| Description of Student |
- Levels of attainment that are generally lower than those of their age equivalent peers.
- Some difficulty in acquiring skills, notably in language, literacy, and numeracy skills.
- May be slower to use, retain and apply everyday concepts than age equivalent peers.
- May have processing difficulties.
- May have mild levels of sensory impairment or fine motor skills.
- May have some difficulties related to behaviour, social or emotional issues.
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| The types of intervention and support |
- All teachers are teachers of children with special educational needs (COP 5:2)
- Whole school awareness and understanding of how to support students with moderate learning difficulties.
- Students with moderate learning difficulties will access strategies and resources typically available in the ordinary classroom e.g., visual prompts, definitions, tasks management strategies, extra time to process information and respond.
- Tasks may need to be differentiated by level/outcome/pitch/pace and grouping.
- Differentiation to ensure the development of literacy, numeracy, communication skills, minimise behaviour and emotional difficulties and promote appropriate interpersonal skills with other students.
- Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
- May require some additional support from Learning Support Assistants in lessons.
- May benefit from focused/small group intervention from Aspire.
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| The learning environment |
- Simple changes to the classroom environment to support the individual.
- Sensitively placed when working in groups.
- Staff to consider individual seating arrangements.
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| Partnership with parents, carers and other agencies |
- The school will seek advice and training from other professionals when necessary.
- Review meetings with the young person, parents and external agencies (as appropriate).
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| Progress indicators |
- The student is able to access curriculum content.
- The student is making expected levels of progress, which is in line with their peers.
- The student is fully integrated in lessons.
- The student appears to be more confident.
- The student is able to integrate positively with their peers.
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