Use of Kagan Structures within Use of specific interventions Educational Psychologist according to need: learning Assessment, Advice and Individual Precision Teaching Recommendations Reporting to Parents/carers – (10 minutes per day) Parents’ Evenings (November & (Reading, Spelling, Multiplication March), written report (July) Tables Supplementary Phonic Work with Teaching and Learning Policy TA (15 minutes per day) SEN Policy Sounds Write Intervention with Access to school library TA (2 x 20 minutes per week) Toe-by-Toe Use of writing frames / scaffolds / Word Banks Numeracy Catch up Programmes Access to ICT eg. Springboard Number Modelling Max’s Marvellous Maths Access to extra-curricular clubs Communication & Interaction Differentiated curriculum planning, Concern noted by Class Teacher, Individual Costed Provision Maps activities, delivery & outcomes e.g. specific interventions put in place Meetings with Parents/carers, simplified language, key words & progress carefully monitored child and other agencies to review Structured school & class routines Parents/ carers informed of need provision & progress towards for SEN Support and meetings to outcomes in EHC Plan Termly, Use of Structures within review provision & progress Annual Person Centred Review of learning towards outcomes at Termly Plan SEN Support Provision Mapping Advice/ Support from SENCO Use of Visual Timetables
Use of Kagan Structures within learning Reporting to Parents/carers – Parents’ Evenings (November & March), written report (July) Teaching and Learning Policy SEN Policy Access to school library Use of writing frames / scaffolds / Word Banks Access to ICT Modelling Access to extra-curricular clubs Use of specific interventions according to need: Individual Precision Teaching (10 minutes per day) (Reading, Spelling, Multiplication Tables Supplementary Phonic Work with TA (15 minutes per day) Sounds Write Intervention with TA (2 x 20 minutes per week) Toe-by-Toe Numeracy Catch up Programmes eg. Springboard Number Max’s Marvellous Maths Educational Psychologist Assessment, Advice and Recommendations Communication & Interaction Differentiated curriculum planning, activities, delivery & outcomes e.g. simplified language, key words Structured school & class routines Use of Structures within learning Concern noted by Class Teacher, specific interventions put in place & progress carefully monitored Parents/ carers informed of need for SEN Support and meetings to review provision & progress towards outcomes at Termly SEN Support Provision Mapping Use of Visual Timetables Individual Costed Provision Maps Meetings with Parents/carers, child and other agencies to review provision & progress towards outcomes in EHC Plan Termly, Annual Person Centred Review of Plan Advice/ Support from SENCO