|Description of Student
- The student has physical needs but can be independent with some minor adaptations to the environment.
- Able to participate in most or all classroom activities.
- The student may display fine motor skills difficulties.
- The student may display gross motor skills difficulties.
|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 specific physical needs.
- The student’s physical needs will be assessed by a qualified professional, who will make recommendations for the provision in school and refer on to other agencies if required.
- Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
- Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for 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 and/or for medical/dietary needs.
- May require scheduled meetings, visits and observations from external agency support.
- More structured/alternative provision may need to be put in place for practical lessons, such as PE, Technology and Drama.
- May benefit from focused/small group intervention from Aspire.
|The learning environment
- Sensitively placed when working in groups.
- Staff to consider individual seating arrangements and movement around the classroom.
- Teachers to use subject knowledge and expertise to create strategies which ensure their lessons are accessible.
|Partnership with parents, carers and other agencies
- Involvement from external agencies, such as Regency Outreach Support Team.
- Review meetings with the young person, parents and external agencies (as appropriate).
- Regular staff training on specific individual needs.
- A care plan may need to be considered and put in place.
- 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 can safely access all areas around the school site.