Organisational skills Social and emotional skills Interventions/Resources Provision of evidenced based interventions for CYP who are not There will be extreme difficulty in acquiring making expected progress e.g. Booster Classes, Pupil Progress Units Literacy and numeracy skills at KS1and limited progress (KS3), EY Fun Time, Every Child a Talker,(N-YR), Every Child a Reader at KS2 despite high quality time limited interventions. (Y1/2), Every Child Counts (Y2), Every Child a Writer (Y2), One-to-one Tuition Use Years Foundation Profile and Next steps/P Scale Targeted intervention individually or in groups as appropriate assessment or sub-levels of the early National For example: Working memory skills, Reading, Spelling, Numeracy, Curriculum levels as required to measure progress. Vocabulary teaching, Comprehension and Inference, Use of Language, Sentence structures, The speech sound system, All staff are aware of indicators for Sequencing, Active listening skills, Social skills, Fine/gross motor Specific Learning Difficulties and are able to contribute Skills to identification. Access to simple, every day, assistive resources, which aid access to the curriculum e.g. nonslip mats, sloping writing surfaces, pencil grips, a SENCO/teachers use a range of assessment tools to range of scissors. assess CYP e.g. National assessments, Cognitive Assessment Tests (CATs) Reading and Access to everyday ICT resources e.g. laptops and more Spelling tests etc. specialised assistive resources and devices e.g. symbol software, Text to speech software. In some cases the use of specialist, high cost ICT for access to curriculum. Analysis of data identifies links between quality of teaching and learning. Inclusion/SEN register and care plans available for all staff and information contained in them regularly updated. Use of equipment to aid the development of fine motor skills e.g. Sloped desk surfaces, pencil grips and adapted scissors. Outcomes Outcomes of assessment will indicate the impact of the interventions (middle column) measured by the child’s attainment and achievement as indicated in the Identification column. School/settings will produce evidence of progress as result of interventions used.
Organisational skills Social and emotional skills There will be extreme difficulty in acquiring Literacy and numeracy skills at KS1and limited progress at KS2 despite high quality time limited interventions. Use Years Foundation Profile and Next steps/P Scale assessment or sub-levels of the early National Curriculum levels as required to measure progress. All staff are aware of indicators for Specific Learning Difficulties and are able to contribute to identification. SENCO/teachers use a range of assessment tools to assess CYP e.g. National assessments, Cognitive Assessment Tests (CATs) Reading and Spelling tests etc. Interventions/Resources Provision of evidenced based interventions for CYP who are not making expected progress e.g. Booster Classes, Pupil Progress Units (KS3), EY Fun Time, Every Child a Talker,(N-YR), Every Child a Reader (Y1/2), Every Child Counts (Y2), Every Child a Writer (Y2), One-to-one Tuition Targeted intervention individually or in groups as appropriate For example: Working memory skills, Reading, Spelling, Numeracy, Vocabulary teaching, Comprehension and Inference, Use of Language, Sentence structures, The speech sound system, Sequencing, Active listening skills, Social skills, Fine/gross motor Skills Access to simple, every day, assistive resources, which aid access to the curriculum e.g. nonslip mats, sloping writing surfaces, pencil grips, a range of scissors. Access to everyday ICT resources e.g. laptops and more specialised assistive resources and devices e.g. symbol software, Text to speech software. In some cases the use of specialist, high cost ICT for access to curriculum. Analysis of data identifies links between quality of teaching and learning. Inclusion/SEN register and care plans available for all staff and information contained in them regularly updated. Use of equipment to aid the development of fine motor skills e.g. Sloped desk surfaces, pencil grips and adapted scissors. Outcomes Outcomes of assessment will indicate the impact of the interventions (middle column) measured by the child’s attainment and achievement as indicated in the Identification column. School/settings will produce evidence of progress as result of interventions used.
information-and-materials-for-training-booklet.docx