Quality teaching Teaching Assistant supporting in class with Individual Provision Maps to identify areas for Structured school and classroom routines learning and communication support and expected outcomes Modelling of effective communication and Small group intervention e.g. phonics, reading, IT e.g. Chrome book Interaction writing, maths Individualised visual timetable Communication prompt cards Social skills groups Prompt cards Opportunities for role play and show and tell Speech and language groups Highly targeted provision according to Assessment for Learning built into planning TA support to pre-teach topic and key word individual need. Visual timetables vocabulary Polish teaching assistant support Clear learning objective and success criteria Specific one to one interventions e.g. precision displayed and used teaching, focused teacher or HLTA support Modelling and WAGOLLS (What a Good One Break time and lunch time support with Looks Like) communicating and social skills Differentiated planning and delivery of Differentiated resources to support children’s curriculum e.g. language, resources and needs e.g. word mats, prompt cards outcomes Support from outside agencies eg. ASD Children self assess work outreach, REMA (Race Equality and Minority High expectations of learning Achievement) Speech and language, Learning Learning resources and prompts in class to and Language Support support learners Verbal feedback given to children Varied and creative curriculum Talking partners Teaching reflects learning styles (visual, auditory, kinaesthetic) Chrome books Child productions Class assemblies Social, Mental and Emotional Health
Quality teaching Structured school and classroom routines Modelling of effective communication and Interaction Communication prompt cards Opportunities for role play and show and tell Assessment for Learning built into planning Visual timetables Clear learning objective and success criteria displayed and used Modelling and WAGOLLS (What a Good One Looks Like) Differentiated planning and delivery of curriculum e.g. language, resources and outcomes Children self assess work High expectations of learning Learning resources and prompts in class to support learners Verbal feedback given to children Varied and creative curriculum Talking partners Teaching reflects learning styles (visual, auditory, kinaesthetic) Chrome books Child productions Class assemblies Teaching Assistant supporting in class with learning and communication Small group intervention e.g. phonics, reading, writing, maths Social skills groups Speech and language groups TA support to pre-teach topic and key word vocabulary Specific one to one interventions e.g. precision teaching, focused teacher or HLTA support Break time and lunch time support with communicating and social skills Differentiated resources to support children’s needs e.g. word mats, prompt cards Support from outside agencies eg. ASD outreach, REMA (Race Equality and Minority Achievement) Speech and language, Learning and Language Support Individual Provision Maps to identify areas for support and expected outcomes IT e.g. Chrome book Individualised visual timetable Prompt cards Highly targeted provision according to individual need. Polish teaching assistant support Social, Mental and Emotional Health
Provision-map.docx