At Eskdale we endeavour to be an inclusive school, staff are aware of the learning needs of students and we aim to support students
in being the best they can be.
The following quality first teaching is available for all of our pupils Need - Cognition & learning, including Dyslexia, Dyscalculia, and Developmental Coordination Disorder (Dyspraxia). Offer alternatives to written recording such as mind mapping, writing frames, laptops or ipads etc
Provide handouts to minimise copying from the board,
coloured as needed Provide key words to support difficult spellings
Ensure fonts on whiteboard, worksheets, labels and
website are dyslexia friendly such as Comic Sans or Century Gothic and of a reasonable size Use of coloured pen when writing on the classroom whiteboard, backgrounds are changed to a cream / pastel colour
Resources and equipment are readily available to
students at all times such as coloured overlays, alphabets and number lines
Need - Communication &
interaction, including Autism, Aspergers Syndrome and Speech & Language needs. Use of planners to help learn routines and carry messages
Clear and consistent short
instructions and rules given one at a time
Need - Social, emotional & mental
health difficulties, including ADHD, Depression and ADHD.
Need - Sensory and / or physical needs,
including Hearing Impairments, ADHD and Cerebral Palsy.
Support use of planners for personal
organisation and regular communication with parents, eportal for wider school recording
All areas kept tidy to ensure ease and safety
when moving around school, hazards minimised
Clear, short instructions given
Concrete and specific language used
Achievable targets and expectations
Extra time allowed to process
information
Focus on praise and encouragement
'catch them being good'
Different points of view explained
clearly and calmly
Learning to be presented in small
manageable chunks in a range of styles, understanding is always checked and instructions repeated if needed
Routines to be adhered to and
where possible advance notice given re changes such as supply teachers
Extra time is allowed where needed
Reading aloud to a group to be volunteered
Empathy shown to encourage students
to understand the point of all, modelled by staff Individual and whole school rewards, wider curriculum opportunities
Learning to be presented in small manageable chunks
in a range of styles, understanding is always checked and instructions repeated if needed
Positive displays around school and in
classrooms Effective use of TAs in class
Effective use of TAs in class
Effective use of TAs in class
Model, then teach, then support mind mapping or note taking
of key words etc
Assist with informal reporting to parents eg. positive notes in planner
Repeat instructions and make sure they are understood
Repeat instructions and make sure they are understood
Occasional scribing
Encourage and support independence and use of all class strategies before asking for adult help, C3B4ME
Encouraging children to make oral contributions to lessons
Assist with ensuring routines are adhered to, support pupils with unexpected changes
Encourage and support independence and use of all class
strategies before asking for adult help, C3B4ME
Pre / follow up teaching of key concepts
Know about the alternatives to written recording
Questioning of individuals to check understanding and further learning and progress
Questioning of individuals to check understanding and further learning and progress
Aids and resources accessible and used
correctly such as radio aids, support chairs and writing wedges etc Appropriate seating plans to assist with lip reading and accessibility etc
Classroom environments to be considered such
as natural light and noise levels Understanding is always checked, key words explained and focused on
Extra time to be given as relevant
1:1 support staff
Independence encouraged and supported
appropriately Work can be presented in a range of formats
Effective use of TAs in class
Assist with informal reporting to parents e.g. possible pre teaching opportunities
Check understanding, focus on key concepts, scribing
note taking during inputs Encourage and support independence whilst still offering 1:1 support where needed
Assist with the logistics of ensuring the correct,
suitable and safe environment for the student Pre / follow up teaching of key concepts
Questioning of individuals to check understanding and
further learning and progress
Whole School Provision Map - Wave 1 Quality First Teaching