| Description of Student |
- The student may display some literacy difficulties, particularly reading and spelling.
- The student may find recording difficult and display poor handwriting.
- The student may display difficulties in structuring and organising their work.
- The students may display inconsistencies in their attainment, particularly in core subjects.
- The student may display some sensory processing difficulties.
- The student may display social, emotional and mental health difficulties which require further support/intervention.
- The student may display difficulties with attention, concentration and behaviour.
- Specific Learning Difficulties can include: Dyslexia, Dyspraxia, ADD and ADHD.
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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 SpLD.
- 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 according to the students’ individual needs.
- 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 in order access the lesson content and develop independence.
- May require scheduled meetings, visits and observations from external agencies.
- May benefit from focused/small group intervention from Aspire which specifically address their area of need, such as literacy and numeracy.
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| The learning environment |
- Sensitively placed when working with peers.
- Staff to consider individual seating arrangements.
- Simple changes to the ordinary classroom setting to support individual differentiation.
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| Partnership with parents, carers and other agencies |
- Involvement from other external agencies when necessary.
- Review meetings with the young person, parents and external agencies (as appropriate).
- Staff training e.g Worcestershire Dyslexia Pathway training.
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| Progress indicators |
- The student is able to access curriculum content.
- The student’s levels of progress are improving and working towards achieving their expected levels of progress.
- The student is fully integrated in lessons.
- The student can successful apply a range of strategies which helps develop their learning and achieve independence.
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