Specific Learning Difficulties

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Range 1

Assessment

  • Part of normal school and class assessments. eg LD baseline and teacher observations

Planning

  • Normal curriculum plans include QFT

 

  • 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.reading.

 

Human Resources/ Staffing

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

Additional adults routinely used to support flexible groupings, differentiation and some 1:1.

 

Curriculum & Teaching Methods

  • Differentiating for the students identified   area(s) of weakness.
  • Dyslexia friendly school strategies and IDP strategies

Cursive Handwriting is introduced as part of a MSL approach.

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Range 2

Assessment

  • SENCo uses screening tools(eg Madeleine Portwood / Aston Index / Bangor / LUCID COPS / GL assessment etc)
  • Involvement of education and non-education professionals as appropriate.

Planning

  • . Curriculum plan reflects levels of achievement, progress is tracked  via school tracking.
  • pupil and parents are involved as above.

Grouping for Teaching

  • Mainstream class with 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

  • Specific multisensory, cumulative, structured programmes to support the acquisition of key literacy cursive handwriting, numeracy and motor skills.
  • differentiated curriculum with some modification and alternative recording programmes including ICT if appropriate.
  • At KS 3 and 4 focus on study skills.

Opportunity for over learning rehearsing and revising.

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Range 3

Assessment

  • As Range 2 plus more in depth assessment of specific areas of need
  • Senco  continues to take advice from

education and non-education professionals as appropriate.

 

Planning

 

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

Continued regular     engagement of parents

Grouping for Teaching

  • Mainstream class, with provision for alternative ways of recording.
  • Frequent opportunities for small group work based on identified need.
  • opportunities for  1:1 support focused on specific  targets

identified through assessment, ensuring revision and over learning are incorporated.

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 support on differentiated recording tasks.
  • May include withdrawal, carefully monitored.

Opportunities for reading spelling and writing activities in line with assessment results

Curriculum & Teaching Methods

  • Structured cumulative multisensory programme run  on a 1:1 or small group basis as appropriate.
  • Tasks and presentation increasingly individualised and modified  in an inclusive curriculum
  • Visual cues to support auditory information at all stages of delivery .
  • 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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