces Success

Send uNIVERSAL/ Local Offer

COGNITION AND LEARNING

Universal Approach

  • High expectations of children and appropriate challenge for all
  • Clear learning objectives and differentiated outcomes, clear instructions
  • Clear feedback and next steps in their learning – children involved in the process and given time to respond
  • Behaviour for Learning at the heart of lessons/school ethos
  • Learning walls to support key learning points
  • Time to talk things through with a Talk Partner before feeding back to class
  • Access to ICT to help reduce barriers to learning
  • Writing frames or alternatives to written recording when writing is not the primary objective
  • Variety of teaching styles and approaches using both open and closed tasks matched to the needs of individuals
  • Multisensory learning approach (visual, auditory and kinaesthetic learning) making use of music, actions, graphics etc
  • Planning emphasises what children will learn based on an assessment of what the child already knows, understands and can do, ‘Assessment for Learning’ principles in place
  • Personalised and differentiated teaching, including questioning
  • Learning presented in small chunks. Mini plenaries throughout session to ensure pupils making good progress.  Intervention given to overcome misconceptions
  • Differentiated curriculum planning, activities, delivery and outcome
  • Visual timetables
  • Illustrated dictionaries
  • Use of writing frames
  • TA in class support
  • Use of symbols
  • Structured school and class routines

SEN support+

  • 1:1 and /or small groups SPLD support by specialist teacher (referral)
  • Word building and high frequency word recognition support programme
  • devised by SPLD Teacher and delivered by Teaching Assistants
  • Phonics (group and 1:1)
  • Writing intervention – sentence structure/ short burst writing
  • Numicon and concrete maths activities
  • Maths Catch Up Groups
  • Spelling Small Group and 1;1
  • Additional Maths Support (1:1, 1:2 or small group)
  • In class support from TA
  • Spelling practice groups
  • Additional individual reading with an adult or in a group
  • Precision teaching
  • Alphabet Ark
  • Computer programmes: 1:1 and small group (IDL)

COMMUNICATION AND INTERACTION

Universal Approach

  • Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language
  • Increased visual aids / modelling etc
  • Visual timetables
  • Use of symbols
  • Structured school and class routines
  • Use of blank questioning by all staff

SEN support

  • In class support from the class TA (Not 1:1)
  • Speech and Language support; 1:1 speech therapist referral  and/or TA delivering speech therapist devised support programme
  • Input from Autism Team (referral)
  • Visual organiser
  • ICT – Communicate in Print 2,
  • Socially Speaking intervention
  • Social Stories
  • Chatterbox
  • Social skills group
  • Meet and Greet as appropriate

SOCIAL, EMOTIONAL AND MENTAL HEALTH DIFFICULTIES

Universal Approach

  • Whole school positive behaviour policy
  • Circle Time/ PSHCE
  • Whole School reward systems e.g assemblies, say something nice lunch, tea parties, rewards in class and whole school
  • Inclusion support – Inclusion books/ Home+School book
  • Opportunities to attend after school clubs and out of school activities

SEN support

  • Social Skills group
  • Individual risk assessment
  • Individual reward system
  • Home – school record (daily)
  • Nurture intervention for up to 12 children in dedicated room/group
  • Individual counselling (After discussion and referral)
  • Year 6 transition support
  • Multi-agency support meeting
  • Referrals to the Inclusive Education Team
  • Dedicated work around feeling and emotion
  • Meet and Greet sessions
  • Use of individualised ‘Wow! Books, reward systems and differentiate timetable
  • Learning is presented in a visual way and is ‘chunked’ – Differentiated planning
  • Individual Provision plan is agreed

SENSORY AND/OR PHYSICAL NEEDS

Universal Approach

  • Flexible teaching arrangements
  • Staff aware of implications of physical impairment
  • Writing slopes
  • Pencil grips

SEN support

  • Fine Motor Skills group
  • Gross Motor Skills group
  • Additional handwriting practice
  • Individual support in class during PE and lunch time if appropriate
  • Reasonable adjustments to environment to support access