Physical Difficulties

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Range 1

Assessment

  • Part of settings and Foundation Stage assessments. SENCO may be involved in more specific assessment and observations.
  • Regular review of personal educational plan
  • Pre referral advice from the teaching support service

Planning

  • Settings curriculum plans including individual/group targets.
  • Parents/carers involved regularly and support targets at home.

Child involved in setting and monitoring their targets.

Grouping for teaching

  • Mainstream class with flexible approach to grouping and or some individual work.

Circle time activities to help build self esteem.

Curriculum & Teaching Methods

  • Pre handwriting assessment and relevant skills practice
  • Dressing and undressing skills programme.
  • Access to gross motor skills assessment.

May need access to basic equipment such as pencil grips, stubby handled paint brush.

Resources

  • Main support from foundation stage practitioners with support from SENCO.
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Range 2

Assessment

  • As for range one but with advice from teaching support service and possibly health care professionals.

Planning

  • Normal curriculum planning in addition to closely focussed and monitored IEP targets for 10-20% time

Grouping for teaching

  • Full inclusion within the National Curriculum Guidance for the Foundation Stage through enhanced use of differentiation and group support.
  • Buddy system

Circle time activities to help boost self esteem.

Curriculum & Teaching Methods

  • Pre handwriting skills programme
  • Dressing and undressing skills programme.
  • Access to appropriate ICT equipment.
  • May need specialist seating and or furniture or equipment.

Resources

  • Main support from foundation stage practitioners¬† with support from SENCO and or specialist support service when needed
  • Input from additional adult to provide targeted support under the direction of teacher.
  • Some support/

supervision may be needed to meet hygiene needs and or outside play and at lunch time

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Range 3

Assessment

  • For mobility and curriculum access to be carried out by both educational and health colleagues.
  • May need specialist seating
  • May need ICT assessment to aid with future curriculum recording.

Planning

  • Curriculum planning now closely linked to IEP targets.

Modified PE/outdoor play curriculum is likely to be needed.

Grouping for teaching

  • Mainstream classroom setting.
  • Small group or one to one adult input to practice skills.
  • Individual skills based work may need to take place outside the classroom.
  • Nurture group input may be necessary to help with low self esteem.

 

Curriculum & Teaching Methods

  • Programme to support pre handwriting and handwriting skills.
  • Differentiated writing materials and equipment.
  • Differentiation to PE curriculum.
  • Dressing and undressing skills programme.
  • ICT equipment to aid recording and possibly AAC.

Will need specialist seating and or furniture or equipment.

Resource

  • Flexible use of classroom support to access curriculum and develop skills in recording.

Training and advice from specialist support service for teaching and support staff.

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