A ENSURING ACCESS TO THE CURRICULUM – Target Action Resources Timeframe Outcomes Middle leaders planning on going A1: Develop range of RGO/AJA to lead faculty Students with disabilities learning resources that are developments through IEP, have increased access to time accessible for LDD Teacher Around Child curriculum materials. students. Meetings and wave 2 provision map A bank of differentiated learning resources to available as examples of good practice a)SENCO to attend all SENCO began attending A2: Teachers develop their Teachers use IEPs and knowledge of different AEN Faculty resources to faculty meetings on faculty meetings to teaching and learning develop understanding of rotation basis to promote advice on-going styles. Additional training learning needs and meet strategies of developing from our SALT will these needs through range of learning styles enhance access to differentiated resources. curriculum for students b) Ensure that the with LCD curriculum is suitably tailored to individual needs through Teacher Around Child meetings meetings, Learning Support Agreements and IEPs c) Using staff INSET and TLC meetings to develop teachers skills in regards to access in mainstream classrooms. A3: To ensure all texts are SENCO to lead use of Development of IEPs to SENCO to advise Ensuring students have accessible to all students SMOG test and to work ensure literacy and equal access to curriculum March 2016. On-going who are expected to learn with on analysing comprehension skills are ’s from them of each text. clear to all teachers where “reading age” RA and SPA of all students this might be a barrier to to be accessible to all learning.
A – ENSURING ACCESS TO THE CURRICULUM Target Action Resources Timeframe Outcomes A1: Develop range of learning resources that are accessible for LDD students. RGO/AJA to lead faculty developments through IEP, Teacher Around Child Meetings and wave 2 provision map A bank of differentiated learning resources to available as examples of good practice Middle leaders planning time on going Students with disabilities have increased access to curriculum materials. A2: Teachers develop their knowledge of different teaching and learning styles. Additional training from our SALT will enhance access to curriculum for students with LCD a)SENCO to attend all faculty meetings on rotation basis to promote strategies of developing range of learning styles b) Ensure that the curriculum is suitably tailored to individual needs through Teacher Around Child meetings meetings, Learning Support Agreements and IEPs c) Using staff INSET and TLC meetings to develop teachers skills in regards to access in mainstream classrooms. SENCO began attending faculty meetings to advice on-going Teachers use IEPs and AEN Faculty resources to develop understanding of learning needs and meet these needs through differentiated resources. A3: To ensure all texts are accessible to all students who are expected to learn from them SENCO to lead use of SMOG test and to work with ’s on analysing “reading age” of each text. RA and SPA of all students to be accessible to all Development of IEPs to ensure literacy and comprehension skills are clear to all teachers where this might be a barrier to learning. SENCO to advise March 2016. On-going Ensuring students have equal access to curriculum