being within a prompts and modelling and rewards classroom were used Limited experiences Cassy has limited vocabulary and During the term staff ensured that This promoted enthusiasm and of some aspects of doesn’t recognise many simple some of the prompts and stimuli in excitement from Cassy and learning objects, situations and experiences. different learning opportunities were encouraged her to engage more During times when confronted with based around familiar Disney characters, in activities and use language to the unknown she often becomes the only characters Cassy was familiar share her ideas and play withdrawn and stops communicating with Interventions: Observations and analysis of other Actions Taken & Timescales Impact Identified Barriers information Speech & Language Mum has shared that Cassy rarely Term 1 Daily 10 mins by specialist S & Cassy’s language development is – talks in sentences of phrases at home, L TA, playing alongside Cassy to model now within the normal ranges. she generally uses nouns or verbs in key language during Child Initiated Her vocabulary remains poor and isolation and her sibblings respond. Term 2 Small group during Child this is the on-going focus – Her level of language on entry was Initiated 3 x per week 15 mins, well below that expected for her age modelling and developing language through small world and role play Term 3 1:1 phonics 10 mins per day – with TA revisiting phase 2 Early Reading Cassy had limited experience of Term 2 1:1 picture book sharing. Initially Cassy needed familiar – books. She knew some stories and had Focus on story telling, developing stories for TV and movies to be a love of playing pretend but based language and introduction to fairy tales, interested or excited. Cassy now around television and movie stories nursery rhymes etc. enjoys books and is age expected Term 3 & 4 Daily reading 1:1 or 2:1 for reading skills – Cassy is set to achieve her GLD at the end of YR and will enter Y1 on track for Age Expected Standards
being within a classroom prompts and modelling and rewards were used Limited experiences of some aspects of learning Cassy has limited vocabulary and doesn’t recognise many simple objects, situations and experiences. During times when confronted with the unknown she often becomes withdrawn and stops communicating During the term staff ensured that some of the prompts and stimuli in different learning opportunities were based around familiar Disney characters, the only characters Cassy was familiar with This promoted enthusiasm and excitement from Cassy and encouraged her to engage more in activities and use language to share her ideas and play Interventions: Identified Barriers Observations and analysis of other information Actions Taken & Timescales Impact Speech & Language Mum has shared that Cassy rarely talks in sentences of phrases at home, she generally uses nouns or verbs in isolation and her sibblings respond. Her level of language on entry was well below that expected for her age Term 1 – Daily 10 mins by specialist S & L TA, playing alongside Cassy to model key language during Child Initiated Term 2 – Small group during Child Initiated 3 x per week 15 mins, modelling and developing language through small world and role play Term 3 – 1:1 phonics 10 mins per day with TA revisiting phase 2 Cassy’s language development is now within the normal ranges. Her vocabulary remains poor and this is the on-going focus Early Reading Cassy had limited experience of books. She knew some stories and had a love of playing pretend but based around television and movie stories Term 2 – 1:1 picture book sharing. Focus on story telling, developing language and introduction to fairy tales, nursery rhymes etc. Term 3 & 4 – Daily reading 1:1 or 2:1 Initially Cassy needed familiar stories for TV and movies to be interested or excited. Cassy now enjoys books and is age expected for reading skills Cassy is set to achieve her GLD at the end of YR and will enter Y1 on track for Age Expected Standards
Disadvantaged-Pupil-Case-Study-Cassy.docx