WAVE ONE

(Universal Provision)

Inclusive strategies for ALL learners embedded in QFT

• Quality first teaching and graduated approach throughout school
• Differentiated curriculum planning, activities, approaches & outcomes
• Individual target setting for maths, reading and writing with pupil progress meetings between staff each term
• Learning objectives (in the form of WALTs) & success criteria clearly communicated
• Working walls and practical resources
• Use of ICT: whiteboards, iPads, netbooks
• In-class targeted teacher support
• Teaching Assistant support within class teaching (small group or individual)
• Structured Phonics programme
• Collaborative (peer) and self-assessment
• Learning style awareness – visual, auditory, kinaesthetic approach
• Improved provision of outdoor learning environment
• Access to extra-curricular activities
• Educational trips and residential trips
• WOW events e.g., visiting theatre
• Whole school policies:
• Teaching & learning
• SEND Policy
• Behaviour Policy
• Attendance Policy
• Half-termly Pupil Progress monitoring
• Reporting to parents at Parents’ Evenings twice a year
• Written reports on all children for parents in July

WAVE TWO

(in addition to universal provision)

Targeted intervention and support for SOME learners

• In-class additional targeted teacher support
• In-class additional Teaching Assistant support within class teaching (small group or individual)
• Pre-teaching of vocabulary and concepts
• Opportunities for over-learning e.g. Precision Teaching
• Additional intervention(s) discussed at Pupil progress meetings to address lack of progress/barriers to learning
• Maths after-school club
• Consultation with Maths Co-ordinator, Phonics. Co-ordinator, English Co-ordinator & Pupil Premium Co-ordinator to determine intervention / level needed
• Targets set for interventions and outcomes agreed with SENDCo, SLT, class teacher and Teaching Assistant providing intervention
• Targets routinely shared and discussed with child
• Additional use of visual and practical resources
• Impact of intervention measured by teacher and SENDCo
• If no further improvements/progress the concerns are noted by the class teacher on a ‘Cause for Concern’ for SENDCo form & further progress carefully monitored

WAVE THREE

(in addition to universal provision and targeted intervention)

Specialist support for a FEW learners

• Child placed on the Special Needs Register
• Parents informed of continuing needs and next steps for Special Needs support
• Assessments, advice and recommendations from outside agencies as appropriate
• Advice & support for the class teacher from the Special Educational Needs and Disabilities Co-ordinator (SENDCo)
• My Plan written with SMART targets (Specific, Measurable, Achievable, Realistic, Time)
• Interventions (one to one & small group support) for reading, reading comprehension, spelling and maths
• Impact of intervention measured
• Review of provision with parents, class teacher, specialist teacher & involved agencies at least termly
• Additional use of visual and practical resources
• Use of adapted and/or specialist equipment
• Involvement of Outside agencies: Pupil Referral Unit
• One to one provision by Special Needs teaching assistants for some pupils with High Needs; EHCP or challenging behaviours
• Annual review for pupils with an Education Health and Care Plan
• Views of families and child/young person reflected in My Plan