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4. What will school do to support my child?

Ultimately, you child's targets will be set and their progress monitored by the class teacher, however they may receive support from Teaching Assistants, other teachers or agency support workers (see below for more details).

The process of providing support is:

 

ASSESS

This could be through formal data collection from:

  • Termly assessments
  • Guided reading
  • Unaided writing
  • Pupil Progress Meetings
  • COPS/LASS assessments

Agency assessments (see section 7) This could be informal through:

  • Observations over time
  • Agency observations (see section 7)
 
 

REVIEW

Targets and Pupil Profiles will be usually reviewed every term with the pupils. Parents will be invited in for reviews but please feel free to contact your class teacher at any time. The reviews will evaluate:

  • Progress against the targets
  • Decide which strategies were successful and not successful
  • Next steps - is further support still required? Do we need to increase intervention? Do we need to involve agency support? What are our next targets?

 

PLAN

A pupil profile is then created using information collected in the ASSESS part. The profile may include targets which could be using National Curriculum levels, PIVATs.
Academic targets could include:

  • Speaking (pronunciation, understanding and using vocabulary)
  • Listening (understanding and following instructions)
  • Reading (decoding, comprehension, inference)
  • Writing (sentence construction, punctuation, use of vocabulary)
  • Maths (number recognition, counting, basic number facts)
  • Interacting and working with others (working in groups)
  • Independence and Organisation (gathering information, working with limited adult support)
  • Attention (focusing on a task)

 

 

DO

Using a range of different strategies to help your child to achieve their targets. This intervention could include:

  • In class support - additional adults to support with following instructions, completing tasks.
  • Small group - may be inside or outside of the class, useful in developing working relationships
  • 1:1 support- may be in class or outside may be used for more individualised targets, reading, spelling, etc.
  • Agency support - usually done on 1:1 basis with a specialist in the field (see section 7)
 

 

 

The intervention is managed and monitored by the SENCo through the 'Provision Map' for each year group.

 

These include:

  • The different intervention groups for learning; personal, social and emotional development and physical development (including fine motor skills) for each year (which will vary dependent on the needs of the children)
  • Agency support
  • Who is responsible for delivering the intervention
  • When and how often the intervention will take place
  • Resources required for the intervention
  • Data to track the effectiveness of the intervention

These will be updated every term.

 

Above and beyond 1:1 support on individual targets, e.g. reading and spelling keywords, number recognition, basic number facts, sentence punctuation, we offer a range of structured intervention programmes, including:

 

Cognition and Learning Language and Communication Personal, social and mental health Physical need

Read, Write, Inc - phonics programme
Toe by Toe (reading)
Plus 1 / Power of 2 (basic maths skills)
Box Dictation (spelling)
Nessy Fingers (spelling/Numeracy)
Precision Teaching (spelling/Numeracy)

Fresh Start English

Springboard Maths

First Call
Colourful Semantics
(sentence building)

WELLCOMM

ACORNS - Afternoon Nurture group

 

Lunchtime Nurture

 

Small group work with a focus on SEMH difficutlies 

 

Grief & Loss Counselling

First Move (scissor skills, strengthening exercises, handwriting)
Teodorescu

handwriting

 

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