Classroom learning environment organised to facilitate access and promote independence, e.g. resources and equipment labelled with words and symbols. Curriculum, Curriculum offer and daily lessons reflects range of learning styles across all subjects Teaching Methods Use of language simplified with short and concise instructions and Resources Learning supported by use of practical materials and a range of visual cues and scaffolding. Work chunked into manageable steps Use of precision learning techniques, pre and post tutoring to introduce and key knowledge and skills. Where possible learning linked to first hand experiences and personal interests Use of specific catch up programmes to establish core reading, writing and mathematical skills for groups of pupils working just below age related expectations. More specialised teaching and individualised learning programmes in place for pupils with the greatest need such as Reading Recovery and Catch up Numeracy and Catch Up Literacy Alternative methods for written recording in place to facilitate focus on other learning skills and knowledge. Range of ICT used effectively to promote inclusion and learning Staffing and Class/subject teacher takes responsibility and accountability for the provision, progress and development of pupils in their class Partnerships Additional specialist teaching from teachers or teaching assistants deployed dependent on nature and of need for groups and individual pupils. Dedicated time is set aside to support liaison between teachers and staff delivering interventions to evaluate impact and refine provision as required. Engagement with specialist service to support assessment of needs and guidance on the nature of support and resources to promote good progress including the Education Psychology Service and Croydon Literacy Centre Utilising support and guidance offered by the Croydon Special Schools Outreach offer Advice, information and training from local and national voluntary services such as Dyslexia SPLD trust on dyslexia and literacy difficulties. Communication and Interaction: (including pupils with Speech, Language and Communication Needs (SCLN) and Autism Spectrum Disorders (ASD). Assessment, Screening and checklist used to establish baseline skills in speech articulation, expressive language, receptive language and social use of Planning and language (e.g. assessment identification and checklists from the IDP Primary and Secondary SLCN e-learning tool). Review Review of learning resources to ensure vocabulary and language are accessible and not ambiguous Use of sensory checklist to determine any potential environmental stresses or intolerances may impact on learning, especially in relation to pupils on the autistic spectrum Adjustments to learning environment Planned time to address specific programmes or recommendations from Speech and Language therapists and specialist services. Preparation and bank of visual aids, symbols and specialist resources to support access to curriculum and wider aspects of school day.
Classroom learning environment organised to facilitate access and promote independence, e.g. resources and equipment labelled with words and symbols. Curriculum, Teaching Methods and Resources Curriculum offer and daily lessons reflects range of learning styles across all subjects Use of language simplified with short and concise instructions Learning supported by use of practical materials and a range of visual cues and scaffolding. Work chunked into manageable steps Use of precision learning techniques, pre and post tutoring to introduce and key knowledge and skills. Where possible learning linked to first hand experiences and personal interests Use of specific catch up programmes to establish core reading, writing and mathematical skills for groups of pupils working just below age related expectations. More specialised teaching and individualised learning programmes in place for pupils with the greatest need such as Reading Recovery and Catch up Numeracy and Catch Up Literacy Alternative methods for written recording in place to facilitate focus on other learning skills and knowledge. Range of ICT used effectively to promote inclusion and learning Staffing and Partnerships Class/subject teacher takes responsibility and accountability for the provision, progress and development of pupils in their class Additional specialist teaching from teachers or teaching assistants deployed dependent on nature and of need for groups and individual pupils. Dedicated time is set aside to support liaison between teachers and staff delivering interventions to evaluate impact and refine provision as required. Engagement with specialist service to support assessment of needs and guidance on the nature of support and resources to promote good progress including the Education Psychology Service and Croydon Literacy Centre Utilising support and guidance offered by the Croydon Special Schools Outreach offer Advice, information and training from local and national voluntary services such as Dyslexia SPLD trust on dyslexia and literacy difficulties. Communication and Interaction: (including pupils with Speech, Language and Communication Needs (SCLN) and Autism Spectrum Disorders (ASD). Assessment, Planning and Review Screening and checklist used to establish baseline skills in speech articulation, expressive language, receptive language and social use of language (e.g. assessment identification and checklists from the IDP Primary and Secondary SLCN e-learning tool). Review of learning resources to ensure vocabulary and language are accessible and not ambiguous Use of sensory checklist to determine any potential environmental stresses or intolerances may impact on learning, especially in relation to pupils on the autistic spectrum Adjustments to learning environment Planned time to address specific programmes or recommendations from Speech and Language therapists and specialist services. Preparation and bank of visual aids, symbols and specialist resources to support access to curriculum and wider aspects of school day.