M LA Use student shadowing, book NH scrutiny and learning walk data to highlight training needs. Improve staff S LA Training from SpLD specialist. understanding of S LA Training from a speech and how to make language therapist. visual material M LA Training from VI specialist. more accessible to students Improve staff M LA Staff training delivered both knowledge and and from specialists. skills in Training to be both need and differentiating student focussed. materials S LA Support from colleagues in other according to schools. student need Provide increased S RS Keyworkers identified to work with support for targeted students. All learners to students with have named keyworker. social, emotional M RS Further develop links with and mental health designated CAMHS worker needs (SEMH S LA Use of standardised tests such as needs) and WRAT IV, NFER, Vernon’s further identify areas of concern. S NF Use of Accelerated Reader and Star Reader to identify concerns, and to support progress. Increase literacy/ S RS Consider school dog to help numeracy levels students with both SEMH and academic needs. M LA Consider additional TA support to deliver programmes of intervention, such as precision teaching, Toe-by-Toe, Stareway to Spelling and Talk-About. Improve staff L LA Staff training in Makaton, Braille knowledge of and signing when appropriate. specialist ‘languages’ Consider and S RS Consider barriers to accessing identify access for activities and work with students disabled students to consider strategies. to enrichment activities
Use student shadowing, book scrutiny and learning walk data to highlight training needs. M LA NH Improve staff understanding of how to make visual material more accessible to students Training from SpLD specialist. Training from a speech and language therapist. Training from VI specialist. S S M LA LA LA Improve staff knowledge and skills in differentiating materials according to student need Staff training delivered both and from specialists. Training to be both need and student focussed. Support from colleagues in other schools. M S LA LA Provide increased support for students with social, emotional and mental health needs (SEMH needs) Keyworkers identified to work with targeted students. All learners to have named keyworker. Further develop links with designated CAMHS worker Use of standardised tests such as NFER, Vernon’s and WRAT IV, further identify areas of concern. Use of Accelerated Reader and Star Reader to identify concerns, and to support progress. S M S S RS RS LA NF Increase literacy/ numeracy levels Consider school dog to help students with both SEMH and academic needs. Consider additional TA support to deliver programmes of intervention, such as precision teaching, Toe-by-Toe, Stareway to Spelling and Talk-About. S M RS LA Improve staff knowledge of specialist ‘languages’ Staff training in Makaton, Braille and signing when appropriate. L LA Consider and identify access for disabled students to enrichment activities Consider barriers to accessing activities and work with students to consider strategies. S RS
Accessibility_Plan%2016-19.docx