Moderate Learning Needs

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Range 1

Assessment

  • Part of normal school and class assessments.
  • e.g. LD Baseline

Planning

  • Normal curriculum plans include QFT strategies
  • Parents and children involved in monitoring and supporting their targets.

Grouping for teaching

  • Mainstream class with flexible grouping arrangements.
  • Opportunities for small group work based on identified need e.g. listening/thinking.

Human Resources/Staffing

  • Main provision by class/subject teacher with advice from SENCO.

Additional adults routinely used to support flexible groupings and differentiation

Curriculum & Teaching Methods

  • Differentiation by presentation, activity and/or outcome.
  • Simplify level/pace/amount of teacher talk.
  •  Emphasis on identifying and teaching gaps highlighted by LD Baseline assessment.
  • Opportunities for skill reinforcement/

revision

  • /transfer and generalisation.
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 Range 2

Assessment

  • SENCO may be involved in more specific assessment and observations.
    • e.g. B Squared /PIVATS specific screening tools
    • SENCO may seek advice from education and non-education professionals as appropriate.

Planning

  • Curriculum plan reflects levels of achievement; progress is tracked via school tracking or CASPA.

Pupil and parents are involved as above

Grouping for teaching

  • Mainstream class with enhanced differentiation, regular targeted small group support.
  • Time limited programmes of small group work based on identified need.
  • Opportunities for 1:1 support focused on specific targets, with outcomes closely monitored.

Advice from LD/EP is reflected in targets.

 Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCO and advice from specialist teachers as appropriate.
  • Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal on a time limited basis, entry and exit criteria clearly stated.

Curriculum & Teaching Methods

  • Programme includes differentiated and modified tasks within an inclusive curriculum.
  • Modify level/pace/amount of teacher talk to pupils’ identified need.
  • Programmes to consist of small achievable steps.
  • Pre teach concepts and vocabulary
  • Emphasis on using and applying and generalisation of skills.
  • Individual targets within group programmes and/or 1:1carefully monitored and reviewed.
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 Range 3

Assessment

  • SENCo takes advice from assessment by LD/EP and the involvement of education and non-education professionals as appropriate.

Planning

  • Curriculum plans and progress are closely monitored by CASPA or school tracker.
    • Targets are individualised, short term and specific.

Continued regular engagement of parents

Grouping for teaching

  • Mainstream class, predominantly working on modified curriculum tasks.
  • Frequent opportunities for small group work based on identified need.

Daily opportunities for 1:1 support focused on specific IEP targets.

Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCO and advice from education and non-education professional as appropriate.
  • Additional adult, under the direction of the teacher provides sustained targeted support on an individual/group basis. May include withdrawal, carefully monitored.

Curriculum & Teaching Methods

  • Tasks and presentation increasingly individualised and modified  in an inclusive curriculum
  • Visual cues to support auditory information at all stages of delivery.
  • Individualised level/pace/amount of teacher talk.
  • Ensure transfer and generalisation of skills has occurred before teaching anything new.
  • Small steps targets within  group programmes and/or 1:1
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