Graduated Approach at Thornton
At Thornton we provide a range of strategies and interventions to support our children's learning and development. Below is map of the provision which is available to all children with SEND at Thornton using the Graduated Approach (Code of Practice, 2014)
Cognition and Learning
|
Universal Provision (Wave 1) |
Targeted Support (Wave 2) |
Specialist Support (Wave 3) |
|
Quality First Teaching Pupil Centred Planning/personalised learning/one page profiles using the Access to Education Language and Literacy Toolkit and the Mathematics Toolkit. Modelling and scaffolding Clear learning objectives and success criteria displayed and used. Assessment for learning built into planning. Differentiated curriculum planning and work. Personalised learning journey Planning reflects different learning styles e.g. visual, auditory, and kinaesthetic. Differentiated deliver e.g. simplified language, slower lesson pace. Maths and English Sets. Use of visual aids e.g. interactive displays. Learning walls are seen throughout the school. Children are able to self-assess their work through systems such as traffic lights or red/green/amber cups. Differentiated outcome e.g. cartoon strip instead of written prose, use of ICT. Illustrated dictionaries/spellcheckers/word banks/thesauruses. Use of writing frames/visual organisers. Classrooms have a teaching assistant for part of the day. All support staff are aware of planning. ICT is available in every classroom and includes some of the following: interactive whiteboards, Ipads, visualizers, cameras, recording equipment, sound buttons. Use of film/music clips. Homework is differentiated. Use of established marking policy. Individual reading. Reading scheme with banded reading books used throughout the school. Teachers are available to speak with parents at the end of day. Clear communication pathways for parents’ e.g. accessible reception desk, bilingual staff available to translate, regular parent consultation evenings. Curriculum visits/visiting performers/ class assemblies. Well labelled and varied equipment valuable to support independent learning in maths and English. Talking partners used as a strategy so that all children get the opportunity to think, discuss and express themselves orally. Structured school and classroom routines well established and positively reinforced. Whole school, structured behaviour management system in place and adhered to. Trips linked to topics. Use of rewards e.g. stickers/ certificates/ letters home/ Golden Time. Circle time valued and used regularly. School council with a high profile and input into school systems and development issues. Handwriting policy. Parent workshops (Inspire). |
Precision Teaching Maths and English booster groups Zapper Intervention groups in the Nest with SEN team as required. |
Precision teaching. Input from Pupil and School Support. Input from Educational Psychologist. Input from the Communication and Autism Team. Input from Hearing Impaired team. Input from Vision Impaired team. Input from Physical Difficulties Support Service. Input from the Occupational Therapist. Differentiated teaching from SEN staff. Additional support with reading and writing on a one to one basis. Input from Speech and Language Therapy team. |
Communication and Interaction
|
Universal Provision (Wave 1) |
Targeted Support (Wave 2) |
Specialist Support (Wave 3) |
|
Quality First Teaching Pupil Centred Planning/personalised learning/Individual Target Plans using the Access to Education Language and Literacy Toolkit. Differentiated curriculum. Planning reflects different learning styles e.g. visual, auditory and kinaesthetic. Learning walls Illustrated dictionaries/ spellchecks/ word banks/ thesaurus. Use of visual organisers/writing frames. Use of ICT. Talking Partners. Labelled resources and equipment. Individual whiteboards and pens. Visual timetables in the classrooms. Interactive whiteboard in each classroom. A variety of playground equipment. |
Speech and language groups. Social skills groups. |
Input from the Communication and Autism Team. Input from Hearing Impaired team. Differentiated teaching from SEN staff. Input from Speech and Language Therapy team.
|
Social, Mental and Emotional Health
|
Universal Provision (Wave 1) |
Targeted Support (Wave 2) |
Specialist Support (Wave 3) |
|
Quality First Teaching Pupil Centred Planning/personalised learning/Individual Target Plans using the Access to Education Language and Literacy Toolkit and the Mathematics Toolkit. Circle time valued and used regularly. PSHE is valued. Social Skills groups/nurturing groups Positive praise culture – stickers, rewards, certificates. House Point System. Responsibility roles within the classroom e.g. eco councillors, computer monitors. Celebrations and displays of work. Nutritious lunches prepared on site. School Council. Age appropriate relationship and sex education. Celebration assemblies. Brain Breaks/Busy Boxes. Safeguarding training for staff. Internet safety training for all children. Good adult to child ratio at break times with some adults learning or modelling children’s play (supervised socialisation) Breakfast and after school club. A range of lunchtime and after school clubs led by staff. Trips linked to topics. Sponsored events to raise money for charity e.g. Acorns Hospice. Links with the local community. Raising staff and children's awareness of mental health through the curriculum. |
Social Skills groups. Social Stories/Comic Strip conversations. Now and Next boards.
Staff qualified as Mental First Aiders. |
Input from the Educational Psychologist. Input from the Communication and Autism Team. One Page Profiles. |
Sensory and/or Physical
|
Universal Provision (Wave 1) |
Targeted Support (Wave 2) |
Specialist Support (Wave 3) |
|
Quality First Teaching Pupil Centred Planning/personalised learning/Individual Target Plans using the Access to Education Language and Literacy Toolkit and the Mathematics Toolkit. Staff aware of implications of physical impairment. Visual Timetables. Fidget/weighted cushions. Kinaesthetic lessons. Coloured overlays for reading. Outdoor classroom. Large hall with gym equipment. Appropriately sized furniture, sinks and toilets. Disabled toilet. Ramps. Lift to first floor. Labelled resources. A range of playground equipment.
Learning environment is adapted to suit the needs to pupils with sensory impairment. |
Handwriting groups. Fine Motor skills/ Gross Motor skills input from Occupational Therapist for exercises.
specialist equipment such as modified writing tools.
Sensory audits to make reasonable adjustments to the learning environment e.g clear wall space, calming colours used on displays, temperature checks.
|
Input from the Occupational Therapist. Input from the physiotherapist. Input from Hearing Impaired team. Input from Vision Impaired team. Input from Physical Difficulties Support Service. Writing slopes. Specialised furniture. One to one exercises with SEN staff. Hearing equipment. Management plans and one page profiles. Teaching assistant to support swimming teaching in the water. CCTV and visualizers in the classrooms. Touch typing teacher. |