Horton Park Primary

             Horton Park Primary School

        ‘This is the school where Everyone Learns to Succeed’

What does the council and our school offer children with special educational needs or disabilities (SEND)?

(This is called ‘The Local Offer or Summary of Provision’)

We work hard to ensure all pupils become the ‘best they can be’, personally, socially, emotionally and academically in all areas of the curriculum, (regardless of gender, ethnicity, religion, sexual identity, physical ability or educational needs).

If a child’s progress is significantly slower than others in any area, or has recently slowed or stopped, they may have special educational needs or disabilities which require additional support, sometimes for a short period, sometimes for the longer term..

We use the  Bradford Metropolitan District Council’s Children’s Services for SEND  three range approach, which provides increasing levels of support.  This is based on an Assess-Plan-Do-Review structure.

Partnership With Parents

To ensure effective communication and partnership, staff work hard to:

• Encourage parents to make an active contribution to their child’s education
• Value the information parents and children have, and their feelings and wishes at all stages

by:

• Holding regular review meetings with parents and children to discuss concerns, what to do and to set targets
• Supporting parents to help their child at home towards these too.
• Holding parental consultation meetings and inviting parents into class to see how their child learns.

Out of School Hours Activities – Before and After School, Lunchtimes and Holiday Activities

We work hard to engage as many children as possible;

Range 1

Range 2

Range 3

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Autistic

Spectrum

Conditions

Assessment

• Part of normal school and class assessments. SENDCo may be involved in more specific assessments and observations

Planning

• Normal curriculum plans include individual/group targets

* Pupil involved in setting and monitoring  targets. These targets are shared with home.

Grouping for teaching

• Mainstream class with specific support for targets which involve communication and interaction

Opportunities for over-learning basic concepts within a small group

Human resources and staffing

• Flexible use of resources and staffing available in the classroom

• Support to promote social skills and interactions with peers and over-learning of basic concepts

• Support with recording of work

Curriculum & teaching methods

• Flexibility will be needed in expectations to follow instructions/ record work

• Instructions supported by visual and written clues

• Preparation for any change and the need for clear routines

Reduction of complex language especially when giving instructions

Assessment

• As Range 1 plus use of more detailed NC assessment tools e.g. B Squared/PIVATS

• Involvement of education and non-education professionals as appropriate

Planning

• Curriculum plans reflect levels of achievement and includes individually focused IEP targets, especially Speech and Language components and PSHCE

Additional steps taken to involve parents and pupil as appropriate

Grouping for teaching

• Mainstream class based, but with some opportunity for small group and individual work to target specific needs involving communication and interaction

• A quiet area within the classroom may be useful for individual work

• An individual table/area within the classroom may be helpful for independent working to offer opportunities for distraction free learning

• Opportunities for one to one support

Human resources and staffing

• Additional training of staff to support curriculum modifications and social interaction, social communication and social understanding. This may also involve some modification to the environment (low stimulus; distraction-free)

• Use of support to implement specific materials, approaches and resources as appropriate. E.g. Circle of Friends;Social Stories as needed

• Support from other agencies as appropriate. E.g.. Autism Team (SEND Services), Hub schools, SALT

Curriculum & teaching methods

• Curriculum access will be facilitated by using a structured approach, which may involve: using visual systems or timetables; reducing language for instructions/ information giving

• Teaching strategies should give consideration to difficulties with transfer of skills

Teaching approaches should take account of difficulties in the understanding of social rules and expectations within the classroom; slow processing of information and organisational issues

Assessment

• As Range 2 plus more specialised assessment tools.

• Where appropriate staff and other agencies will offer support as appropriate

Planning

• Whole school understanding of pupil’s needs

• Consideration of more specialised planning frameworks to prepare for the school day

Grouping for teaching

• Mainstream class  with targeted support

• The need for small group work and one to one to develop individual targets and introduce any new concepts

• Access to  a quiet area within the classroom when needed

• It is likely that anindividual table/work area would be useful to help focus learning and to offer opportunities for distraction free learning

Human resources and staffing

• Additional training of staff to support curriculum modifications and social interaction, social communication and social understanding

• Use of support to implement specific materials, approaches and resources as appropriate e.g. Circle of Friends, Socially Speaking, and Social Stories

• Support from other agencies as appropriate, e.g. Autism Team (SEND Services), Hub schools, SALT

Curriculum & teaching methods

• Curriculum access will be facilitated by using a structured approach which may involve: using visual systems or timetables; reducing language for instruction/information giving; teaching strategies should give consideration to difficulties with transfer of skills; teaching approach should take account of difficulties in understanding the social  rules and expectations of the classroom

• One to one teaching for the introduction of new concepts and the reinforcement of classroom routines and expectations

• May need enhanced PSE teaching to ensure skills embedded

Speech,

Language

and

Communication

Needs

Assessment

• Part of normal school and class assessments. SENDCO may be involved in more specific assessment and observations.

Planning

• Normal curriculum plans include individual/group targets.

• Planning shows opportunities for some small group targeted talk and differentiated questions

• Parents involved regularly and support targets at home.

• Pupils involved in setting and monitoring their targets.

• Advice from Speech and Language Therapist employed to work in school on a fortnightly basis or advice from other Speech and Language Therapists if child is seen externally.

Grouping for Teaching

•  Mainstream class with flexible grouping arrangements.

• Opportunities for small group work based on identified need e.g. listening/ expressive language.

• Time limited 1:1 programme based on specific need and any SALT programme as appropriate

• Attention to position in the classroom and acoustics .

Human Resources/Staffing

• Main provision by class/subject teacher with advice from SENDCO.

• Additional adults routinely used to support flexible groupings, differentiation and some 1:1.

Additional adults actively support pupils by modifying teacher talk and scaffolding responses during introduction and plenary.

Curriculum &Teaching Methods

• Increased differentiation by presentation and/or outcome e.g. visual aids, modelling responses, allowing time to answer

• Simplify level/pace/amount of teacher talk.

• High quality use of language modelled by all adults in school

• Increased emphasis on identifying and teaching to preferred learning style.

• Some use of specific group or 1:1 programmes for speaking and listening

Assessment

• As Range 1 plus use of more detailed  NC assessment tools e.g. B Squared /PIVATS.

• Involvement of education and health professionals as appropriate.

Planning

• Curriculum plan reflects levels of achievement and includes individually focused IEP targets.

• Planning shows evidence of increased opportunities for targeted talk and some individually planned questions

• Additional steps taken to engage pupil and parents as appropriate.

*   Advice from Speech and Language Therapist employed to work in school on a fortnightly basis or advice from other Speech and Language Therapists if child is seen externally.

Grouping for Teaching

• Mainstream class with regular targeted small group support.

• Time limited programmes of small group work based on identified need.

• On going opportunities for 1:1 support  focused on specific IEP targets and any SALT programme as appropriate.

• Attention to position in the classroom and acoustics

Human Resources/Staffing

• Main provision by class/subject teacher with support from SENDCO and advice from specialist teachers as appropriate.

Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal

Curriculum &Teaching Methods

• Increasingly individualised programme including modified tasks within an inclusive curriculum.

• Modify level/pace/amount of teacher talk to pupils’ identified need.

• Teaching methods adapted to suit individual’s identified learning style (eg VAK).

• Opportunities for explanation, clarification and reinforcement of lesson content and language.

• Individual targets within group programmes and/or 1:1 for speaking and listening.

Assessment

• As Range 2 plus more systematic application of assessment tools.

• Involvement of education and non-education professionals as appropriate.

Planning

• Curriculum plan closely tracks levels of achievement and all IEP targets are individualised, short term and specific.

• There are targeted opportunities for talk and individually differentiated questions, shown on planning

• Additional steps taken to engage pupil and parents as appropriate e.g. through specific resources, parent training or information sessions

* Advice from Speech and Language Therapist employed to work in school on a fortnightly basis or advice from other Speech and Language Therapists if child is seen externally.

Grouping for Teaching

• Mainstream class, predominantly working on modified curriculum tasks.

• Frequent opportunities for small group work based on identified need.

• Daily opportunities for  1:1 support focused on specific IEP targets and any SALT programme as appropriate.

Attention to position in the classroom and acoustics

Human Resources/Staffing

• Main provision by class/subject teacher with support from SENDCO and advice from education and non-education professional as appropriate.

Additional adult, under the direction of the teacher, supports pupil working on modified curriculum tasks, provides regular opportunities for small group work and daily opportunities for 1:1.

Curriculum &Teaching Methods

• Tasks and presentation personalised to pupil’s needs.

• Individualised level/pace/amount of teacher talk.

• Learning style determines teaching methods.

• Emphasis on consolidation and lateral progress before introducing new skills.

• Regular opportunities for explanation, clarification and reinforcement of lesson content and language.

Small steps targets within  group programmes and/or 1:1 for speaking and listening.

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Moderate

Learning

Needs

Assessment

• Part of normal school and class assessments.

• e.g. LD Baseline

Planning

• Normal curriculum plans include QFT strategies

• Parents and children involved in monitoring and supporting their targets.

Grouping for teaching

• Mainstream class with flexible grouping arrangements.

• Opportunities for small group work based on identified need e.g. listening/thinking.

Human Resources/Staffing

• Main provision by class/subject teacher with advice from SENDCO.

Additional adults routinely used to support flexible groupings and differentiation

Curriculum & Teaching Methods

• Differentiation by preSENDtation, activity and/or outcome.

• Simplify level/pace/amount of teacher talk.

•  Emphasis on identifying and teaching gaps highlighted by LD Baseline assessment.

• Opportunities for skill reinforcement/

     revision

• /transfer and generalisation.

Assessment

• SENDCO may be involved in more specific assessment and observations.

  • e.g. B Squared /PIVATS specific screening tools

  • SENDCO may seek advice from education and non-education professionals as appropriate.

Planning

• Curriculum plan reflects levels of achievement; progress is tracked via school tracking or CASPA.

Pupil and parents are involved as above

Grouping for teaching

• Mainstream class with enhanced differentiation, regular targeted small group support.

• Time limited programmes of small group work based on identified need.

• Opportunities for 1:1 support focused on specific targets, with outcomes closely monitored.

Advice from LD/EP is reflected in targets.

 Human Resources/Staffing

• Main provisionby class/subject teacher with support from SENDCO and advice from specialist teachers as appropriate.

• Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal on a time limited basis, entry and exit criteria clearly stated.

Curriculum & Teaching Methods

• Programme includes differentiated and modified tasks within an inclusive curriculum.

• Modify level/pace/amount of teacher talk to pupils’ identified need.

• Programmes to consist of small achievable steps.

• Pre teach concepts and vocabulary

• Emphasis on using and applying and generalisation of skills.

Individual targets within group programmes and/or 1:1 carefully monitored and reviewed.

Assessment

• SENDCo takes advice from assessment by LD/EP and the involvement of education and non-education professionals as appropriate.

Planning

• Curriculum plans and progress are closely monitored by CASPA or school tracker.

• Targets are individualised, short term and specific.

Continued regular engagement of parents

Grouping for teaching

• Mainstream class, predominantly working on modified curriculum tasks.

• Frequent opportunities for small group work based on identified need.

Daily opportunities for 1:1 support focused on specific IEP targets.

Human Resources/Staffing

• Main provisionby class/subject teacher with support from SENDCO and advice from education and non-education professional as appropriate.

• Additional adult, under the direction of the teacher provides sustained targeted support on an individual/group basis. May include withdrawal, carefully monitored.

Curriculum & Teaching Methods

• Tasks and presentation increasingly individualised and modified  in an inclusive curriculum

• Visual cues to support auditory information at all stages of delivery.

• Individualised level/pace/amount of teacher talk.

• Ensure transfer and generalisation of skills has occurred before teaching anything new.

Small steps targets within  group programmes and/or 1:1

Specific

Learning

Difficulties

Assessment

• Part of normal school and class assessments. eg LD baseline and teacher observations

Planning

• Normal curriculum plans include QFT

• Parents and children involved in monitoring and supporting their targets.

Grouping for Teaching

•  Mainstream class with flexible grouping arrangements.

• Opportunities for small group work based on identified need  e.g.reading.

Human Resources/ Staffing

• Main provision by class/subject teacher with advice from SENDCO.

Additional adults routinely used to support flexible groupings, differentiation and some 1:1.

Curriculum & Teaching Methods

• Differentiating for the students identified   area(s) of weakness.

• Dyslexia friendly school strategies and IDP strategies

Cursive Handwriting is introduced as part of a MSL approach 

Assessment

• SENDCo uses screening tools(eg Madeleine Portwood / Aston Index / Bangor / LUCID RAPID / GL assessment etc)

• Involvement of education and non-education professionals as appropriate.

Planning

• . Curriculum plan reflects levels of achievement, progress is tracked  via school tracking.

• pupil and parents are involved as above.

Grouping for Teaching

• Mainstream class with regular targeted small group support.

• Time limited programmes of small group work based on identified need.

• opportunities for 1:1 support  focused on specific  targets, with outcomes closely monitored.

• Advice from LD/EP is reflected in targets.

Human Resources/ Staffing

• Main provisionby class/subject teacher with support from SENDCO and advice from specialist teachers as appropriate.

Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal on a time limited basis, entry and exit criteria clearly stated. 

Curriculum & Teaching Methods

• Specific multisensory, cumulative, structured programmes to support the acquisition of key literacy cursive handwriting, numeracy and motor skills.

differentiated curriculum with some modification and alternative recording programmes including ICT if appropriate.

• SENDco  continues to take advice from

  education and non-education professionals as appropriate.

Planning

• Curriculum plans and progress are closely monitored by school tracker.

• Targets are multi sensory, individualised, short term and specific.

    Continued regular     engagement of parents

Grouping for Teaching

• Mainstream class, with provision for alternative ways of recording. 

• Frequent opportunities for small group work based on identified need.

• opportunities for  1:1 support focused on specific  targets identified through assessment, ensuring revision and over learning are incorporated.

Human Resources/ Staffing

• Main provisionby class/subject teacher with support from SENDCO and advice from education and non-education professional as appropriate.

• Additional adult, under the direction of the teacher provides support on differentiated recording tasks.

• May include withdrawal, carefully monitored.

Opportunities for reading spelling and writing activities in line with assessment results

Curriculum & Teaching Methods

• Structured cumulative multisensory programme run  on a 1:1 or small group basis as appropriate.

• Tasks and presentation increasingly individualised and modified  in an inclusive curriculum

• Visual cues to support auditory information at all stages of delivery .

• Ensure transfer and generalisation of skills has occurred before teaching anything new.

Small steps targets within  group programmes and/or 1:1

Behavioural,

Social

and

Emotional

Needs

Assessment

• Part of normal school and class assessments. SENDCO or other staff may be involved in more specific assessment and observations.
• Pupil self assessment methods used.
• Records kept to include observations assessment of context, structured, unstructured times, frequency,triggers.
• Risk assessments of difficult times of the school day.
• Progress should be a measured change in their new behaviour and learning following each review cycle.
• Recognition of learning styles and motivational levers.

Planning

• Individualised programme of support related to assessments implemented. Key worker identified.
• Parents involved regularly and support targets at home
• Pupils involved in setting and monitoring their targets.

Pupils response to social.learning environment informs cycle of IEP/IBP formulation and implementation.

Grouping for Teaching

• Mainstream class with attention paid to organisation and pupil groupings.
• Opportunities for small group work based on identified need eg. listening/thinking/social skills.
• Time limited mainstream classroom programme of support, which relates to assessments.
• Small group work to learn appropriate behaviours and for associated learning difficulties.
• Individual programme based on specific need.

Human Resources/Staffing

• Main provision by class/subject teacher staff and resources usually available in the classroom.
• Support/advice from SENDCO with assessment planning.
• Additional adults routinely used to suppor flexible groupings, differentiation and some 1:1/
• Close monitoring to identify "hotspots".
• Support for times identified by risk assessments.
• Close liason and common approach with parents/carers.

Curriculum & Teaching Methods

• In class differentiation of the curriculum and supporting materials enabling full access to the curriculum.
• Strategies developed shared with school staff, parent/carer.
• Increased differentiation by presentation and/or outcome.
• Simplify level, pace, amount of teacher talk.instructions.
• Increased emphasis on identifying and teaching preferred learning style.
• Opportunities for skill reinforcement/revision/transfer and generalisation.
• Some use of specific group or 1:1 programmes
• Preparation for any change and the need for clear routines.

Assessment

•             As range 1 plus More detailed and targeted observation ie interval sampling

•             Use and analysis of assessment tools

•             Assessment related to intervention strategy

•             Pupil self assessment extended to inform IEP/IBP

•             More detailed recording, monitoring of frequency, intensity, ABCs over a range of contexts, STAR analysis charts.

•             Wider assessments for learning/other SEND

•             Determine engagement of necessary education/ non-education support services possibly leading to CAF

Planning

•             Curriculum plan reflects levels of achievement and includes individually focused Behaviour Support Plan targets eg specific behaviour targets related to assessment: consideration of adapted timetable

•             Additional steps taken to engage pupil and parents as appropriate

•             Identifying non educational input

•             Requires effective communication systems enabling all involved to provide consistent support

CAF processes determine holistic support plan

Grouping for Teaching

•             In addition to the provision at range 1 identified daily support to teach social skills/dealing with emotions to support the behaviour learning targets

•             Mainstream class with regular targeted small group support

•             Time-limited programmes of small group work based on identified need On going opportunities for 1:1 support focused on specific IEP targets

Human Resources/Staffing

•             Main provision by class/subject teacher with advice and support from Inclusion Leader

•             Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis

•             May include withdrawal

•             Additional daily support provided within school to support learning and behaviour

•             Increased parental/carer involvement and multi-agency support services to plan and regularly review IEPs PSP

•             Encouragement and inclusion in an extra curricular activities.

Identification of ‘key worker’ with clear specification of role

Curriculum &Teaching Methods

•             Modify level/pace/amount of teacher talk to pupils’ identified need.

•             Individual targets within group programmes and/or 1:1

•             Teaching approaches should take account of the difficulties in the understanding of social rules and expectations within the classroom

•             Emphasis on increasing differentiation of activities and materials and take account of individual learning styles

•             Short term individual support focusing on listening, concentration, social skills, solution focused approaches

•             Regular small group work with an increasing emphasis on relationships, emotions, social skills, conflict resolution

•             Consideration of an alternative, differentiated curriculum that allows flexibility to teach according to emotional needs, not chronological age, play, creative activities, drama

At least 2 of the above

Assessment

•             As Range 2 plus more systematic application of assessment tools

•             Involvement of education and non-education professionals as appropriate through CAF processes

Planning

•             Behaviour and curriculum plan closely tracks levels of achievement and all IEP targets are individualised, short term and specific

•             More frequent involvement of parent/carer to engage pupil.

•             Access to additional resources are accurately accounted for

•             Prevention placement managed through joint school/PRU support programme

•             Prevention placements

co-ordinated by Secondary Panel

•             CAF Multi-agency planning processes specifies contribution of individual services and lead practitioner.  Inter-agency communication established and maintained

Grouping for Teaching

•             Mainstream class, predominantly working on modified curriculum tasks

•             Frequent opportunities for small group work based on identified need

•             Daily opportunities for 1:1 support focused on specific SEBD/learning targets

•             PRU prevention placements offers intensive individual and small group support

Human Resources/Staffing

•             Main provision by class/subject teacher with support from SENDCO and advice from education and non-education professional as appropriate

•             Daily access to staff in school with experience of SEBD, eg behaviour support worker, lead behaviour professional, SENDCo

Curriculum &Teaching Methods

•             Teaching focuses on both curriculum and SEBD outcomes throughout the school day

•             Tasks and presentation personalised to pupil’s needs.

•             Individualised level/pace/ amount of teacher talk. 

•             Learning style determines teaching methods

•             1:1 teaching for the introduction of new concepts and the reinforcement of classroom routines and expectations

•             Small steps targets within  group programmes and/or 1:1 work tasks

•             Targets are monitored with the pupil daily targets

•             Accessing mainstream lessons for most of the time with complimentary access to LSU or other internal support arrangements

PRU prevention placements

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Hearing

Impairment

Assessment and Planning

•  Part of school and class assessments

• Normal curriculum plans include individual/group targets

Grouping for Teaching

• Mainstream class

• Attention to seating, lighting and acoustics

Human Resources/

Staffing

• Main provision by class/subject teacher

Agreed joint written Advice from CCG and Support Team for Deaf Children (STDC) on effects of hearing loss, classroom management. Advice given by hospital audiologist.

Curriculum & Teaching Methods

• Full inclusion within National Curriculum

Assessment

• Part of school and class assessments

• Possible use of speech audiometry and other specialist tools to assess access to spoken language in class on request  to STDC

Planning

• Normal curriculum plans include individual/group targets

Grouping for Teaching

• Mainstream class

• Attention to seating, lighting and acoustics

Human Resources/

Staffing

• Main provision by class/subject teacher

Single piece of work on referral:

• Contact family

• Visit school:

Observe pupil in class

Speak to pupil

Speech discrimination

Gather data on progress

Advise staff (class teacher / SENDCO)

• Written report circulated to school, family, hospital

• Additional support if needs change on request from school

Curriculum & Teaching Methods

• Full inclusion within National Curriculum

Teaching methods which facilitate access to the curriculum, social/emotional development and class participation

Assessment

• Part of school and class assessments

• May require modification to the presentation of assessments

• Use of speech audiometry and other specialist tools to assess access to spoken language in class

Planning

• Curriculum plan reflects levels of achievement and includes individually focused IEP targets

Grouping for Teaching

• Mainstream class

• Attention to seating, lighting and acoustics

Opportunities for 1:1 and small group work

Human Resources/Staffing

• Main provision by class/subject teacher

Initial piece of work on referral:

• Contact family

• Visit school:

Observe pupil in class

Speak to pupil

Speech discrimination

Gather data on progress

Advise staff (class teacher / SENDCO)

• Written report circulated to school, family, hospital

• Annual electroacoustic hearing aid checks

• Monitoring visit to speak to pupil/SENDCO

• Issue radio aid and monitor use.

Curriculum & Teaching Methods

• Full inclusion within National Curriculum

• Possible differentiation by preSENDtation and/or outcome

• Opportunities for explanation, clarification and reinforcement of lesson content and language

Specific interventions for speaking, listening and teaching of phonics

Visual

Impairment

Assessment and Planning

School staff aware that pupil may be experiencing visually related learning difficulties and monitor pupil performance in this respect.

Grouping for Teaching

Mainstream class.

Attention to seating position in classroom

Curriculum & Teaching Methods

• Quality First Teaching

• Full inclusion within mainstream class.     

• Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.

Assessment and Planning

School staff aware that pupil may be experiencing visually related learning difficulties and monitor pupil performance in this respect.

Grouping for Teaching

 Mainstream class.

Attention to seating position in classroom.

Curriculum & Teaching Methods

Quality First Teaching

Full inclusion within mainstream class.             

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.

School staff make basic adaptations to curriculum delivery and materials to facilitate access for a visually impaired pupil.

Eg.oral descriptions of visual materials

Assessment and Planning

Planning based on current visual performance and prognosis of possible changes.

Grouping for Teaching

Mainstream class.

Some additional group and individual work to meet identified needs and to facilitate learning and inclusion, as appropriate

Curriculum & Teaching Methods

Quality First Teaching

Full inclusion within mainstream class.

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.         

Some modification / differentiation of learning materials and curriculum delivery to facilitate access. Eg. Attention to speed of lesson delivery and speed of working of VI pupil.

Multi-Sensory

Impairment

See HI and VI guidance

See HI and VI guidance

Assessment and planning

• Part of school and class assessments

• Visual and hearing assessments

• Functional Sensory assessment

• As appropriate to needs; ongoing assessment of communication, cognition, mobility, social and emotional development

• Curriculum plan closely tracks levels of achievement

• IEP targets are individual, short term and specific

• IEP targets jointly formulated and monitored with QTMSI

Grouping for teaching

Daily opportunities for small group work and individual support to ensure access to new experiences and afford opportunities to complete work, preview and review lessons

Curriculum & Teaching Methods

• Significant modification to learning materials and curriculum delivery

• Individual mobility and independence/life skills programmes

Human Resource and Staffing

• Daily access to individual support, trained to meet the needs of pupils with MSI

• Frequent visits from QTMSI

• Input from mobility/rehabilitation  officer

• Input from other educational and non-educational professionals as appropriate

Need for balanced approach to support and intervention to facilitate social inclusion

Physical

Difficulties

Assessment

• Part of settings and Foundation Stage /Key Stage assessments. SENDCO may be involved in more specific assessment and observations.

• Regular review of personal educational plan

• Pre referral advice from the teaching support service

Planning

• Settings curriculum plans including individual/group targets.

• Parents/carers involved regularly and support targets at home.

Child involved in setting and monitoring their targets.

Grouping for teaching

• Mainstream class with flexible approach to grouping and or some individual work.

Circle time activities to help build self esteem.

Curriculum & Teaching Methods

• Pre handwriting assessment and relevant skills practice

• Dressing and undressing skills programme.

• Access to gross motor skills assessment.

May need access to basic equipment such as pencil grips, stubby handled paint brush.

Resources

• Main support from foundation stage practitioners/class teachers with support from SENDCO.

Assessment

• As for range one but with advice from teaching support service and possibly health care professionals.

Planning

• Normal curriculum planning in addition to closely focussed and monitored IEP targets for 10-20% time

Grouping for teaching

• Full inclusion within the National Curriculum Guidance for the Foundation Stage through enhanced use of differentiation and group support.

• Buddy system

Circle time activities to help boost self esteem.

Curriculum & Teaching Methods

• Pre handwriting skills programme

• Dressing and undressing skills programme.

• Access to appropriate ICT equipment.

• May need specialist seating and or furniture or equipment.

Resources

• Main support from foundation stage practitioners/class teachers with support from SENDCO and or specialist support service when needed

• Input from additional adult to provide targeted support under the direction of teacher.

• Some support/

supervision may be needed to meet hygiene needs and or outside play and at lunch time

Assessment

• For mobility and curriculum access to be carried out by both educational and health colleagues.

• May need specialist seating

• May need ICT assessment to aid with future curriculum recording.

Planning

• Curriculum planning now closely linked to IEP targets.

Modified PE/outdoor play curriculum is likely to be needed.

Grouping for teaching

• Mainstream classroom setting.

• Small group or one to one adult input to practice skills.

• Individual skills based work may need to take place outside the classroom.

Curriculum & Teaching Methods

• Programme to support pre handwriting and handwriting skills.

• Differentiated writing materials and equipment.

• Differentiation to PE curriculum.

• Dressing and undressing skills programme.

• ICT equipment to aid recording and possibly AAC.

Will need specialist seating and or furniture or equipment.

Resource

• Flexible use of classroom support to access curriculum and develop skills in recording.

• Staff in school trained for manually handling/sling and banana board transfers.

Training and advice from specialist support service for teaching and support staff.