All teachers use classroom based strategies to ensure that teaching is as good as it can possibly be (known as ‘Quality First Teaching’).
We provide a supportive environment using:
- visual timetables
- alternative ways for children to record their learning (e.g. computers)
- accommodation of different learning styles (e.g. visual, kinesthetic, auditory)
- specialist equipment (e.g. writing aids, fidget toys)
- Strategies to develop independent learning
- Dyslexia friendly displays and resources
We help all children access the curriculum through:
- Adult supported group work (teacher and teaching assistant led)
- Individualised curriculum planning where appropriate
- One to one support during teaching if a need has been identified (e.g. language needs to be modified)
- Provision of quiet workstations
- Help in attending trips and residential visits
We give the children opportunities to develop their independent learning skills:
- Visual aids and models on display in class to prompt children’s thinking and remind them of learned approaches
- Scaffolding tasks to help children complete them (e.g. using writing frames, story maps, task plans)
- ‘Chunking ‘activities (i.e. grouping information for a stepped approach to a task)
- Accessible individual resources that children can fetch if they need them (e.g. word mats, maths tools kits)
- Use of step in, step out support to encourage independence for reluctant children
- Open ended challenges to extend more able learners
Strategies to support/develop literacy including reading
- Small group targeted literacy support to boost reading , writing and spelling
- Withdrawal in a small group for targeted intervention customised to the particular group of children
- Use of writing slopes pencil grips and wedge cushions
- Extra opportunities to practice reading to a range of adults
- Inference group work to boost higher level reading interpretation skills (Upper KS2)
- One to One support with spellings and phonics
Strategies to support/develop numeracy
- Small group support in class through guided teaching
- Withdrawal in a small group for targeted intervention customised to the particular group of children
- Use of practical resources (manipulatives) e.g. Numicom
- Termly assessments of children’s mathematical knowledge followed by teaching tailored to filling gaps in their understanding
- Talking Maths to develop mathematical language
Strategies/programmes to support speech and language
- Individual interventions from Speech and Language Therapy Service (if the child meets the threshold level required for their support)
- Implementation of their programmes by TAs
- Spirals group intervention to help develop children’ speaking and listening skills
